Wow, what a week! I'm exhausted after reading the posts of my fellow classmates who are dealing with issues much larger and deeper than mine. I'm so thankful for this blog that we can share our struggles and triumphs. I'm thinking of each of you each day!
On Friday, I was introduced to three new students. Only one of them speaks any English whatsoever. I have a foreign exchange student from China and one from Japan. They are TOTALLY clueless as to what is going on (just the school atmosphere is overwhelming for them) and I'm struggling to help them get settled in. I have been told these students must go home with A's or B's. How is that even possible if they don't speak the language? My Japanese student couldn't even decipher when I introduced myself to him (complete with a handshake) and had to pull out his translater for that! I'm concerned that he will become completely lost today when we start notes over a new unit. He is sitting next to another Asian student (who I don't think speaks anything other than English) so it helps that he can physically identify with someone else. Any suggestions on teaching when there isn't much of a lab activity that can go with it? What we are doing now is strictly lecture material over facts and history. I haven't even had a chance to really talk to my Chinese student but I did get enough information to know that she doesn't even want to be here. Suggestions for making lecture easier for them to follow along with? I have given them copies of my notes, completed with the hopes that will make it easier to follow along. Should I have done that?
And yes, for those of you wondering, exchange students populate our programs quite readily. My question is, if they are here for cultural immersion, is a career/tech ed class the best place for them? I teach a language other than english (medialese) and it's hard enough for those who speak english to grasp it, imagine coming from another language and not knowing!
These foreign exchange students were probably placed in your class because the guidance counselors perceive your class to be "lighter" than a core academic class. You can try to incorporate some of the strategies I modeled for you this summer at NTI when I did the ESOL session, but if the students' English is a limited as you describe, these kids will simply be lost. Just do the best you can to make them feel included. You could find simple tasks for these students to do such as pass out and collect books and papers for you. You will need to use a lot of body language, visuals, and context clues to convey meaning to them. It would also be helpful to pair them up with English speaking students in your class who will be kind and supportive of them. Those are some immediate suggestions. When I come out to see you on Thursday, we can hash out more ideas together if you like.
ReplyDeleteLast year, I was faced with the same issues. The good thing for me, there was a student that actually spoke the language. I would agree with Jessie, just do what you can . Provide the notes, when you are testing, maybe let them use the notes. Those are really the only things I know to do. You can check online and see if there are websites in their language that can provide activities for the student to complete. The lesson may not be completely related, but this alternate assigment can count as a grade.
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