BARBARA ERNSTER- WASHINGTON HIGH SCHOOL

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BARBARA ERNSTER- WASHINGTON HIGH SCHOOL
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Biography

• Name Barbara Ernster
• School Washington HS/ELL American Literature
• Family
• Husband-Dennis Ernster
• Children Mark (ELL teacher WHS), Mike, Chris,
  David
• Education
• Bachelor Arts USF- Elementary/MS education
• Masters-Reading USF
• Praxis exam in HS American Literature composition
• Experience
• 17 years as 9-12 grade ELL teacher at WHS
• 2 years of teaching in Australia
• 2 years as Reading Specialist at Cathedral Jr.
  High School
• Elementary school substitute in SFSD for 4 years

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Interview questions and answersBarb Ernster

• According to Stritikus (2002), Proposition 227
  presents a challenge to the idea that no other
  language besides English has a valuable place in
  the education of diverse students (p.10) what
  kind of effect do you think this has on the ELL
  students at Washington High School?
• Mrs. Ernster The United States is the only
  country that has such policy where English is
  label as the national language. I dont think
  that this is fair as students need their native
  language in order to get through what we call
  The Survival Stage. At Washington high school
  and in the ELL program we allow for students to
  speak their native language among each other. The
  only stipulation is that when the class begins,
  that English is the only language spoken in the
  classroom. There are not too many problems
  following this rule as most ELL students are
  eager and self motivators.
• 2. In an article written by Coulby, Gundara,
  Jones, (1997), they state that children learn
  the concepts of their host society best in their
  native language (p.192) do you agree with this
  comment? Why or why not?
• Mrs. Ernster The ELL programs in the Sioux Falls
  school district are more like emergent programs.
  It is not a bilingual type of setting but
  everyone is expected to learn and speak the
  English language. There are times when teachers
  in the emergent program use the students native
  language in order to assist the student. There is
  a strong support team in place at WHS for
  students that encourages for them to maintain
  their native tongues.

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• 3. According to (Bourne Reid, 2003, p.25), ELL
  students transition into mainstream classrooms
  are best supported by preparing them for the
  language of the school subjects curricula. What
  are your expectations for ELL students while they
  are attending mainstream classes?
• Mrs. Ernster I feel that vocabulary is the most
  important skill that can help ELL students.
  Teaching oral skills is a lot easier and more
  helpful for students that are just learning the
  English language. Comprehension has always been
  the biggest challenge for the student. My goal is
  to the get the student ready to learn in a
  mainstream class setting. There are different
  levels of English comprehension in the ELL
  program but we have mentors that can work
  one-on-one with the students. I also incorporate
  group activity into the lesson plan where I use
  more advanced students as mentors. Another
  technique that I use is to float around the room
  and assist the lower level students.
• 4. An article written by (Klingner Artiles,
  2006, p. 387) indicates that ELL students tend to
  be either under or over identified for Special
  Education services. One of their finding was that
  ELL students learning characteristics in many
  ways parallel those for student with Learning
  Disorders. How does the school district of Sioux
  Falls guard against this issue? Are there
  multiple ways to test or identify students
  needs?
• Mrs. Ernster There is a time frame for SPED
  eligibility and qualification for ELL students.
  This is a huge and an important issue right now
  in the Sioux Falls school district. The
  guidelines read that a student has to reside in
  the United States for at least one year before he
  or she is tested for SPED services. There is
  also a student assisting team that is made up of
  teachers, principal, and supporting staff. The
  primary responsibility of this team is
  pre-testing the student prior to making referral
  for SPED services. This is a very strong support
  system for the ELL students at Washington.

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• 5. (Klingner, Artiles, 2006, p. 387) list the
  learners social cultural environment, language
  proficient in their native language, and attitude
  toward the first and second language as critical
  determination in learning the English language.
• What do you believe are the main factors that
  determine second language acquisition?
• Mrs. Ernster The biggest influence is the
  culture where they are living. If a student is
  expose to the English language at home then the
  learning process is going to be quicker. If the
  student is also working outside the home, then
  English acquisition is going to be influenced.
  We encourage involvement of ELL students in after
  school activities. Before the numbers of students
  in our program were so high, we used to involve
  many American cultural activities so the student
  can benefit.
• 6. According to (Newsome, Figueroa, 2006, p. 207)
  to measure whether an ELL student is in need of
  SPED services, there is a need for the test to be
  administered in the students native language.
• Is this concept practiced in the Sioux Falls
  school district?
• Mrs. Ernster This is not the case at Washington
  and I dont think in any ELL program in the
  district. We try to have an interpreter available
  but is does not always happen as it is not
  mandatory. During testing pictures and
  illustrations are constantly used to help the
  student grasp a better understanding of the
  material.

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• 7. In a study conducted by (Newsome, Figueroa,
  2006, p. 209), they noted that 13 out of 19 IEP
  teams indicated that when testing ELL students
  for SPED eligibility that the test was not
  administered in the pupils primary language. How
  important is this when doing assessment of ELL
  students for SPED services?
• Mrs. Ernster This is not mandatory in our ELL
  program but an interpreter must be available for
  students that are younger than18 years old (at
  the students request). On the other hand,
  interpreter services are not an obligation for
  students that are 18 years old or older.
• 8. In the same study (Newsome, Figueroa, 2006, p.
  211), found that19 out of 19 test administrators
  stated that there was no assessment or
  understanding available of the students
  cognitive limitations in his native language
  prior to testing. Could this be a factor when
  determining SPED eligibility?
• Mrs. Ernster There is no prior written testing
  in the students native language before entering
  the ELL program . Oral examination is used at the
  family emergent center in order to assess initial
  level of comprehension.
• 9. In an article written by (Tedjasuksmana, Yappy
  2006, p. 54), transferring refers to applying
  prior knowledge either from native language or
  one aspect of the new language to facilitate
  knowledge in the targeted language. Have you
  observed this in your classroom and what may be
  some factors that contributes to this phenomenon?
• Mrs. Ernster This a very common practice used
  by the students in our classroom thus making test
  taking and completion more difficult. A lot of
  students use the dictionary for assistant. In our
  ELL program we try to write and administer
  classes and tests material with the students
  level of comprehension in mind.

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• 10. (Lopez-Robertson, 2006, p. 388), states that
  ELL students are better learners when their
  family feels like they are part of the classroom
  community.
• How do you encourage family involvement
  especially when there is a language barrier
  between you and the parents?
• Mrs. Ernster This is difficult as many parents
  have night work schedules. John Morrell has a
  program where they pay the parent of the students
  in if they attend teachers conferences but we
  are still not seeing many parents. I think that
  many parents feel that if they are coming to
  school it means that their child is in trouble.
  Language barrier is another concern for parents.
  A lot of time, student end up being their own
  interpreter.
• 11. Lopez-Robertson (2006) was quoted as stating
  that children should not go to school with the
  fear of getting in trouble for using their home
  language (P.389) how much of this do you allow
  in your classroom and how do you make it
  productive?
• Mrs. Ernster I have a rule indicating that once
  the period begins, English is the only language
  spoken in the classroom. This rule is also
  enforced by the other teachers in regular
  classrooms.

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• 12. According to a research conducted by
  (Lakshmanan Selinker, 2001, p. 397), ELL
  students can go through a silent period during
  which there may be passive attainment of the
  language but they do not produce any vocal
  expression. Have you observed this in your
  classroom?
• Mrs. Ernster There was a student that went
  through a silent period for most of the school
  year. I couldnt believe the high scores on his
  proficiency tests. The silent period can vary
  with different students. Some factors that may
  affect this is level of shyness, the students
  character and family background. I found out that
  silent students are very talented in other areas
  outside of the classroom.
• 13. In an article written by (Gándara, Jolly,
  Driscol, 2005, p.6), Elementary ELL teachers
  indicated that the inability to communicate with
  parents was their biggest challenge. While
  secondary grade teachers identified that
  communicating with ELL students as their greatest
  challenge.
• What are some of the major challenges that you
  face as an ELL teacher?
• Mrs. Ernster I have very little contact with
  parents. Most of my communication is with the
  student and I find out that most are self
  motivated and want to finish high school and
  further their education. I try to help them set
  realistic goals. The counselors, the regular
  teachers, and the ELL staff try to guide them
  through this process.

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• 14. According to (Gándara et al. 2005, p.7), not
  having sufficient time in a class period was
  indicated by ELL teachers as one of their main
  concerns. How do you prioritize what to teach
  ELL students for that particular day especially
  when time is of essence?
• Mrs. Ernster My main concern is to get the
  student tested out of ELL. The Dakota English
  Language Proficiency is the measurement used to
  test the student. If a student scores a 3 on the
  ELPT then he must be registered in at least 2 ELL
  classes. If the score is 4 then the student must
  be registered in at least 1 ELL class. The
  student test out of ELL with a score of 5 but
  they must maintain that score for 2 consecutive
  years while attending mainstream classes. I like
  challenging the counselors and teachers to
  provide services for these students even after
  they are out of the ELL program.
• 15. What has been the impact of No Child Left
  Behind on you and your ELL students? Note- There
  was no references cited as this is just a
  personal question!
• Mrs. Ernster I think that the level of English
  comprehension must be tested on all students when
  entering any school system in the United States.
  I do not agree in testing everyone on proficiency
  (Dakota Step) regardless of their education
  experience. I feel that trying to condense
  everything into a 3 year school experience is not
  fair when everyones cultural background is so
  different.

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• 16. (Gándara et al. 2005, p.9), state that Some
  ELL teachers find it helpful if new students to
  the district had some kind of preliminary
  assessment to see at what grade level they are
  comprehending.
• With so many ELL students coming from so many
  developing countries, do you find documentation
  or lack there of a major problem in identifying
  academic level or even age of student?
• Mrs. Ernster There are many times when there are
  no records of their age or academic background.
  I do testing to see their level of understanding
  and try to connect the student to the right
  setting. I can make referrals to our reading
  program where the student spent 4 semesters
  focusing more on reading
• 17. Where do you see the future of the ELL
  program at Washington high school?
• Note- There was no references cited as this is
  just a personal question!
• Mrs. Ernster The ELL program at Washington keeps
  growing. We are in need of more support as
  resources have been gradually pulled away from
  the program. Sometime I play the role of teacher,
  mother, counselor and a friend but over the
  years I have learned to set my own limits. We
  need to connect family members to act as mentors
  to bond with the student. I have also noticed
  that parents are more involved with their
  childrens education. Parent View on our
  district's computer system has been very helpful
  for the parents, students and teachers.

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ARLENE SCHNEIDER- WHITTIER MIDDLE SCHOOL
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Biography

• Arlene Schneider
• Family
• Husband- Otto Schneider
• Son- Russ 27
• Daughter- Beth 24- Beth (elementary sped student
  at Augustana)
• Hometown Devils Lake, ND
• Education
• Elementary SPED- (Minot State University-1974)
• Masters degree in SPED (Augustana College 1989)
• ELL endorsement- South Dakota State university
• Experience
• Linton HS- SPED (Linton, ND)
• Emerson School- self contained SPED school
• Jefferson Elementary- Regular ED (3rd- 4th)
• John Harris- Elementary SPED
• Whittier- SPED (1990-2000).
• Whittier- ELL LA/reading teacher 2000-present-

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Interview questions and answersArlene Schneider

• According to Stritikus (2002), Proposition 227
  presents a challenge to the idea that no other
  language besides English has a valuable place in
  the education of diverse students (p.10) what
  kind of effect do you think this has on the ELL
  students at Whittier Middle School?
• Mrs. Schneider
• I dont want my students to loose their primary
  language. I allow for them to use their language
  to help other students or during social time.
  However, during instruction time English is the
  only language allowed in the classroom. Mrs.
  Schneider stated that It has not been a problem
  implementing this rule.
• 2. In an article written by Coulby, Gundara,
  Jones, (1997), they state that children learn
  the concepts of their host society best in their
  native language (p.192) do you agree with this
  comment? Why or why not?
• Mrs. Schneider Mrs. Schneider- If I was
  bilingual I would use other languages to the best
  benefit of the student and for guidance!
• 3. According to (Bourne Reid, 2003, p.25), ELL
  students transition into mainstream classrooms
  are best supported by preparing them for the
  language of the school subjects curricula. What
  are your expectations for ELL students while they
  are attending mainstream classes?
• Mrs. Schneider Standards wants us to teach
  content but my main goal is to get the student to
  write, read, and speak the language.
  Comprehending content is secondary in my
  classroom. With six graders I concentrate mainly
  on speech and with eight graders more on reading
  and writing.

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• 4. An article written by (Klingner Artiles,
  2006, p. 387) indicates that ELL students tend to
  be either under or over identified for Special
  Education services. One of their finding was that
  ELL students learning characteristics in many
  ways parallel those for student with Learning
  Disorders. How does the school district of Sioux
  Falls guard against this issue? Are there
  multiple ways to test or identify students
  needs?
• Mrs. Schneider
• Two years ago the district claimed that ELL
  students were under represented into SPED
  services. Presently they are stating that ELL
  students are overly represented in SPED. I tend
  to referred students that have been in the United
  States for a long period of time (at least 2
  years) and is not making any progress. I made a
  referral of a student that has been residing in
  the US for 6-7 years and showed minimal progress
  in English acquisition.
• 5. (Klingner, Artiles, 2006, p. 387) list the
  learners social cultural environment, language
  proficient in their native language, and attitude
  toward the first and second language as critical
  determination in learning the English language.
  What do you believe are the main factors that
  determine second language acquisition?
• Mrs. Schneider
• Exposure to the language and whether the family
  speaks or promote the language. Economic
  background plays a big role as well. Most of my
  students are from refugee camps with little or
  sporadic education. The students that are from
  Russian countries for the most part have had
  prior formal education, and their progress is
  faster. For students to progress, they need to
  get out into the community and practice what they
  learn in the classroom through visual help.

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• 6. According to (Newsome, Figueroa, 2006, p. 207)
  to measure whether an ELL student is in need of
  SPED services, there is a need for the test to be
  administered in the students native language.
• Is this concept practiced in the Sioux Falls
  school district?
• Mrs. Schneider
• All testing or assessments are written in English
  but the student may use the assistance of
  interpreters when getting tested. I rely a lot
  on school liaisons. The make the connection
  between the school and the home environment a lot
  smoother.
• 7. In a study conducted by (Newsome, Figueroa,
  2006, p. 209), they noted that 13 out of 19 IEP
  teams indicated that when testing ELL students
  for SPED eligibility that the test was not
  administered in the pupils primary language. How
  important is this when doing assessment of ELL
  students for SPED services?
• Mrs. Schneider The text would not be written in
  the students language but the verbal part would
  translated by an interpreter.
• 8. In the same study (Newsome, Figueroa, 2006, p.
  211), found that19 out of 19 test administrators
  stated that there was no assessment or
  understanding available of the students
  cognitive limitations in his native language
  prior to testing. Could this be a factor when
  determining SPED eligibility?
• Mrs. Schneider It is a hit or miss on getting
  records of prior education on most students from
  Africa. My biggest concern is knowing if there is
  a history of English learning prior to coming to
  our district.

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• 9. In an article written by (Tedjasuksmana, Yappy
  2006, p. 54), transferring refers to applying
  prior knowledge either from native language or
  one aspect of the new language to facilitate
  knowledge in the targeted language. Have you
  observed this in your classroom and what may be
  some factors that contributes to this phenomenon?
• Mrs. Schneider Sometime I have observed Spanish
  speaking students trying to make the connection
  as there is some familiarity with both
  languages. However, this is not the case with
  most students from African or Russian countries.
• 10. (Lopez-Robertson, 2006, p. 388), states that
  ELL students are better learners when their
  family feels like they are part of the classroom
  community.
• How do you encourage family involvement
  especially when there is a language barrier
  between you and the parents?
• Mrs. Schneider
• During the fall, we try to get parents to
  conferences or to at least see the building. We
  try to make connections with the parents about
  the students academic life and use it to assist
  the student. Getting parents to school has been
  difficult to work language barriers, work
  schedules and transportation. There is a
  significant difference in academic stride for
  those students who parents are involved but there
  one think in common about most parents and that
  is that they all want the best for their
  children.
• 11. Lopez-Robertson (2006) was quoted as stating
  that children should not go to school with the
  fear of getting in trouble for using their home
  language (P.389) how much of this do you allow
  in your classroom and how do you make it
  productive?
• Mrs. Schneider
• I never want a student to feel fearful of using
  their language. Other teachers may reprimand ELL
  students when they feel like it is used in a
  negative communication. Most teachers encourage
  the use of their primary language as long as it
  is used to help the student.

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• 12. According to a research conducted by
  (Lakshmanan Selinker, 2001, p. 397), ELL
  students can go through a silent period during
  which there may be passive attainment of the
  language but they do not produce any vocal
  expression. Have you observed this in your
  classroom?
• Mrs. Schneider
• The Silent period is very common and it varies
  with students. Some students just dont feel
  comfortable in trying to speak a different
  language. There was a Spanish speaking student
  that refused to verbalize anything but she
  comprehend almost everything to her ability. In
  my experience I have noticed that most beginners
  ELL students are very verbal because that is the
  part of the language that they feel most
  comfortable with.
• 13. In an article written by (Gándara, Jolly,
  Driscol, 2005, p.6), Elementary ELL teachers
  indicated that the inability to communicate with
  parents was their biggest challenge. While
  secondary grade teachers identified that
  communicating with ELL students as their greatest
  challenge.
• What are some of the major challenges that you
  face as an ELL teacher?
• Mrs. Schneider
• Connecting with the parents and family members
  has been the most difficult task for me. I have
  no problem connecting and communicating with
  students. I used the school liaison to find out
  if any family member speaks English and when I
  make that connection I can start a dialogue with
  them.
• 14. According to (Gándara et al. 2005, p.7), not
  having sufficient time in a class period was
  indicated by ELL teachers as one of their main
  concerns. How do you prioritize what to teach
  ELL students for that particular day especially
  when time is of essence?
• Mrs. Schneider I rely heavily in other ELL
  teachers at Whittier for support. The number of
  students out weights the numbers of teachers (7
  ELL teachers). There is a need for more ELL
  teachers in our program.

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• 15. What has been the impact of No Child Left
  Behind (NCLB) on you and your ELL students?
  Note- There was no references cited as this is
  just a personal question!
• Mrs. Schneider
• NCLB does not interfere with my teaching. I
  teach the students where they currently are in
  their learning. I do not think much about the
  testing as I try to focus on teaching. My main
  goal is to see progress in every student.
• 16. (Gándara et al. 2005, p.9), state that Some
  ELL teachers find it helpful if new students to
  the district had some kind of preliminary
  assessment to see at what grade level they are
  comprehending.
• With so many ELL students coming from so many
  developing countries, do you find documentation
  or lack there of a major problem in identifying
  academic level or even age of student?
• Mrs. Schneider
• A lot of time there is no documentation. We just
  go by the information that they bring with them
  (if any). Most of the information that we gather
  especially from students from African nations is
  by word of mouth. Hence the make up of a lot of
  individual birthdates
• I would like to see a formal procedure in place
  where students transition from elementary,
  middle school, and high school are registered.
  The district should mandate a written evaluation
  of their progress (a portfolio). Currently there
  are no set guidelines and we have to use ELL
  scores and report cards for initial evaluations.

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• 17. Where do you see the future of the ELL
  program at Whittier Middle School?
• Note- There was no references cited as this is
  just a personal question!
• Mrs. Schneider
• There will always be a need for ELL shelter
  classes. I feel that new teachers that are coming
  out of college will have more background on ELL
  and its culture. I feel that the more the
  student can bring to his classroom experience the
  better he can make the connection. One policy
  that has benefited ELL students has been that an
  ELL cannot flunk a class if he is trying his or
  her best and the material is at their level of
  comprehension. I feel that this is way of
  monitoring all teachers and making sure that they
  are working with all ELL students. It is a
  judgment call by the teacher when deciding if the
  material is at the level or not.

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Summaries

• I doing my research and interviews, I have
  learned that the Sioux Falls school district is
  meeting its ELL standards both at the high school
  and middle school level. I also learned that one
  of the primary job of an ELL teacher is to be an
  advocate for their students. Always finding
  resources in order to enhance their learning
  experience and environment for the students.
• Through the interviews I learned how passionate
  both teachers are towards their profession and
  the amount of experience that it takes to get to
  their level of excellence.
• Through both my readings and the interviews, I
  have learned that ELL education has come a long
  ways since my days as an ELL student. The
  terminologies and the concepts that are used in
  ELL programs have changed drastically and the
  stigma that was once apparent seems to have
  diminish. Not by design but through trial and
  error I also learned some of the differences
  between ELL and bilingual education. Although
  English language acquisition is the final goal
  for both, policies and laws differ. Through my
  readings and interviews I sensed that ELL does
  not have some of the restrictions and stigmas
  that seem to be attached to bilingual education.

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• Through this project I have also learned that
  family and home environment plays a major role in
  the lives or ELL students. Where family
  involvement is beneficial for a regular education
  student, it is vital for an ELL student. Without
  it the experience will be limited.
• Through interviewing Mrs. Schneider, I found out
  that once a student test out of ELL, he or she
  must maintain a passing grade for two consecutive
  years in English proficiency examination. By
  interviewing both teachers I found that the need
  for ELL resources and teachers is immense. They
  both expressed concern that there is a need for
  more mentor assistance and more connection
  between the family and the school system.
• By listening to both teachers I learned that as a
  generalization, ELL students from most African
  nations have the most difficulties adapting and
  obtaining English language skills. One of the
  main reason is the lack of formal education by
  most of these students and another is that many
  African languages have no connection or
  resemblance to the English language.

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How has my point of view changed?

• I have a new understanding of some of the
  challenges that are faced by ELL teachers. I am
  also ware now that ELL teachers do not
  necessarily need to know a students native
  language in order to be successful. That was one
  of the misconceptions that I had coming into the
  interviews. What I learned is that the dedication
  and the passion displayed by both teachers is a
  must in this field.
• After talking to both teachers, I can honestly
  state that ELL education seems to be a very
  rewarding field. Both teachers expressed some of
  the challenges that they face but you can also
  sense the gratification when talking about their
  students.
• After completing this project I have a better
  understanding of ELL education but better yet I
  have now acquired an interest in this field.
  Perhaps, pursuing and gaining ELL training and
  experience is something that I may pursue in the
  future. Note- I worked in the ELL program at
  Washington High School for two years under Mrs.
  Ernster but I cannot say that I viewed ELL
  education the same way as I do today.

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Compare/contrast both interviews

• Comparison
• Goals- Their main goal is to have students test
  out of ELL and move on to mainstream schedules
• Resources- Both expressed that they lack
  resources (including staff)
• Teaching- Both teachers stated that they do not
  let policies and regulations interfere with the
  students learning
• Students- They both stressed the point that they
  teach according to the students level of learning
• Attitude- Both teachers seemed genuinely
  passionate about their students
• Time- Both teachers spend a significant amount of
  (non-required) time outside of the classroom in
  order to help their students
• Styles- Similar styles in their thinking and in
  their approach on teaching ELL students. They
  both encourage, exhibit and promote ELL students
  culture, language and background in their
  classroom.

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• Contrast
• Through the interview experiences I did not find
  many differences in their approach and in their
  teaching philosophies. I believe that it was
  difficult to gauge any differences with just an
  interview format. Maybe by observing them in the
  actual class setting with the students then I can
  answer this question better. Both teachers were
  very informative and enthusiastic when conducting
  the interviews. They were both positive and
  optimistic about the future of ELL education.
• The only significant difference that I noticed
  was that Mrs. Schneider elaborated more on the
  fact that African students have a different
  learning ELL experience than other students. Most
  of it has to do with lack of prior education.
  Mrs. Schneider also spent more time talking about
  students behavior being a factor in their
  progress.

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Variables

• The fact that both teacher were very compatible
  in their answers can be attributed to many
  factors
• Mrs. Schneider and Mrs. Ernster are almost the
  same age
• They are both married and their children are
  almost the same age
• Whittier is a school that is somewhat of a feeder
  to Washington High School and curriculums are
  compatible
• The demography of ELL students are almost
  identical in both schools
• I think that Mrs. Schneider spent more time
  talking about behavior due to her prior education
  and experience in Special Education
• Both teachers were very informative due to their
  experiences and longevity in the ELL field.

26
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