MY WORK AT THE UNIVERSITY OF GEORGIA
LLED 7501 - Educational Linguistics - Moving a Student Forward Using a Systemic Functional Linguistics Analysis
The purpose of this final paper was to carry out a Systemic Functional Linguistics analysis of a 5th grader’s English composition to learn about her current language abilities, and most importantly, move the student forward in her development of writing skills in academic genres such as narratives and argumentative texts using the student’s second language. In this class, I learned that teachers not only need to pay attention to the student's actual paper, but also to the context in which the paper was written. Analyzing the city, the school demographics, the classroom, and the characteristics of the focus student is indispensable in order to understand the student's current use of language. The theoretical framework that I used to develop this analysis was a sociocultural and Systemic Functional Linguistics approach. The project included information about the student’s strengths and weaknesses, as well as some educational implications to help the student improve her writing skills in the genres the student was required to produce in the classroom.
Attachments:
- Paper
LLED 6631- Bilingualism and Bilingual Education - Social Studies Learning Center
Learning Centers, also called "Learning Stations", are spaces around the classroom that a teacher sets up for students to work at in either small groups or individually. Each of these centers allows easy access to a variety of learning materials and supplies that students can use to complement what they have previously learned in the classroom.
The following learning center was based on the thematic unit, “Georgia Becomes a Colony”, which was delivered in the context of a second grade classroom. Since this language learning center was created for a class in Bilingualism and Bilingual Education, I decided that it would be an interesting and approachable idea to develop the center entirely in Spanish although an English version is also available.
This particular center consists of a board game that I handmade and developed from a board game craft found on Youtube. I also included 28 cards with questions about “important figures in Georgia” and related topics. The game turned out to be very interesting for the students. Since children participated in teams, students shared a responsibility that assured a sense of ownership in the center and engaged students in the complexion of the activity.
Attachments:
- Lesson plan
- Flashcards en español
- Flashcards en inglés
- Answer sheet
- Professor's feedback
LLED 7630E- ESOL GradeS P-12 - Songs in the ESL Classroom
This article describes the contributions of music in the ESL classroom, as well as some advice teachers can follow in their classroom to make students’ learning processes successful. Catching students’ attention when introducing a new topic or vocabulary and promoting literacy development are current practices that language teachers use in class and where songs play a significant role. Music brings into the classroom a positive environment where students are motivated and eager to learn. Learning through songs makes the second language learning experience a child-centered and enjoyable one when memorization is not efficient. In addition, students have the opportunity to express themselves and interact with other students in the classroom, interaction that is considered essential when learning a language. However, it is important to consider how music can be successfully integrated in the classroom. When selecting a song, teachers should take into account the age, interest, and the language used in the song. Although research has demonstrated important benefits of music use in the classroom, some songs are rendered unsuitable for certain ages due to the vocabulary they include or the inappropriate use of grammar. Overall, the literature on this topic suggests that using songs to promote second language learning is an effective tool since it is highly motivational and helps students grow academically, socially, and personally.
Attachment:
-Paper
LLED 7506 - Teaching Literature in Spanish for the K-12 Foreign Language Classroom - Picture Book
The creation of a big book was an assignment that I enjoyed, which helped enhance my creativity as an educator. A big book is an enlarged version of a reading book, which usually targets beginners. For this reason, it also includes a significant amount of pictures that complement very large print. This type of literature is usually engaging and extremely entertaining for emergent readers due to the wonderful visuals that these books exhibit.
The big book that I designed was written entirely in Spanish and targeted emergent bilinguals aged 7 to 8 years old. The aim of this literary text was not only to foster students’ second language reading abilities but also to enhance cultural awareness in the classroom. The language pattern used in this book includes continuous repetitions to facilitate students’ reading and also animal onomatopoeias that introduce students to the culture attached to a language. Also, each picture was handmade and successfully complemented the information provided by the print.
Having the picture book in mind, I developed a thematic unit that incorporated the big book as a noteworthy resource to introduce the lesson to Spanish language learners. Activities in this thematic unit also included songs, poetry, and a final theater representation that children could carry out in the Spanish classroom. At the end of a 6-session unit, students will be able to identify the name of the animals in a farm, reproduce the onomatopoeia of each animal, and understand the importance of nature in people’s life.
Attachments:
- Lesson plan
- Picture book
LLED 7045 Computer-Assisted Language Learning - CALL Project
This course was designed to provide future language teachers with the familiarity of current research in Computer Assisted Language Learning (CALL), as well as with the technological tools that can be implemented in the language classroom that result in a positive effect in the students’ acquisition of language. Over the course of the semester, I gained knowledge of current research related to the use of technology in the classroom and acquired the language of technology as well as a critical perspective on how technology is changing and affecting how children and adults are being educated.
The following CALL project was created as a practical assignment in which I had to choose a CALL tool and describe how I would implement it. This project included an explanation of the tool and how it works, a series of activities that can be developed using this resource based on the target students (target language, level, class size…), benefits and possible issues associated with the usage of the tool in the given setting, and some suggestions for future research.
The CALL application I chose is called “Akinator”. It is accessible through the website http://us.akinator.com/. Akinator, the Web Genius is an Internet game based on Twenty Questions thatcan determine which character the player is thinking of by asking him or her a series of questions. The use of this technological tool was designed within the thematic unit of “Important Figures of the Spanish Culture”. Making use of this website, students will be able to learn how to formulate yes/no questions, and at the same time, acquire cultural awareness of Spanish characters by using collaborative strategies.
Attachments:
- Lesson plan
LLED 7070 - Research Practicum- Perceptions of Graduate Students in a TESOL and Foreign Language Education Master’s Program Towards their Native and Non-native Language Teachers.
The present paper discusses the findings of a qualitative study in a major university in the United States by exploring the perceptions of graduate students in a foreign language education program toward native and non-native teachers.
Five graduate students from various countries and backgrounds were interviewed for this purpose. Results revealed that native and non-native language teachers have different strengths and weaknesses, most of them linked to their condition as a native and non-native speaker. Effective teaching skills and a competent language level of the target language were features that were considered indispensable by these pre-service teachers. Other issues such as general preference of language teachers, importance of academic certification, and discrimination in the job search are also discussed. I believe that this study will help foreign language teachers understand how students may perceive them, and to become aware of one’s strengths and weaknesses. In addition, suggestions for further research and practice are made.
This research paper is one of the most valuable projects that I have developed during these two years of intensive coursework. Through the development of this research, I was able to put into practice the theory that I have learned from books and articles I have read. In addition, I successfully used the interview as the unique method in this paper and transcribed the data collected in order to avoid losing any crucial detail. Although the writing and organization of ideas has been a challenge, I cannot overlook my satisfaction when I present this paper in this portfolio. I am very happy to share these results with faculty and, of course, my peers, to demonstrate the value that students give to both native and non-native language teachers.
Attachments:
- Paper
LLED 7045 - Computer-Assisted Language Learning - Code Switching and Code Mixing by Spanish Heritage Speakers in Computer Mediated Communication (CMC)
This case study examined the occurrences of code switching and code mixing in a synchronous written and oral chat based environment. In Spring 2010, the computer-based conversations of 3 Spanish heritage students were collected in two occasions during a 30-minute-1 hour- period and analyzed to identify: (1) occurrences in which code-switching takes place (2) functions of the language speakers seem to switch the most (3) most frequent code mixing category in which participants mixed languages; and (4) effect of the mode of communication on code switching. The findings suggest that code switching and code mixing are common practices among Spanish heritage speakers in CMC and that the context and topic in which these exchanges occur have an impact on code switching. Conclusions and suggestions for further research are provided.
Attachments:
- Paper
- PPT
LLED 7503 - Content-Based Language Instruction
-Final Project
Finding linguistically or culturally diverse students in public schools is not difficult. In fact, the number of speakers of other languages is increasing significantly every year. Nowadays, English Language Learners (ELLs) are a significant piece of the student population in the United States. Fix and Passel (2003) estimated that by 2015, children of immigrants would represent 30% of the total school population in K–12 public education. These changes in student demographics are likely to grow during the twenty-first century. No Child Left Behind (NCLB, 2002), requires the academic achievement of every student in the United States, including those who have not yet acquired a proficient level in the English language. This reform has meant considerable implications for mainstream teachers across the United States. The mainstream classroom teacher has the crucial role of responding to the needs that English Language Learners bring to the classroom by providing these students with the guidance they require to achieve both academic and linguistic success. Moreover, English Language Learners must demonstrate a proficient use of the English language in academic content areas in order to master the subject matter at the same level as their native English-speaking peers. This reality becomes a challenge for mainstream teachers because they need to adapt their instruction to make the content comprehensible for every student, independent of their language proficiency.
The purpose of developing a curricular unit framed by Systemic Functional Linguistics and a sociocultural theory of language learning, is to move students from the use of “horizontal” discourse found in everyday contexts, towards a “vertical” discourse represented in textbooks and other academic settings. SFL provides teachers with the tools that can be implemented in the classroom to foster students’ reading comprehension and writing abilities. Through appropriate scaffolding, the use of multiliteracies, critical literacy, equal distribution of speaking rights between teacher and students, and the inclusion of students’ favored topics, students will progress in the development of reading and writing skills in genres of school subjects, using their second language.
Attachments:
- Theory paper
- PPT
- Photos of symbiotic relations
- Texts - fill in the blanks
- Observations - Mainstream Math classes with a high number of ESOL students
Learning Centers, also called "Learning Stations", are spaces around the classroom that a teacher sets up for students to work at in either small groups or individually. Each of these centers allows easy access to a variety of learning materials and supplies that students can use to complement what they have previously learned in the classroom.
The following learning center was based on the thematic unit, “Georgia Becomes a Colony”, which was delivered in the context of a second grade classroom. Since this language learning center was created for a class in Bilingualism and Bilingual Education, I decided that it would be an interesting and approachable idea to develop the center entirely in Spanish although an English version is also available.
This particular center consists of a board game that I handmade and developed from a board game craft found on Youtube. I also included 28 cards with questions about “important figures in Georgia” and related topics. The game turned out to be very interesting for the students. Since children participated in teams, students shared a responsibility that assured a sense of ownership in the center and engaged students in the complexion of the activity.
Attachments:
- Lesson plan
- Flashcards en español
- Flashcards en inglés
- Answer sheet
- Professor's feedback
LLED 7630E- ESOL GradeS P-12 - Songs in the ESL Classroom
This article describes the contributions of music in the ESL classroom, as well as some advice teachers can follow in their classroom to make students’ learning processes successful. Catching students’ attention when introducing a new topic or vocabulary and promoting literacy development are current practices that language teachers use in class and where songs play a significant role. Music brings into the classroom a positive environment where students are motivated and eager to learn. Learning through songs makes the second language learning experience a child-centered and enjoyable one when memorization is not efficient. In addition, students have the opportunity to express themselves and interact with other students in the classroom, interaction that is considered essential when learning a language. However, it is important to consider how music can be successfully integrated in the classroom. When selecting a song, teachers should take into account the age, interest, and the language used in the song. Although research has demonstrated important benefits of music use in the classroom, some songs are rendered unsuitable for certain ages due to the vocabulary they include or the inappropriate use of grammar. Overall, the literature on this topic suggests that using songs to promote second language learning is an effective tool since it is highly motivational and helps students grow academically, socially, and personally.
Attachment:
-Paper
LLED 7506 - Teaching Literature in Spanish for the K-12 Foreign Language Classroom - Picture Book
The creation of a big book was an assignment that I enjoyed, which helped enhance my creativity as an educator. A big book is an enlarged version of a reading book, which usually targets beginners. For this reason, it also includes a significant amount of pictures that complement very large print. This type of literature is usually engaging and extremely entertaining for emergent readers due to the wonderful visuals that these books exhibit.
The big book that I designed was written entirely in Spanish and targeted emergent bilinguals aged 7 to 8 years old. The aim of this literary text was not only to foster students’ second language reading abilities but also to enhance cultural awareness in the classroom. The language pattern used in this book includes continuous repetitions to facilitate students’ reading and also animal onomatopoeias that introduce students to the culture attached to a language. Also, each picture was handmade and successfully complemented the information provided by the print.
Having the picture book in mind, I developed a thematic unit that incorporated the big book as a noteworthy resource to introduce the lesson to Spanish language learners. Activities in this thematic unit also included songs, poetry, and a final theater representation that children could carry out in the Spanish classroom. At the end of a 6-session unit, students will be able to identify the name of the animals in a farm, reproduce the onomatopoeia of each animal, and understand the importance of nature in people’s life.
Attachments:
- Lesson plan
- Picture book
LLED 7045 Computer-Assisted Language Learning - CALL Project
This course was designed to provide future language teachers with the familiarity of current research in Computer Assisted Language Learning (CALL), as well as with the technological tools that can be implemented in the language classroom that result in a positive effect in the students’ acquisition of language. Over the course of the semester, I gained knowledge of current research related to the use of technology in the classroom and acquired the language of technology as well as a critical perspective on how technology is changing and affecting how children and adults are being educated.
The following CALL project was created as a practical assignment in which I had to choose a CALL tool and describe how I would implement it. This project included an explanation of the tool and how it works, a series of activities that can be developed using this resource based on the target students (target language, level, class size…), benefits and possible issues associated with the usage of the tool in the given setting, and some suggestions for future research.
The CALL application I chose is called “Akinator”. It is accessible through the website http://us.akinator.com/. Akinator, the Web Genius is an Internet game based on Twenty Questions thatcan determine which character the player is thinking of by asking him or her a series of questions. The use of this technological tool was designed within the thematic unit of “Important Figures of the Spanish Culture”. Making use of this website, students will be able to learn how to formulate yes/no questions, and at the same time, acquire cultural awareness of Spanish characters by using collaborative strategies.
Attachments:
- Lesson plan
LLED 7070 - Research Practicum- Perceptions of Graduate Students in a TESOL and Foreign Language Education Master’s Program Towards their Native and Non-native Language Teachers.
The present paper discusses the findings of a qualitative study in a major university in the United States by exploring the perceptions of graduate students in a foreign language education program toward native and non-native teachers.
Five graduate students from various countries and backgrounds were interviewed for this purpose. Results revealed that native and non-native language teachers have different strengths and weaknesses, most of them linked to their condition as a native and non-native speaker. Effective teaching skills and a competent language level of the target language were features that were considered indispensable by these pre-service teachers. Other issues such as general preference of language teachers, importance of academic certification, and discrimination in the job search are also discussed. I believe that this study will help foreign language teachers understand how students may perceive them, and to become aware of one’s strengths and weaknesses. In addition, suggestions for further research and practice are made.
This research paper is one of the most valuable projects that I have developed during these two years of intensive coursework. Through the development of this research, I was able to put into practice the theory that I have learned from books and articles I have read. In addition, I successfully used the interview as the unique method in this paper and transcribed the data collected in order to avoid losing any crucial detail. Although the writing and organization of ideas has been a challenge, I cannot overlook my satisfaction when I present this paper in this portfolio. I am very happy to share these results with faculty and, of course, my peers, to demonstrate the value that students give to both native and non-native language teachers.
Attachments:
- Paper
LLED 7045 - Computer-Assisted Language Learning - Code Switching and Code Mixing by Spanish Heritage Speakers in Computer Mediated Communication (CMC)
This case study examined the occurrences of code switching and code mixing in a synchronous written and oral chat based environment. In Spring 2010, the computer-based conversations of 3 Spanish heritage students were collected in two occasions during a 30-minute-1 hour- period and analyzed to identify: (1) occurrences in which code-switching takes place (2) functions of the language speakers seem to switch the most (3) most frequent code mixing category in which participants mixed languages; and (4) effect of the mode of communication on code switching. The findings suggest that code switching and code mixing are common practices among Spanish heritage speakers in CMC and that the context and topic in which these exchanges occur have an impact on code switching. Conclusions and suggestions for further research are provided.
Attachments:
- Paper
- PPT
LLED 7503 - Content-Based Language Instruction
-Final Project
Finding linguistically or culturally diverse students in public schools is not difficult. In fact, the number of speakers of other languages is increasing significantly every year. Nowadays, English Language Learners (ELLs) are a significant piece of the student population in the United States. Fix and Passel (2003) estimated that by 2015, children of immigrants would represent 30% of the total school population in K–12 public education. These changes in student demographics are likely to grow during the twenty-first century. No Child Left Behind (NCLB, 2002), requires the academic achievement of every student in the United States, including those who have not yet acquired a proficient level in the English language. This reform has meant considerable implications for mainstream teachers across the United States. The mainstream classroom teacher has the crucial role of responding to the needs that English Language Learners bring to the classroom by providing these students with the guidance they require to achieve both academic and linguistic success. Moreover, English Language Learners must demonstrate a proficient use of the English language in academic content areas in order to master the subject matter at the same level as their native English-speaking peers. This reality becomes a challenge for mainstream teachers because they need to adapt their instruction to make the content comprehensible for every student, independent of their language proficiency.
The purpose of developing a curricular unit framed by Systemic Functional Linguistics and a sociocultural theory of language learning, is to move students from the use of “horizontal” discourse found in everyday contexts, towards a “vertical” discourse represented in textbooks and other academic settings. SFL provides teachers with the tools that can be implemented in the classroom to foster students’ reading comprehension and writing abilities. Through appropriate scaffolding, the use of multiliteracies, critical literacy, equal distribution of speaking rights between teacher and students, and the inclusion of students’ favored topics, students will progress in the development of reading and writing skills in genres of school subjects, using their second language.
Attachments:
- Theory paper
- PPT
- Photos of symbiotic relations
- Texts - fill in the blanks
- Observations - Mainstream Math classes with a high number of ESOL students
| observations_12_.pdf |
| observation_3.pdf |
LLED 7732- Classroom Discourse- Role of Repetition in Classroom Discourse
The aim of this paper was to analyze the repetitions in the discourse of a second grade teacher and her students within the thematic unit of “Using Literature to Talk about Social Issues in the Classroom”. The data provided was analyzed within the analytical framework of Language Socialization to understand “how repetition is used in socializing interactions in a particular community, how these uses are socially organized, and how this organization shapes and is shaped by community members’ beliefs, values, and ideologies” (Moore, 2012, p.210). The tools that were employed for this purpose included an Ethnography of Communication and a Sociolinguistics analysis of the discourse produced by second graders and their teacher. This procedure illustrated current linguistic practices in multicultural classrooms that will motivate teachers and students to understand repetition as a significant tool that encourages interactions between native and non-native speakers. The findings suggest that through interactions with members of the community, children will demonstrate a significant improvement in their linguistic abilities and awareness of the culture in which they live.
Attachments:
- Paper
