On Academic Language and ELLs
I'm a high school teacher. The fact is my students come to me with varying knowledge of their first languages. They may be much more sophisticated than the learners on which this book focuses. Since this book focuses only on elementary students, it doesn't need to be aware that such skills are likely to transfer into English with experience. However, if the geniuses in Albany base practices for all students on such a book, it behooves them to know.
If I were to assume that my students had little knowledge of language because they have little knowledge of English, I'd be unqualified to teach these kids. Of course I get students who've had interrupted formal education, students who haven't received the instruction or attention elementary students usually get, but they are the exception, not the rule.
If you've studied language acquisition, you know that age is a big factor. You also know that puberty tends to be a real turning point. My students will not acquire English as easily as their elementary-aged brothers and sisters. They will need guidance and support beyond what six-year-olds need. It's my job to provide them with a nurturing and supportive environment. While the book does acknowledge that, were I to focus as intensely on vocabulary as the authors, I'd have little time to focus on what really concerns my kids.
Now I'm not against vocabulary. I love words, or I wouldn't be in the business of teaching English (let alone writing this blog). There is, though, a natural progression. I am not merely a provider of language. I am a salesperson, impressing CONTINUE READING: NYC Educator: On Academic Language and ELLs