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Immigration:
Many Questions, Few Answers
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Letter
from Toby Brody, Editor-in-Chief of the ESL Globe
In light of the
current debate on immigration reform, Editor Toby Brody
points out that those in the field
of ESL/bilingual education are well positioned to make
their views known and encourages ESL educators to contact
local legislators and share their opinions. She also
discusses plans for the 5th
NC State ESL Symposium.
Link to Letter from
the Editor
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The
Impact of Immigration on Classrooms and Communities
Globe Editor-in-Chief Toby Brody
writes in her Letter from the Editor: "In recent days, those in the field
of ESL and bilingual education have moved our gaze toward the national
arena, where the discussion of reform has consumed the air waves." Indeed,
few issues have so intensely fanned the flames of rhetoric and hyperbole
in public debate. In this edition of the Globe we offer several articles
which provide thoughtful insight amid this swirl of controversy. The Raleigh
News & Observer's recent series about the impact of immigration
on North Carolina appears in NC Featured Stories.
In the Issues section several papers
written by students in the NCSU ESL licensure program address how schools
and communities across the state are attempting to meet the needs of LEPs.
The necessity to serve an increasing number of ELLs may significantly affect
teacher certification criteria. We talk to two NCSU students who are completing
their licensure programs. Finally, in an article below Jenelle Reeves discusses
how to alleviate the fears of content area peers who see their classrooms
threatened by the continuing influx of immigrant children.
Student
Teachers Eager To Help Find Solutions
 "They
go through so much and I am so humbled by the obstacles that they go through.
I would love to teach these kids that I admire so much someday," says Shelby
Roberts, a Spanish Education major. Shelby wants to teach elementary
or middle school students because she has enjoyed student teaching at the
elementary level and has learned much about working with young students.
She expects that her greatest future challenge will be "the
first time I have a student come in with no English and I am
not able communicate with them." Her greatest reward,
she believes, will be "getting to work with students that work
so hard trying to keep up in school and learn a new language
at the same time." She sees a need for more help for ELLs
in content areas.
Shelby's students demonstrated their appreciation of her efforts
by presenting her with a banner they had signed and decorated,
"It meant so much to me," she says. "I have it hanging
up in my room now."
 History
major Stephanie Harkey decided to earn ESL licensure in order to gain insight
into educational and cultural experiences different from her own. "Although
I was fortunate to come from a middle class supportive family, I knew that
a lot of my students would not be so fortunate and I really had no idea
what it was like for other cultures, minorities, and English language learners.
I thought this would be a great opportunity," she says.
Stephanie hopes to teach high schoolers because she knows how important
it is for them to have the support of a caring teacher as they strive to
become independent and enter college or the work force. As a student
teacher, she is excited about her fourth grade class of six students, all
from different countries. She says: "They enjoy telling each other stories
from their native country and they often will get really excited and start
talking in their first language, which results in a lot of giggles and
'English! English' being shouted throughout the classroom."
Her greatest challenge as an ESL teacher, Stephanie believes,
will be dealing with the bureaucracy of the system and the constant
testing. She dislikes the "pullout" system, observing that,
during ESL time, her students miss out on other activities, such
as outside recreation and music and art classes.
She has learned some practical things that will serve her well in the future:
"You may make lesson plans, but you probably won't stick to them the entire
class period; be flexible; plan more than you think you need to; and always
expect the unexpected: for example, five new students within an hour."
Stephanie feels strongly that maintaining their own cultural heritages
is a key factor in ensuring the success of her future students. I
am sure that most would agree that this future teacher's enthusiasm and
diligent preparation will also play a significant role.
Starting
Conversations With Content Areas Peers
As advocates for their students
and programs both within individual schools and among the wider
educational community, ESL teachers are frequently called upon
to share their mission, goals and practices with peers in other
areas. In the March 2006 issue of TESOL's Essential Teacher
Jenelle Reeves writes that citing statistics that play on an already
existing fear of an "immigrant invasion" is not the best way to
begin a conversation. Rather, "the beginning of our conversation
with content area peers ought to bolster their confidence in their
ability to include English language learners in content learning,
and reduce the distance between these learners and their content
teachers." She looks at effective and productive ways to
initiate a dialogue with content area peers, explaining how to:
"make it personal, make it positive, and make a connection."
Essential Teacher, Volume 3 Issue 1
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