Second Language Learners

Many times we focus on providing different accommodations and experiences to different types of students. We draw them in with hands on activities, read aloud books, dramatic play, etc. but we forget the second language learner that may be sitting right in our classroom.These types of learners may be students whose home language is not the same language that is spoken at school and therefore, they may struggle to keep up with the classrooms activities.

In a simulated activity, our classroom was put through the experience that many students may go through. We were not told that the language in the classroom would be switched to something other than English. A book was read in Spanish and then instructions to complete an activity were also given in Spanish. We were then given slips of paper that told us what our roles as "students" would be. Some were still able to speak in English, but "it would be frowned upon" while others could only speak, write, and communicate in Spanish. Several people quickly became frustrated as they do not know nor are familiar with Spanish. Given that Spanish was the first language I learned, I was able to understand everything and even be a resource for other people During our activity, I saw how several people became frustrated, angry, annoyed and this let to them feeling incompetent, dumb, like learning was out of their control. Because I was able to help both students who could speak English AND Spanish, I took on sort of a teacher role.

However, I felt that just one person helping everyone out was a bit overwhelming. As a future teacher who is bilingual I felt what it must be like to have students who speak both English and Spanish and how to best help each set of students. I was also able to be in a situation where I could understand each person's frustration with the language barrier so that I'm even more sensitive to students in my classroom who speak a language that I don't. While I don't need to necessarily know ALL languages I DO need to be sensitive to each students' needs. I need to provide opportunities for them to be just as engaged in classroom activities. As a future teacher I need to be sensitive in understanding that being in a classroom with people who don't speak the same language may be difficult, however, this does not mean that a child is any less capable or different than other students.

Authentic Communication

When talking about "authentic" communication we're talking about communication that serves a purpose. The purpose may be to understand what we are reading, saying, or writing or it may be that our purpose is to be able to have an experience or moment. In her book, "Children's Language: Connecting reading, writing, and talk", Judith Wells Lindfors talks about how important it is for parents and teachers to introduce children to authentic experiences through text.  When children are exposed to these types of texts then authentic responses are evoked.  When children are able to identify with a book or story then they get so much more out of the learning process. Lindfors states that children are able to relate prior knowledge when being read to and they in turn apply this knowledge to the text, this may be done so by sharing how they also have a pet dog if the book being read is about a dog. Children are also able to relate to characters and project beyond what is in the text. When authentic texts are used children make logical connections and use their inquiry skills to go beyond the story. Authentic texts also help children who are not yet readers to be able to "read" the story by the illustrations that are on the pages. This creates an experience for each individual child and allows for them to live through that reading experience.

It's also important to note that these authentic literary experiences do not only refer to reading or story telling. Children are also having authentic experiences with text. Lindfors states that if a child's writing (whether it be early stages, incorrectly spelling words, etc.) is communicating some sort of message then it is authentic. Children are learning that words are social tools and that text is another way that we can communicate with the world and those around us. At times we may think that children who are just copying down words or repeating words are not really engaging in an authentic experience; however, if that child's purpose is to communicate by repeating or copying then they are trully experiencing authenticity through writing an reading. Lindfors also points that there are three guiding principles to the authenticy process:
1. ownership - child writes when they want, how they want, and for the purposes that they want.
2. community - child has support from parents, teachers, peers when learning and sharing
3. guidance - teachers and parents help child write and read more effectively and diversely

Communication cannot be classified solely as written or spoken language, therefore, it's important to keep in mind the that both of these things come together when children are engaged in literacy. Authentic communication becomes a tool that brings these two things together.