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BARBARA ERNSTER- WASHINGTON HIGH SCHOOL

BARBARA ERNSTER- WASHINGTON HIGH SCHOOL . Biography . Name: Barbara Ernster School: Washington HS/ELL American Literature Family: Husband-Dennis Ernster Children – Mark (ELL teacher WHS), Mike, Chris, David Education: Bachelor Arts USF- Elementary/MS education Masters-Reading USF

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BARBARA ERNSTER- WASHINGTON HIGH SCHOOL

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  1. BARBARA ERNSTER- WASHINGTON HIGH SCHOOL

  2. Biography • Name: Barbara Ernster • School: Washington HS/ELL American Literature • Family: • Husband-Dennis Ernster • Children – Mark (ELL teacher WHS), Mike, Chris, David • Education: • Bachelor Arts USF- Elementary/MS education • Masters-Reading USF • Praxis exam in HS American Literature composition • Experience: • 17 years as 9-12 grade ELL teacher at WHS • 2 years of teaching in Australia • 2 years as Reading Specialist at Cathedral Jr. High School • Elementary school substitute in SFSD for 4 years

  3. Interview questions and answersBarb Ernster • According to Stritikus (2002), “Proposition 227 presents a challenge to the idea that no other language besides English has a valuable place in the education of diverse students” (p.10); what kind of effect do you think this has on the ELL students at Washington High School? • Mrs. Ernster: The United States is the only country that has such policy where English is label as the national language. I don’t think that this is fair as students need their native language in order to get through what we call ‘The Survival Stage”. At Washington high school and in the ELL program we allow for students to speak their native language among each other. The only stipulation is that when the class begins, that English is the only language spoken in the classroom. There are not too many problems following this rule as most ELL students are eager and self motivators. • 2. In an article written by Coulby, Gundara, & Jones, (1997), they state “that children learn the concepts of their host society best in their native language (p.192)”; do you agree with this comment? Why or why not? • Mrs. Ernster: The ELL programs in the Sioux Falls school district are more like emergent programs. It is not a bilingual type of setting but everyone is expected to learn and speak the English language. There are times when teachers in the emergent program use the student’s native language in order to assist the student. There is a strong support team in place at WHS for students that encourages for them to maintain their native tongues.

  4. 3. According to (Bourne & Reid, 2003, p.25), ELL students transition into mainstream classrooms are best supported by preparing them for the language of the school subjects’ curricula. What are your expectations for ELL students while they are attending mainstream classes? • Mrs. Ernster: I feel that vocabulary is the most important skill that can help ELL students. Teaching oral skills is a lot easier and more helpful for students that are just learning the English language. Comprehension has always been the biggest challenge for the student. My goal is to the get the student ready to learn in a mainstream class setting. There are different levels of English comprehension in the ELL program but we have mentors that can work one-on-one with the students. I also incorporate group activity into the lesson plan where I use more advanced students as mentors. Another technique that I use is to float around the room and assist the lower level students. • 4. An article written by (Klingner & Artiles, 2006, p. 387) indicates that ELL students tend to be either under or over identified for Special Education services. One of their finding was that ELL students learning characteristics in many ways parallel those for student with Learning Disorders.How does the school district of Sioux Falls guard against this issue? Are there multiple ways to test or identify student’s needs? • Mrs. Ernster: There is a time frame for SPED eligibility and qualification for ELL students. This is a huge and an important issue right now in the Sioux Falls school district. The guidelines read that a student has to reside in the United States for at least one year before he or she is tested for SPED services. There is also a student assisting team that is made up of teachers, principal, and supporting staff. The primary responsibility of this team is pre-testing the student prior to making referral for SPED services. This is a very strong support system for the ELL students at Washington.

  5. 5. (Klingner, Artiles, 2006, p. 387) list the learner’s social cultural environment, language proficient in their native language, and attitude toward the first and second language as critical determination in learning the English language. • What do you believe are the main factors that determine second language acquisition? • Mrs. Ernster: The biggest influence is the culture where they are living. If a student is expose to the English language at home then the learning process is going to be quicker. If the student is also working outside the home, then English acquisition is going to be influenced. We encourage involvement of ELL students in after school activities. Before the numbers of students in our program were so high, we used to involve many American cultural activities so the student can benefit. • 6. According to (Newsome, Figueroa, 2006, p. 207) to measure whether an ELL student is in need of SPED services, there is a need for the test to be administered in the student’s native language. • Isthis concept practiced in the Sioux Falls school district? • Mrs. Ernster: This is not the case at Washington and I don’t think in any ELL program in the district. We try to have an interpreter available but is does not always happen as it is not mandatory. During testing pictures and illustrations are constantly used to help the student grasp a better understanding of the material.

  6. 7. In a study conducted by (Newsome, Figueroa, 2006, p. 209), they noted that 13 out of 19 IEP teams indicated that when testing ELL students for SPED eligibility that the test was not administered in the pupil’s primary language.How important is this when doing assessment of ELL students for SPED services? • Mrs. Ernster: This is not mandatory in our ELL program but an interpreter must be available for students that are younger than18 years old (at the student’s request). On the other hand, interpreter services are not an obligation for students that are 18 years old or older. • 8. In the same study (Newsome, Figueroa, 2006, p. 211), found that19 out of 19 test administrators stated that there was no assessment or understanding available of the student’s cognitive limitations in his native language prior to testing. Could this be a factor when determining SPED eligibility? • Mrs. Ernster: There is no prior written testing in the student’s native language before entering the ELL program . Oral examination is used at the family emergent center in order to assess initial level of comprehension. • 9. In an article written by (Tedjasuksmana, Yappy 2006, p. 54), transferring refers “to applying prior knowledge either from native language or one aspect of the new language to facilitate knowledge in the targeted language”. Have you observed this in your classroom and what may be some factors that contributes to this phenomenon? • Mrs. Ernster: This a very common practice used by the students in our classroom thus making test taking and completion more difficult. A lot of students use the dictionary for assistant. In our ELL program we try to write and administer classes and tests material with the student’s level of comprehension in mind.

  7. 10. (Lopez-Robertson, 2006, p. 388), states that ELL students are better learners when their family feels like they are part of the classroom community. • How do you encourage family involvement especially when there is a language barrier between you and the parents? • Mrs. Ernster: This is difficult as many parents have night work schedules. John Morrell has a program where they pay the parent of the students in if they attend teacher’s conferences but we are still not seeing many parents. I think that many parents feel that if they are coming to school it means that their child is in trouble. Language barrier is another concern for parents. A lot of time, student end up being their own interpreter. • 11. Lopez-Robertson (2006) was quoted as stating that “children should not go to school with the fear of getting in trouble for using their home language” (P.389); how much of this do you allow in your classroom and how do you make it productive? • Mrs. Ernster: I have a rule indicating that once the period begins, English is the only language spoken in the classroom. This rule is also enforced by the other teachers in regular classrooms.

  8. 12. According to a research conducted by (Lakshmanan & Selinker, 2001, p. 397), ELL students can go through a “silent period” during which there may be passive attainment of the language but they do not produce any vocal expression. Have you observed this in your classroom? • Mrs. Ernster: There was a student that went through a silent period for most of the school year. I couldn’t believe the high scores on his proficiency tests. The silent period can vary with different students. Some factors that may affect this is level of shyness, the student’s character and family background. I found out that silent students are very talented in other areas outside of the classroom. • 13. In an article written by (Gándara, Jolly, & Driscol, 2005, p.6), Elementary ELL teachers indicated that the inability to communicate with parents was their biggest challenge. While secondary grade teachers identified that communicating with ELL students as their greatest challenge. • What are some of the major challenges that you face as an ELL teacher? • Mrs. Ernster: I have very little contact with parents. Most of my communication is with the student and I find out that most are self motivated and want to finish high school and further their education. I try to help them set realistic goals. The counselors, the regular teachers, and the ELL staff try to guide them through this process.

  9. 14. According to (Gándara et al. 2005, p.7), not having sufficient time in a class period was indicated by ELL teachers as one of their main concerns. How do you prioritize what to teach ELL students for that particular day especially when time is of essence? • Mrs. Ernster: My main concern is to get the student tested out of ELL. The Dakota English Language Proficiency is the measurement used to test the student. If a student scores a 3 on the ELPT then he must be registered in at least 2 ELL classes. If the score is 4 then the student must be registered in at least 1 ELL class. The student test out of ELL with a score of 5 but they must maintain that score for 2 consecutive years while attending mainstream classes. I like challenging the counselors and teachers to provide services for these students even after they are out of the ELL program. • 15. What has been the impact of No Child Left Behind on you and your ELL students? *Note- There was no references cited as this is just a personal question! • Mrs. Ernster: I think that the level of English comprehension must be tested on all students when entering any school system in the United States. I do not agree in testing everyone on proficiency (Dakota Step) regardless of their education experience. I feel that trying to condense everything into a 3 year school experience is not fair when everyone’s cultural background is so different.

  10. 16. (Gándara et al. 2005, p.9), state that “Some ELL teachers find it helpful if new students to the district had some kind of preliminary assessment to see at what grade level they are comprehending”. • With so many ELL students coming from so many developing countries, do you find documentation or lack there of a major problem in identifying academic level or even age of student? • Mrs. Ernster: There are many times when there are no records of their age or academic background. I do testing to see their level of understanding and try to connect the student to the right setting. I can make referrals to our reading program where the student spent 4 semesters focusing more on reading • 17. Where do you see the future of the ELL program at Washington high school? • *Note- There was no references cited as this is just a personal question! • Mrs. Ernster: The ELLprogramat Washington keeps growing. We are in need of more support as resources have been gradually pulled away from the program. Sometime I play the role of teacher, mother, counselor and a friend but over the years I have learned to set my own limits. We need to connect family members to act as mentors to bond with the student. I have also noticed that parents are more involved with their children’s education. Parent View on our district's computer system has been very helpful for the parents, students and teachers.

  11. ARLENE SCHNEIDER- WHITTIER MIDDLE SCHOOL

  12. Biography • Arlene Schneider • Family: • Husband- Otto Schneider • Son- Russ 27 • Daughter- Beth 24- Beth (elementary sped student at Augustana) • Hometown: Devil’s Lake, ND • Education: • Elementary SPED- (Minot State University-1974) • Master’s degree in SPED (Augustana College 1989) • ELL endorsement- South Dakota State university • Experience: • Linton HS- SPED (Linton, ND) • Emerson School- self contained SPED school • Jefferson Elementary- Regular ED (3rd- 4th) • John Harris- Elementary SPED • Whittier- SPED (1990-2000). • Whittier- ELL LA/reading teacher 2000-present-

  13. Interview questions and answersArlene Schneider • According to Stritikus (2002), “Proposition 227 presents a challenge to the idea that no other language besides English has a valuable place in the education of diverse students” (p.10); what kind of effect do you think this has on the ELL students at Whittier Middle School? • Mrs. Schneider : • I don’t want my students to loose their primary language. I allow for them to use their language to help other students or during social time. However, during instruction time English is the only language allowed in the classroom. Mrs. Schneider stated that It has not been a problem implementing this rule. • 2. In an article written by Coulby, Gundara, & Jones, (1997), they state “that children learn the concepts of their host society best in their native language (p.192)”; do you agree with this comment? Why or why not? • Mrs. Schneider : Mrs. Schneider- If I was bilingual I would use other languages to the best benefit of the student and for guidance! • 3. According to (Bourne & Reid, 2003, p.25), ELL students transition into mainstream classrooms are best supported by preparing them for the language of the school subjects’ curricula. What are your expectations for ELL students while they are attending mainstream classes? • Mrs. Schneider : Standards wants us to teachcontent but my main goal is to get the student to write, read, and speak the language. Comprehending content is secondary in my classroom. With six graders I concentrate mainly on speech and with eight graders more on reading and writing.

  14. 4. An article written by (Klingner & Artiles, 2006, p. 387) indicates that ELL students tend to be either under or over identified for Special Education services. One of their finding was that ELL students learning characteristics in many ways parallel those for student with Learning Disorders.How does the school district of Sioux Falls guard against this issue? Are there multiple ways to test or identify student’s needs? • Mrs. Schneider: • Two years ago the district claimed that ELL students were under represented into SPED services. Presently they are stating that ELL students are overly represented in SPED. I tend to referred students that have been in the United States for a long period of time (at least 2 years) and is not making any progress. I made a referral of a student that has been residing in the US for 6-7 years and showed minimal progress in English acquisition. • 5. (Klingner, Artiles, 2006, p. 387) list the learner’s social cultural environment, language proficient in their native language, and attitude toward the first and second language as critical determination in learning the English language. What do you believe are the main factors that determine second language acquisition? • Mrs. Schneider: • Exposure to the language and whether the family speaks or promote the language. Economic background plays a big role as well. Most of my students are from refugee camps with little or sporadic education. The students that are from Russian countries for the most part have had prior formal education, and their progress is faster. For students to progress, they need to get out into the community and practice what they learn in the classroom through visual help.

  15. 6. According to (Newsome, Figueroa, 2006, p. 207) to measure whether an ELL student is in need of SPED services, there is a need for the test to be administered in the student’s native language. • Isthis concept practiced in the Sioux Falls school district? • Mrs. Schneider: • All testing or assessments are written in English but the student may use the assistance of interpreters when getting tested. I rely a lot on school liaisons. The make the connection between the school and the home environment a lot smoother. • 7. In a study conducted by (Newsome, Figueroa, 2006, p. 209), they noted that 13 out of 19 IEP teams indicated that when testing ELL students for SPED eligibility that the test was not administered in the pupil’s primary language.How important is this when doing assessment of ELL students for SPED services? • Mrs. Schneider: The text would not be written in the student’s language but the verbal part would translated by an interpreter. • 8. In the same study (Newsome, Figueroa, 2006, p. 211), found that19 out of 19 test administrators stated that there was no assessment or understanding available of the student’s cognitive limitations in his native language prior to testing. Could this be a factor when determining SPED eligibility? • Mrs. Schneider : It is a hit or miss on getting records of prior education on most students from Africa. My biggest concern is knowing if there is a history of English learning prior to coming to our district.

  16. 9. In an article written by (Tedjasuksmana, Yappy 2006, p. 54), transferring refers “to applying prior knowledge either from native language or one aspect of the new language to facilitate knowledge in the targeted language”. Have you observed this in your classroom and what may be some factors that contributes to this phenomenon? • Mrs. Schneider:Sometime I have observed Spanish speaking students trying to make the connection as there is some familiarity with both languages. However, this is not the case with most students from African or Russian countries. • 10. (Lopez-Robertson, 2006, p. 388), states that ELL students are better learners when their family feels like they are part of the classroom community. • How do you encourage family involvement especially when there is a language barrier between you and the parents? • Mrs. Schneider: • During the fall, we try to get parents to conferences or to at least see the building. We try to make connections with the parents about the student’s academic life and use it to assist the student. Getting parents to school has been difficult to work language barriers, work schedules and transportation. There is a significant difference in academic stride for those students who parents are involved but there one think in common about most parents and that is that they all want the best for their children. • 11. Lopez-Robertson (2006) was quoted as stating that “children should not go to school with the fear of getting in trouble for using their home language” (P.389); how much of this do you allow in your classroom and how do you make it productive? • Mrs. Schneider: • I never want a student to feel fearful of using their language. Other teachers may reprimand ELL students when they feel like it is used in a negative communication. Most teachers encourage the use of their primary language as long as it is used to help the student.

  17. 12. According to a research conducted by (Lakshmanan & Selinker, 2001, p. 397), ELL students can go through a “silent period” during which there may be passive attainment of the language but they do not produce any vocal expression. Have you observed this in your classroom? • Mrs. Schneider: • The Silent period is very common and it varies with students. Some students just don’t feel comfortable in trying to speak a different language. There was a Spanish speaking student that refused to verbalize anything but she comprehend almost everything to her ability. In my experience I have noticed that most beginners ELL students are very verbal because that is the part of the language that they feel most comfortable with. • 13. In an article written by (Gándara, Jolly, & Driscol, 2005, p.6), Elementary ELL teachers indicated that the inability to communicate with parents was their biggest challenge. While secondary grade teachers identified that communicating with ELL students as their greatest challenge. • What are some of the major challenges that you face as an ELL teacher? • Mrs. Schneider: • Connecting with the parents and family members has been the most difficult task for me. I have no problem connecting and communicating with students. I used the school liaison to find out if any family member speaks English and when I make that connection I can start a dialogue with them. • 14. According to (Gándara et al. 2005, p.7), not having sufficient time in a class period was indicated by ELL teachers as one of their main concerns. How do you prioritize what to teach ELL students for that particular day especially when time is of essence? • Mrs. Schneider: I rely heavily in other ELL teachers at Whittier for support. The number of students out weights the numbers of teachers (7 ELL teachers). There is a need for more ELL teachers in our program.

  18. 15. What has been the impact of No Child Left Behind (NCLB) on you and your ELL students? *Note- There was no references cited as this is just a personal question! • Mrs. Schneider: • NCLB does not interfere with my teaching. I teach the students where they currently are in their learning. I do not think much about the testing as I try to focus on teaching. My main goal is to see progress in every student. • 16. (Gándara et al. 2005, p.9), state that “Some ELL teachers find it helpful if new students to the district had some kind of preliminary assessment to see at what grade level they are comprehending”. • With so many ELL students coming from so many developing countries, do you find documentation or lack there of a major problem in identifying academic level or even age of student? • Mrs. Schneider: • A lot of time there is no documentation. We just go by the information that they bring with them (if any). Most of the information that we gather especially from students from African nations is by word of mouth. Hence the make up of a lot of individual birthdates • I would like to see a formal procedure in place where students’ transition from elementary, middle school, and high school are registered. The district should mandate a written evaluation of their progress (a portfolio). Currently there are no set guidelines and we have to use ELL scores and report cards for initial evaluations.

  19. 17. Where do you see the future of the ELL program at Whittier Middle School? • *Note- There was no references cited as this is just a personal question! • Mrs. Schneider: • There will always be a need for ELL shelter classes. I feel that new teachers that are coming out of college will have more background on ELL and its culture. I feel that the more the student can bring to his classroom experience the better he can make the connection. One policy that has benefited ELL students has been that an ELL cannot flunk a class if he is trying his or her best and the material is at their level of comprehension. I feel that this is way of monitoring all teachers and making sure that they are working with all ELL students. It is a judgment call by the teacher when deciding if the material is at the level or not.

  20. Summaries • I doing my research and interviews, I have learned that the Sioux Falls school district is meeting its ELL standards both at the high school and middle school level. I also learned that one of the primary job of an ELL teacher is to be an advocate for their students. Always finding resources in order to enhance their learning experience and environment for the students. • Through the interviews I learned how passionate both teachers are towards their profession and the amount of experience that it takes to get to their level of excellence. • Through both my readings and the interviews, I have learned that ELL education has come a long ways since my days as an ELL student. The terminologies and the concepts that are used in ELL programs have changed drastically and the stigma that was once apparent seems to have diminish. Not by design but through trial and error I also learned some of the differences between ELL and bilingual education. Although English language acquisition is the final goal for both, policies and laws differ. Through my readings and interviews I sensed that ELL does not have some of the restrictions and stigmas that seem to be attached to bilingual education.

  21. Through this project I have also learned that family and home environment plays a major role in the lives or ELL students. Where family involvement is beneficial for a regular education student, it is vital for an ELL student. Without it the experience will be limited. • Through interviewing Mrs. Schneider, I found out that once a student test out of ELL, he or she must maintain a passing grade for two consecutive years in English proficiency examination. By interviewing both teachers I found that the need for ELL resources and teachers is immense. They both expressed concern that there is a need for more mentor assistance and more connection between the family and the school system. • By listening to both teachers I learned that as a generalization, ELL students from most African nations have the most difficulties adapting and obtaining English language skills. One of the main reason is the lack of formal education by most of these students and another is that many African languages have no connection or resemblance to the English language.

  22. How has my point of view changed? • I have a new understanding of some of the challenges that are faced by ELL teachers. I am also ware now that ELL teachers do not necessarily need to know a student’s native language in order to be successful. That was one of the misconceptions that I had coming into the interviews. What I learned is that the dedication and the passion displayed by both teachers is a must in this field. • After talking to both teachers, I can honestly state that ELL education seems to be a very rewarding field. Both teachers expressed some of the challenges that they face but you can also sense the gratification when talking about their students. • After completing this project I have a better understanding of ELL education but better yet I have now acquired an interest in this field. Perhaps, pursuing and gaining ELL training and experience is something that I may pursue in the future. Note- I worked in the ELL program at Washington High School for two years under Mrs. Ernster but I cannot say that I viewed ELL education the same way as I do today.

  23. Compare/contrast both interviews • Comparison • Goals-Their main goal is to have students test out of ELL and move on to mainstream schedules • Resources-Both expressed that they lack resources (including staff) • Teaching- Both teachers stated that they do not let policies and regulations interfere with the student’s learning • Students- They both stressed the point that they teach according to the students level of learning • Attitude- Both teachers seemed genuinely passionate about their students • Time- Both teachers spend a significant amount of (non-required) time outside of the classroom in order to help their students • Styles- Similar styles in their thinking and in their approach on teaching ELL students. They both encourage, exhibit and promote ELL students’ culture, language and background in their classroom.

  24. Contrast • Through the interview experiences I did not find many differences in their approach and in their teaching philosophies. I believe that it was difficult to gauge any differences with just an interview format. Maybe by observing them in the actual class setting with the students then I can answer this question better. Both teachers were very informative and enthusiastic when conducting the interviews. They were both positive and optimistic about the future of ELL education. • The only significant difference that I noticed was that Mrs. Schneider elaborated more on the fact that African students have a different learning ELL experience than other students. Most of it has to do with lack of prior education. Mrs. Schneider also spent more time talking about students’ behavior being a factor in their progress.

  25. Variables • The fact that both teacher were very compatible in their answers can be attributed to many factors: • Mrs. Schneider and Mrs. Ernster are almost the same age • They are both married and their children are almost the same age • Whittier is a school that is somewhat of a feeder to Washington High School and curriculums are compatible • The demography of ELL students are almost identical in both schools • I think that Mrs. Schneider spent more time talking about behavior due to her prior education and experience in Special Education • Both teachers were very informative due to their experiences and longevity in the ELL field.

  26. References • Artiles A., & Klingner J. (2006). Struggling to learn to read: Emergent scholarship on linguistic differences & learning disabilities. Journal of Learning Disabilities, 39, Issue 5. • Bourne J. & Reid E. (2003). Remedial or radical? Second language support for curriculum learning. Language Education. World Yearbook of Education, (p.25) • Coulby D., Gundara J., & Jones C. (1997). Religion , secularism, and values education. Intercultural education. World Yearbook of Education, (p. 192) • Figueroa R. A., & Newsome P. (2006). The diagnosis of LD in english learners: Is it non-discriminatory. Journal of Learning Disabilities, 39, issue 3. (p. 209) • Gandara P., Driscoll A., & Jolly M. J., (2005) Listening to teachers of english language learners: A survey of california teacher’s challenges, experience and professional development Needs. Policy Analysis for California Education, (pp.6-9) • Lakshmanan U., & Selinker L. (2001). Analyzing inter language: How do we know what learners know. Second Language Research, 17.4, (pp.393-420) • Lopez-Robertson J. (2006). The making of a bilingual educator. Language Arts, 83, 5. • Stritikus, T. (2002). Immigrant children and the politics of english-only. Reference and Research Book News,17, Issue 3. • Tedjasuksmana H., & Yappy S. N. (2006). Cognitive learning strategies of non-english department students on noun structure. Surabaya, 8, issue 1.

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