Chapter Eight

I thought that the information in chapter eight was really interesting for a lot of reasons.  I don't have really any experience working with English Language Learners and I did not have a lot of background information on the troubles they experience in the classroom.  I had no idea how hard it really is to adjust in an English classroom.  I knew it would be hard, but it makes me feel even worse for these students that are trying to adapt.  One point that Danling made that I thought was a really good one was the ideas of knowing words and concepts.  If an ELL does not know what the word photosynthesis means, trying to understand the concept of it is even harder for them (107).  I think that a lot of teachers overlook this because they are so concerned with their students only knowing the vocabulary.  Another thing that I think all teachers need to try to remember is that these students are coming from so many various backgrounds that have to be taken into account.  These learners feel connected to others that speak their native language and tend to segregate themselves.  I feel like I have experienced this many times in my life and not even in the classroom setting.  When I was in Mexico this year the workers would start to speak Spanish with each other, but if we came up to them, they would switch back to English.  However, if we asked a question that they weren't sure about they would discuss it with each other in Spanish.  I feel that a lot of students in particular want to talk in the language they are most comfortable with because it assures them that they going to say the right thing.  The thing I thought was one of the most important things was something that Carol Jago pointed out.  She said, "Too often teachers address a question to the class and call on students with the first hands up.  Speaking on demand can be extraordinarily difficult in a second language" (118).  I think that this applies to so many students, but I can see how it can be even worse for ELL's.  Teachers have to give the students time to think about what they want to say in front of the whole class.  ELL's especially need time to make sure they are saying the right thing in a language that is native to them.  I think that so many teachers need to realize how important this is because it can really affect their class participation.