Observing and Interacting With Professionals/Colleagues in Your Setting

Advocating For Bilingual Education

 

Name: Katrina Bell

Date: January 25, 2013

Name of Program/Setting: Mary Bert Gutman Childcare Center

Who I spoke with: Shelly Bowman/Ms. Mary/Ms. Vicky

What I learned about … Advocating for Bilingual Education

I had the privilege of observing and talking with the Director Shelly Bowman.  Shelly Bowman holds a Bachelor of Science degree in Early Childhood Education from Penn State University, a Master of Education degree in Elementary Education, and an Instructional I Certificate in Special Education from Temple University. Her extremely rich background includes classroom teaching, teacher supervision and training. Some of her accomplishments include initiating, earning and maintaining NAEYC accreditation, founding the SINAI program for children with mild to moderate special needs and obtaining numerous grants. Most recently, she has owned her own consulting business helping early childhood programs in Pennsylvania, New Jersey, Delaware and New York improve the quality of their programs. She has been a validator for the National Association for the Education of Young Children (NAEYC) and a mentor for the Delaware Valley Association for the Education of Young Children (DVAEYC).

This childcare center is very diversified and many of the children are bilingual. I would have to say that this is a quality childcare program. This is a program that provides a loving and responsive, environment for the children in their care. As I followed the director around I noted the teachers speaking to the children in both languages. Some of the students did not speak English at all but the teachers still displayed positive interaction with the students. I watched as one particular teacher Ms. Mary hugged, rocked, cuddled, and had eye contact with her children. I also liked the way she took advantage and found ways to expand on the children’s play to help them learn new skills. She talks to the children about what they do and see. The environment was very stimulating and child friendly.

In the preschool classroom during circle time, the children learned about their phone numbers. They used pretend phones to talk about how to answer. When Ms. Vicky asked who could tell her their number for memory, a child yelled out. The teacher explained the importance of taking turns. When a child couldn't remember his number the teacher helped the child along doing so in both languages. This was an appropriate activity. When the kids needed help the teacher offered it. The teacher is helping the child move to the next level by urging them to succeed in learning their phone numbers. The teachers placed great importance on control of the room.

There were also girls and boys who were playing at the housekeeping area. One of the girls got mad at a boy for taking the play-doe, and so she hit him. The boy left and she said "He didn't say please, so leave me alone." She stuck her tongue out at the boy. Another one of the girls in the classroom told the teacher. The teacher told her that she would have to choose another area if she couldn't talk nice and share. The teacher checked up on her later and complimented her. The girl seemed to be more focused on herself and what she wanted. When the boy didn't follow, she got upset.  I think the teacher handled the situation well by explaining why the girl's behavior was wrong and how to fix it. She gave the girl alternatives. After the situation, the teacher praised the girl for improving her behavior and sharing positive reinforcement. At another point the children were playing on the climber unit and jumping onto a mat. They were supposed to jump on the X mark, but some were jumping past it. They almost hit their heads, so the teacher explained why they needed to jump on the mark.

There is one day during the week that they have a lesson conducted in Spanish. There is Spanish language that is included. Spanish stories are read, Spanish nursery rhymes, they print coloring sheets that have a picture and the word in Spanish, and greet each child in Spanish. Spanish items are added to the classroom for children to explore. During the day, they also played Simon Says using Spanish words. They took pictures of the children throughout the day, doing different Spanish themed things. The pictures were then uploaded onto the computer, and the teacher asked each child what they are doing in the pictures. Then then write down what they saw in both English and Spanish, and print the page. They staple and then bound this to make a book that children and parents will love. It also shows a reflection on how to create a bilingual preschool room.

What are your views regarding bilingual education?

Ms. Bowmans views regarding bilingual education is that it will be of great benefit. She also believes that there needs to be more qualified teachers so that children don’t lag behind or are in these programs forever. She believes that bilingual education for students who do not speak English as their first language goes beyond language acquisition. Bilingual education is a prerequisite for establishing a school environment that welcomes all students' cultures, sends a positive message to students, and sets the groundwork for a relationship of respect and equality between schools and all families and communities. Her view is that bilingual education will be fine if presented right. Being an advocate for bilingual education is at the forefront of her list.

Two insights, experiences, or quotes that I will share in my blog this week…

One insight I gained was that students in bilingual and ESL classrooms manipulate more than one language and are influenced by more than one culture. Their experiences with these languages and cultures influence their learning. The more we understand the personal, socio-cultural, and linguistic backgrounds of bilingual students, the better equipped we will be to provide these students with an effective learning environment. This environment should be one that supports learning in a second language and culture, while fostering a positive attitude and respect for the other language and culture.

Another insight was that I came to recognize that students use both languages to learn and that they benefit from classrooms rich with materials and resources in both languages. Parents are included in every aspect of the children’s care and education through conferences, telephone calls, sending hone newsletters and sharing information in any way that supports parent involvement. Whether in a bilingual or ESL class, it is easier for bilingual students to learn when they are able to use both their first and second languages. Encourage students to share what they learned in their first language.

 

“Bilingual Education is a Must”