Blog Post 4   Bilingual Education and Academic Success Blog Journal/ MBoddie 

Observing and Interacting With Families of the Children in Your Setting:

Name: Monica Boddie

Date Observed: February 22, 2013

Name of Program/Setting: Christopher House Up Town

Whom I spoke with: The parent of Juleana Gonzalez, and the parent of Josue Ruiz

              I continued to go into the field to observe and interact with professionals, children, and families in my setting. My experiences were interactive, and I came during a time when the study theme was a cooking exercise. As an early childhood professional, I work with children and their families over a sustained period of time and have created a bond with the children as well as the families. I have observed the growth and development of the children and I listened to the thoughts of family members regarding the program/school, their children, and other areas of interest and concern.

                      As I consider how to engage family members, and encourage them to share their thoughts and needs regarding advocacy as well as the advocacy work in which they may be involved; I listened intently to their responses. As a childhood professional it is important that I support the families’ efforts, connect them with appropriate resources, and/or empower them to help themselves. As I think of the ways in which I would like to be treated as a child’s parent or family member, my first thought is respect and concern for me and my family. I bring sensitivity and respect to your interactions. Because of home visits, parent conferences and face to face interactions I have gained a rapport with the children and their families.

               My area of interest in the early childhood field is the importance of bilingual education and academic success. Bilingual education means teaching in two languages, in the child’s mother tongue and in the secondary language. My purpose is to advocate for the children and the families so that they will have equality in education and a plan for educational success, no matter what language that they speak.

Three focus questions:

• What can teachers to in the classroom to have rich language based environment that promotes natural language development?
• What can I do to help students make the transition from their native language to English?
• What are the methods of teaching bilingual education at the early childhood level?

            These three focus questions are answered through out the classroom during interactions with the students and the families as well as through out the materials in the learning environment. Ways in which educators can give of themselves while learning about others is essential within my advocacy plan. Language rich environments, transitioning to native languages, and teaching bilingual education are an intricate part of the classroom setting. When anyone walks into the classroom they can see by the environment if in fact bilingual education is being taught and respected.

Questions asked while observing and interacting with the Families of the

Children in My Program/Setting:

1. How does language impact behavior?

2. What can teachers to in the classroom to have rich language based environment that promotes natural language development?

3.  What can I do to help students make the transition from their native language to English?

4. What methods are necessary for teaching at the early childhood level?

Whom you observed and interacted with in your setting during this module:

The parent of Juleana Gonzalez and the parent of Josue Ruiz

           During the moments when I spoke with the parents the students often came over from their activities to share their interactions with me and their family members. My first interview was with Ms. Gonzalez and her husband. Ms Gonzalez did most of the talking however Mr. Gonzalez did add some input. The children were interacting in a cooking activity with their parents. I noticed that there were not many parents there for the activity. During my interview Juleana came over often to bring foods for her mother to taste. Mr. Gonzalez was making a pizza with Juleana while Mrs. Gonzalez talked. I asked Mrs. Gonzalez the following questions:

1.      How does language impact behavior?

Mrs. Gonzalez stated that language is very important in relation to behavior because communication is key in all situations.

2.      What can teachers to in the classroom to have rich language based environment that promotes natural language development?

Mrs. Gonzalez stated that the teachers can continue to ask for parent volunteers and utilize them through out the classroom. The teachers can bring in guess speakers, encourage the children to explore books and magazines, and during interactions at home encourage more language in the children’s native tongue.

3.      What can I do as an educator to help students make the transition from their native language to English?

Mrs. Gonzalez stated that she sees that I love and respect the students and their families and that I should continue to be a voice for them. Providing resources is an area that Mrs. Gonzalez likes and she feels that I should continue to find resources for the child and the family.

4.      What methods are necessary for teaching at the early childhood level?

Mrs. Gonzalez stated that understanding the child and where they come from is essential when teaching at the early childhood level.

I asked if there was anything that she would like to share and Mrs. Gonzalez stated that she feels that having the parents to come in to volunteer and to participate is great. Once the other parents hear about the activities from the other parent’s maybe they will take time to come in also. I shook her hand and thanked her as she and I went over to interact in the pizza making activity.

My next parent that I interviewed was Ms. Ruiz; she appeared to be more introverted and appeared not as talkative as the parent before. I am not comparing parent I am a making an observation based on my observation of her child and her interactions in the classroom.

Questions asked while observing and interacting with the Families of the

Children in My Program/Setting:

1. How does language impact behavior?

Ms Ruiz says that language is important and that if a child does not have language they will communicate with their bodies. Ms Ruiz stated that her daughter is quiet even at home however when she is in an environment that challenges her she behaves differently.

2. What can teachers to in the classroom to have rich language based environment that promotes natural language development?

Ms Ruiz stated that having the families to share article from their culture and bringing activities shared in their culture to school to share with their friends is a great way of encouraging language.

3. What can I do as an educator to help students make the transition from their native language to English?
4. Ms Ruiz says continue to support the child and not feel that if the child is corrected when they say something wrong they will feel bad. Have more posters on the walls and change them from day to day to show how others live within their own culture.
5. What methods are necessary for teaching at the early childhood level?

Ms Ruiz stated that a good education and love of children are necessary for teaching at the childhood level.

         I asked Ms Ruiz if she had anything else to say and she laughed and said “I better get back to my pizza making my baby keeps giving me dirty looks.” Ms Ruiz and I went over to the table just in time for the kitchen worker to come with a big pan to take the pizzas to the confection oven to bake. The parents wanted to know why we could not bring the small oven to the classroom.

        We had to explain that there are rules and regulations put in place to protect the safety of the children. The teacher helped the children to sing a song and to participate in finger plays while waiting for the pizza. The children learned the recipe which was placed on the wall with words and pictures. The words were in English as well as the home language of the child.

One of the parents said that she has a recipe book in Spanish and that the class could use it as they modify some of the techniques for an age appropriate level of children.

·         Any special learning experiences you may have had or an experience that provided you with insight about children and families including advocacy efforts

I noticed that the parents appeared to be very happy to see lessons taught in both English and in Spanish, and that their seemed to be curiosity when the children sang songs and participated in finger plays in both languages.

·         At least two insights gained from your observations of, and interactions and experiences with, children’s families regarding advocacy efforts and needs related to your area of interest within the field of early childhood

My insights that I gained is that the parents and families talked about their hopes and dreams often, and stated tat speaking proper English will help their dreams to come true. Another insight that I had was as the students were curious about the names of the materials that they were using, some would say the names of the materials in both languages and ask for clarification. Teachers who do not speak another language need to be careful when communicating not to say the words incorrectly.

 Quotes that I will share in my blog this week… Bad language is not good it only confuses you when you are trying to get a better understanding.

Blog Post 3/Monica Boddie / Observing and Interacting With Program Director(s) and Other Administrative Staff in Your Setting

Bilingual Education And Academic Success Advocacy plan / MBoddie


Observing and Interacting With Professionals : the Program Director and the Administrative Assistant

Name: Monica Boddie
Date: Observation date 2-5-2013
Name of Program/Setting: Christopher House UpTown

Who I spoke with: The Site Director and the Administrative Assistant

                     My area of interest in the early childhood field is the importance of bilingual education and academic success. Bilingual education means teaching in two languages, in the child’s mother tongue and in the secondary language. My purpose is to advocate for the children and the families so that they will have equality in education and a plan for educational success, no matter what language that they speak.

               My growing understanding of advocacy, and some of the strategies that  I can use to become more informed about advocacy efforts in my community. are to continue to mentor the children in the area of language through modifications such as pictures a, books, and magazines. I will address advocacy issues with professionals in your setting by preparing notes and information on how we can individualize with each child and provide adaptations and modifications as needed. I will find, out more about or possibly become involved with current advocacy programs in your setting by keeping abreast of new laws and sharing any and all information that I have acquired with the parents and my co-workers.

             The difference I would like to make in my setting, my community,  and my  field is to become the go to person for information and resources for the parents and co-teachers. I would like to be there available with resources from the media as well as information from books, staff, and research to individualize with the children.

   

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Three focus questions:

• What can teachers to in the classroom to have rich language based environment that promote natural language development?

• What can I do to help students make the transition from their native language to English?

• What are the methods of teaching bilingual education at the early childhood level?

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Questions asked while observing and interacting With Professionals:
Site Directors interview questions:
1. How does language impact behavior?

          When asked how does language impact behavior the Site Director stated that it is all related to understanding each other and communicating well. The Site Director stated that she visits each classroom weekly and interacts with the teachers and the children. The Site Director stated that with dual language learners it is different from immersion with the other students who are not proficient in English. We were in the Directors office and she went into the classroom and began to sing and do finger plays during circle time. The Site Director participated during instrument play and encouraged a child who appeared to be shy. late the Site Director explained that the child’s parents spoke little English at home, and that although the child enjoyed music; he preferred to dance on the side lines.

             The Site Director is bilingual and often she searches for the shy child or the child that appears to need more encouragement to interact with. The Site Director stated that language is used even when we are communicating through interactions of art, music,dance, science, math as well as gross motor activities. When we are interacting through game play, the child needs hand movements and sometimes props can be made for such interactions. The Site Director stated that some behaviors are learned and some can be shaped through dance, interactions,songs, and prompts.

2. What can teachers to in the classroom to have rich language based environment that promote natural language development?

     The Site Director said in the classroom books, music, compact disc, instruments, flash cards, and whatever modifications are needed for the individual child.

3.  What can I do to help students make the transition from their native language to English?

      The Site Director stated that we can be there for support and help for the child and be prepared to use props or whatever individualized materials that the child needs.

4. What methods  are necessary for  teaching at the early childhood level ?

       The Director stated that immersion is necessary and that for dual language learners other methods are necessary as they cross over to English speaking lessons.

Administrative Assistants Interview questions:
1. How does language impact behavior?
       Language is very important says the Administrative Assistant because every voice needs to be heard. Behavior can change when the  lines of communication are not open.

2. What can teachers to in the classroom to have rich language based environment that promote natural language development?

       Teachers can learn more about the child and their environment while finding out the best method of educating the child with supports.

3.  What can I do to help students make the transition from their native language to English?

       As an Administrative Assistant the statement was that often people don’t know that there were meetings, workshops, and classes that help to instruct children as they make their transition from home to school. The administrative Assistant  stated that all of the education that was completed helped to see that respect for the child and their educational as well as emotional needs are very important. Respect is the key.

4. What methods  are necessary for the early childhood level teaching.

       Often tutors are necessary, or Para professionals,  and Social workers also along with modifications for the child as necessary. At the beginning of the school year test are given to see where the child is and how to provide age appropriate instruction to get them where they should be said the administrative Assistant.

Two insights, experiences, or quotes that I will share in my blog this week…

• One insight is that we should not assume that because a person is an Administrative Assistant that they do not have child care classes, and that they are not proficient in the methods of the classroom instruction.
• I learned that all children need respect, support, and the immersion technique or dual language learners  need the inclusive approach to high-quality education.
• English proficiency standards for children in grades prekindergarten through 12 are available for teachers and professional to make sure that age appropriate instruction is given for dual language learners, non English speaking students, and English speaking students as well.

EDU 450 2nd Post/ The impact of Bilingual education and Academic success

Change of questions/New focus : The impact of Bilingual education and Academic success

Research Questions

1. How does language impact behavior?
2.Is thee a basis for teaching academic content in two languages?
3. How do I teach bilingual children?
4. Do children in bilingual families start talking later?
5.With reference to oral language how do I teach appropriate development of the English language?
6. What are some methods of teaching a dual language learner?
7. How do I promote parental involvement in language learning with bilingual parents?
8. What are the rights of bilingual parents and children?

This list is a list that I choose as related to my advocacy plan .
My new URL  for Blog number 2 is boddielmonica.blogspot.com

The areas of development that I am most interested in is:

            Language Development in Bilingual Children indicates that the child who is simultaneously acquiring two languages may be experiencing problems with language, we often forget that along with the language there may also be social emotional issues as well. as the child adjust to school and the school setting.  

           www.kidsgrowth.com/resources/articledetail.cfm?id=1229

         Kids growth in their writings helps us to understand the impact of bilingual education and academic success. As educators we are given information on the who, what, when, where , and how with reference to bilingual education.

Hacker, D. & Sommer, N. (2011). A writer’s reference (7th ed.). New York, NY: Bedford/St. Martin’s.
This book discusses if the question is too broad or narrow. We can learn how to choose a challenging question that is not too bland. We learn how to map out a search strategy, as well as including a library plan.

Questions for your colleagues about your area of interest, your focus topic, and/or any additional support you are looking for at this point:

• What are the program benefits and limitations, involved with teaching bilingual children?
• Are there any state expectations along with the standards with reference to teaching bilingual students?
• What are the theoretical and practical implications of teaching bilingual children..
• With age appropriate instruction does the bilingual child need more individualization than other students?

The impact of Bilingual Education and Academic Success

Change of questions/New focus : The impact of Bilingual education and Academic Success

Research Questions

1. How does language impact behavior?
2.Is thee a basis for teaching academic content in two languages?
3. How do I teach bilingual children?
4. Do children in bilingual families start talking later?
5.With reference to oral language how do I teach appropriate development of the English language?
6. What are some methods of teaching a dual language learner?
7. How do I promote parental involvement in language learning with bilingual parents?
8. What are the rights of bilingual parents and children?

This list is a list that I want to use as my advocacy plan .
My new URL is boddielmonica.blogspot.com
I changed my topic after talking to the Professor and reading the Blogs from other classmates. I was able to narrow down my blog and to ask questions

Observing and Interacting With Professionals, Children, and Families in an Early Childhood Setting

Observing and Interacting With Professionals, Children, and Families in an Early Childhood Setting

Name: Monica Boddie

Date: Observation date 1-25-2013

Name of Program/Setting: Christopher house UpTown

Who I spoke with: Trichelle Stiff and a Paraprofessional in the classroom

Whom you observed and interacted with in your setting during these two weeks:

           I observed and interacted with the children , teachers, and a paraprofessional in the classroom. The interactions were in the classroom setting during morning activities. I know of the teachers because I work at Christopher House , however i am at another site. All of the Christopher House Schools are on the north west side of Chicago. The bulk of the children and families are from other cultures, the children and families are mostly bilingual.

What I learned about …
          I learned that the children in the classroom were creating collages and that they were to talk about what their pictures were. The teacher called the project dictation stories, and the children dictated to an adult in the classroom what they have made. Within the classroom there is one bilingual teacher, and the children were dictating in either English or in their home language.

Any special learning experiences, insights, challenges, etc., related to your topics/focus questions and/or advocacy efforts in this setting, the community, and/or the field:

          The special learning experience that I saw was that the teacher had the children in groups of two as they completed share activities. I saw that there was one stronger person in the group who appeared to be there using the buddy system for support if the other child needed it. I noticed that the children were encouraged to talk out any conflicts or issues that came up. There was an incident in the house area where the children were changing into dress up clothing, and one child mispronounced the name of one of the items. There were cards taken out by one of the teachers as the child asked for the house cards.
            The cards that were taken out had pictures of each item on them and the name on the item was printed in English and in Spanish. I asked the teacher if she had problems with mispronunciation's, and she stated the cards were a part of a literacy assignment in the classroom. I noticed that everything was labeled in the classroom and that there were activities that the children could choose on their own that was not a part of the weekly lesson plan.
               The paraprofessional came over to me and stated that she was there for support as needed, especially for the special needs children. The paraprofessional stated that in September there were only a few non English speaking children however the bulk of the class is bilingual.The impact of bilingual education during instruction showed how dual language learners, bilingual learners, mainstream learners, and English learners all worked together to achieve a common goal. 
              We hear a lot about English as a second language however i was impressed to see that it appeared that all of the children were able to understand the instructions completely in English with little supports. If there were accommodation's or modifications that were needed the paraprofessional was there for support. When I saw the cards being used i thought that this was a good idea for support that would not embarrass the child being supported.

Questions asked while Observing and Interacting With Professionals:

Teachers interview questions

1.How does language impact behavior?
The teacher stated that in the beginning of the school year the children seemed shy, and that there was not much language by the bilingual children.2.Is thee a basis for teaching academic content in two languages?
The teacher stated that there may be bias however she has non and that she takes each child on an individual basis.3. How do I teach bilingual children?
The teacher stated that she teaches all children the same however the children that need adaptations and modifications have the support that they need daily.4. Do children in bilingual families start talking later?
The teacher stated that this is a myth and that all children to her appear to begin speaking at the same time.5.With reference to oral language how do I teach appropriate development of the English language?
The teacher stated that she models correct language before the children, and that she leads by example.6. What are some methods of teaching a dual language learner?
The teacher stated that she uses tape players, word cards, pictures, books, and media materials.7. How do I promote parental involvement in language learning with bilingual parents?
The teacher stated that during home visits,conferences, meetings, and training she gives work samples and talks about the child's progress especially as related to language.8. What are the rights of bilingual parents and children?
The teacher stated that she does not know all of the rights however they have in their classroom
" Bilingual Children's Mother Tongue: Why Is It Important for Education?" iteachilearn.org/cummins/mother.htm
The teacher stated that she refers to this book and other articles on the web as well as asking the social worker for help.

Questions for the paraprofessional:

1. How does language impact behavior?
The paraprofessional stated that language is the cornerstone of education because communication is key for all situations.2.Is thee a basis for teaching academic content in two languages?
The paraprofessional stated that the basic for teaching language is to have visual aids and hands on activities available.3. How do I teach bilingual children?
The paraprofessional stated that to teach bilingual children we need to respect them and their culture as we use our skills to reach them academically.4. Do children in bilingual families start talking later?
The paraprofessional says that all children talk at the same rate unless there is a special need present within the child no matter if they are bilingual or not.5.With reference to oral language how do I teach appropriate development of the English language?
The paraprofessional says along with modeling behavior anticipated that we can use the buddy system to have another child there for support.6. What are some methods of teaching a dual language learner?
The paraprofessional stated that working one on one with the child is a plus, and that lesson plans can be modified for the dual language learner as needed. 7. How do I promote parental involvement in language learning with bilingual parents?
The paraprofessional says that daily she reports to the parents the child's success, and if there is a need she will provide materials to show what is being taught in the classroom.8. What are the rights of bilingual parents and children?
The paraprofessional quoted from the same material as the teacher and she also stated that the social worker has resources in her office as needed.

At the end of my observation I thanked the teachers, children, paraprofessionals and parents that was there to volunteer for the day. There are three teachers in the classroom along with a para professional and two parent volunteers. I feel that bilingual children have the supports that they need in the classroom for academic success.