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2Immersion: A Short Fiction Film - Questions

Questions for Discussion (after the film is viewed)

1. What is happening to Moises, especially as it relates to immersion into a mainstream, English-language classroom? Provide some evidence based on what you saw in the film.
2. Does he know how to do math?  How do you know? 
3. So, Moises knows the content – math – but struggles with English.  What is the difference between knowing content subject areas – like math, science, and social studies – and knowing English as a language?
4. How would native language support, or a program that uses native language instruction, like bilingual education, help someone like Moises?  Could he still be successful in school in a bilingual education program, as opposed to being immediately immersed in all-English classroom?  How do you know?
5. What are the assumptions made about English learners in U.S. schools about how much they know?  About how intelligent they are?  Do people in the U.S. tend to equate intelligence with one’s abilities with the English language? Provide at least some anecdotal evidence.  Where do these assumptions come from?  What do you believe are some of the roots or motivations of the prevailing attitudes/assumptions toward English learners, especially those from countries like Mexico?  
6. Based on what you know about our school systems and the way(s) they service immigrants, migrants, and English learners, does this film accurately reflect how many mainstream, English-only classrooms function today? Why or why not?  Discuss with your group for 10 minutes and be prepared to present your ideas from your tables.

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3Guiding Questions - AM - Session 5

Guiding Questions

1 - How successful do you think we are in teaching children to learn a new language?
2 - Do you understand the process children go through in learning language? Identify stages in the process.
3 - What evidence is there to support theories of language acquisition as a problem-solving, interactive process?
4 - If children learn language by figuring it out, what can we do to help them?
5 - What key points did you find most interesting in the readings? Why?

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11Activity 1 - Reflecting and Improving a recent lesson

Think about a recent lesson that you taught and answer the following questions:

What percentage of class time was teacher talk?
What percentage of class time was student talk?
What could you do differently next time you teach this lesson?

Place this activity in your portfolio.

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14Activity 2 - Getting it Right - Print the checklist from Zimbra to go with this

You may find it difficult at times to find or develop learning activities to meet the needs of all your students. Sometimes an activity that seems just right for one group can be all wrong for another group. Since LEP students run the gamut of skills and abilities, you may need to pick a variety of activities appropriate for them. Suggestions in the reading for this session can be very useful in this regard. Each successful learning experience gives your LEP students increasing confidence that they can do well.

Step 1. Reflect on your current teaching. Think about the students you have or students you have known in the past, especially those from homes where English is not the first language.

Step 2. Design a checklist of four or five strategies you feel are most important in selecting materials or learning activities for these students. Your checklist should include the instructional elements you look for in materials or activities. A sample worksheet is available in Word format at: Strategies Worksheet.