Building Bridges as a Student
So, I’m going through this program and realizing that I’ve got some knowledge already in myself, right? But I’ve got to build. I need to increase my knowledge; listen carefully, speak more; learn new verb forms and new vocabulary. How will that happen? I step into the shoes of being a student again – and not just any student. A language learning student.
As a teacher, I know all the things that one should do to support language learners, but suddenly I was seeing this from the eyes of a student!
So, I’m going through this program and realizing that I’ve got some knowledge already in myself, right? But I’ve got to build. I need to increase my knowledge; listen carefully, speak more; learn new verb forms and new vocabulary. How will that happen? I step into the shoes of being a student again – and not just any student. A language learning student.
As a teacher, I know all the things that one should do to support language learners, but suddenly I was seeing this from the eyes of a student!
I remember clearly the afternoon we sat in the Jardín del Arte and listened to an instrumental group play traditional pieces. The band director would pause between songs to name the next tune and give an explanation about it. Some explanations were long, some were short. I was focused on listening to him and understanding the history of the upcoming song. Light bulbs would come on as I heard words I knew. I followed these words intensely, trying to string them together to make sense of what he was saying. But moments later the crowd would chuckle and nod their heads and I realized I had totally missed a critical something. I was fresh and kept at this for the first couple explanations. But then I was tired! My brain would try to hold on to his words, but as soon as he said something I didn’t understand or said words rapidly, I found myself beginning to tune out.
Later I laid this experience, along with my own Olé classroom experience, on top of being in a classroom at our school back in Phoenix, as an English Language Learner. I imagined my struggle to stay focused and connected with the information being delivered to me. If the band leader was my teacher and if following his explanation he would have expected me to respond some way…I would have failed! I had no idea what was going on by the end! This experience reiterated the importance of teachers of language learners to speak clearly and slowly enough to allow the listeners to gather as much information as possible. Additionally, it reinforced the need to repeat the information, have the students speak back what they understand, provide demonstration or visuals to support the instruction being delivered. It also brought to light that even if I had a question, I wasn’t sure how to ask it. I know how to nod my head and look engaged – so from the outside it might seem that I’m right on track! But inside I feel clueless and less than.
How important it is for us to step back as teacher and take on the perspective of student! To be reminded of why our SEI instruction tells us to make learning comprehensible by slowing down, using visuals and realia, modeling; providing opportunities for repetition and more repetition. That even if it looks like a student is getting it we need to provide opportunities for clarification and consolidation of learning. It is no easy feat to learn a new language. It is absolutely possible, but we need to meaningfully apply those strategies proven to support language learning.
The teachers I had at Olé that made the biggest impact on my learning, were the ones who drew pictures on the board to explain the meaning of a new word. They were the ones who shared the talking space with me, by asking me to talk, answer questions, and respond to a classmate. I used my voice during the lesson almost more than I heard theirs! They were the ones who were patient and understanding as it took 5 repeated explanations for me to internalize the concept being presented. And they were the ones who assessed my learning as a reflection of their instruction and then modified their instruction to meet me as a learner.
How important it is for us to step back as teacher and take on the perspective of student! To be reminded of why our SEI instruction tells us to make learning comprehensible by slowing down, using visuals and realia, modeling; providing opportunities for repetition and more repetition. That even if it looks like a student is getting it we need to provide opportunities for clarification and consolidation of learning. It is no easy feat to learn a new language. It is absolutely possible, but we need to meaningfully apply those strategies proven to support language learning.
The teachers I had at Olé that made the biggest impact on my learning, were the ones who drew pictures on the board to explain the meaning of a new word. They were the ones who shared the talking space with me, by asking me to talk, answer questions, and respond to a classmate. I used my voice during the lesson almost more than I heard theirs! They were the ones who were patient and understanding as it took 5 repeated explanations for me to internalize the concept being presented. And they were the ones who assessed my learning as a reflection of their instruction and then modified their instruction to meet me as a learner.
 | Building Bridges as a School Leader My experience in Querétaro and at Olé filled my pockets with knowledge, experience and tools to bring back to Phoenix and apply as part of the school leadership team. On my first day back at school I found myself face to face with the summer custodial staff – what a perfect opportunity to greet them in Spanish and tell them where I had been! In fact, one of the staff knew I had been to Mexico and was proud to announce this to the others, who, in turn, asked me about my experience. To be so welcomed by them, spoke volumes to me about how I am called to welcome others. When we find points of connection, we are more likely to see another person for the unique individual they are, and to enter into partnership with them. We begin to break into the little bubbles surrounding each of us and we develop relationships. As a school leader, I desire for this to be an attribute of mine: to develop points of connection and equalize the relationship as a partnership. Last week we had Curriculum Night. Each grade level hosted a table in the cafeteria to tell parents about their curricular goals for the school year. I had the opportunity to dialogue with parents about how our school is focused on supporting all students through specific points in our school improvement plan. Parents came by at will and sure enough, many only spoke Spanish. At first I found myself wanting to rely on their student to translate my spiel into their language. Quickly, however, I took the opportunity to apply my confidence, growing knowledge of the language and my charge to build bridges with others…and I did my spiel in Spanish! Our Parent Liaison was even present at one point and only had to help me out with one new vocabulary word (comportamiento/behavior). I felt proud that I was able to step out of my comfort zone and meet our parents where they were. I was warmly received (even if my verb conjugations weren’t all correct) and a bridge began to be built to join efforts together toward student achievement. |
Next Steps
So now what? Did my 2-week immersion experience solve everything? No. Am I fluent in Spanish? No. But it created a spark that is generating light and energy towards bridge building. I will continue to develop my own language knowledge and confidence in using it to communicate. I will share my experience as a language learner with our SEI teachers to reinforce the importance of modifying our instruction to increase language development. I will step out of my English comfort zone and engage with parents and staff who speak Spanish.
I will continue moving forward and building bridges.
So now what? Did my 2-week immersion experience solve everything? No. Am I fluent in Spanish? No. But it created a spark that is generating light and energy towards bridge building. I will continue to develop my own language knowledge and confidence in using it to communicate. I will share my experience as a language learner with our SEI teachers to reinforce the importance of modifying our instruction to increase language development. I will step out of my English comfort zone and engage with parents and staff who speak Spanish.
I will continue moving forward and building bridges.
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