ELL EDUCATION

Colour Symbol Image

COLOUR - 2.5 REFLECTION ON CUMMINS ET AL.

When I was reading the article “ELL Students Speak for

Themselves” it reminded me of a poem called “My Accent” by Anna
Yin. Yin explains that “Languages have colors” and wants to show
the readers her “tender blue” (5-6). In the poem, the tender blue is
her first language and the entire poem talks about how Yin felt
rejected by the people around her. This reminded me about how
when Sidra expressed her culture it was “rejected by peers”
(Cummins et al. 2). The blue I chose for this assignment is the same
blue in Yin’s poem it is a soft “tender” colour that represents all of
our ELLs first languages.

SYMBOL - 1.4 REFLECTION ON COELHO

Coffee is something we see all over the world: From instant coffee to
dalgona style iced coffee to carefully boiled Greek coffee we see it included
in various cultures. The three types all have levels of difficulty, much like the
differing levels of casual language to course-specific language. Instant
coffee takes no more effort than adding the package to water and stirring.
Dalgona style takes that instant coffee but adds in a whipping element,
something that takes a lot of practice to get just right. And Greek coffee (or
Turkish, or Italian, or Indian, or however you’d like to call it) takes great
attention to detail, you need the right tools, attention to heat, and perfect
timing to make the perfect cup. Likewise our students will take time to
learn the differences between casual language (drip coffee) and academic
language (Greek coffee).

IMAGE - 3.1 REFLECTION

After reading the section about scaffolding by Pauline Gibbons I

instantly thought about the picture I took a while ago in
Vancouver. While yes, it is a little bit “on the nose” it does
represent something I see everyday in Vancouver. There is
always a new building being built so I always see the scaffolding.
This is very similar to my own practice when I’m thinking about
the most functional way to teach a new concept. I know I cannot
just throw the concept at my students and expect them to
understand. Instead, I need to see what knowledge they have
and build them up so they have the right resources (linguistic or
otherwise) to be successful in my class.

Coelho, Elizabeth. "Linguistic and Academic Support for Newcomers and Language Learners." Language and Learning in Multilingual Classrooms: A Practical Approach, pp. 57-60,
onq.queensu.ca/content/enforced/560150-
CONT939003S21/Readings/Lingistic%20and%20Academic%20Support%20for%20Newcomers%20and%20Language%20Learners.%20Language%20and%20Learning%20in%20Multilin
gual%20Classrooms.pdf?ou=560150. Accessed 13 July 2021.
Cummins, Jim, et al. "ELL Students Speak for Themselves: Identity Texts and Literacy Engagement in Multilingual Classrooms." 2016. Research Gate. Accessed 13 July 2021.
Gibbons, Pauline. "Classroom Talk." Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom, Heinemann Educational Books,
2014, pp. 23-48, onq.queensu.ca/content/enforced/560150-CONT939003S21/Readings/Scaffolding%20language%20Scaffolding%20learning_CHAP2_GIBBONS_2015_CONT939.pdf?
ou=560150. Accessed 13 July 2021.
Yin, Anna. "My Accent." The Toronto Quarterly, thetorontoquarterly.blogspot.com/2014/04/poetry-month-2014-anna-yin-my-accent.html. Accessed 13 July 2021.