Culture in Learning

1. CULTURE IN LEARNING
Nicole A. Gonzalez Marquez
Grand Canyon University: ESL- 523

2. WHAT IS STRUCTURED
ENGLISH IMMERSION ?
Under NCLB of 2001, it’s a
responsibility of the Department to
imply a model for ESL children.
Is a part of an initiative called
Rethinking Equity & Teaching who will
close the proficiency gaps & develop
SEI with training, certification & license
for educators.
SEI or Structures English Immersion is
a technique for teaching English.
The term SEI was invented by Keith
Baker and Adriana de Kanter in a 1983,
copying Canada’s French immersion
programs.

3. CREATE A LEARNER
CENTERED CLASSROOM
Focuses on content, process and product in a student style manner. Creates
a more student friendly education rather that a more disciplined teacher
centered one way education. This can also be called collaborative learning.
This type of environment fosters independent and educated students that are
aware of the importance of education. They take control of their education by
being responsible for their work and task!
“Students whose learning abilities and strategies are acknowledged
and encouraged will embrace strategies instruction as a way to further
their own independence as active thinkers.” (Burt Stevens, 2011, p. 64)
Example of a collaborative learning idea for ESL is the buddy system.
“Same-language buddies can help enormously with translation and
negotiation of the new school environment.” (Educator’s Voice, p. 122)

5. GETTING TO KNOW YOUR
STUDENTS
When teachers know their students education is specialized and differentiated.
ESL children are educated in a scaffolded way. Modifying lessons and adapting
assessments, suiting the special requirements of second language learners.
“[…] by using verbal reports or think-aloud protocols to investigate
learners’ mental processes while they worked on language tasks.” (Yang
Hong, 2008, p.63)
By focusing on strengths and weaknesses of the students we can develop better
lesson plans and communication documents that will promote cognitive
development in the classroom.
“The monitor hypothesis explains the relationship between acquisition
and learning and defines the influence of the latter on the former.” (Yang
Hong, 2008, p. 62) This includes differentiation, IEP’s, special education and
other services.

6. CREATING CLASSROOM
CONTRACTS FOR BETTER
MANAGEMENT
Set Home/ School connections. Have parents integrate to their education and
volunteer for extracurricular events. This foments communication and therefore
develops language.
Teachers should always share responsibilities. This creates leaders and
responsible children through role playing, on task and routines. The educator
should only facilitate the instruction and methodologies for cognitive growth.
Nonetheless, students will increase students increase their role as active
participants who are ultimately responsible for their own learning.
“A classroom contract consists of an agreement between teacher and
language learners or students regarding how each will contribute to and
behave in the classroom.” (Yang Hong, 2008, p. 63 )
Contracts are accepted smoothly when the students and the educator provide
input on the rules, policies and routines that will be expected from them on the
School Year.

8. SET GOALS TO LEAD AND
MOTIVATE
This allows students to allows students to reflect on their reasons for learning a
second language, which may in turn lead to increased motivation.
“Having the language learners set personal language goals increases their
involvement by increasing the stake they have in the learning process.” (Yang
Hong, 2008, p. 64)
Goals can be either long-term or short-term. They will have a checklist to write
them. Discuss them every week for validity, goals and expectations.
In other words create the conditions for education!
Stephen Krashen’s Input hypothesis explains the way that the “[…] learner
acquires a second language. In other words, this hypothesis is Stephen
Krashen’s explanation of how second language acquisition takes place.”
(Yang Hong, 2008, p. 63)

9. PROMOTE SELF- EFFICACY,
MOTIVATION AND CITIZENSHIP (BIBLE)
Motivation affects the student’s performance. By teaching values like perseverance,
motivation, self efficacy and citizenship they will develop leadership and become
better citizens.
Teaching strategies such as KWL, Collaborative learning and scaffolded language
development will increase student motivation and attribute values to their social
development.
“Value, self-efficacy and attribution are several critical components that play a
great role in second language learner motivation.” (Yang Hong, 2008, p. 63)
On the way to the second language learning, teachers should ensure that students
experience meaningful successes with teaching strategies by providing authentic,
appropriately challenging tasks and by teaching strategies explicitly so that students
know how to apply them. Teaching strategies can be quite powerful in building
students’ motivation for the second language acquisition.

10. The more practice, the more they learn. Thus making
learning and cognitive capabilities improve through self
efficacy, esteem, motivation, values and problem solving
techniques.
Effort will improve greatly their ELP & ESL acquisition.
Trying to avoid mistakes and anxiety by using the correct
tools for success!
Krashen’s view on affective filter hypothesis on the
variables that can affect education, thus facilitating a
second language a. “These variables include motivation,
self-confidence and anxiety.” (Yang Hong, 2008, p. 63)
Developing pedagogy theories and nurturing the
educational environment for a better classroom
management!

12. Proverbs 22: 6
“Train up a child in the way he should go,
and when he is old he will not depart from it”

13. AZED (2017). Arizona English Language Learners Task Force. Retrieved
March 7 from
https://cms.azed.gov/home/GetDocumentFile?id=55257a851130c008a0c55
c0b
Burt Stevens. (2011). Visually Representing Student Centered Classroom.
Retrieved March 7 from https://www.clarity-
innovations.com/blog/sburt/visually-representing-student-centered-
classrooms
Educator’s Voice. (Volume IX). The First Days: Engaging Newcomer ELLs
in the Classroom Community. Retrieved March 7 from
http://www.nysut.org/~/media/files/nysut/resources/2016/educators-
voice/edvoice_ix_15_clarkgareca.pdf?la=en
Google Images. (n.d.) Images. Retrieved March 7 from
https://www.google.com/
Ovando, C. J., Collier, V. P., & Combs, M. C. (2003). Bilingual and ESL
classrooms: Teaching in multicultural contexts. Boston, Mass: McGraw-Hill.
Yang Hong. (2008). On Teaching Strategies in Second Language
Acquisition. Retrieved March 3 from
http://files.eric.ed.gov/fulltext/ED502535.pdf