ELL Case Study - Interviews

My Pre-Writing Assignment Interview with the teacher (Devorah B.)

Me: Hi, Devorah, Thank you again for letting me participate in your classroom and observing your ELL student Yakov. I am going to be interviewing you about your ELL experience, and taking notes.

Me: Please describe your ELL teaching experience.

Teacher: I have been a teacher for close to 15 years, I have had a few ELL students, not every year though. Most of my ELLs have been from Israel and Russia.

Me: What is your perception on ELLs in terms of their learning motivation and performance? What learning difficulties do ELLs usually encounter in schools? What is the role of family and community in helping ELLs’ learning?

Teacher: Wow, Ok. That’s a loaded question, I will try to answer it one at a time. My Perception of ELLs really is, some are very very motivated but some are just too overwhelmed, I guess there is little middle ground as you would find with non-ELL students. In terms of learning difficulties, ELLs really have all the cards stacked against them, they don’t understand the other students, they notice that the other children do look at them a little different. They don’t understand other teachers or parents, they are usually adjusting to a whole new world, all of this can be a lot on a young child. So that segways into the last part, community and family mean everything to ELL students, for most students community and family mean a ton, but without family and community support my experience is that ELLs just don’t do well at all.

Me: In your opinion, how do classroom teachers resolve ELLs’ learning difficulties? What strategies do you adopt? Are they effective or not? Do you participate in on-going professional training for teaching ELLs? What is your experience in terms of working students from diverse cultural and linguistic backgrounds? How do you make sure that your teaching is culturally responsive? How do you go about reaching out to the family and the community?

Teacher:  There is a lot which teachers do, the most important of which is to make the ELL feel comfortable, include their language into signs, books and the like. This school requires us to stay on top of the latest in teaching, including training for ELLs. In terms of culture, the cultures I deal with are very similar, given that this is a Jewish private school, but there are some cultural differences between Americans, Israelis and Russians and it is very important to understand those differences and be sensitive to the other cultures. I reach out to all of my families, but make a concerted effort when a student requires special consideration such as an ELL.

Me: If you have an ELL in your class whose culture you are not familiar with at all, how do you go about teaching the child? 

Teacher: We are given the roster before school starts, and I am made aware of all special considerations. When I had my first ELL, an Israeli boy, my principal pulled me aside and walked me through some of the challenges. She was very involved throughout the school year to make sure I handled the situation and that I was sensitive to the students culture and disposition.

Interview 2 with teacher, Post Writing Assignment

Me: Please describe the ELL’s performance after participating in this project.

Teacher: Rebecca, first, I really appreciate the work you are doing with Yakov, and I feel a little sad that you are done with your observation hours, can’t you come back some more? Yakov loves you!!!. Yakov has been doing fantastic he really is making such great strides!

Me: Devorah, you are too kind. Although, you may have answered my question, for the record, In your opinion, how did this partnership affect the ELL’s learning performance and motivation?

Teacher: It has been fantastic, you really made a difference, so please don’t leave Yakov!!

Me: What did you learn from this school-university partnership model?

Teacher: I am not sure I understand the question? Can you paraphrase?

Me: I think the question is, what did you learn for me, as a student, partnering up with you to help with Yakov?

Teacher: I learned a lot from you Rebecca, let’s see, I had not done a SOLOM before, I also loved hearing about the different types of work you were learning in class, and I think we may try a readers theater! That looked like a lot of fun and I appreciate that lesson plan you gave me.

Me: What difficulties did you encounter in this school-university partnership model?

Teacher: To be honest, you are leaving now, and it is going to be rough on Yakov, even though he has his ESL pull outs, he really took a liking towards you, and he loves that book you guys made, so please stay!!!!

Me: What would you suggest to improve the school-university partnership model?
Teacher: Aside from forcing you to stay all year? I am not sure, it worked out really nicely I don’t have any real suggestions.