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Final (Part 1): ESL/ELL Teacher Interview First Draft

Amaia Clift
Teaching and Learning 301, course taught by Professor Moua
11-27-18
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The teacher that I interviewed for this project was Narine R. Nebel and she currently

teaches at Puyallup High School as well as Aylen Junior High in Puyallup, Washington. Her

contact information is her phone number which is, (253) 841-8711, ext. 3758. Her email is

NebelNR@puyallup.k12.wa.us. I conducted this interview over the phone on November 27th and

the interview lasted about a half hour. Mrs. Nebel said she has approximately 25 students in her

ELL class at Puyallup High School and near the same amount at Aylen Junior High. Her classes

at PHS are her English and her ELL class, and an ELL prep (homework) and the other at Aylen

is an English class as well as an advisory. Mrs. Nebel is originally from Russia and immigrated

here back in 1997, has been in the United States and teaching for 21 years now and graduated

from college in Russia in 1995. She taught there for 2 years teaching Russian and other children

English before coming here to teach English Language Learning Students. She even taught for

Dubai for 2 years and she said she had been teaching in 50 locations since she first graduated

college.

I very much learned a lot from this interview and she gave amazing advice about being an

ELL teacher. I asked her about why she became a teacher and she said she because she was

always very involved in school and in leadership positions and had amazing teachers that became

role models she wanted to teach also! She was also foreign born, being born in Russia, went to

school over there and then came here, with her master’s degree as well. We discussed as well

about how she alters assignments to meet the needs of her ELL students (question 2 under

Group 2). What she told me was that she has all of her assessments modified and basis it off of

how much that individual student already knows and will send documents to all teachers about

the students’ needs or uses a word doc to have the tests altered in their language and has her tests
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based on the level of comprehension they’re at. She assigns essays buy usually does paragraphs

instead of essays and mentioned the using the document translator is an incredible tool to

accommodate to the students’ needs. According to our textbook, Foundations for Teaching

English Language Learners Research, Theory, Policy, and Practice, written by Wayne E.

Wright, Wright believes testing in one’s native language is quite beneficial. According to Wright

(2015), “If students are tested in the language they know best, they should have a better chance

of demonstrating what they know and what they can do.” (p. 129). The author also mentioned

that using a translator can be costly for documents, but Mrs. Nebel doesn’t notice and will gladly

help any student who needs it. But if an ELL needs extra help or still fully does not understand

the language, accommodation would be the most helpful tool since the child is still learning

another language, they might not fully understand what is on the assignment their given and

won’t do as well. But if there is a translation, a key or something to help them. They could learn

the language better and do better on said assessment.

I also discussed with Mrs. Nebel about how she felt about standardized testing, regarding

ELL students. This is question was under the section Other Questions and was question number

13. Mrs. Nebel stated to me that she sees standardized testing as “Unfair because there’s a

language barrier and normally that will damage and hurt the students’ feelings because it makes

the student feel as if they uncapable of learning or not smart and scared they will not pass the

course or assignment.” She mentioned that she wishes there was a way to measure language and

compare to the testing or have a test all or mostly in their language, so it can help them pass. Our

book mentions standardized testing as well and how it is an issue ELLs face. The book mentions

common core and that students and schools need to meet these standards and it begins in the
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classroom. According to Wright (2015), “The CCSS do not specifically address ELLs and do not

replace the state English language proficiency standards required by Title III. But they do

include specific language standards and are designed to develop the “academic language” skills

of all students and does not specify language instruction thus compatible with bilingual

education.” (p. 79). We discussed that standardized and common core standards simply don’t

make sense for ELLs to go through if they are still learning a new language. Yes, they have to

practice the standards and could potentially have time in class to go over standards and go over

testing regulations but that’s a difficult thing for a new ELL to get the average or above average

score if they do not know what they are reading or writing.

In conclusion, I learned that there are a lot of issues in the world of ELL that should be

discussed and fixed. That we do have an ELL program in Puyallup (I went to that high school

and was unaware of this program), and that ELL teachers work hard to make sure their students

understand their homework and assignments like Mr.’s Nebel does. I believe we should fix

testing for ELLs and assignments should be altered.

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Work Cited
Wright, Wayne E. (2015). Foundations for Teaching English Language Learners
Research, Theory, Policy, and Practice. 78, 129
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Questions asked

1. How do you alter the assignments to meet the needs of your ELLs?

2. How do you feel about standardized testing? Are there special accommodations for
ELLs?

Other questions discussed:

7. How is the relationship between your ELLs and your native English-speaking students?

1. Why did you become a teacher? Do you have an ELL endorsement?

2. Were you an ELL student? What was your experience like?

3. What is the most rewarding and/or challenging aspect of teaching ELLs?

4. How prepared were you to teach ELLs and culturally and linguistically diverse student’s
when you first entered the classroom?

5. Did your college education prepare you for teaching ELLs? Why or why not?

1. What cultures are represented in your classroom? How do you embrace this diversity?

2. What is your favorite and least favorite part about being an ELL teacher?

3. Why did you choose to teach at the elementary/secondary level?

4. How long have you been teaching? Can you share some of your experiences?

5. What is the hardest part of teaching ELLs? Why? How do you overcome this?
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6. What is the most common native language spoken by your ELLs?

7. What kind of assignments allow room for ELLs to flourish?

8. Do you think your ELLs are part of the classroom community? How do you make sure

they are a part of the community?

1. What tactics do you believe are effective when teaching ELLs? Non-effective?