Makayla Coffey

Final Exam
Teaching Strategies:
Some of the effective teaching strategies that I would use for a student who is new
to the United States would be interactive hands-on activities, integrate the students
culture into the classroom, and make sure that the parents are involved.
Interactive activities help the students learn not only because they have to actively
participate in the activity but also because they have to communicate with English
speaking peers. People learn languages much quicker when they have to communicate
and speak the language. The other students can help the newcomer by making sure they
correctly pronounce words and helping them out when they are stuck. The peers in a way
become extra teachers to that student.
I would also integrate the students culture into the classroom. Having familiar
pictures, decorations, words, and celebrating special holidays that pertain to that culture
can have very positive effect on how well the kid will adapt. Having a culturally diverse
classroom not only helps the newcomer but it also opens the door for the other students to
learn about different customs and appreciate them.
I find that celebrating special holidays is a great way to make the student feel
welcome. When people see others making an effort to learn about their culture, they are
more open to welcome new cultural customs in return. And when labels are placed
around the classroom it gives the kids a chance to know what things are, while at the
same time they learn English. We watched a culturally diverse classroom video and this

was one of the things done. Desks were labeled, the whiteboard, chairs, etc. so that the
students could remember what the things were called.
And perhaps the most important thing for the newcomer is to make sure that their
parents are involved, that they know what is going one, what their kid is being taught,
and help the teacher with ways to further help the adjustment. If parents are not aware of
what is being taught, then sometimes this can hinder the kids education because the
parents are not able to help them out at home.
Policy:
If the State of Washington were to put forward a law similar to Proposition 227 in
California, I would support it for two main reasons: 1) It is a better use of our money than
continuing with a method that does not work and 2) because it has a sheltered English
immersion transitioning period.
If we continue with the methods already in place, than English language learners
will continue to be at a disadvantage. If the method does not work than get rid of it.
Proposition 227 is trying to teach these children English and be fluent in it as quickly as
possible. Thus they are to be in English only classrooms after they have gone through the
English immersion transitioning period. On top of this, the Proposition requires that
special language assistance be given to children who come from limited English
proficiency communities (Proposition 227). The state shall encourage family members
and others to provide personal English language tutoring to such children, and support
these efforts by raising the general level of English language knowledge in the
community (Proposition 227).

The sheltered English immersion is put in place to teach fluency as quickly as

possible. Kids of all backgrounds are to be placed into the appropriate classroom that
matches the same level of proficiency. This program is designed for students who have a
limited proficiency in English, student who already have a good grasp of the language
can be omitted from having to be in the program. Thus the proposition combats the preexisting program with a method that addresses the real issue: teaching fluency in English
as quickly as possible.
Transitional Bilingual Education:
If I were an English language learner, the type of program I would want to be put
in would be a transitional bilingual program. The reason for this is largely due to the fact
that English and the home language are equally valued. This is important to me because I
would want to retain my home language. This program likes to have the students be first
established in their native tongue, along with writing and reading, so that they have a
solid foundation and do not fall behind on their academics.
The goal of this program is to transition the students into English only classroom
as soon as possible. The way in which this is done is that students are instructed in
subjects like science, math, and social studies, in their native tongue so that they have a
solid foundation. That way, when they are put into English only classrooms, they can
compete with the other students in these subjects.
The reason for this is that studies find that students who learn good reading and
writing skills in their native tongue have a better chance to succeed in academics
(Ramirez). This is helpful because if the children do not learn these skills then learning

English will be even tougher because they do not know how to properly write and read in
their native language.
References:
http://primary98.sos.ca.gov/VoterGuide/Propositions/227text.htm
Ramirez, J. David; Yuen, Sandra D.; and Ramey, Dena R. 1991. Final Report:
Longitudinal Study of Structured Immersion Strategy, Early-Exit, and Late-Exit
Transitional Bilingual Education Programs for Language-Minority Children. San
Mateo, Calif.: Aguirre International.