Experiences of an ELL Teacher in Renton School District

Student Name(s) Merissa Leonard, and Anna Pavey

Interview Questions 1. What type of ELLs do you have in your classroom?

Describe.
2. What challenges do you face in your classroom and why?
3. How do ELLs feel about being labeled ELLs?
4. What are the most common mistakes students make and
what strategies did you use to help them with in these
areas?
5. How do you think a second language is learned?
6. What is the most effective way of teaching English and
why?
7. What suggestions/advice do you have for teachers
working with ELL students about developing their own
personal approach to teaching ELLs and why?
8. Do you think the NCLB laws focus on standards and
high-stakes testing has been beneficial to ELLs? Why or
why not? In your experience, did ELL students who took
assessments in their native language do better than other
students who were not provided the same
accommodation? How?
9. What advice do you have for other or future teachers of
ELLs about ELL assessment and why?
ELL Teacher School: Kent McCleary

Information Class: ESL classes (Beginning, Intermediate, Advanced LA)

Email: kent.mccleary@rentonschools.us

Rationale/Significance The reason I chose to ask these questions is because I believe

that they will give me answers to questions that I have being

a future ELL teacher. It is important to ask questions about

peoples experiences as that is what me being a future teacher

will also experience at one point or another. These questions

will give me a real ELL teachers perspective on teaching

and the different aspects of this job, which can prepare me

 for the future.

As a future ELL teacher doing some research and discussing with current ELL

teachers helps us to learn more about what the job requires. On November 24th, 2015, I

had the pleasure of interviewing Kent McCleary, a teacher at Lindbergh High School in

Renton, Washington. The interview consisted of a few questions about what his job as an

ELL teacher entails. Through this interview I had many of my questions answered,

although I realized how much different a high school ELL teachers job is compared to an

elementary school ELL teachers. He explained how he works with students that are older

and usually have no English background at all, whereas elementary school ELL teachers

have a different job based on the different levels students are at. In order to get the most

information as possible out of the interview it took much longer than expected, the reason

being each question required an in depth response and/or had more than one response. In

the beginning of the interview I tried to keep the questions fairly broad and easy. The

order that the questions were asked was important because the questions build upon each

other. For example, I asked about the different types of ELLs that arrive in his classroom

which would lead to my next question being what challenges occurred with the different

types of ELL students that arrived in your classroom. Based on Mr. McClearys answers I

was able to make connections back to readings and curriculum we have learned in class

such as the SIOP instruction method as well as some others. Overall, the interview went

rather well and I believe it prepared me more for becoming an ELL teacher in the future.

The findings we found in the interview were interesting and helpful to us as future

ELL teachers. When interviewing Mr. McCleary you could just see from the way he

talked how passionate he is for teaching. In Mr. McClearys class of ELLs, he has
novice students, which are beginners according to the, Act Full Language Skills. The

novice student is a diverse small group that is evenly distributed in a classroom. Some

challenges he faces in the classroom are finding out where students are with their learning

and what he needs to do as a teacher to help them with that. With these challenges

scaffolding and context are very important. Scaffolding is the support or assistance

provided to a student within his or her zone of proximal development by more

knowledgeable individuals to help the student learn a new concept or develop new skills.

(Wright, 57)

Mr. McCleary was also asked how he thought his ELL students felt about being

labeled as ELLs and he responded just like any ELL teacher would by saying it is

important to make sure students know how important it is for them to learn English.

Some students feel that they know English and that they are misplaced. In his classroom,

he tries to build a community. To further everyones education in his classroom he

compares the students that arrived in his classroom at the same time to see if they are

moving at the same pace and to see if one is dragging behind, in which case he then

needs to decide if that students needs to be placed in the SPED program at the school.

The most common mistakes students make are speaking in third-person. A

strategy to help them with this problem area is repetition, because repetition is key when

students make this mistake. With these common mistakes grammar does not stick in a

systematic way, and language does not develop sequentially or consistently. Most of

these students do not have the s sound in their vocabulary so that is a common mistake

across the board.

 According to McCleary he believes that a second language is learned through

listening and speaking that language, and after that learning how to read and write in that

language. Overall, ELL students learn a new language in the same way babies learn their

language.

Some suggestions McCleary had for ELL teachers about developing their own

personal approach to teaching ELLs is to know something about teaching languages and

use different teaching methods, because every student learns in different ways. You must

use dynamic ways; know that the learner controls the language. The use of activities, this

keeps the students engaged for longer periods of time. The district Mr. McCleary teaches

in uses the SIOP method, Sheltered Instruction Observation Protocol, and makes students

talk to each other, which involves speaking and listening, then reading first and writing

second. The SIOP method is a model of research-based and validated instructional model

that has been proven effective in addressing the academic needs of ELLs throughout the

United States. The SIOP Model consists of eight interrelated components, which are,

lesson preparation, building background, comprehensible input, strategies, interaction,

practice and application, lesson delivery and review and assessment. (SIOP, 2015) The

district has their ELL teachers makes students talk to each other, which involves speaking

and listening, then reading first and writing second. Teachers also need to understand that

students do not have the context, which means teachers need to make cultural references

in any subject clear. The classroom is a contextual environment so in order for ELLs to

be successful in mainstream classes means, the use of subtitles, using big font when

writing or typing is necessary for the students. Also, it is helpful to use black markers for
writing on the white board, and worksheets should use serif fonts that create a line within

each word, making it easier for the ELL to read.

When asked what his opinion, as an ELL teacher, was on the No Child Left

Behind act, which focuses on standards and high-stakes testing has been beneficial to

ELLs, he gave an example of one of his students. A junior from Peru with no English

background came into Mr. Clearys classroom and spent 15 days taking standardized

tests. These tests hurt the students and overload them. The students feel that these tests

define how smart they are when that is not the case. These standardized tests do not help

the students with learning the second language, so why are they being tested on these

subjects? It feels that the ELL students in a way are set up to fail. The No Child Left

Behind act is commonly called NCLB; this Act was implemented in 2001 that

reauthorized the Elementary and Secondary Education Act. The pillars of this act are

accountability, flexibility, researched-based education and parent options. (OSPI, 2002)

It is valuable for SPED kids but wastes a lot of the students and teachers time. The SPED

program is short for special education program. Intellectual giftedness is a difference in

learning and can also benefit from specialized teaching techniques or different

educational programs. The term SPED also known as special education is generally

used to specifically indicate instruction of students with disabilities.

In conclusion to our interview, it was nice to see what ELL teachers think and do

day by day. Mr. McCleary taught us how it is important to give the attention your

students need. He also taught us it is important to have patients when working with ELLs.

When teaching ELLs you must be culturally aware of the students background because

everyone comes from a different culture.

Work Cited:

Wright, Wayne (2010) Foundations For Teaching English Language Learners: Research,
theory, policy, and practice. Print. Retrieved December 1st, 2015.

SIOP. Learn About SIOP. 2015. Website. Retrieved December 3rd, 2015.
http://www.cal.org/siop/about/

OSPI. No Child Left Behind Act of 2001. 2002. Website. Retrieved December 3rd, 2015.
http://www.k12.wa.us/siteinfo/siteinfo.aspx