Koester (2020) reports on the Monmouth Central Intermediate School's ELL program. Javier Reyes provides what he calls "place based education" where science lessons are based are the area they live rather than random places that students have no familiarity with. In addition, the class is taught entirely in Spanish. This school has seen a great influx in ELLs after a Smithfield meat processing plant was established. To accommodate the need of learners many are enrolled in what is called dual-language transitional bilingual education program where they receive academic English skills and Spanish speaking skills. These skills in tandem help to create a culture that is relevant to the students needs. Students are able to engage with skills and tools that are more "English" but are put into a relevant context.This article was especially relevant after having discussed the lingua franca this week and how students should be taught necessary language skills. This article was a breath of fresh air from the other articles that all, of course, centered around our global COVID19 crisis. Oftentimes in education we become disconnected for usage. I am a stern believer in education to be educated, but throughout my years I do find that foundational skills that will be used in real-life scenarios continue to be necessary.
This is an interesting approach to designing instruction for all students. Designing the curriculum to educate students about what they are familiar with and may come in contact with most is helpful especially for students who are learning a new language. With this type of design, did they see an improvement in language acquisition amongst the students? How long did it take to introduce this type of program in the school? Based on other articles that discuss a rising population of ELL students in a district, changes in staffing and resources can take a long time because of approval from stakeholders.
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