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BARBARA ERNSTER- WASHINGTON HIGH SCHOOL

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BARBARA ERNSTER- WASHINGTON HIGH SCHOOL Biography Name: Barbara Ernster School: Washington HS/ELL American Literature Family: Husband-Dennis Ernster Children Mark ... – PowerPoint PPT presentation

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Title: BARBARA ERNSTER- WASHINGTON HIGH SCHOOL


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 dont 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 students 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 students
    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
    learners 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 students native language.
  • Is this concept practiced in the Sioux Falls
    school district?
  • Mrs. Ernster This is not the case at Washington
    and I dont 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 pupils 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 students 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 students
    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 students 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 students
    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 teachers 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 couldnt 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 students
    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 everyones 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 ELL program at 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
    childrens 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 Devils Lake, ND
  • Education
  • Elementary SPED- (Minot State University-1974)
  • Masters 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 dont 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 teach
    content 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 students
    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
    learners 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 students native language.
  • Is this 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 pupils 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 students 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 students
    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 students 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 dont 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 students 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
    students 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
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    learn to read Emergent scholarship on linguistic
    differences learning disabilities. Journal of
    Learning Disabilities, 39, Issue 5.
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    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 teachers
    challenges, experience and professional
    development Needs. Policy Analysis for California
    Education, (pp.6-9)
  • Lakshmanan U., Selinker L. (2001). Analyzing
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    (pp.393-420)
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