Chapter 6 Synthesis

Chapter 6: Reading Instruction

*Things I Do Right

     First, I should start by saying that we refer to our ELLs as ESOLs, and so you will hear me use this term often throughout my syntheses.  I have never taught a student who is considered ESOL and also LD, other than one ADHD student, so it is difficult for me to give specifics about CLDE students as a group, but I can generalize.  To begin, it is often very difficult to determine whether a student has issues with their language or if they have a learning disability...or both. I think that my school does a great job of figuring out our students' needs early on, so that we are able to be better teachers and help students to be better learners.  We aren't bogged down with trying to figure out the "category" into which the student falls, but instead can focus on what strategies they need to learn best.  Also, I feel that I am flexible in my teaching, which allows both ESOL and LD students to succeed more often because I can provide more individual support and time.  It is important to be culturally responsive in all aspects of the curriculum, and teaching ESOL students is definitely a critical area.  It is necessary to recognize the needs of these students, and it is also necessary to embrace their cultural diversity.  Allowing a student the opportunity to partner read can be very helpful, and I do this often.  I think it is also important to pull diverse pieces of literature into the classroom to supplement whatever literature is already being taught; this allows ESOL students to relate.  I also assign most of my ESOL students a "buddy" at the beginning of the year to help with reading comprehension by having my students complete activities like Episodic Notes or Sensory Notes because these are strategies everyone can relate to in his/her own way.  

*Oops

     I don't think that I am very knowledgeable about "the similarities and differences in first and second language reading," but I do believe that I am fairly good at recognizing "the differences between language acquisition and learning disabilities."  I wish I was better at recognizing and understanding language transfer.  Although I understand that because my ESOL students do not have a background in English, the literature is harder for them, it can be difficult to translate the meaning inside its context.  I could use a little work in this area.  I could also use more information on Collaborative Strategic Reading to attempt this in my classroom because the only time I tried this strategy, it backfired on me.  

*Things I Might Use

     There are a few thoughts I am considering after reading this chapter.  Am I as good as I think at making my culturally diverse students feel at home in my classroom, or am I fooling myself with a sense of false security because they seem content? I want to be able to find and utilize more reading instruction strategies in my classroom that apply to any CLDE learners who I might encounter.  I would like to try to make sure that I translate the literature better, so that my ESOL students aren't quite so lost, especially in Shakespeare.  Then again, other than English majors, who isn't lost in Shakespeare?!  :)