NJ Teachers of English to Speakers of Other Languages/
NJ Bilingual Educators

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Elementary Education Special Interest Group

A Personal Journey

By Alamelu Sundaram-Walters

I grew up in Brooklyn, New York, and then moved to Staten Island, New York, where I spent most of my elementary and high school years. During my junior year at Drew University, I enrolled in the School for International Training where I studied abroad for six months in Bolivia and Chile. There my love for language and culture grew.

After graduating from Drew University in Madison, New Jersey, with a B.A. in Cultural Anthropology and Spanish, I decided to spend a few years working at the Newhouse Art Gallery at Snug Harbor Cultural Center as an assistant manager. It is at this place where I resided in a small cottage with the Artists in Residence. Definitely, these moments hold a special place in my heart. A year later, the director left the museum, so I would ponder what the next phase of my life would be. I was not clear about my career path, but I knew I wanted to pursue a career in culture and education. As I studied cultural anthropology, and love community organizing and politics, I decided teaching would be the perfect fit.

I decided to continue my studies and pursue a Masters Degree in Education from Rutgers University. This program gave me the skill set and understanding to work with ELLs (English language learners) and their families. Receiving my degree in Language Education, I decided that it was time to move to South Jersey with my husband, acquire a new job in Mount Laurel, and start a family. This job would allow me to grow professionally and personally. After a few years, my husband and I would welcome a new addition to our family, Shoshana.

When I am not advocating for my ESL (English as a Second Language) students, I am an avid reader, enjoy Hot Yoga and Aikido*. My love for traveling abroad and finding new and exciting activities to do in the surrounding area with my family always keeps me open to new experiences.

*[Ed.: “Aikido is a modern Japanese martial art developed by Morihei Ueshiba as a synthesis of his martial studies, philosophy, and religious beliefs. Ueshiba’s goal was to create an art that practitioners could use to defend themselves while also protecting their attacker from injury.” Wikipedia – Retrieved from: https://en.wikipedia.org/wiki/Aikido]

Alamelu Sundaram-Walters, Elementary 1-5 Representative, Mount Laurel School District/ESL Teacher

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ESL Middle School Special Interest Group

English Only

By Michelle Land

How many times have our students heard this phrase, rant, or attack? Some “English Only” supporters will claim it is in our students’ best interests to speak only English so that they can achieve fluency more quickly. Some will use it to express their discomfort at not understanding what is being said around them. Others may use it as a political platform to express their views on the diversity of our great country. Is it a valid or appropriate statement? Let’s look at it from another perspective.

My daughter has decided to study internationally this year. She has the great fortune of knowing some of the language of the country, as well as the luck of being in a country where English is the spoken second language. The country is inundated with English through film and TV. That all being said, she called us after her first day, complaining of a throbbing headache. As someone who has studied languages abroad, I could relate to her pain and exhaustion. I always say that the brain is a muscle. It is actually an organ, but hers was definitely growing as if it were a muscle. A Swedish study of language learners found that “specific parts of the brain of the language students grew. The parts that developed in size were the hippocampus, a deep-lying brain structure that is involved in learning new material and spatial navigation, and three areas in the cerebral cortex.”¹ Her brain was growing and changing as she spoke – literally.

Just imagine how our students feel when they come to our country and are immersed completely in English, sometimes with little or no previous exposure to English. Their brains become over-exerted and need time to recoup and heal. As another language learner described, “When you start learning language, it’s like you’re hacking a new path through the jungle with a machete. Maybe you will get lost, maybe the path will get overgrown the second time around, who knows? It is hard. By the time you’re fluent in the target language, that path that you once were hacking with a machete is now a grade separated, super-high capacity maglev super express bullet train with 20 departures per second.”² In reality, the brain learning a new language is making connections and forging associations in the hippocampus, and specifically the inferior parietal lobule.³

All of this growth and change is miraculous and it is not unreasonable to recognize the need for language learners to give their brains a break from it. In fact, the goal should not be the eradication of one language for another, but rather the maintaining of a mother tongue as a support for the language learner as well as connection to their identity. On the other hand, it is important to practice the target language and to push oneself to avoid using a native language as a crutch. A fine balance is required.

I will admit that there are times my students are using their native languages for purposes other than academic support. At times, I feel that I may be the topic of conversation. I have found that the best approach is to be honest with the students. I go on to explain that since I do not know what they are saying, I feel insecure and that I worry that they are making fun of me or saying bad things. I find that students can respond to this reasoning. If necessary, I try to show them examples of this, either by speaking in another language or by showing them videos.

We need to create guidelines for the use of their [native] language, instead of banning it. By accepting, regulating, and validating a student’s use of their native language, you are creating an environment of acceptance and respect – the ideal conditions for learning a new language and feeling comfortable in their new environment.

Michelle Land is the NJTESOL/NJBE Bilingual/ESL Middle School 6-8 SIG Representative. She teaches ESL at Randolph Township Schools.

¹https://www.sciencedaily.com/releases/2012/10/121008082953.htm
²https://jpv206.wordpress.com/2014/07/11/language-learning-hurts-my-head/
³https://brainworldmagazine.com/how-your-brain-processes-language/

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Pre-Kindergarten Special Interest Group

Supporting Dual Language Learners in Pre-K

By LeighAnn Matthews

Pre-K expansion and universal pre-k remain hot topics for this new school year. The non-profit organization Pre-K Our Way continues to advocate for expansion in addition to securing significant funding in the state budget. Governor Murphy has proven his commitment and now more districts have full day, state-funded, pre-k for some, or all, 3- and 4-year-olds. The New Jersey Department of Education (NJDOE) will announce, in early October, additional districts that will receive funding to start classes in January 2019. While it is exciting news that pre-k is expanding to more and more communities, we must begin to closely examine how the needs of our young dual language learners (DLLs) are being met.

More access to pre-k for DLLs is a huge success in itself. Pre-k builds a strong foundation for current and future learning. However, there is much debate about what types of programs are best for these students who speak more than one language. We hear terms like bilingual, dual language, and push-in supports, all of which are ways to support these young children. Many districts that received state funding, including Jamesburg, Elizabeth, Princeton, Perth Amboy and Englewood, have implemented successful pre-k dual language programs. Dual language is considered one of the best ways to ensure that learners’ needs are being met as they develop their native languages while learning English at the same time. (This is why they are referred to as dual language learners.)

But, the lack of guidance is frustrating. There is an unfortunate lack of bilingual teachers in New Jersey who would be qualified to teach these young children. Many different languages are spoken in many districts. A dual language pre-k, realistically, could never be implemented at many schools even though there are DLLs who deserve that support. It might not be ideal or perfect, but it is very important to include pre-k in your schedule if you are an ESL (English as a Second Language) teacher.

Here are some ways to support the dual language learners in pre-k programs. The New Jersey Preschool Implementation Guidelines sheds light on the need to support our DLLs. On page 37, it states, Preschool classrooms should be child-centered, and teachers must incorporate practices and perspectives that celebrate the linguistic and cultural diversity of all the children to foster the positive socio-emotional development of young children (Hwa-Froelich & Vigil, 2004). It is critical that teachers provide support for children’s home language in the preschool years because it impacts the child’s basic language foundation and their ability to understand and grasp content knowledge.

Since pull out pre-k ESL would be developmentally inappropriate and services are not mandated by state code, I try to visit pre-k classrooms as often as I can to provide push in support. It might not be every day, but I do maintain a relationship with teachers and students. I keep a list of all the students who speak another language in their homes (taken from the Home Language Survey) and monitor them throughout the year. This is extremely helpful as you will get to know the students and build relationships with families all prior to Kindergarten. In the pre-k classroom, students build social language during play and centers, bring in bilingual books, songs, videos, etc. Anything done to support the home languages of the students is beneficial. Any bilingual staff members in your building may be able to help communicate with the students and families and perhaps even bring some new ideas to your attention; make an effort to get to know them.

I am excited to join forces with all of you and continue this conversation. I hope that we can work together to fight for change and do what is best for our dual language learners. If this topic interests you, NJTESOL/NJBE is co-sponsoring a symposium on Dual Language Education with a focus on pre-school – 3 on December 4, 2018 at New Jersey Principals and Supervisors Association (NJPSA) in Monroe. Check the NJTESOL/NJBE hotlist emails and website for more details and registration information for the event. I hope to meet you there.

LeighAnn Matthews is the NJTESOL/NJBE Bilingual and ESL Early Childhood Special Interest Group Representative. She is a Pre-K–5th grade ESL teacher in Highland Park Public Schools.

Resources:
NIEER Special Report: Supporting Dual Language Learners in State-Funded Preschool http://nieer.org/wp-content/uploads/2018/04/YB2017_DLL-Special-Report.pdf
Pre-K Our Way https://prekourway.org/
New Jersey Department of Education Preschool Program Implementation Guidelines https://www.nj.gov/education/ece/guide/impguidelines.pdf

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ESL Secondary Special Interest Group

Summer Prep

By Hana Prashker

Having had an intense summer (good and bad) gave me less time to prepare for the school year. I was feeling quite stressed when September 1st arrived. In addition, I am starting to teach in another district as well. This second position certainly added to the anxiety of beginning a new school year. I started to realize how much work I actually do during the summer to begin a new school year more calmly.

Since I test the newcomers in my schools, I prefer to do so at the end of the summer to create a smoother transition for everyone. The ELLs (English language learners) start their year with their appropriate schedules; then they are able to find their classrooms like their classmates. They realize that they are in the same situation as the other students and it is one less time that they feel different.

Completing the ELL profiles that I give to each teacher is also a plus. These profiles include general information about the student (native language, country, birth country, and year of entry into the U.S.), along with a short blurb with a personality description, likes/dislikes, and any other information I think is relevant. I can then discuss the WIDA Screener or ACCESS scores and how they relate to the Can Do Descriptors; we can discuss quick, easy modifications to their lessons and activities. The earlier in the year that this can happen, the better it is for everyone, students and teachers.

I also try to complete some appropriate professional development to get me thinking about the upcoming school year, either a 1-day conference or webinar. Unfortunately, this summer my best-laid plans did not come to fruition. I am feeling less excited about the beginning of the school year because of this. I often try to incorporate this new or re-learned technique/activity into my first units of the year.

Finally, I prefer to have my first unit of the year planned. Since I can potentially have the same students for 2-4 years, I always try to create (or borrow) an introductory unit about themselves and/or their countries that the students have not completed before. Reviewing the curriculum in the new district, I am uncertain if I have the flexibility to incorporate lessons like these which adds to my anxiety.

As I begin this school year with a bit of apprehension, I am excited about the professional development opportunities coming in early October in the local county chapters, as well as 4 different EdCamps taking place in October. Please check the hotlist as well as chapters for professional development opportunities near you.

Best of everything for the 2018-2019 school year.

Hana Prashker is the NJTESOL/NJBE ESL Secondary Representative and Bergen County Chapter Chair. She teaches ELLs in Dumont and Hasbrouck Heights Public Schools, Bergen County.

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Higher Education Special Interest Group

Preparing Our Students for College

By Diana Sefchik

The NJTESOL/NJBE Higher Education Special Interest Group Sub-Committee has been very active this summer. As discussed in my June 2018 article, community colleges have varied systems for placing students in ESL (English as a Second Language) and/or English classes upon entrance. Many students who exited ESL in high school often are placed in ESL classes at the community college level.

To that end, the ESL administrators from county colleges met this summer to make recommendations for cut-off scores on Accuplacer ESL to use as an alternative graduate assessment to the PARCC exam. The administrators looked at the Department of Education cut-off score of four (4) on the ESL/Write Placer exam for passing the ESL Accuplacer alternative exam.

Community colleges provide ESL classes for in-coming freshman to help the students work on academic reading, writing, and speaking/listening skills. Many students exited ESL during their high school experience and are perplexed as to why they still need ESL classes. The community colleges are very careful in further assessing students for placement. Based on accurate assessment tools, the placement of students in community college ESL is on target. I have noticed as I teach my Grammar V class and my Speaking/Listening/Pronunciation V class, the students need more preparation before they enter the mainstream English classes the following semester. The students need more work in developing academic vocabulary for speaking, reading, and writing. Background knowledge of varied subject areas still needs to be developed.

The open discussion of the placement procedures by the ESL administrators has been powerful. Scores for placement at the community colleges were reviewed and spreadsheets created. As the current different ways for placement are discussed, the realization for standardization is needed. The ESL Accuplacer Graduation sub-committee will be making recommendations for using the ESL Accuplacer as a graduation alternative for PARCC for ELLs and deciding on scores for WritePlacer and Reading Accuplacer.

The discussion of graduation assessments and placement in community college classes has led to comprehensive discussion of how further to prepare our students for their assessment journey. Discussion between community college personnel and secondary level personnel is a definite way to start the conversations. Curriculum, teaching strategies, and content are areas to be reviewed by all.

Further information about Higher Education: Congress began its work on the new reauthorization of the Higher Education Act at the end of 2017 and continues to work on it today.

The March/April 2018 Educause included four (4) skills, also competencies that community college students need in a world of continual technological change:

• Habits of Success
• Content Knowledge
• Wayfinding Abilities* and
• Creative Know How.

From Inside Higher Ed’s recent survey of college and university presidents:

• 90% believe textbooks and course materials are too expensive and
• 80% are concerned about enrollment.

EAB Enrollment Services reported that since 2010 enrollment in community colleges has declined. In 2023, high school graduates will decrease from 3.5 million to 3 million. The decline will impact the traditional age college student. From every 100 students who apply to community colleges, 56 students do not complete the process and 23 drop out their first year.

The Higher Education Newsletter by Jon Marcus of July 5, 2018, stated, “More high school grads than ever before are going to college but 1 in 5 will quit.”

The New York Times on August 2, 2018, printed an article by Scott James that discussed the “battle over immigration rattles community colleges.”

As we go through the process of looking at assessment of our students, we must remember we are all working together to help our ELLs succeed in high school. These students must have a valuable learning experience in education beyond their high school graduation.

Diana Sefchik, Higher Education SIG Representative, Adjunct at Raritan Valley Community College and Seton Hall University.

*Retrieved from:
https://er.educause.edu/articles/2018/3/creative-know-how-competencies-for-student-success-in-a-world-of-change
Belfiore, G. and Lash, D. Educause Review. (March 12, 2018.)

“Wayfinding abilities cover knowledge and capacity to successfully navigate college, career, and life opportunities and choices.”

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Parent and Community Special Interest Group

Just Think About It

By Angeline Sturgis

I recently read in Edutopia that “in a Scholastic survey, 98 percent of teachers cited family involvement and support as key to student success.” That sounds about right to me. When I meet with teachers from other districts every year at the annual NJTESOL/NJBE Conference, there is a real eagerness to hear about methods of engaging those parents, especially parents of English language learners (ELLs), so that this connection may be forged and academic progress can thrive.

Those of us who work in this field know that immigrant parents are here for a reason: a better life for their families and their children, real educational opportunity, and a chance to fulfill their version of the American Dream. What I hear from conference participants is that engaging with parents and families in meaningful ways is one of the most touching, emotional, and satisfying parts of their lives as educators. The next part of the conversation always heads in the direction of, “How can we make this happen? Where can we get the funding?”

We need to think about something. If nearly 100 percent of educators believe family engagement is the “key to student success,” why isn’t it “nearly 100 percent” funded with easily accessible money? Those of you who have been successful at forming parent groups and family relationships within your public school know that you also need to be very creative. Besides designing interesting, pertinent programs that empower your families, you also need to figure out how to pay for those things. I have been thrilled to be a part of the New Jersey Education Association’s Families and Schools Together (FAST) program for the last ten years, which allows me to design my meetings specific to my school population’s needs. FAST funds everything from dinner to homework supplies; however, most of us have to rely on local churches, community groups, county services, the generosity of local restaurants, and the ragged dark corners of our own out-of-pocket donations.

Whenever I hear of districts proudly announcing iPads for all, or Chromebooks galore, or STEM materials abounding, I convert those expenses to dollars that could be spent on family engagement. I bet I could make even a portion of that money go really far. I bet I could fund more Family Math Nights, Let’s Get Healthy and Move Nights, Parent-Child Book Clubs, as well as contests for parents who read to their children each night, classes for Adult ESL, and parenting classes, etc. You get the idea.

I think it is time to speak up to our Boards of Education at budget time. Let’s put a word in for funding parent engagement. They love to hear the words “research-based” and “proven strategy.” Well, doesn’t “98 percent of teachers cited family involvement and support as key to student success” sound like a convincing reason to add it to the budget? Just think about it.

Angeline Sturgis, NJTESOL/NJBE Parent Involvement and Community Engagement SIG ESL K-3 Eldridge Park School, Lawrence Township

Reference: 
Everette, M., (2018, September 12), Family Engagement: Making the Most of Parents’ Time at School. Edutopia. Retrieved from https://www.edutopia.org/article/making-most-parents-time-school

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Special Education Special Interest Group

Dyslexia and Our Responsibility as Language Educators

By Sonya Bertini

In 2005, after a 25-year career as an English as a Second Language (ESL)/bilingual teacher, I decided to go back to school to earn my Special Education (SPED) certification. It took three years to complete the graduate level courses, but this enabled me to embark on a career as a bilingual special educator that has proven to be both challenging and fascinating. I was motivated to pursue the SPED certification because I was concerned that my bilingual students were not receiving the services that they were entitled to by law simply because they were second language learners. I noticed too many of them, who seemingly had a disability, were not being referred. Once I was certified, I got a job as a Special Education/Bilingual/ESL teacher. I thought I would be able to service, adequately, the children in need. There was a hitch, however. I could service them only if they were identified, evaluated, and classified. I realized I was going to have to be part of that process if I wanted English language learners (ELLs) with a disability to be on the receiving end of SPED services. Back to school I went, this time to get certified as a Learning Disabilities Teacher Consultant (LDTC). For the past 6 years, I have worked as an LD, during the summer, for my school district. Every summer, I am surprised and alarmed at both the number of children that I am evaluating and the type of disability the children are consistently manifesting regardless of their status as English language learners or native speakers.

This summer I tested 22 children in four weeks. The majority of students were found eligible for SPED services and classified with a specific learning disability (SLD) due to their inability to read. Of the six ELLs I tested in their native language, three were non-readers. They were dyslexic. Sally Shaywitz, co-director of the Yale Center for Dyslexia and Creativity, states that dyslexia is the most common learning disability and affects one in five children. There is no cure for dyslexia and it has lifelong implications.

According to the International Dyslexia Association (IDA) and the National Institute of Child Health and Human Development (NICHD) as well as many state education codes, dyslexia has been defined as follows: “Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experiences that can impede the growth of vocabulary and background knowledge.” (IDA, 2002, p.1).

Shaywitz (2003) clarifies that dyslexia affects children and adults who seem to have all the factors necessary for becoming good readers such as intelligence, motivation, and reasonable reading instruction. As a result, many students suffering from dyslexia fall through the cracks. They are not identified and do not receive effective reading interventions. For the last three years, I have received three 9th grade students in my bilingual resource room language arts class who are completely illiterate. How is this possible? How have they gotten to this point not reading in school? It is unacceptable that a 15-year-old student educated in United States schools (Puerto Rico and New Jersey) cannot read a single word. The student that I am referring to had been classified SLD several years ago. I was assigned to test her as part of her 3-year re-evaluation this summer. I was dismayed to see that a child who had been receiving SPED services was still unable to read. Research has shown that unless individuals with dyslexia are instructed following a highly structured, multi-sensory program based on the Orton-Gillingham approach, they will continue to struggle with reading.

Orton-Gillingham is a systematized approach that introduced the idea of breaking reading and spelling down into smaller skills involving letters and sounds and then building on these skills over time. Its step-by-step approach is based on how children learn language. Students must master one reading skill before moving to the next. It also pioneered the multi-sensory approach to teaching reading, which is considered highly effective for teaching students with dyslexia. Instructors use sight, hearing, touch and movement to help students connect language with letters and words. There are many reading programs influenced by the Orton-Gillingham approach. These include the Barton Reading Program, the Wilson Reading System, and Reading Horizons. These programs vary somewhat but they all use a highly structured, multisensory approach.

I believe strongly that every school district should have a percentage of teachers at the elementary, middle and secondary school levels trained in the Orton-Gillingham approach. This should most definitely include ESL teachers. Students suffering from dyslexia do not benefit from more of the same. The way their brain processes information is different. Therefore, they have to be taught how to read differently than their peers. As educators responsible for delivering language instruction, we must be able to identify a child with dyslexia and provide them with the type of education they need as soon as possible.

Sonya Bertini, Special Education SIG Representative, Vineland Public School District, Vineland, NJ.

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Teacher Education Special Interest Group

Meet Lisa Rose Johnson: Your New Teacher Education SIG Rep

By Lisa Rose Johnson

Greetings, my name is Lisa Rose Johnson, Ed.D, and I am joining the NJTESOL/NJBE Executive Board as the Teacher Education Special Interest Group (SIG) Representative. I earned my doctorate degree in Special Education from Arcadia University in Glenside, Pennsylvania. For my dissertation, I collected data from professors and Generation 1.5 students on their perceptions of effective academic supports. I have presented at many national and state conferences including the NJTESOL/NJBE Conference and I am happy to serve in this role.

As for my teacher education background, I am currently employed within the Teachers of Students with Disabilities (TOSD) Program at Rowan University in Glassboro, New Jersey. Past accomplishments include being the first program coordinator of the Special Education Program at Mississippi State University’s branch campus in Meridian. While in Meridian, I oversaw the program and taught classes leading to special education and elementary degrees. I was also an adjunct faculty member at Stockton University where I taught classes related to teaching students with disabilities.I have also been contracted through the ETTC ([Southern Regional Institute and] Educational Technology Training Center ) to provide professional development in Atlantic, Cumberland, and Ocean counties.

As for classroom experience, I have worked as an elementary and middle school Special Education and ESL (English as a Second Language ) teacher in Egg Harbor Township, New Jersey, and in Ruston, Louisiana, for Lincoln Parish Public Schools. I also held volunteer positions at Kennedy Krieger Southeast Early Head Start in Baltimore, Maryland. While attending Loyola University in Baltimore, I completed my senior seminar project by collecting ethnographic data at the Maryland School for Deaf in Columbia, Maryland. Prior to that, I volunteered at the Bradley School of Brown University in East Providence, Rhode Island, and the Lillian Feinstein Elementary School at Sackett Street in Providence, Rhode Island. I also assisted in the day-to-day operations at the Rhode Island Commission for the Deaf.

My strongest passion and platform: I work tirelessly to help education personnel identify students who are Generation 1.5 and assist them in developing effective intervention plans and guidance to ensure academic success. This task is often difficult as Generation 1.5 students often do not qualify for ESL or Special Education services and experience deficits in literacy skills. They did not acquire native language literacy skills from what is spoken in the home. Many Generation 1.5 students do graduate from high school; however, they struggle after enrolling in college because their literacy skills are diminished when compared to their native English speaking peers. This lack of developing literacy skills early in life can be related to many factors that are often difficult to pinpoint and overcome. As a result of this, I fully supports bilingual education and encourage students and families to continue to read, write, speak, and listen in their native language while they are learning English.

I also wish to advocate for teacher education programs to recruit teachers who themselves were English language learners (ELLs). It is also important that teacher education programs provide classes or seminars that will assist all teachers with interventions and strategies that will allow for instruction that will best meet the unique needs of English language learners. I also encourage all teachers, teacher educators, and preservice teachers to read the Carnegie Report, “Double the Work”, which provides guidance on building academic literacy in adolescents. This article can be read by accessing it using the hyper link (https://www.carnegie.org/media/filer_public/bd/d8/bdd80ac7-fb48-4b97-b082-df8c49320acb/ccny_report_2007_double.pdf).

I am an active member of NJTESOL/NJBE and have provided professional development and service to NJTESOL/NJBE for many years. I have worked to assist educators with completing a Reflective Interpretive Inquiry (RIQ) that was developed by Etta Hollins as part of an institutional or self-study that can be done as part of a professional learning community. I have worked with teachers to develop student centered activities that allow for inquiry and have taught ESL and Special Education teachers to use writing frames to increase writing output. Additionally, I have collected data and assisted ESL teachers in New Jersey by implementing the Friend and Cook Co-Teaching Models for push-in ESL and regular education teachers. My most recent research projects involve trauma informed curriculum and helping teachers to develop effective Student Growth Objectives (SGOs). I look forward to serving on the executive board where I will support teacher educators, as well as preservice and currently employed ESL teachers in New Jersey. If you have any questions, please feel free to reach out to me on Twitter @johnsonlisarose.

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