The slideshow on bilingualism vs. monolingualisms, and our brains is very interesting, yet not surprising. One area, I question, reguarding the presentation, is whether or not the studies on the bilingual brain function are conducted on people with bilingual exposure since infancy, or L2 acquisition at a later age?
I believe it makes perfect sense that bilingual speakers are better at multitasking, but I did not realize it is because they use less frontal cortex, brain function. I think this may because the bilingual exposure and development at an early age, creates lasting a Semitic impact, which makes language learning easier, later in life.
I have heard studies that early childhood intervention, especially at infancy, before the age of one, produces strong cognitive brain function that is evident at a later age. This is why parents expose their babies to music, foreign language, and educational materials that cannot be assessed at the time. Supposedly, the early exposure advances brain functions that are imminent when child is in school.
Knowing the baby brain studies on bilingualism, previously, supports the information I see in the slides. Babies ability to recognize voices in language differentiation, and switch their attention, coincided with Chomsky’s, critical period hypothesis. He states, that the observation period of infants is imperative to their language acquisition. Babies are not able to speak, but during infancy, there is a primitive information collection, that develops to help their social survival. The study of Genie, the wilderness child, is a great example of a child, who was isolated from language exposure, and the delays it created in her emotional development and expression. This case also, shares how the child required a non-verbal, observation period and exposure, CPH, to acquire language.
So, it is obvious bilingual speakers have tremendous advantages, and brain functions that benefit other aspects of their lives, such as being a better driver, while on the phone. This is hilarious, and makes me want to work on my bilingualism.
In class, teacher plays a popular song in Portuguese, in
English. The students recognize the utterances, lyrical sounds, and are
familiarized with words, as they know in Portuguese. Multi-cultural classroom,
play a popular movie, such as “Finding Nemo,” in English, students resonate
with film plot, and pictures.
Silent Period:
Introductory ESL class, takes a trip to market. Students
observe interactions between people buying a selling. There is no interaction,
just observations. Questions are asked and answered back at class. Class trip
back to the market, 2-6 months later, to practice market interaction, students
are now consumers.
Code-switching:
Small group activity, all students are from Mexico. They are
studying for exam. They use Spanish and English with non-verbal queues to ask
and explain information to each other.
Language Loss:
Advanced ESL course, students have been in the US, for 4+
years. Student(s) are active in school, sports, clubs, and friends. English is
the primary language used at home. Parents are learning too. Student begins
tutoring beginner ESL prevent language loss.
Through all the 5 stages, work within the student's “zone of proximal development”:
"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p86).
the area of learning between what the student is currently able to do on their own and what they are able to do only with academic support
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
·Test
of truth in life, are we prepared for change, anticipate problems of new tech,
info, etc.
·Equity:
Measure how that delivered. Impact of social backgrounds on education, in
certain countries
·Don’t
compromise equity for excellence. Spending doesn’t mean better performance.
Division of wealthy and poor country performance. (large classes)Ex: Korea invests n professional development=
better teachers. Ex: Luxemburg, same amount spent as Korea. (Small class, cost
up)
·Pre
Ipad/pod studies. Education news in Germany drove public policy and education
optimizing. Early childhood education became prime movement= better social
economic success and career
·High
performance: value future more than compensation. Less focus on outcomes &
provisions. Better outlook on education purpose. Mirrors in student behavior.
Students should know what they are working for, framing intelligent pathways
for students to grow. “My own investment,”-Japanese students
·Systemic
success. Best teachers, in worst schools. Consistency is important. Less
complacency. Compliance by measurable goals, seeing improvements.
·Show
how high performance is successful in other education systems, rather than
telling how everything is done.
The
TedTalks presented by Andreas Schleicher, Use
Data to Build Better Schools,was
enlightening and hopeful, in that our standards for education are to set
students up for success, by using high performance strategies, which I would
like to discuss further. My personal reaction to Schleicher’s presentation, is
that his key points, are idealistic; and yet, strongly supported by research,
graphs, and studies.
First,
he discusses student recognition of their “personal investment,” as a pivotal
role in countries, such as Japan’s, bringing educational success. Teaching
students to be aware of the educational benefits and possibilities for their
life, is brilliant. Schleicher mentions students who are internally motivated
by their own realization of how they choose education to impact their future,
should be a goal, teachers’ express and practice in the classroom.
I
remember having certain teachers who inspired me. They pointed-out areas I excel in, to build the
confidence and competence, I needed to apply in my life, which naturally fueled
my desire to learn more.Hearing
Schleicher speak of “personal investments,” made me wonder if it is possible to
teach all students to find their “own,” drive for education?
I
think there are so many factors that effect students’ and their performance.
Outside variables and influences may, or may not be noticed by instructors.
That is why I think it is important, like Schleicher says, to measure equity;
know our students’ backgrounds, and find ways to best deliver information, in a
positive, motivating way.
Schleicher
says, “not to compromise equity for excellence,” meaning, set students up for
success in life, not just for the teacher and grade-readiness assessments. I
think this happens so often in American schools, where performance is measured
on a micro-level, rather than the big picture. Are we preparing students for
careers and life?
In
my experience in school, the assessment where conducted to move students to the
next level, not in preparation for higher education and career opportunities.
An article about the implementation of CCSS states, that “based on research by
Achieve, ACT, and others which found that the core knowledge and skills in
mathematics and English language arts necessary for success in college and in
good jobs have converged, the CCSS make no distinction between college and
career readiness.” King, J. (2011). Common Core
State Standards:An Action Agenda for
Higher Education. Pg1.
This CCSS standards and Schleicher both argue that student high
performance happens if we guide them to look at where the education will
benefit their future.
Lastly, I would like to point out another Schleicher educational
precept, which is, prepare student for change. Technology is changing how
teachers organize, measure, communicate, deliver, and assess students.
Preparing students for the rapid advancements and changes in our World is key.
We can teach them how to teach themselves, so they can stay up to date, and
have a fair chance in finding a sustainable job.
Schneider’s points are great, and the data collection helps
consistency, which is realistic, and tangible tool for educators. Implementing
student interpersonal excitement, drive, and motivation for high performance is
something all teachers should strive to create in the classroom.
Video-based education is
literally changing teacher methodologies and strategies. Khan, speaks of
self-pace learning which is creating a progressive, engaging, and more
individualized student proficiency.
Video technology allows
for the same information in-take, with a technology emphasis, where teachers
can track student progress. This is great for ESOL students because they can
pause, repeat, and review, at their own pace. Teachers can point out key
points, and ideas, which keeps students, on the same page. This combats the
“one-size fits all,” classroom lectures.
My favorite part of the
video, is when Khan, says, he allows the students to watch videos at home, then
“what used to be homework,” he does in-class. This is because, that creates
more incentive for students’ to stay engaged with their class, every kids works
at their own pace. The pro is teachers can see “red,” where they can intervene
with student. The negative, is it could be too much data collection by the
teacher, which can be overwhelming, which I experience in collecting ACE data,
at The Joshua School.
“A global one World
classroom,” is idealistic, because we are still figuring out ways to bridge the
digital divide. So I do not see that in our future, for a long time.
I chose this website because I have used it before for lesson building and activities. Here, there are so many resources for instructors. Also, National Geographic’s ESOL, is a entertaining and educational DML tool that I suggest teachers use in their classroom.
This is a wonderful website, that helps teachers assess student progress. It is a great way to test proficiency, take data, and share with students and families, to set goals!
"Thank you for your participation. In this study, we are investigating how preferences form. After you learned about two "original" people, then we briefly introduced you to two "new" people. We hypothesize that your feelings toward the original people will "rub off" onto the new people from the same group. So, if Reemolap does mostly bad stuff, and then you learn that Bossalap is from the same group, it is possible that your feelings about Reemolap will influence your feelings about Bossalap," https://implicit.harvard.edu/implicit/Study?tid=-1
My Reflection:
Humph. This was a really interesting survey. I felt anxiety for the last two parts of the survey, where Reemolap was categorized with Good, knowing I had to answer quick, and not allowing more time to process the question, was difficult for me. The study concluded what I thought, which is I have a preference for Vabbiniff, with the little information I collected at the beginning.
I think the debrief was is useful in my implicit thoughts of names, and groups of people. I would like to call myself un-biased, and thoughtful without judgement. So seeing areas where I can slow down and make my own judgement with information I, personally, have collected, and not spreading negative impressions to others. Just like I don't want to take on someone else's opinions, without discovering it on my own. This survey is wonderful to use in a classroom, to put any prejudice into perspective. Maybe build a healthy classroom discussion around the IAT topics.
I can only imagine being a assimilated into a new culture of wealth, freedom, education, and safety, with the "scars" of poverty, violence, abuse, inequality. The risks her mother took, with only the faith of Tan's grandfather's dreams, and determination, that "there is no other option," is truly profound and something I want to empathize with for a moment. I have felt the anxiety, awkwardness, and alien feeling from being in places, where I did not fit in…being the new girl. Most recently, my new job at a School for Autism students. Learning peoples personalities, and figuring out you role, people's names, how things are ran, where you fit in, and adjusting to something new, is overwhelming. Tan's story is genuine, heartfelt, and honest. She spoke about the teasing for being Asian, and poor at school. That was just the arena of what her peers and teachers knew of her. Her facade is much deeper, as she explains the "Jigsaw" theory, the cultural awareness map makes much more sense to me. For the most part her mother, sister, grandmother, and her experienced marginalization from new culture in Australia, because they kept to themselves and discussed their outside World experience, only with each other, in their own language. Tan's determination and courage in adversity as a young lady, is seen in her eloquent speech for TED Talks. Through her experience, kind and encouraging words, and honesty is relatable, profound, and sure to be serving her in her social activism career.
Brent Wilkes, on Capitol Hill, speaking to Congress about filing the ELL education gaps, for fairness and economic self-interests. Studies show, $5 return on every $1 Education investment. AWESOME.
