Who Are English Learners and Their Teachers? and Critical Roles for Teachers

“After all, six billion people in the world are not native speakers of English” (Diaz-Rico 10). 

“It is also a fact that in EFL settings such as China, Japan, North Korea, South Korea, and Thailand, studying English with instructors whose mother tongue is the same as that of the students is not only realistic, but it is also very successful because such teachers have unique characteristics” (Diaz-Rico 3). This is a very interesting statement, especially because many of the teachers I know are coming from a primary language of English, therefore this may explain why we are struggling with teaching English to students and making the significant growths that we hope for. There are definitely challenges for teachers of English learners. The first challenge is to teach English effectively, then to motivate them to achieve the highest possible level of proficiency, to gain a sensitive and complex understanding of the target culture, and respect the native language and the rights of its speakers (Diaz-Rico 15). I know from personal experience that this is an ongoing struggle for me in the classroom that includes more than 50% of my students being English learners. I was able to truly connect with this first chapter and found myself questioning much of my teaching techniques and qualities. The second chapter went a little deeper into the roles I play in educating English learners and the theorists that have contributed to understanding how to best educate English learners. We are language emissaries and mediators, agents of introduction to the target culture, and sources of professional knowledge for colleagues (Diaz-Rico 23). I will continue to show passion for teaching and a lifelong learning to become better each and everyday, while promoting all to have intercultural understandings and the wonderful, unique individuals that walk into my classroom everyday. 

“In the ten year period from school year 1995–96 until school year 2005–06, the percentage of children enrolled in prekindergarten through twelfth grade increased by 3.66%. In the same period, the percentage of children classified as Limited English Proficient (LEP) increased by 57.17% (NCELA, 2007a)” (http://www.ncela.gwu.edu/files/uploads/3/DLLs_in_the_Early_Years.pdf).



@jmrohrman
“I agree will Pennycook in that it would be naïve to think that there is no underlying reason why some seek out the English language. Looking at this in a beneficial way really makes one think. Think of how many languages would die out because of this change in languages. Is this fair to those native speakers? A language is not just a language. It is part of one’s traditions and cultures and who is to say that someone’s language is not as important as another’s language”. You bring up such an excellent point about valuing each other’s language. There is so much more to language than meets the eye as you talked about, which more people to need realize.

@alyssabarnard
“The text discusses the importance of allowing students to enhance their heritage language skills.   Our goal as teachers should be to create a positive environment that allows children to feel comfortable communicating in any language.  I believe when students are comfortable they become more receptive to learning and trying to speak a second language”. I treat my students the same way and always do my very best to create a comfortable environment in my classroom. I tell my students that we are a family for the next ten months, this is a safe place for each and every one of you, we take care of “our family” and “our home” together.