By Lisa JaquezMy second year of teaching second grade, I had a student named Wendy. Wendy came to school on the first day, and she did not speak a word of English. She was very shy, did not ask very many questions, and it took a lot to get an answer from her, even in Spanish. Wendy worked very hard during and after school to learn the language and to excel in the 2nd grade. She would bring me stories and journals that she had written after doing her nightly homework, and her parents were also very involved and concerned about her success in school. By the end of the school year, Wendy was speaking, reading, and writing in English almost perfectly fluently! I was very nervous to have Wendy in my class because, although I speak Spanish, I knew I would not be able to give the bulk of my instruction in Spanish; and I worried she would lose important concepts in the translation. I did not let my fears get the best of me though. I tried my best to translate the important concepts of each lesson and, for the most part, in the beginning of the year she was able to grasp some of them. I believe that the freedom we have to create and modify our curriculum here at NEW Academy Canoga Park, gave me the ability to focus more on Wendy’s needs as an English Language Learner, which I believe, added to her success.
As teachers at NACP, we are given the flexibility and the means to create an environment conducive to the many different learning styles and necessities of our students. Even though we follow a pacing plan for our curriculum, we are also able to spend more time in the areas that our students need more help in, as opposed to moving along every day regardless if the concepts are grasped by all students or not. The teachers and administrators at NACP are very supportive, motivated, and inspiring. Having a faculty with the dedication and devotion that we have here at NACP also definitely contributes to the success of all our students.
As Wendy’s teacher, I struggled to find that perfect balance between instructing and helping her learn English and master the state standards. I purchased supplements to help Wendy with identifying English and Spanish words; I also exposed her to bilingual books which had stories in both English and Spanish. I also translated all spelling, vocabulary, and high frequency words, and class/homework assignments for her. By February of that year, Wendy was reading, writing and speaking English. Translating directions for her became instinctual for me; but by February of that year, she was telling me she didn’t need it anymore. By the end of the year we could have a very involved conversation in English. The pride she felt in herself was my reward. I will never forget her. |
