Interview with ESL Teacher
I chose to interview Mrs. Toy-ng. She is a 2nd grade ELA/Social Studies teacher at Anne Sullivan Elementary. She is also my team member. Mrs. Toy-ng has taught for many years and has taught many ESL students along her way. While interviewing her I was shocked to find out her background and her experiences with teaching ELL students.
Mrs. Toy-ng's family background is extremely diverse which is what lead her to want to become a bilingual teacher. While, she is not in a bilingual classroom at the moment she is certified to teach ESL students. Throughout her career she has had many ESL students and has a few at this moment in time. She informed me that most students learn primarily through reputation and working with other peers. Gass and Selinker state that "independent problem solving and level of potential development as determined through problem solving and under adult guidance or in collaboration with more capable peers" (Gass & Selinker, 2008, p. 284). In the past few years her students have caught on quickly in school and I can assume it's because they started at an early age. Most of us know that the earlier they start learning second language the better!
Mrs. Toy-ng mentions that most of her students have no problem being motivated when it comes to learning the English language as her second language. This is great to know considering that motivation can be a factor that can make it difficult for L2 learners to learn English. Ortega states that grammar acquisition cannot be successful without applying interest, attention and hard work (Ortega, 2013. p. 58). This means that her students have been successful at applying interest and hard work in her classroom.
I myself have a few ELL's in my classroom and feel as though I learned a lot of great ways to encourag these students to be motivated as well as learning strategies that I can apply with these students. She taught me that most ELL's are ready and willing to learn a majority of the time. I really enjoyed interviewing Mrs. Toy-ng and feel that she taught me more about teaching ELL students. I also found it interesting that her mother is Chinese and her mothers first language is SPANISH!
CLICK HERE TO WATCH
CLICK HERE TO WATCH
Mrs. Toy-ng's family background is extremely diverse which is what lead her to want to become a bilingual teacher. While, she is not in a bilingual classroom at the moment she is certified to teach ESL students. Throughout her career she has had many ESL students and has a few at this moment in time. She informed me that most students learn primarily through reputation and working with other peers. Gass and Selinker state that "independent problem solving and level of potential development as determined through problem solving and under adult guidance or in collaboration with more capable peers" (Gass & Selinker, 2008, p. 284). In the past few years her students have caught on quickly in school and I can assume it's because they started at an early age. Most of us know that the earlier they start learning second language the better!
Mrs. Toy-ng mentions that most of her students have no problem being motivated when it comes to learning the English language as her second language. This is great to know considering that motivation can be a factor that can make it difficult for L2 learners to learn English. Ortega states that grammar acquisition cannot be successful without applying interest, attention and hard work (Ortega, 2013. p. 58). This means that her students have been successful at applying interest and hard work in her classroom.
I myself have a few ELL's in my classroom and feel as though I learned a lot of great ways to encourag these students to be motivated as well as learning strategies that I can apply with these students. She taught me that most ELL's are ready and willing to learn a majority of the time. I really enjoyed interviewing Mrs. Toy-ng and feel that she taught me more about teaching ELL students. I also found it interesting that her mother is Chinese and her mothers first language is SPANISH!
CLICK HERE TO WATCH
CLICK HERE TO WATCH
Hi Haley,
ReplyDeleteI found Mrs. Toy-ng's background story very interesting, as well. I would've expected her first language to be Chinese since that is what her parents spoke but I guess she had a larger influence to speak spanish since she was in a spanish-speaking country and everyone in her community spoke it. Mrs. Toy-ng mentioned that her L2 learners are motivated to learn english and that is great but we also have to look out for if they are developmentally ready to learn. Ortega states that those who benefit from instruction are those who are ‘ready’ learners (2013, pg 138). Students who are “unready” will not benefit from the instruction, no matter how motivated they are, and I think that should be something that educators should look out for so that they can help those students and help them be ‘ready’ learners.
Hello Gabriela,
DeleteMrs. Toy-ng's background was also interesting and shocking to me as well. I would've also expected her first language to be Chinese since it's her mothers first language. I also agree with you and Ortega, in regards to making sure that students are "ready" learners. But, if they are ready learners and motivated, Ortega mentions that students with a high intrinsic motivation gradually become more comfortable using their L2 (Ortega, 2013, pg. 176). So they will benefit from being comfortable with using their L2 language.
Hey Gabriela!
DeleteI thought Chinese would have been her first language was well I was also pretty shocked! But hearing her story I understand why Spanish was her first language instead.
I actually found that Ortega stated, "Later findings by Mackey (1999) and Spada and Lightbown (1999) suggest that some unready learners may benefit from instruction on word order (of English question formation)" So I believe that "unready" learners would still be able to learn an L2!
Hello Haley!
ReplyDeleteWhat an interesting interview! It was so intriguing to here Mrs.Toy-ng's background story. According to Ortega, "knowledge of two or more languages can accelerate the learning of an additional" (2013, pg. 53) Maybe that is why her mom was able to learn 3 languages!
So, I like how she was very simple with everything. For a lot of the questions she provided the answer of just slowing down and breaking things up for the kids to understand. Which I personally think is great, because you don't always need something complex, sometimes you just need to slow down and reexplain things.
Hey Kelly!
DeleteThanks. I also found it to be interesting and filled with lots of great information to take with me in the future. It seems to be that Mrs. Toy-ng's mother definiently benefited from already knowing two languages, therefore, she was able to easily learn a third. In regards to Mrs. Toy-ng breaking things down, Gass mentions that sometimes “the teacher adjusts her speech as a function of the proficiency of her students” (2008, p. 307). This assists the students in being able to learn their L2 because she's slowing it down and putting it into simpler terms.
Hello Lesley, I enjoyed your interview with Mrs. Toy-ng. She has an interesting story and seems to understand how to support ESL students very closely. She slows down her speaking pace and breaks down words suited to the child’s level of comprehension. Mrs. Toy-ng exhibits an approach noted by Gass where “the teacher adjusts her speech as a function of the proficiency of her students” (2008, p. 307). In particular, Gass is speaking in the context of input and output as well. Mrs. Toy-ng seems to check for understanding to ensure the input and output are appropriate and clear for student comprehension.
ReplyDeleteGass, S. M., Selinker, L. (2008). Second Language Acquisition (3rd ed.). New York, NY: Routledge.
Hi Franklin!
DeleteI definitely agree with you. I think Mrs. Toy-ng is extremely capable of supporting ELL students! I love how she really takes her time with everything and breaks it down to its full potential. Ortega mentions that, " grammar acquisition cannot be successful without applying interest, attention and hard work" (Ortega, 2013. p. 58). and Mrs. Toy-ng definitely puts in the hard work and understands what the students need in order to learn and grow!
Hello Lesley! Ms. Toy-ng’s story of her mother was very interesting. It made me think of the connection if her mother was learning without intention, attention or awareness. These learnings differ through the voluntary process of learning L2, and her mother does fit the criterias of learning Spanish without intention and awareness. For example, she is most likely verbalizing her knowledge in the language as well as communicating with the customers whether it be in questionaries or interviews (Ortega, 2009, p. 98). Aside from her mother’s perspective, did Ms. Toy-ng happen to have any further struggles learning the multiple languages?
ReplyDeleteHello Lesly, teaching something with a motivation or passion behind it is the best way to teach. it is very clear that Ms. Toy-ng is very passionate about teaching L2's and second language topics. Connecting her past concerning her mother's story of learning without intention, and the way she learned her self always influences the way she teaches. With her experience, she really does understand how to connect with her students, and which steps are important when teaching a second language. It is very important that “the teacher adjusts her speech as a function of the proficiency of her students” (2008, p. 307). This will help when students feel overwhelmed when learning new words or grammar, which can be very difficult or confusing at times. Simplicity is key when learning a new language; only learn what is needed, when it is needed. She definitely understands this, thus making her a great educator.
ReplyDelete