Chapter 9 Learning Aids

Chapter 9 Learning Aids

The following are the conundrums presented in the book followed by some learning activities we have used to help readers understand the issues these conundrums represent.

Conundrums

Gunderson(2007) explored the academic lives of immigrant students in secondary schools.A number of the findings of the studies he presented raised what can only be called conundrums or dilemmas.The study was conducted in a school district that was an English-only system in which students were enrolled in academic classes taught in English. They were also enrolled in ESL classes to help them learn the English skills they needed to learn in their academic classes. It was clear that as students left ESL classes their grades decreased. As they lost ESL support they found it more difficult to learn in their academic classes. The following are the conundrums discovered in his study of 5000 immigrant students.

Conundrum #1

Students complained that in an English-only school system they could not find native English speakers with whom they could interact to learn how to communicate in English.

Conundrum #2

The language of the community and of the school was often not English. Students did not hear English in the hallways, in the school yard, or in the community. Often the only native English speakers they heard were their teachers. ESL methodology is reportedly based on the notion that the language of the community is the target language. Should ESL methodologies in such communities be reconsidered?

Conundrum #3

Many students and their parents complained that ESL classes were roadblocks to gaining admission to a university so students got out of such classes as soon as they could. Some referred to ESL classes as a kind of ghetto. After they exited ESL classes their grades went down.

Conundrum #4

Students left ESL support classes after about 3.5 years. On the average they actually seemed to need at least five years to be able to contend with the English in their academic classes.

Conundrum# 5

Parents were convinced that their children had acquired the skills necessary to contend with their academic studies because they had basic interpersonal communicative skills. They pressured the school to remove their children from ESL classes (sometimes with great anger and determination). Students’ grades suffered as a result.

Conundrum #6

Students and teachers concluded that the best way for students to learn to communicate and to learn social conventions was to participate in extra-curricular activities. However, students reported that for various cultural and social reasons they could not and did not participate in such activities.

Conundrum #7

Teachers and school administrators were convinced that multi-cultural education was vitally important for students, both native Canadians and immigrants to learn about different cultures. A number of attempts were made to include students in such activities. However, typically only Asian girls, it was reported, showed any interest in attending. One event had 95 participants, 94 Asian girls and one Asian boy.

Conundrum #8

Students indicated that they did not want to be enrolled in bilingual education, but that occasional help with vocabulary would be very useful. Teachers generally prohibited the use of any first languages in their classrooms, including bilingual dictionaries.

Conundrum #9

Parents indicated they had moved to Canada so that their children would have better educational opportunities. However, both parents and students, mostly those from more affluent families, rejected the education they were receiving because it did not include hours of homework dedicated to the rote learning of facts (see also Li, 2006).

Conundrum #10

Teachers were generally dedicated to the notion that teaching and learning should be process based and that students should learn to be critical readers and learners, while parents and their children believed teaching and learning should be focused on the rote acquisition of facts. Most teachers appeared to have a top-down view of teaching and learning, while most parents had a bottom-up view.

Conundrum #11

Students from Hong Kong scored significantly higher on all of the English language and literacy assessments; however, they did not receive better grades in the examinable classes. Mandarin speakers scored higher than Cantonese speakers and it seems they may have done so because of the scaffolding they received because of their parents’ socio-economic status.

Conundrum #12

It is not clear what happened to the students who disappeared because there is no satisfactory way to track where they are and what they are doing. Even in this age of electronic tracking, students appear to simply disappear.

Conundrum #13

This is, perhaps, the most troubling of the conundrums. Teachers and administrators in the Vancouver school district are caring and thoughtful human beings who are dedicated to providing the best programs for their students. Their ESL programs are designed to support students’ learning in many different ways. They are well thought out and research-based. The conundrum is that for various reasons beyond the control of teachers, ESL support classes do not result in producing students able to cope with the task of reading and learning in their academic courses because students do not stay in them long enough to develop appropriate levels of CALP. There is little that can be done to change the view of parents and other concerning the value of ESL classes.

LA 9.1

Instructions

Consider the list of conundrums, discuss with a colleague or reflect on what is most important, or compelling, or significant of the conundrums. How do you think the conundrum should be addressed by teacher and/or administrators?

Conundrum #______

I/We think this is the most important conundrum because:

I/We think it could/should be addressed by:

LA 9.2

Instructions

Consider the list of conundrums and rank order the conundrums from most important to consider to the least important to consider (although it may also be very important). Identify who should likely be the leader in formulating a plan to address each issue, e.g. content teachers, principals, parents, students?

LA 9.3

Instructions

Work on your own or with a colleague. Consider each of the conundrums. What information in the book can help to address and improve issues related to each conundrum? In what areas has the book not addressed issues related to the conundrums?

LA 9.4

Instructions

Work on your or with a colleague. Consider each of the conundrums. Are there other conundrums or difficulties that you can identify that are not included here?What are they? How should or could they be addressed and by whom?