Question:
This is a survey that will be presented to a class of students who are
working on their teaching credentials. Most have little or no teaching
experience. By answering this survey honestly and frankly, you will be
providing us with information that will make us better teachers. We realize
that there are many questions. We are asking that you respond to only those
questions that you wish to respond to. Thank you.
1. If you had financial resources to purchase materials/equipment/help to
aid in dealing with ESL students, how would you spend it? Rank by order of
importance per dollar spent?
Do relevant materials/equipment exist to your knowledge?
2. Are you getting the support from administration to help with ESL
students? What else could they do without additional expense?
3. Since you are on the front lines, what is your take on the effects of a
fully implemented Prop. 227?
4. Do you find it difficult to keep the attention or enthusiasm of all the
children in the classroom when you gear a project towards children who speak
limited English? What methods do you find to be helpful in maintaining
attention or enthusiasm?
5. What do you do to involve parents of limited English speaking overall
education process of their children? Do you have specific forms, letters, or
other modes of communication that you use regularly?
6. Do you make it a point to experience other cultural activities or events
to increase your knowledge and understanding of your students? Our textbook
suggests spending time within the local area to observe actions,
conversations, etc., or attending a community activity, such as a festival.
If you do engage in these activities, can you give a specific example of how
you think your teaching style/effectiveness has benefited.
7. Do you find it useful to utilize multi or bilingual students in the
classroom as peer translators? Does this function become overwhelming for
the translating student? Does it provide a base for friendship and trust
amongst the students?
8. As a monolingual teacher working with ESL students, do you utilize the
same conflict-resolution techniques as you would with English speaking
students?
9. Do you see the same "groupings" with boy and girls who are ESL students
(e.g., do the girls interact with one another in the same ways as English
speaking students?)
10. What training have you had? Do you attend conferences on a regular
basis?
11. What advice would you give to a new teacher who would be taking over a
class like yours?
12. What did you find surprising when you began teaching ESL/LEP students?
13. If you were asked to select one method for teaching ESL/LEP students,
what would that method be (immersion, pull-out, mainstreaming, etc.)?
14. How long do you think it takes an ESL/LEP student to be able to work
with content material where their results are equal to English speakers?
Answer:
You mention a proposition 227 in your post. Without knowing the locale, it is
hard for anyone reading your post to determine what response to make. Remember
the internet is global in nature and local issues, although of intellectual interest,
may not have global ramifications that potential responders would be able to
respond to without first knowing what the local issue is.
Other than that, your survey is well thought out, and my wife, who is an ESL/LEP
endorsed elementary teacher in Arizona, might have some responses. That is, if
she had time. Lately, she has been spending most of her time with lesson plans
and grading, as she just switched grades this year and is busy tailoring her
plans to her current classroom.
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