Community Cultural Interactions and Observations

Name: Andrew Weron

Journal #: 2
Date/Time of Interaction/Observation: 11/10/2014 7:45am-12:05pm
Brief Background Information:
This observation took place at Adams Elementary School in Corvallis, OR, in
the 3rd grade classroom of Mr. Gerhard Behrens. I was refereed to this teacher
through another class and have no prior relationship with the teacher, ELLs, or the
school. There are 3 ELLs in the class, all arabic speakers as their first language. The
school is not a bilingual program like that of other elementary schools in the area.

Specific Language and Relevant Behavior Observed:

The first thing I noticed was the language difficulties in the class and the
various language proficiency levels of the students. One of the first morning tasks of
the students to to take their magnetic name tag and put it on a graph to answer the
teachers question. This helps for attendance, fun discussions, and possible future
lessons. Mr. Behrens needed to read the question word by word to his ELLs, Mo and
Amir (pseudonyms). He was able to read the question and answers pointing to the
words as he went. At this point, the two students looked at each other and it was
clear that Mo was much more proficient. Mr. Behrens knew his students, and ask Mo
to help explain it to Amir. Mo helped to direct Amir in Arabic and understand what
he was supposed to do. When this was done, they both went to their seats in
separate 4-desk groups.
The main lesson of the morning also showed a lot about having an ELL in the
classroom. During a science unit on technology, Mr. Behrens used different forms of
media and instruction to reach all students but the ELLs were still struggling in
comparison to the rest of the class. Discussion was opened to what is technology,
providing examples and then deciding if certain examples were or were not
technology. I could see Mo answer many of the questions but not with much
confidence in his answers. Amir appeared detached and uninterested and looked as
if he was trying to pay attention and follow along without a clear understanding of
the objective. Pictures were used to accompany words, a video was shown to help
explain, and wrap-up of technology and engineers was held at the end. This showed
the multimedia attempt to reach the students on multiple levels.
Lastly, the proficiency was shown during the reading lesson where the

students worked with Time Magazine for Kids. An overview of the articles was given
to the students by the teacher and students began working on a worksheet Most of
the class was able to work on their own or use their classmates at their group. One
student that needed some extra help was with an adult, and the two ELLs read with
a second adult volunteer. Again I noticed how Mo was the dominant personality of
the two, understood English better, and answered for / communicated with Amir.
Because of how the two ELLs worked and behaved in class, I would think that Mo
would be a low 3 and Amir would be a 1 according to the SOLOM guide. Mo is able
to speak his thoughts with some challenge and mistakes, while Amir does not speak
often and has no real fluency through his words and sentences.

Course Materials & Course Outcomes Connections to Interaction/Observation

(Cite in APA):
This observation provided many connection to the course outcomes and the
course readings. The first and most apparent was the characteristics of ELLs,
outcome #1. I was able to see the characteristics in action as described by Freeman
and Freeman (2011) and the article Common Definition of an English Learner
(Linquanti 2013). The SOLOM guide provided the framework to identify proficiency
levels, outcome #2. The language acquisition theories, outcome #5, especially that of
Krashen, could be seen in the class as well. The ELLs used acquisition-learning and
an attempt for the teacher to create a positive affective filter was evident as well.

My Reflection The connections you make to your own language and culture
learning, your future as an educator, changes in your own beliefs this term,
questions you still have, etc. (e.g., surprises, how it may affect your teaching):
I enjoyed this observation as it allowed me to have some real classroom
experience with ELLs and see the course materials put into action. My first
observation took place through the INTO program and while that offered a great
deal of insight, I feel this observation connected with me a little more since it was at
a grade level Id like to teach, rather than a college course. I was able to recognize
the characteristics of ELLs and also relate it to my learning. When Im not confident
in the material I tend to not speak up, sometimes not pay attention if I cant relate to
the material, or ask for help from friends who I know can assist. I saw all of these
with the ELLs. It is something I will certainly keep in mind as an educator. I am
aware these problems can occur in all students learning, but they can be much more
likely with ELLs who dont fully understand what is going on. I wouldnt say that this
experienced changed my beliefs because I had a rather positive attitude towards
ELLs. The Children from Immigrant Families in Oregon fact sheet from the CSDA
(2009), explained fully that the makeup of Oregon schools and language will be
changing in to future. I enjoy other cultures and new experiences so I was looking
forward to these observations. What it did change, was my ideas of real world action
and how to teach with the presence of ELLs in the class. There is still much to learn
and Im glad that I enjoy this interesting and challenging aspect of teaching.