Vlog #2: English Language Learner Interview

 

Hello everyone, welcome back to my Vlog!

For today's vlog, I was lucky enough to interview Ahmed, a dear colleague who learned English as a second language in the United States. 

Through our conversation, I gained valuable insight into his cultural background and personal experiences with language learning.

To begin, Ahmed grew up in a household where he spoke both English and Urdu. His mom, an educator in the United States, naturally talked to him in English, while other family members primarily communicated with him in Urdu. This balanced exposure allowed Ahmed to develop proficiency in both languages simultaneously. He believes that this linguistic foundation not only strengthened his communication skills but also helped him retain both languages fluently. Academically, this bilingual environment gave him an advantage in learning other subjects and effectively communicating with English-speaking peers and teachers. 

Another key factor that Ahmed believed helped him master the English language was his love for movies and books! He stated that watching and re-enacting dialogue from his top movies, was a way that he would practice pronunciation, and expand his vocabulary, and writing. This encounter directly aligns with Wright's perspective on the impact of environmental factors on language acquisition. Wright emphasizes that media, including television, social media, books, and community engagement, plays a major role in helping ELLs develop language skills. Ahmed's experience serves as a strong example of how exposure to English in meaningful, real-world contexts can accelerate language learning. 

This idea immediately led me to discover the effectiveness of bilingualism and how it can greatly impact diverse students' learning. Ahmed's perception of bilingualism would lead me to tie in the concept on Wright's idea of bilingualism which is mentioned in the Foundations for Teaching English Language Learner: Research, Theory, Policy, and Practice book, "When ELLs are provided with the opportunity to develop their native language alongside English, they benefit cognitively, linguistically, and academically. Strong home language skills provide a foundation for learning English and for overall academic success." (Wright, 2015). 

As we further into Ahmed's experience in a classroom setting, an essential asset that he can recall being a big part of his English learning journey was the implementation of visual aids. This included visual aids such as graphic organizers, pictures, diagrams, and vocabulary supports. This would help Ahmed retain information easily and grasp ideas effectively. Just as Wright would disclose, he believed that visuals support comprehension and engagement activities which helped English language learners retain knowledge through memory retention.

In conclusion, Ahmed's experience is a prime example of why it is crucial to gather this information from students and families as it is data that will help teachers tailor instruction for students' needs. This will help teachers create a classroom that will support and value students from different cultures and who speak different languages. This is evidence that proves that all sorts of approaches, strategies, and supports can go a long way and make learning engaging and understandable. Ahmed's experience surely aligned with Wright's beliefs and theories as it highlights the importance of an inclusive classroom for all learners.

Thank you! 

Sources: 

Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia: Caslon Publishing.