Reflection on Methodology

I believe that in order to create world citizens it is important to create an

environment which promotes a community of learners who respect, support, and inspire one another. Differences among students in language, culture, religion, gender, varied abilities, sexual preference, socioeconomic status, and geographic setting will always exist. Establishing a community of learners, calls upon teachers to shift their thinking in how all students can be included, valued, respected, and welcomed for who they are and be given the right to high-quality, stage-appropriate, culturally and linguistically relevant education. A teacher who has established such as environment has students who are well managed and intrinsically motivated. 

        The affective domain includes a variety of student characteristic having to do with attitudes, motivation and level of anxiety.  Though these variables are difficult to determine, they play an important role in creating a classroom culture. Just as a classroom might be affected by individual interests, culture, home background, age, academic ability levels shapes the classroom attitudes of self-confidence and self-esteem shapes how a child learns. A classroom environment that is creating a community of learners will develop an environment in which teachers and other students show respect for ELLs, their first language and their culture. Another variable of the affective domain which greatly affects classroom culture is motivation. A learning environment which promotes intrinsic motivation emphasizes the “big” picture, lets students set their own goals and allows students to take risks, be creative and innovative. Lastly, level of anxiety can also affect the classroom environment. As such, teachers should help students achieve independence by facilitating relationships with competent speakers, providing a silent period for students if necessary and constantly re-teaching important concepts.

        As an educator, as I begin to understand the implication of second language acquisition only then can I provide the necessary scaffolding to for my students to be successful. First, is the realization that second language acquisition is a gradual process, and must be fostered in a supportive, non-stressful situation. Secondly, in a classroom of students acquiring a second language as educators we must attempt to preserve and maintain their home language as it is an integral part of the student’s life. In such an environment, students work together to solve problems through means of authentic communication. This helps to develop fluency in English, adding to the home language rather than replacing it. Furthermore, classroom environment should also reflect a variety of different norms that appreciates language varieties as equal communication systems. The home language is essential for communicating cultural values, family history, and ethnic pride. Lastly, classroom that is fostering bilingualism promotes cross-cultural understanding between students of varied cultural, religious, and linguistic backgrounds are presented with an environment that through providing a safe space and creating open dialogue.

        Emergent bilinguals come from a variety of different backgrounds with a wide array of needs. Specifically, some students may come to the classroom with the basic interpersonal communication skills (BICS) but lack the academic language necessary to success in school. On the contrary, some students may have the cognitive academic language proficiency (CALP) through a study of academic English but lack the ability to communicate in English in social interactions. Secondly, needs of Students with Interrupted Formal Education (SIFE) are highly variable. SIFE students have low literacy and are unable to build on literacy skills to acquire a second language or understand content area instruction. Other needs may include students with learning disabilities such as Dyslexia, Dyscalculia or other auditory and visual processing disorders can obstruct the language learning process until the educator gets the help to overcome those classroom challenges. Lastly, students come into the classroom with different ways in which they approach learning. Thus, educators must cultivate the diverse different learning styles and multiple intelligences in order for the learner to best respond to the learning environment. 

        My pedagogical commitments to creating a community of learners will include creating multiple ways to for taking in information, through differentiated instruction. As previously mentioned, not all learners are alike, to differentiate instruction is to take into account one’s learning style, background knowledge and experiences, readiness and react accordingly. Recognizing these differences or even more importantly really understanding how these differences affect the learner can help serve each individual student and maximize student growth. Another strategy is to create an inviting and conformable classroom learning environment. A classroom space should be responsive to individual student needs rather than being bound by control and conformity. Classroom walls are great spaces to exhibit student work, highlight student cultures and homes languages, and share student interests.  The classroom structure can also help to relieve isolation among minority students through flexible grouping. Whether it is group children together who speak the same language or students grouped my ability, cooperative group work promotes understanding, emphasizes commonalities and encourages the development of friendships. Such an environment creates intrinsic motivation, shapes attitudes and helps build self-confidence. By using these strategies my aim is to develop the full potential of each learner, foster a positive classroom environment starts with respect, empathy and knowing your students as individuals so they can learn and grow academically, physically, mentally, emotionally and socially.