Welcome to “Discovering Our Heritage”. "Discovering Our Heritage” n A Multi-Cultural Unit n For Intermediate ESOL Students n in Grades 3-5 n with alternative.

Welcome to “Discovering Our Heritage”

"Discovering Our Heritage”

A Multi-Cultural Unit For Intermediate ESOL Students in Grades 3-5 with alternative activities for Beginners

and Grades 1 - 2

By: Yanira Alfonso Gwinett County, J.C. Magill Elementary

Main Objective

To provide an opportunity for ESOL students to discover and value their heritage.

Presentation Objective:

To hopefully inspire you or affirm your efforts in helping your students discover and value their heritage so that, they too can become successful language learners.

Based On Research studies by Cummins:

Language is best acquired when one’s own language and Culture are validated (53).

Based on Schumann’s Acculturation Model of L2 Acquisition The most critical factors affecting L2

acquisition are the social factors.

Social distance, permeability, sharing of social facilities, attitude, size, social equality, length of stay, contact between L1 & L2 groups (Ellis 39).

Plant Illustration

Based on Research by Krashen:

Students in the Intermediate fluency stage of language development acquire language best by participating in learner centered, project based instruction and activities.

Topics of Discussion

What Inspired me to Create this Unit?

Six Principles of Whole Language

Five Key Areas of Focus

Unit Objectives

Unit Web of Activities

(topics cont’d)

Final Unit Products

Video Presentation

Summary

Personal Application

What Inspired me to Create this Unit? My Own ESOL Experience

Arrived in the U.S.A. when I was six years old

Native Country - Dominican Republic

Native Language - Spanish

(inspired cont’d)

School Experience / Denial of Heritage

Returned to the Dominican Republic after 31 years, June, 1999

Krashen experience / Same as mine

What can you do?

Maybe you have students right now experiencing what Krashen and I experienced.

You can make a difference!

Based on Six Principles of Whole Language According to Freeman & Freeman

(177-184) and Tierney, et. al.,

Whole language principles for L1 Learners are just as effective for L2 Learners.

Whole Language Principle 1

Language classes should be Learner Centered

(Edelsky, et. Al. 7; Staley 1).

Whole Language Principle 2

Language is Best Learned when Kept Whole

(Heinemann 1 “Myths About Whole Language”).

Whole Language Principle 3

Language Instruction should employ all Four Modes of Communication: Listening, Speaking, Reading, and Writing

(Perotta 237-240; Urza 35, 37; Ernst & Richard 320; Freeman & Freeman 180).

Whole Language Principle 4

Language in the Classroom Should be Meaningful and Functional

(Urza 29, 31; Fitzgerald 106; Freeman & Freeman 180; Townsend & Fu 199).

Whole Language Principle 5

Language is learned through social interaction.

Whole Language Principle 6

Language is Learned when Teachers Have Faith in Learners

(Freeman & Freeman; Tierney, et. Al.)

While at the Same Time:

Keeping in mind that teachers should use many teaching methods and materials to best meet the individual needs of their students.

(Duffy and Hoffman 15; Weaver 556; Ernst & Richard, 323)).

Focused on Five Key Areas 1. Home, School, Parent

Connection and Communication

(Cummins 57).

Focus Area 2

Print Rich Environment

(Lindfors 39; Ernst & Richard 321; Freeman & Freeman 184)

Focus Area 3

Providing Meaningful Language Opportunities in Meaningful Context

Focus Area 4

Continually Validating who students are and what they know

(Cummins 53, 59; Fitzgerald 106, 173-174; Brown 173; Patricia A. Richard-Amato, 42; Cummins 1984, 136-151; Ernest & Richard 324 ).

Focus Area 5

Recognizing Student Progress and Achievements

(Townsend & Fu 196)

Unit Objectives: Objective 1 Teacher will validate what students

know by helping them bridge from their most recent Summer vacation experience to the new unit, “Discovering our Heritage.”

Objective 2

Students will engage in a vacation discussion by bringing in pictures, drawings, or sharing about their most recent vacation.

Objective 3

Students will listen to the teacher share about her most recent vacation experience, or about her native country, which she will use to model writing activities throughout the unit.

Objective 4

Students will share what they know about their native country, or their parents’ native country.

Objective 5

Throughout the unit, students will learn to appreciate their country/culture or their parents’ country/culture.

Objective 6

Students will learn to appreciate and respect other cultures besides their own.

Objective 7

Students and teacher will get to know each other better.

Objective 8

Students and teacher will cooperatively make KWL charts on their native country, or their parents’ native country (What I know, What I want to Know, What I learned) to be used as pre & post-assessments.

Objective 9

Students will engage in all modes of communication throughout the unit; listening, reading, writing, and speaking, as presented on the unit web of activities.

Objective 10

Students will learn to take notes, read for information, write, and speak for an audience.

Objective 11

Students will practice using editing and reading strategies when they read and write for a purpose.

Objective 12

Students will engage in all subjects across the curriculum, as presented on the unit web of activities.

Objective 13

Throughout the unit, students will cooperate with each other and treat others in the group with respect and fairness.

Objective 14

Students will interact with each other and the print rich environment created throughout the unit cooperatively with their teacher, as per the unit web of activities.

Objective 15

Students will brainstorm and come up with a research, country, project idea, which they will create in class.

Objective 16

Students will review and learn using resources including, the library, encyclopedias, their parents, computers, and the internet.

Objective 17

Students will involve their parents and help build excitement by interviewing them and informing them about the end of unit International Fiesta.

Objective 18

Students will create a video including songs they have learned, a script to inform parents about the ESOL program, projects they have made, and pictures taken throughout the unit.

Objective 19

Students will engage in planning the end of unit hands-on center activities, using resources provided by the teacher.

Objective 20

Students will participate in hands-on centers across the curriculum, as per web of activities.

Snow Ball Effect:

The more we did the more we wanted to do!

You may want to adjust the length of the unit.

Across the Curriculum Web of Activities Web of Activities hand outs,

includes unit bibliography & websites.

Research bibliography is in the unit binder.

Pictures are displayed.

Unit Final Products

Grades 1-2:

Big book of their native country or their parents’ native country

(final products cont’d)

Grades 3 - 5:

Poster project including, map, flag, internet research book, typed parent interview, country flip book, including geography, economy, the people, education, recreation & sports, holidays and celebrations.

(final products cont’d) Unit Video Covered the Following Topics:

What does my child do in ESOL?

Why should my child be in ESOL, if my child speaks English (Cummins 38, 42 [CALP])?

What role does validating my child’s language and culture play in his/her language acquisition (Cummins 46, 53)?

(video cont’d)

Is reading with my child at home important, even if I can only read in my native language (Carson, et. Al 245; Cummins 49, 50; Alderson 10; Kern 442, 451)?

How does ESOL tie in with what my child is learning in class?

(video cont’d)

Why is my parent involvement in school important (Cummins 57)?

What message am I sending my child when I attend or don’t attend school functions?

Do you teach AKS (Gwinnett County’s Academic Knowledge and Skills) in ESOL?

Culminating Activity “International Fiesta”

99% Attendance

ESOL families, administrators, and teachers shared International food.

Projects were Displayed & Presented on T.V.

(fiesta cont’d)

Students sang, danced, and performed.

Students and parents watched and enjoyed the video production.

Video Presentation

Excerpt of our unit video

Relax and enjoy!

In Summary

The unit accomplished many purposes in addition to the planned objectives:

It helped me kick off a new school year in a new position.

It helped me bond with my new students.

summary (cont’d)

It helped all the ESOL students bond with each other.

It helped me to meet my ESOL parents.

It motivated ESOL parents to take part in a school function, where their heritage and culture were valued.

summary (cont’d)

It helped me get important information to parents, whom might otherwise not have shown up at school.

It helped me to create awareness of our new ESOL program at my school.

(summary cont’d)

It helped me to establish credibility as the new ESOL teacher.

It gave me an opportunity to share with classroom teachers what their students do when they come to ESOL.

(summary cont’d)

Most importantly, my students felt valued and their background and heritage validated! - A gift that otherwise may take a lifetime to discover!

Won’t you take the time to give that important gift to your students?

•Personal Application

Use a vacation experience or your own native country, even if it is the USA, to help your students discover their heritage!

Adapt the ideas to suit your personal situation and needs.

(application cont’d)

Adapt the ideas to suit the individual needs of your students.

Do as much or as little as you can, but do something!

(application cont’d)

After all, “Language is best acquired when one’s own language and culture are valued.”

You too can make a difference in the lives of your students!

If it is just one life that you touch, it is worth the effort!

Questions? Thank you for coming! I hope this presentation has

inspired you to make a difference!