Scenario: You are a fifth grade teacher and a new student arrives in your class. The student is from Lithuania. The student's name is Juozas. The only language the student speaks is Lithuanian. There is no one in your class or school that speaks this language. How do you communicate with this student? Where do you begin? What strategies do you use to teach this student?
~ You need to speak to Juozas' parents but they only speak Lithuanian. What do you do?
| | Posted by Pura at 10:17 PM - | |
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For the student, I would develop as many visual cues as possible, and use a combination of the direct method and th audio-lingual method. I would have to start with concrete objects and work my may up to phrases, sentences, simple communications. I could label object in the room using English, Lithuanian and a picture (using a program such a BoardMaker).
I would also seek the help of our ESOL people in the district, as I believe we have access to translation and computer based programs such as Rosetta Stone. In short, I would use everything available to me to try and reach this student!
I would look into online translation websites and tools, but as we discussed in class, they are often wrong, so that may not be something to really rely on. If the district doesn't have access to any materials, I would reach out to the community to see if there are any Lithuanian people or speakers that may be able to help and translate for the parents. I would also look into other districts, because they may have materials or translators that we may be able to borrow to help the student make the easiest transition.
Something that I think would be very important to research would be his local customs and manorisms, so I might learn what behaviors can be expected towards adults, authority figures and other students both male and female.
To assist Juoza in the classroom, labeling using complete sentences would be beneficial. Putting the day's agenda into pictures, using Boardmaker or other clip art and having pictures available of individuals and places in the school or around the community that might have relevance to Juoza would aid in communication. Written communication could incorporate a rebus format, as well. Visual cues would be a must. Props and pantomime would bring meaning more quickly and clearly. When attempting to communicate with the parents, the same components could be used. If the parents sense that I, as the teacher, care about their child, even the silliest attempt will cross communication barriers.
The experience of having a student like Juoza could, also, be a wonderful learning experience for other students. Involving Juoza's classmates in gathering appropriate props and doing pantomimes may encourage a new awareness for them and give helpful insight into things to avoid that may be embarrassing to a peer. Carefully chosen cooperative learning groups could provide an excellent opportunity for classmates to support Juoza and encourage him as he initiates participation.
I would then say to the class "Everyone this is Name-Pronounced- Correctly, please give him a warm welcome". I would find a spot for the new student to sit beside a student who I believe would be helpful in clueing in the foreign student without much ado.
By trying to say his name correctly I am showing the new student that although he is in an unfamiliar place, he still is "himself" and I respect that. This also sends a message to the American students. At the same time I am modeling to the new student that pronouncing things correctly is important, and by using the hand signals etc I am modeling for both the foreign student and the American students, the tools you can use when dealing with a language you do not know.
Throughout the day I will use anything, hands, feet, objects, exaggerated facial expressions to help the new foreign student function in the class, and I will smile and acknowledge his ability to do so every time, so that he can build confidence in this new language/culture. Also, I would take time to teach him easy practical phrases for procedures (like: "please line up", "please sit down" "quiet please") and invite him to repeat them (the amount of these phrases would of course depend on the student's ability to process them successfully). At the end of the day or during a class assignment I would take one-on-one time with the new student and practice these phrases. (which I would then go over with him first thing the next morning).
In short, I think the most important thing to do in a situation like the one given is to give the new student the feeling that he is welcome and capable of functioning, albeit rudimentary, without much fuss.
Since I am not meeting the parents right away, I'll have time to prepare the encounter. I will use my district's resources/people to find out the best course of action, and if they are stumped I will call my ESOL teacher, Pura, and bend her ear to see if she has some practical advice/ideas.
I think it would be important to include his peers and maybe do a game that would help him to feel comfortable and accepted by the whole class. Maybe divide into teams and see who could pronounce the name of the most objects in Lithuanian( after spending a few minutes being tutored by the new student) I would emphasize how difficult it can be to learn a new language.
I would also check with my school district to find out what types of resources are available. I would ask an experienced ESOL teacher at my school to help me.
The next item I would tackle would be to have a traslator work with me and the student to get a basic language traslation to start. I would use simple sentences and hand gestures when giving direction and instuctional time. An example would be to teach some sign language hand signal for communication.
Also you could have Juoza work on many different computer based programs that will translate for him at a listening center. He could learn all subject trough some softwares, this could be a real benifit for Juoza and the teacher.
The final thing would be to encourage, support, and always have a positive attitude towards the Juoza, because at any time Juoza feels like he is not apart of the class.
Next, I would introduce myself to him just like I would to any other student. I would shake his hand and tell him my name. I would show him around the room, telling him what the different places are and let him look at the labels. I would then show him where to sit. I would have the students one by one stand up at their desk and tell him their name.
For translations I would go to http://translate.google.comtranslate_t. This is an excellent website that translates English into Lithuanian, among other languages. I would also use this as a communication device between myself, the student and his parents. For further assistance with translating I would contact someone at the District to see if there is a Lithunian translator.
I would hook the student up with computer programs such as English in A Flash and Riverdeep. I would also contact my ESOL instructor and my Reading Coach to find out what services and programs would best suit this students needs.
I identify with these children because i came to this land of opportunity when i was 19. the thing that made me come through was not any special capability or strength but will power and a drive to succeed.
Now i'm confronting another challenge: being a teacher. Do I feel confident enough to make a difference in the lives of these children? Do i have the knowledge necessary to inspire and motivate them? I can offer them an example of willpower, sensitivity, and passion. I hope i can reach them with those tools.
In my classroom, I would try to use as many universal signs and gestures as I could to help the student feel at ease. I would have the student start a picture dictionary where they could relate pictures with the English word. I would label as much as possible in the room with what it is and the article in front of it (ex. the door). Even though no one speaks the language, I would pair Juozas up with a patient and kind classmate who can help him/her transition through the school days. I could visit the local library to try and find books in the student's native language. I woudl also try to make as much learning visual with pictures as possible. I would also try to have access to a program like Rosetta Stone available to this student during the school day. I would also make a communication board for Juozas to take with him/her when he/she leaves my classroom. This board would have simple things like a picture to ask to go to the bathroom, to get a drink, to wash their hands, as well as pictures to help answer yes and no questions.