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Running head: GRADUATE BOOK READING

Teaching and Learning in a Multilingual Classroom: Graduate Book Reading

Jennifer A. Bath

University of Nebraska-Lincoln

TEAC 813A: ESL Acquisition

December 10, 2009

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Introduction

Goldstein uses the introduction as a resource that guides readers through background

information regarding Northside School. I found it particularly interesting that many of the

Cantonese speaking students found that by speaking English among one another meant ‘showing

off.’ One would assume that these Cantonese students would prefer speaking English with one

another and use this interaction as practice and learning experiences. Goldstein clearly states

that this time, whether it is social or academic interactions, it is important for all Cantonese

students. I agree with Goldstein and her beliefs in that second language learners need to have a

time (if they prefer) to interact with others in native languages. This not only promotes social

interaction and skills, but also builds upon academic skills in that students can successfully learn

from one another using their native language. In my own learning experiences as a second

language learner, I appreciated the opportunities to be immersed in the second language by

listening, reading, writing, and speaking. However, if I could not grasp a concept and was stuck

on an idea, it was comforting to know that I had peers and my native language to fall back on.

There is a great debate occurring in school systems expressing the concern of allowing

students to use native languages (other than English) in school. Some feel it is inappropriate for

students to use native languages in school, whereas others disagree. Many studies show the

importance and benefits that stem from students using native languages to aid in second language

acquisition. With this, students are able to use native languages as a reference when learning

new concepts as second language learners. Goldstein presents many interesting topics to come

in the book. I look forward to case studies, research, and ideas that Goldstein intends to convey

throughout the book.

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Chapter 1

The two quotes that open and close chapter one, are good insights as to how some

students feel about their Chinese backgrounds outside of China. As a future ELL teacher, I find

it important to encourage pride in students’ cultural beliefs and backgrounds. Whether they

originate from China or are fully Chinese born outside of China, it is part of their genetic, social,

and cultural background.

It’s a shame that students feel ashamed or become annoyed with places, such as

Chinatown, and the way people in their culture act and talk. Additionally, it is even more

devastating when students become shy and silent in classroom settings because of their speaking

(English) insecurities. Students need to be reassured that there is room for mistakes and

mispronunciations, but that as long as they are putting forth their best efforts, that is what we can

expect from them.

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Chapter 2

Goldstein continues and goes into more depth of social interaction and allowing native

languages in the classroom. When Mrs. Lo was interviewed and questioned about her

philosophy of native languages in the classroom; it reminded me of the similar teaching practices

of an ELL teacher I volunteered for. Both Mrs. Lo and Mrs. Smith (this is what we will call the

teacher I volunteered for) gave main instruction in English. All instructions, methods, lessons,

and activities are presented in English. However, if students are stuck on an idea or are

presenting personal issues to the teacher, the teacher will use the native language of a child (if it

is known). This particular strategy allows students to first learn and try in English, but also

assures them that help and understand in their native language is available. Although this

opportunity may be great for many students, it very well could be detrimental to others. For

example, on page 33, various students are speaking Mandarin in a group setting in class. one

student is left out of the conversation due to the fact that he is not a native Mandarin speaker

(Soloman). Soloman continuously tries to engage himself in the conversation, but is

unsuccessful. His only hope for breaking up the conversation is using his only mandarin phrase

by asking the time. The mandarin students laugh; however, Soloman is finally successful and

the conversation is continued in English. As ELL teachers, we need to be aware of situations

such as Soloman’s, and do our best to promote the use of a language that everyone in a group or

classroom knows. Enforcing that the use of native languages is not a negative aspect to learning,

but also instruct students to be inclusive and practice ‘majority’ language skills as much as

possible.

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“…They can socialize; they can still have a life here. To make activity more happy, to create an atmosphere to learn, to find a reason to come in the morning (Goldstein pp. 28-29).”

I find this quote extremely compelling and useful for all teachers. While I am a supporter

of the interactionist theory, I feel this quote is what gives teachers and students hope. School is

about creating various learning environments (social, academic, linguistic) that students thrive

on. Keeping students locked in and focused on school is a difficult task, but creating an

environment where students can ‘live’ is a way that creates a student buy-in and keeps them

coming back for more.

Throughout this portion of the chapter, Mrs. Lo emphasizes the importance of peer

learning and group activities. Mrs. Lo states that students can learn a great deal from one

another using both native and second languages. With this type of student social interaction,

students are more compelled to participate, learn, and discuss. Given the opportunities to

converse and interact with one another, not only promotes different learning techniques, but also

gives them a chance to have various learning experiences in the classroom.

I found this chapter very helpful in the ways and opinions of Mrs. Lo and her

classroom. I like the way Goldstein and Mrs. Lo portrayed both the importance of and

difficulties that are associated with native language use in classrooms. It gave me a good insight

as to what to look for in my own future classroom.

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Chapter 3

When I began reading chapter 3, I at first was very turned off. Mrs. Yee’s

philosophy of an English-only classroom not only made me dislike her teaching practices, but

also made me feel a bit frustrated with her as a person. With Mrs. Yee’s firm beliefs in an

English-only classroom and enforcing ‘chores’ among students if native languages were used,

students had no choice but to speak English-even if they could or not. My initial thoughts were

concerns for students that are level one and not familiar or comfortable with the English

language. Many students may feel reluctant to speak and participate in class if English is the

only language to be spoken. It’s clear that Mrs. Yee practices the interactionist theory and

promotes the complete English interactions with her students in the classroom. While I feel Mrs.

Yee has good intentions with her English-only teaching practices, I have to wonder; is this what

is best for the students?

I find myself extremely partial regarding the use of English-only classrooms and

Mrs. Yee’s classroom in particular. Immersing students in a language is a great way for them to

learn the ins and outs of a language. The daily speaking, writing, reading, and listening practices

will give students that extra push to succeed and acquire a second language at perhaps a faster

rate. But what about those students that are level one, not proficient in English, or have very

little knowledge with the language? Do we just hope they catch on and let them figure things out

on their own? I support Mrs. Yee and her beliefs of instructing in English and exposing students

to as much second language acquisition experiences as possible; however, feel that at times it is

necessary to allow native language use. I think back to times as a second language learner

myself, that no matter how many times a concept was explained to me in the second language; I

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still could not understand. It was comforting to know that I could fall back on my native

language to clarify if absolutely needed.

After reading the interviews of Mrs. Yee and Cathy, a student in Mrs. Yee’s class,

I feel that the issue of creating a safe and comfortable environment is addressed. Cathy states

that she and other students are embarrassed when their names are written on the board when

native languages are spoken. Isn’t there a way in which we can eliminate this type of

embarrassment for kids? Perhaps a more discrete way of enforcing the ‘chore’ rule? If this type

of program is implemented in a class, students need to understand benefits and long-run

successes that come along with English-only practices.

As I finished reading the chapter, I still find myself partial to Mrs. Yee’s strict

enforcement of English-only practices. While I feel like this can benefit second language

acquisition students, I also see some harm and fallbacks associated with it.

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Chapter 4

The issues of student silence are an ever-growing problem for all students,

especially ELL and foreign students. How can we, as teacher, alleviate this issue? First and

foremost, I feel that a warm, welcoming environment must be created to ensure that students feel

appreciated for who they are and more importantly, students feel comfortable in a challenging,

academic environment with teachers and peers. It’s crucial that teachers and all students

recognize and appreciate one another cultural differences to better understand each other and

become comfortable in a classroom setting.

Goldstein and her team address the issues with small group work with teachers and

students from Northside. Many teachers see group work as an important and beneficial way in

which students learn; while some students had differing opinions. Many of the advanced English

proficient students found themselves completing the majority of the work, whereas the lower

level students lacked in participating in group discussions, projects, and assignments. Frustration

continues to build with this issue. Is there a way to promote involvement among all students in

groups? Possibly assigning specific roles for each student in the group? Giving students

individual tasks to contribute to group work will focus them on what they need to contribute, as

well as, start to break the silence barrier.

I can recall reading a case study about a young boy, named Bernardo, in the

Guadalupe Valdés book. Bernardo arrived in the United States with previous formal schooling

in Mexico. In the U.S. Bernardo was placed in classes he had already completed in Mexico and

was thrown worksheets to keep him busy throughout the day. Bernardo and his frustration

overcame any interest he had in school. He became a student that sat in the back of class,

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withdrew from activities and interactions with peers and refused to participate, unless absolutely

necessary. Bernardo’s silence wasn’t necessarily related to a fear of participation like some of

the students at Northside; however, his silence in the classroom hindered his learning

experiences just the same as students at Northside.

There are many ways in which silence issues in the classroom can be alleviated. Most

importantly, teachers need to establish an environment that is equally welcoming to each student

and their background. Creating this type of ‘trust’ will hopefully allow students to be

comfortable and enhance learning opportunities in the classroom. Reassuring students that

mistakes and mispronunciations are allowed and are bound to happen; and most importantly, that

they won’t be reprimanded for those mistakes is a very important key to ensuring that students

are comfortable in this type of learning environment.

Bernardo and students at Northside have the same underlying issue-silence.

While they may not stem from the same issue, silence is what is hurting them. It’s important for

students to become engaged in their learning and interact with one another through various

learning strategies, such as, group work. Breaking the silence is key in getting students to not

only enhance their English proficiency, but also make them feel appreciated as individuals.

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Chapter 5

“My role for these kids is to open doors…And whether they go through them is always

their choice. But that’s the best teaching technique…They’re small doors that we open-to allow

them to open bigger doors…As teachers that’s what we have to do, whether we’re educators,

parents, we open smaller doors.”

When reading chapter six, I found the section on ‘opening doors’ particularly interesting.

The quote by Leslie Edgars,

“My role for these kids is to open doors…And whether they go through them is always their choice. But that’s the best teaching technique…They’re small doors that we open-to allow them to open bigger doors…As teachers that’s what we have to do, whether we’re educators, parents, we open smaller doors.”

strikes me as one of the most interesting and accurate way to describe teaching. I like how in

this quote, Edgars enforces guiding students and not forcing them to do things and make

decisions. Educators are available to guide students in the right directions and allow students to

make their own decisions based on which door they want to walk through. I feel this is how

learning should be enforced on all levels of education. Whether you are a kindergarten teacher

or a college professor, a teacher should guide students to numerous opportunities and allow them

to choose their final direction and be sure students are making educational and beneficial

decisions for themselves.

Edgars’s suggestion to an uneasy Chinese-American student, Evelyn agrees with the

aforementioned quote. Evelyn and her inability to feel comfortable with identifying with her

Chinese roots is stuck on how she can approach learning Cantonese. Edgars suggests painting

and teaming up with a classmate as a tutor. Here, Edgars models the quote perfectly in that she

guides Evelyn through her complex, opens a small door (painting) and allows Evelyn to embrace

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painting and learning how to write Cantonese. As Evelyn begins this journey, she is reminded of

the times when she began learning Cantonese as a child. She feels frustrated and begins to

wonder why, as a child, she could have only learned English or Cantonese. These frustrations

Evelyn is experiencing, helps her to realize why she feels angry towards Cantonese people in

general. Eventually, after Evelyn spent more time painting, her anger went away and she began

to respect and understand the importance of Cantonese in her life.

Edgars does a great job in guiding Evelyn towards the ‘open small doors.’ After Edgars

guided her, she let Evelyn take advantage of this experience and came to terms with her issues on

her own time.

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Chapter 6

As I progressed through reading chapter six, I can’t help but be reminded of my own

experiences as a second language learner. When reading Timothy’s play, I can recall the same

feelings of anxiety and nervousness when giving oral presentations to peers and teachers. In my

undergraduate years, my Spanish conversation class required students to give 12-15 minute,

memorized oral presentations purely in Spanish. Leading up to that presentation, anxiety,

nervousness, and nausea dominated all feelings I had. I can relate to Timothy and his nervous,

Cantonese speaking peers and the anxiety they feel when presenting in front of mainstream

peers.

Oral presentations are good strategies to help promote public speaking practices for

students, but is there a way to reduce anxiety and nervousness among these students? Grouping

students together into small groups with like subjects would lessen the audience load and

hopefully give students more self-esteem while presenting. I also find it intriguing that on page

117, Mr. Leonard, an English teacher allows students to previously record presentations on video

if performances in the classroom are less than desirable.

What struck me as being most surprised was at the beginning of the chapter; two quotes

are presented by the school and a Cantonese speaking student. Both quotes discuss oral

presentations and how each party feels about them. Unfortunately, they disagree. The school

finds it important to have oral presentations as part of their curriculum, while many students find

themselves stressed, nervous, and anxious. Obviously the school and students aren’t connecting

on the same level, so is there a way to please both parties? The school needs to take a steop back

and re-evaluate its purpose in making students complete oral presentations. Perhaps, better

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preparation for students, and education module on appropriate audience behaviors, and tips of

delivering successful speeches.

I find that the quote on page 117 sums up the importance of differences among peers,

“Disagreement is a part of life. We understand that there are times when we will disagree, but we will not intentionally humiliate, intimidate, or embarrass each other. If we unintentionally do so, we will apologize. Nonverbal gestures also communicate messages that can humiliate, intimidate, or embarrass people.”

This is a good way in approaching a classroom full of students that need to be prepared in

what to expect from peers as presenter take the stage. It is a simple, yet straight forward way of

discussing differences among peers, their backgrounds and the way to talk and act in a

classroom.

The researchers in this study do a great job in getting students involved and excited about

public speaking by putting together a summer-long workshop. Here, students were instructed

how to attain good public speaking skills in fun ways that involved peers. More activities, such

as these, are what are needed to help students become comfortable and ease the process of oral

presentations.

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Chapter 7

In concluding Goldstein’s books, she takes an in-depth look at various issues

surrounding implementing both English-only and the use of native language strategies at

Northside. At first I thought it would be best to have students exposed to only one strategy, but

the assistant principal raises some very interesting and vital points to this subject. She states that

when students are exposed to various learning strategies, the experience diversity and have more

of an enriched learning experience.

I like how the assistant principal puts these teaching techniques into perspective

for all teachers at Northside. It seems that each teacher who uses a specific strategy feels that it

is the best and the remainder of the school should enforce it as well. As the assistant principal

discusses, this type of divers approach helps to enrich and prepare them for real-world

circumstances.

As I conclude this book and have read the countless struggles, successes, and

beliefs of Goldstein, her researchers, and the teachers and students at Northside, I still find

myself straddling the fence on English-only policies in schools. English-only policies can be

very intimidating to foreign and ELL students, which can lead to the hindering of their

educational experience. On the other hand, students are constantly engaged and immersed in the

English language which could potentially aid them in their acquisition process. As with most

stances, the English-only policy has it pros and cons, but I feel the cons outweigh the pros.

Allowing students to use their native language within the classroom has previously

shown the successful outcomes of second language acquisition. With a first language to fall

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back on and use for guidance when learning a second language, students will have easier access

as to what to expect and reference to through the acquisition process.

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Appendix A

The way Goldstein models the difficulties of an English only policy in Appendix

A , shows students and teachers real-life situations that are affected by real opinions and beliefs.

In the play, Goldstein portrays students’ real emotions and the potential outcomes of changed

ways. I feel that this approach, of playwright, gives students and teachers a true visual and

emotional connection to both sides of the English only policy and multicultural issues among

schools. Not only does the play convey issues involving schools, but it also puts a personal twist

in the mix and shows the true feelings and struggles all students face.

“…It was a mistake to come to Canada. A mistake to come to this school. The people here don’t want us. We don’t belong. We don’t speak English. We aren’t white. People resent our language. People resent us. They make fun of our accents when we speak English and then are annoyed and angry when we speak Cantonese. Sometimes I hate it here and wish we had never come… (Sam, pp. 170-171)”

With the conclusion of Goldstein’s book, I feel that this quote sums up many

feelings and frustrations Cantonese and Mandarin speaking students experience at Northside.

Foreign born and ELL students are doing the best they can to fit into schools. Their struggles

with continuing to identify with their own beliefs and backgrounds, and the continuous battles in

conforming to a new language and culture are exhausting. The constant struggles inside the

classroom with learning a new language and the difficulties associated with peer pressure are

bound to frustrate students and promote feelings of resentment in their new environment. For

me, these issues stem back to the importance of getting to know each child for who they are and

respecting various backgrounds and beliefs. I continue to be reminded of Bernardo (in Valdés)

and his difficult situations within the classroom. He pushes himself away from any contact with

teachers and peers in which his resentment continues to grow.

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“…An English only policy also closes doors for those of us who want to practice speaking other languages with students who already know them well…It is prudent to keep as many doors open as possible (Wendy, pp. 179).”

Wendy clearly states the importance of her continuation of practicing native languages.

She previously states the ways in which she identifies with her language, culture, and as a

person. Her cultural beliefs, background, and language are what define her; and, by taking that

away and enforcing and English only policy, schools are taking away students’ identity. English

instruction is already enforced at Northside, so what is all the fuss about students using native

languages to converse with one another?

I particularly liked how Goldstein ended her research and case studies with a real-life

example of students with their struggles, successes, and issues within the school. It was nice to

see a reflection of how all her research can be complied into situations where readers, students,

and teachers can see how these circumstances unfold. While I enjoyed reading Goldstein’s

research and assessments on students, teachers, and Northside School, I feel I gained a great deal

of knowledge by actually ingesting progressive situations surrounding students.