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Service Learning Specialization: English Second Language

Practicum Experience Journal

Mary Khouri

Professor Anita Toronyi

EDUC 5207 A-27

February 27th, 2020

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As a future educator, I reflect on my past experiences as an ESL student and the lack of

scaffolding, differentiated instruction, effort, and ultimately belief, present throughout my academic

career. As a student who significantly struggled in a standardized education system, I pursued this

assigned task as a method to deconstruct pedagogy that neglects the needs of ESL students. In order for

students to prevail, they must be provided unlimited amounts of resources and various differentiated

pedagogies in order to escape the restrictions placed upon them. Throughout this course, I have acquired

knowledge regarding the mental and physical stages that ESL/ELL students develop through and the

multiple interventions utilized for their progression. Evidently, the course of this journal reflects on my

educational experiences, obstacles, and growths that will further equip me in effectively teaching ESL

students.

As I entered my first Practicum period, I perceived myself as acquiring substantial abilities in

relating to any ESL student I may be placed with. I soon came to the realization that relatability and

empathy are not the sole basis of successful connection with ESL learners, nor are they the foundation for

their progression. The first ESL period I completed took place in my first Practicum classroom at St. John

Vianney Catholic Elementary School, in the 5th grade classroom I was co-teaching. My ESL student was

a 10-year old boy who had migrated to Canada from Tanzania approximately 3 years ago. Although he

was in the 5th grade, he was placed at a grade 1 level learner. Prior to my involvement into the classroom,

the student had limited one-on-one support, demonstrated signs of defiance towards adults-females

specifically, and persisted at a grade 1 level, unwilling to progress. Initially, we labeled his defiance

towards women as a consequence of cultural and past experiences but referring back to our course’s

literature, I was determined to prove otherwise. According to Coelho’s (2001) definitions of Proficiency

Levels, this particular student was beginning at Stage 1, with no prior knowledge of the English Language

upon entering the school system and lacked at home assistance with language development. Therefore,

the student was always accommodated for and presented with modified materials and assessments more
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appropriate for his learning level. Additionally, I was able to conduct Performance-Based Assessment,

which promotes increased achievement by employing application and constructive criticism before final

evaluations (Coelho, 2001). Completing such tasks successfully required intensive efforts to build

reciprocal respect and a positive rapport with the student. This experience was enlightening as it showed

that the student’s academic development was only one obstacle of many, that fall under the intense

process of Acculturation. Developing intercultural competence allowed the student to feel more

comfortable with informing me of his interests, favourite foods, and home life. I was able to effectively

and appropriately communicate with my student and affirm his diversity in my classroom. Academic

literature regarding ESL student’s learning validates that acquiring and transferring this skill will benefit

the relationship between the educator and student, as a result, creating a safe and positive learning

environment for all students present in the classroom (Myles, 2019). Following consistent resistance from

this student for approximately 2 weeks, the student then began to trust me and my passion for assisting his

growth. Our relationship strengthened as we continued to work together every day during regular lessons

and for additional periods focusing on his Literacy and Math skills. After determining his favourite snacks

and his desire to play outside with the other students, I utilized this information as a means of positive

reinforcement when he focused on his work for at least 10-minutes at a time and demonstrated some

progression or success! For Literacy development, I utilized various modes of scaffolding, such as

educational videos, concrete manipulatives, pictures, and even created a personalized Ipad that acquired

various learning games that he perceived as “fun” and “play” time. This was an “aha” moment for me as

his learning transitioned from a frustrated resistance to practice with me, to tasks that he would request to

partake in out of enjoyment! Additionally, within our Math development periods, we focused on the

concept of addition and subtraction using manipulatives, visual aids, concrete objects, games, number

line, etc. Although these methods prove as beneficial interventions for ESL students, this student

demonstrated greatest comprehension when I worked one-on-one with him using my fingers as symbolic
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numbers meant to add or subtract. The student did not understand the term subtraction, rather he was

more familiar with the phrase, “take away” and understand the process required to take place when I used

it during questioning. Furthermore, my student illustrated that oftentimes, ESL students require simple

instructions and for the educator to demonstrate and immerse themselves in the lesson with the student. At

the end of my practicum period we had developed a positive relationship with each other, indicating

reciprocal trust and respect. This was also conveyed in his progression into the Stage 2 Proficiency Level

following intense and consistent practice!

Having gained proficiency in working with a complex ESL student, I was able to apply this

professional knowledge in my third Practicum setting at St. Angela Catholic Elementary school. My

classroom included 5 ESL students, 3 boys and 2 girls, all 7-8 years old, of Middle Eastern descent!

Fortunately, due to my fluency in speaking Arabic, I was able to apply my professional and personal

knowledge in this experience! I worked with these students regularly during each subject period at a

round table at the back of the classroom. Students were not provided a modified curriculum, rather they

were accommodated for using simpler words, manipulatives, visual aids, less expectations, and my

translating skills when required. The students were very eager to learn and usually understood the basic

concepts introduced to them, but required interpretation of the questions asked to them or scribing for

written assessments. Immersing these students in my lesson was the most beneficial method to achieving

their comprehension. For instance, during my Science unit, the students understood, ‘The Three States of

Matter’ because they were able to physically see, act as, and experiment with solids, liquids, gasses, and

their molecules. Additionally, the students were also able to develop a deep understanding of the

Mathematical concept of Geometric Shapes through songs we created together, building gingerbread

houses, using attribute blocks, using our fingers to make right angles, and relating shapes to foods or

things they had at home!

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Entering this volunteer experience, I was anxious to meet the students and doubted my abilities to

assist their mental and academic growth, but as I completed my final Practicum, I felt extremely

emotional regarding my personal and professional growth. The students trusted my intentions and abilities

to assist them, which provided me with the confidence and experience I needed to become an effective

ESL/ELL educator. On the last day of my practicum, my ESL students confessed their grief regarding my

completion of the Practicum and demonstrated my appreciation for my assistance. Acknowledging the

prevalence of the different stages of the Acculturation process, I was able to support my students

throughout their Culture Shock, incorporate acceptance and community in the classroom, developed

heterogeneous and homogeneous groupings, and created differentiated instruction and assessment.

Moreover, creating a transparent, equitable, and theory-based practice including inquiry-based learning,

critical-thinking, hands-on learning, autonomy of choice, and student-based teaching, I was able to create

the most effective learning environment for my students to successfully grow, mentally and academically.

Partaking in this experience, has strengthened my attributes of patience and compassion, whilst acquiring

various skills and interventions for differentiated learners and their progression. Furthermore, I

appreciated the significance of the partnership between the students and their educators and the powerful

difference we create in their academic and personal development. Evidently, they too generate a

substantial difference in our personal lives and professional growth, which I will always eagerly

anticipate. ​In conclusion, our main objective as educators is to promote the growth of our

students’ academic competence and maintain their mental well-being in a safe and enjoyable

learning environment, which this assignment has endorsed.

References
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Myles, J. M. (2019, August 28). Developing Intercultural Competence: A Shift in Thinking.

Retrieved from https://www.edcan.ca/articles/developing-intercultural-competence/

Coelho, E. (2001). Program Planning and Assessment for ESL/ELD Learners. Retrieved from

http://www.oise.utoronto.ca/eslinfusion/UserFiles/File/Home/Plan_ESL_Instruct/lesson

plan/ProgramPlanningandAssessment_Coelho.pdf