I noticed two interesting things when comparing the schools I observed and the model

programs I researched. First, was the difference in knowledge of teacher and emphasis
put on the ESL program as a whole between different districts. The first school I
observed was in a wealthy district and did not have a large ELL population. Therefore,
the program wasnt given much focus and the other teacher in the building did not have
much training or knowledge on how to make adaptations for ELLs in their class.
However, the schools I focused on in the School District of Philadelphia (which is quite
far from a wealthy district) put a large amount of emphasis on their ESL programs and all
teachers seemed to have a general understanding of how to accommodate their students.
It surprised me that a district with so many struggles would have a staff which seemed
miles ahead of the wealthier district. I would have thought the wealthier district would
have more time and money to spend on professional development in ESL since they do
have a small population.
The second interesting thing I noticed was the amount of resources made available in
Philadelphia. Until researching model programs and necessary resources for ESL
classrooms, I did not really understand all that teachers were providing for their students.
From extensive scaffolding to computer assistance software, the district (or schools in
which I observed at least) really had their programs together.
Justin Stevenson
6/18/14
ESL 6
Section 11: Professional Knowledge

The cultural demographic which applied directly to the school I concentrated on
in my research stud would be Asian and Mexican. While these two cultural groups have
many similarities, they also display differences.
As a whole, the school behavior of the Asian population at this school seemed to
be tame, obedient, and respectful. The student body seems to have a strong work ethic in
reference to their school work and general education. From what I experienced working
at this school, and what teachers have revealed in their interviews, this behavior and
general outlook on education is reflected in the attitude in which the parents address
education. The Mexican population at the school is also hard working and many students
and parents place a strong emphasis on the importance of learning. However, the overall
behaviors seem to be mixed between obedient and respectful and those who display a
more lethargic attitude toward their school work. This also appears to be a reflection of
parental attitudes.
Since this school was comprised primarily of two different cultural demographics,
it was interesting to see how the ESL teaching staff addressed teaching the two groups.
Although the teachers differentiated their instruction based on the individual needs of
students, they also incorporated general understandings of the groups into their teaching
methods. For instance, one ESL teacher told me how she will often allow the Asian
students to work more independently or in a small group and will assist the Mexican
students in a more one on one fashion. This wasnt the regular practice in all classes, but
more of a general rule of thumb she presented early on in our meetings.
Some excellent techniques I learned throughout my observation and study were
ways in which to communicate with families and other staff members about the ESL
program. For instance, all handouts, letters, and calendars were translated into the home
language of the students. In doing so, families are more up to date on what is going on in
the school and more a part of the school community. This was done in all classrooms; not
just the ESL classroom. The school also provided on site translators so that families had
the ability to communicate directly with all teachers and staff. While it was sometimes
difficult to schedule these meetings in a way in which all parties were prepared and
available, it was still an excellent resource for the school and families.
In a school where nearly 40% of the population is ELLs, the staff seems to have a
strong grasp on understanding and sensitivity toward other cultures. However, this may
be apparent due to the way in which teachers and administrators promote these cultural
differences in a positive light. For example, in just walking through the hallways, one
sees numerous posters and projects about different cultures and places throughout the
world. Students are constantly exposed to influential people from all over the world in an
attempt to display the ability of people from any culture, place, or country to become
successful. This seems like an excellent way to promote different cultures to everyone.
However, while this school was exceedingly successful in sensitivity and promotion of
other cultures, another school in which I observed was quite the opposite. The ESL
teacher at this school mentioned the lack of experience the regular teachers had in
working with ELLs and their limited knowledge of teaching techniques and other cultures
in general. In an attempt to counter this, the ESL teacher and administration set up
numerous professional workshops throughout the school year geared directly to the
teacher of ELLs. The hopes were that this would expose the school staff to a better
general understanding of other cultures and ELLs.
The ways in which other cultures relate to the American culture are
insurmountable. One could concentrate on the strong work ethic present in the
community or school life or the importance of social language understanding for
everyday communication and socialization. However, interestingly I noticed a lack of
understanding in the importance of academic language. Students had a very strong pride
about their culture and family, but did not seem to have much training in academic
language in their native language. It seemed as if they never were given the opportunity
to learn this area of their language either due to age or limited resources. I feel this is
something that exists in American culture in a much more limited fashion.

Justin Stevenson
6/20/14
ESL 6
Section 12: Advocacy


As an instructor of ELLs, one must become a strong advocate for their student. In
doing so, the instructor ensures the success of their students, themselves, and their school.
However, advocacy is an ever changing battle which requires constant evaluation and
research.
The education of ELLs is a crucial piece to the American education model. This
country is fortunate to be given the opportunity to have citizens from many worldwide
cultures. However, as educators, the needs of these students need to be addressed if the
potential of this asset is ever going to be fully reached. This is why ESL instructors need
become model teachers and experts in adapting lessons to reach both the language and
content needs of the students. However, the role of the ESL instructor does not end with
the adaptation of their own personal lessons; it extends into the lives of the students, role
of the school, and regular classroom experiences.
One of the first steps in becoming an advocate for ones students is helping other
teachers understand the importance of teaching ELLs appropriately and helping them
understand new techniques and teaching methods. According to an article on
www.tesol.org entitled The Changing Role of the ESL Teacher, the ESL instructor if
often viewed as an expert in the school when it comes to this area of teaching. For this
reason, the ESL teacher needs to ensure their expertise by constant learning, professional
development, and personal study into new research that has been done in this area of
teaching or changes or developments in policy or legislation. Since others in the school
may not have the time, knowledge, or opportunity to focus on this area of education; the
ESL instructor must assume this role to be a successful advocate. According to an article
entitled Whats My Role: Advocating For ELLs on www.colorincolorado.org, this is one
of the very most important aspects of becoming a successful ESL teacher.