Interview Questions with ESL Teacher

Here is a transcript of the interview I had with the ESL Teacher at my observation site.

Q: Please describe your ELL teaching experience.

A: My ESL teaching experience has been extremely rewarding. It is such a pleasure to watch ELLs become more and more comfortable using the English language.


Q: What is your perception on ELLs in terms of their learning motivation and performance (especially in reading and writing)? What learning difficulties do ELLs usually encounter in schools? What is the role of the family and community in helping ELL's learning?

A: One of the most motivating aspects for an ELL is the process in which they feel part of a group, or welcomed. It takes each child a different rate to feel comfortable in various language components. Reading, writing, listening ad speaking all vary in terms of proficiency for the child.


Q: In your opinion, how do classroom teachers resolve ELL's learning difficulties? What strategies do you adopt? Are they effective or not?Do you participate in on-going professional training for teaching ELLs? What if your experience in terms of working with 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 community?

A: We have strong parental support within the ELLs in the community; how it is usually difficult for the parents to help the child with homework or independent work because they are English language learners as well. The parents are unfamiliar with the content language used n the curriculum. I stay in close contact with my ELL students' families by always keeping an open line of communication. (phone calls, notes and letter home - translated versions if necessary)

Classroom teachers resolve ELLs' learning difficulties by utilizing another student who may speak the same native language, or can help the ELL feel more comfortable in an unfamiliar setting. As the ESL teacher, I will take pictures of the classroom and make index cards with words and photographs. This helps the ELL become more familiar with commonly used terms in the classroom. The classroom teacher and I usually discuss ways we can make the child feel more comfortable, including a "buddy" in the class that can help them along.

Yes, I participate in on-going professional training workshops through the Nassau BOCES program. There are various kinds of workshops that focus on the areas of difficulty an EL may have. For example:

• "Vocabulary Tiering and Teaching Strategies for LEP/ELLs"
• "Supporting Academic Success for English Language Learners"
• "Second Language Acquisition vs. Learning Disabilities"
• "NYSESLAT Turnkey Training"

Q: 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?

A: The diverse cultures in my program include Japanese, Chinese, Korean and Urdu, and Spanish. I try to incorporate multicultural lessons within my program to make the students feel more comfortable. I try my best to become familiar with various cultures as well. In the past, I have asked parents about their culture and traditions, I have also done research on my own, as well as asked the ESL team of colleagues for input.