Dentino,+Marla;+Strategies+in+Foreign+Language

= Personal Introduction =

This is a photo of my younger brother Ricky (he calls himself "Ricky Taz"). We share an **interesting** background, having grown up in a very large, very emotionally charged Irish-Italian family in Chicago. As the last of nine children, Ricky was born with Noonan Syndrome, an extremely rare condition that has resulted in multiple disabilities that have both challenged and strengthened him throughout his life. It has been a painful and insightful journey growing up alongside Ricky. I have gained a deep sense of compassion and have learned to "see" people beyond a surface level. I have been working in Special Education for the past three and a half years as an Instructional Assistant at Walker and Talent Elementary Schools, a life chapter that has been most enlightening and educating to me as a future teacher. I am not pursuing licensure in Special Ed., because I desire the "freedom" and creativity of a mainstream classroom. Yet I am looking forward to having Special Needs students in my classroom to enrich our community and group process. Having said that, the challenge of meeting each student's needs in their spectrum of abilities and interests is **what I find most intimidating about the teaching profession .** Having the opportunity to teach children to garden and develop classroom curriculum around that experience is **what brings me joy**. I currently teach 4-7 year olds at the Rogue Valley Unitarian Universalist Fellowship in Ashland on Sunday mornings. The curriculum is both progressive and spiritual in nature which is very much aligned with my character and teaching style. The UU children's program is called "Liberal Religious Exploration." During the summers I teach from a curriculum I have created called "Roots and Wings," which comes from the saying, "We give our children two things, one is roots, the other wings." Gardening is completely experiential. We get our hands and boots dirty as we plant, tend, and harvest our organic produce, and we embrace the food preparation and meal sharing as an integral aspect of our creation. We explore the helpful and harmful garden critters as well by maintaining a worm bin, releasing hundreds of lady bugs into the garden, as well as butterflies once we've observed their process of metamorphosis from the caterpillar stage. This particular curriculum encompasses the 7th Unitarian principle of tending to the Earth in a sustainable and conscientious way.



I am currently experiencing an ** extremely difficult ** academic situation, in which I can very much relate to the experience of the student with a learning disability. In the required Math for Elementary Teachers course, our instructor requires a lab component in which we are assigned a weekly project using the excel program. I find myself at a disadvantage to the other students in class for two reasons: I did not take the first math course of the three course series with this particular instructor, so I missed the entire first term of excel instruction which most all of the other students did get in taking the first course with him (the other instructors do not add on this lab component). Secondly, I did not own a personal computer until two and a half years ago, (partly due to my financial situation as a single mom for several years, but also that I didn't want my daughter to become another "child of the screen.") This lack of daily exposure to a technology source has resulted in a significant disadvantage to myself however and I am learning daily to reach out to any and all resources that are available to me to get through my assignments. It is most humbling because I have always been a competent student otherwise. Technology is so revered in our societal lens that ** I feel looked down upon ** for being so technologically incapable, especially as a future teacher. This will help me to remember the discomfort many students are in when being faced with the most difficult and least enjoyable subjects and activities required of them.

**Career Goals**
**In addition to working toward my initial teaching license and masters degree, I am adding an ESOL endorsement** in hopes of gaining future employment in this extremely competitive job market. I also have a minor in Spanish and aim to incorporate foreign language instruction into my curriculum throughout the year. I recently completed the Action Research course, with my area of focus centering around progressive ways to teach a second or other language, in particular with the Organic Language Acquisition approach that offers comprehensive input to the student through kinesthetic instruction and communication. For my research topic in this course I have chosen to explore how to incorporate ** Inclusion Strategies within the foreign language classroom. ** In conjunction with an ESOL course I am also taking, I will be visiting a dual-immersion first grade classroom twice weekly to gain further understanding of this complex type of instruction. I am hoping that the experience will inform my reseach process for this course as well. I have learned that it can be difficult to differentiate whether some students are in need of Special Education services, or are just struggling with the challenges of not yet grasping the language the instruction is being conducted in. ** In this course I am hoping to gain ** strategies and insights that will serve both my English Language Learners, as well as my students with disabilities. As teachers of Inclusion classrooms with students in both categories it will be necessary to explore and share these ideas. =** Five Highlights of What I've Learned from this research **=

1. Students with disabilities can and should be encouraged to take foreign language classes!!!
**2.** Foreign language instruction is beneficial for students with disabilities because:
 * language classrooms focus on what the students CAN do. What do you know? How can you say it differently? Prior knowledge is the starting point. What are your **multiple intelligences**?
 * All students learning a new language begin on an even playing field.
 * effective language classrooms are supportive, fun, and interactive in order to lessen student anxiety with the new language

3. Strategies for teaching foreign language to students with disabilities are mostly the same for teaching to second language learners in your classroom. Some examples of these best practices include:
 * comprehensible input (body language and/or realia)
 * immersion as much as possible
 * repetition
 * slowed speech
 * many visuals (label everything, use pictures, flashcards, videos & movies)
 * songs & rhymes
 * always teaching to the multiple intelligences
 * a respect for cultural diversity is inherent

4. Research has shown that fun, engaging activities such as drama games and hands-on gardening lower the affective filter, which increases verbal interactions in the target language.

5. Teachers of foreign language are practicing progressive new ways of delivering comprehensible input to their students that is transforming the classroom learning experience. For example, the Organic Language Acquisition approach that is completely kinesthetic and interactive.

=**A most important resource:**= I chose to highlight Howard Gardner's 7 principles of human intelligences, which provides an understanding of the many ways that students learn and experience their world. Foreign language teachers are encouraged to teach to this spectrum. Although it is the least visually stimulating of my resources, I think it is essential that as educators we strive to understand out students' strengths, and to focus on them, especially for our students with disabilities who are accustomed to being viewed for their challenges and taught accordingly. **5/5** [|Multiple Intelligences]

I LOVE this video, the instructor's presence, thoughtfulness, and creativity in her approach to **teaching vocabulary through comprehension** of a larger context. Rick Lavoie has taught us that new vocabulary is learned through a contextual understanding of how the word fits into our prior knowledge of the world, and of language as a whole. It was traditionally thought that learning the meaning of words preceded comprehension of text. Yet we now know that out of contextual comprehension, students identify and understand the meaning of new words and categorize them accordingly. I rate this a **5/5** as it can be effective in either the native or target language for building vocabulary. media type="youtube" key="K731qicwYcY" height="315" width="560"

The author of this article **debunks commonly held myths** about students with disabilities and whether foreign language instruction is realistic or beneficial for them. She highlights the many reasons that this academic area is particularly appropriate for such students. I rate this a **5/5**. [|studentswithdisabilities.pdf]

This video provides and example of on-line tutorials that can be a relaxing and enjoyable medium for students learning a new language. This particular video highlights the **Spanish syllables ba-be-bi-bo-bu**, and teaches the pronunciation of various words that contain them. The presenter speaks slowly and clearly, and the visuals are engaging. I rate this a **5/5** for practicality and supplemental technology. media type="youtube" key="DvU4CA2mziI" height="315" width="420"

This article is a practical resource for instructors that provides the **research** on language learning difficulties, **how to identify** learning disabled or at risk students, with a list of primary symptoms followed by a list of appropriate **accommodations**. Specific lesson plans in Spanish are also offered. I rate this a **3/5** as it is indeed helpful, but focuses on student weaknesses. It is also a bit dry.

This website was created by an organization that links students with disabilities to foreign exchange programs. This page provides a plethora of **on-line resources and tips for both students and teachers of foreign languages**. Specific disabilities are addressed as well as suggestions for accommodations within the language classroom and curriculum. Special attention is paid to high school and college students, required to fulfill two years of a foreign language. I rate this a **5/5** for easy access to teacher resources. [|MIUSA Mobility Intl. USA]


 * World's Apart: Disabilities and Foreign Language Learning**, 2008. This text was written for educators of foreign language with students of varying disabilities in mind. The chapters that appeal to me are devoted solely to a blind student learning German, another chapter deals with the deaf and hearing impaired, and another provides concrete examples for "evaluating, modifying, and creating inclusion in foreign language activities." I rate this a **4/5** as it is relevant, recent information, (but requires reading yet another book on education).



In order to learn a new language, the input coming at you must be comprehensible. It is the teacher's responsibility and challenge to use as many ways as possible to communicate in a way that is understood by all students, while remaining in the target language. This video demonstrates the **Total Physical Response** method of foreign language teaching that gives physical cues to word meaning, in a repetitious manner, continually modeled by the students. The physical motions enhance not only understanding, but also memory of word meaning. I rate this a **3/5**. I love the approach and find it to be incredible effective, yet I am not in love with this particular video. media type="youtube" key="bkMQXFOqyQA" height="315" width="560"

This is a document I have created to share with teachers of a foreign language. It is a list of **drama games** that can be played to practice using new language skills in a fun and less intimidating way. Drama has been shown to lower the affective filter for language students as they take on a ficticious persona. My list begins with simple games and increases in the language and ability level as the list of games progresses. I rate this **4/5** as students LOVE these games in either their native, or second language, but the list could be more extensive. Beginning Spanish elective course I taught last term at the Outdoor Discovery Program, Talent Elementary School (Costumes enhance the dramatic experience!)

The following are my **Observation Notes** : 5 students, grades 3 - 5: Multiplication 6 students, grades 3 - 5: (Same multilpication lesson, listed are the variations): Joanne Cyphers is teaching Special Education at Walker Elementary School for the 6th consecutive year. She earned her undergraduate degree 30 years ago however in Special Education. She also holds a masters in Education. Over the past three decades Joanne has primarily worked with students in the grades k-5 with multiple disabilities, to include Emotional Disturbance, Autism, Attention Deficit/ Hyperactivity Disorder, as well as specific disorders such as Hearing Impaired. She has also worked privately as a Counselor. The Educational Resource Center serves 30 students daily, in 19 different groups of Reading, Writing, and Math, taught from 11 various qualified programs as well as supportive software. Joanne's position as Special Education teacher includes many responsibilites beyond the 9 groups daily that she personally leads. Joanne is regularly implementing new IEP students. Assessments are constant as they are the basis for the entire process in oder to monitor progress and develop curriculum and goals for each Individualized Education Program. In addition to meeting with parents regarding their child's program plans, she supports teachers with IEP accommodations, for example with visual supports like Boardmaker. Joanne often takes on student teachers, and is also responsible for the ongoing training of her Educational Assistants. There are two that work with her in the ERC, both of whom lead small group instruction. The two EAs that provide support in the mainstream classrooms have each been hired for only 3 hours daily, which has resulted in short term, revolving staff for those positions. Therefore Joanne is regularly having to retrain new EAs who come with little to no experience, and are asked to work with the most challenging students. Although it is difficult to create the time for this training, Joanne meets weekly with her staff to further their professional development. Joanne is part of the school's Child Study Team which also meets weekly to collect academic and social data on potentially at risk students, and decides on interventions. She is responsible to follow through with Response to Intervention procedures. Additional aspects of Joanne's position have included leading social skills training, creating a self-contained classroom for a particular student within the ERC, as well as providing toileting assistance. I have worked with Joanne in the ERC during the 2008-09 and 2009-10 school years. The experience was as invaluable as it was challenging. I received extensive exposure to students with a range of disabilities and gained strategies for working with them positively and constructively. I was trained to give whole classroom support around IEP students as well as leading several small groups daily in the ERC. I was disheartened by the expectation of providing prescriptive teaching and decided to leave the position as a result. I chose to observe and interview Joanne for a fresh perspective on a situation that I left feeling disenchanted by. In observing Joanne and the other activities happening simultaneously in the resource room for that hour, I was able to realize the enormous benefit being provided to these students. Although the EAs are still asked to teach from the prescriptive text, Joanne herself does not (at least not in the hour I observed), nor does she need to. Her extensive experience is reflected in her presence and balanced way with the students. Joanne provides structure and boundaries with support and encouragement. Her lessons move at a pace that allows the processing time necessary to the individual groups while keeping them engaged. She has a plethora of manipulatives and uses them to support her lesson. Her classroom is a quiet place where students can come to complete assignments or tests given from their mainstream classroom teacher, can get a much needed snack if that is necessary, can look at a book from the ERC collection, or enjoy a quiet game of checkers. I came to two realizations about my own teaching from watching Joanne that I have learned from. First, that she does not allow students to pull her away from her intended goals for the session by indulging them in their personal complaints. When I was teaching small groups in the resource room I believed it was important to always hear and acknowledge the students' struggles, yet the process would result in us losing half of our instructional time together. Secondly, the teacher's attitude regarding the instructional process sets the stage for the students' attitudes and experience. When I was leading several small groups daily, I did not like the materials I was given to teach with, nor did the students. The readings were nonsense and the older students would often seem insulted at their lack of plot and use of ridiculous character names such as "Nan and Pim." When I would go to retrieve the students from their classrooms to meet with me, they would respond with negativity and stalling. I ached to integrate my teaching with more engaging practices and materials; yet time was so limited and they had much gains to make in very specific ways and areas. The resulting discouragement I felt seemed only to encourage theirs, although I did try to fake my way through it. I was able to observe Joanne and her assistant today delivering the material that they stand behind in ways that were effective, using manipulatives and visual supports. I learned to judge less and focus more on the development of my own approaches that feel authentic to my personal practice.
 * Community Based Learning Project : ** I chose to shadow the Special Education teacher at Walker Elementary School, Joanne Cyphers. I observed her in the Resource Room teaching math to two groups of students for 30 minutes each, followed by a 45 minute interview.
 * "Round Robin" (sheet of 20 mulitiplication facts) - students solve problems that they are able, then change papers with another student when the teacher (J) says "Switch" (teacher **models** the switch so that the papers are passed to the left). Students switch a total of four times; the most challenging problems remain at the end, but all worksheets are completed. J** compliments **students for using ** visual tools ** in the classroom, such as the multiplication chart. J gives a ** one minute warning **. *5th student arrives late with mother; J greets her as she enters and ** escorts ** her by her arm to her seat.
 * ** Succinct ** in verbal instructions: "Pencils down; eyes up here." (** repeats ** this 6 times before she has everyone's attention). *J later shows me simple instructions that she has written on word strips, cut into individual statements, and laminated (ex: "Back to your seat"). These can be placed in front of the student to save from having to repeat instructions, which "quickly extinguishes the behavior."
 * Brain Teaser: With equations written on white board: "What is 2 times 9? How can we solve 4 times 9 using doubles?" When student answers, J asks, "May I rephrase that? Are you doubling 2?"
 * When the tardy student interjects, "I'm tired. I...." J ** does not engage ** the student. Rather she looks to the other students and says, "I see students who are thinking quietly."
 * J ** models ** the doubling process on board: "How do I get from here to here?" "What do you notice about these answers?" (** connecting ** multiplication to addition,** prior knowledge **). "Are you getting it?" (students turn thumbs up, down, or sideways).
 * J introduces large classroom clock;** integrates daily lesson to time telling. ** "What shape is this?" "What is half of twelve? You just did fractions." "What is six plus six? You just did doubles." "What is 6 two times? You just did mulitiplication.... They are all connected." Continues with a time telling review on each quarter hour and at 50 minutes past.
 * Short lesson on perimeter with ** students standing, visualizing ** walking the perimeter of the table, the school, the gymnasium, etc. "The perimeter is measuring the outside. What does the perimeter measure?"
 * Informs students of tomorrow's lesson focus, then students switch tables with another group (EA is also teaching in the room).
 * ** Previews what will be covered **;lays out the goals for the session.
 * ** Allows additional time **for this group of students to figure multiplication problems; whichever incompleted paper the student ends up with can be taken home as homework. explains to me in confidence that this group requires more time than the last; also that she has had to rearrange the groups 4 times this year already.
 * ** Transition alert **: "Boys and girls, count backwards from ten and put your pencils down."
 * Discusses problem solving approaches, ** encourages asking a peer **(to lesson dependency on adult help that can result from working in small groups so much of the time). J tells me she is working to promote partnering. Partners use coins to make up $0.38.
 * ** Positive reinforcement; ** "I'm calling on kids with raised hands and no blurts."
 * ** Modified lesson **: introduces the same clock but simplifies the time telling review to 9:00 and 9:15; does not discuss fractions, etc.; students are given laminated cards with time facts; "1 minute= 60 seconds," "1 hour = 60 minutes," etc. J asks each student what time they wake up, and shows that time on the clock; some discussion as to appropriate bedtimes (** life training **).
 * Students transition quietly and respectfully as this ** standard has been set ** in the ERC.
 * The Interview : **
 * Reflection: **