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Case: Was there more than a language barrier? Mr. Henderson is a third grade teacher in an elementary school located in a rural area near a large city in Texas. He has been teaching third grade in this small school setting for six years. His classroom is usually comprised of local students who live in the nearby farming community. Occasionally the established ranchers there hire migrant workers who move into the area for seasonal employment. It is common for these laborers to bring their families with them and enroll their children in school. Mr. Henderson has always met the challenges he faces when these students come into his classroom to join the other third graders. Often, these migrant workers and their families move into this friendly rural community with little or no knowledge of the English language. If the laborers are coming from nearby Mexico, Spanish is usually the only language they have been exposed to. After a few years of studying the Spanish language and culture, Mr. Henderson feel prepared and confident when communicating with the migrant students and their parents. Mr. Henderson feels proud of his accomplishments when he recalls his past few years of academically reaching ESL (English as a Second Language) students. He only regrets one experience he encountered involving an ESL student, Jorge. This young man moved into the community with his parents and siblings for a two year period. Jorge seemed to enjoy his new environment in Mr. Henderson's classroom. However, Jorge was not at all interested in school work or learning the English language. He constantly drew beautiful pictures of fancy cars. He loved classic automobiles as well as all kinds of race cars. Mr. Henderson felt like he could not compete for Jorge's undivided attention when it came to cars. Mr. Henderson was very impressed with Jorge's drawings but was frustrated when Jorge put one hundred percent of his efforts into his car art work. Mr. Henderson worked all school year to teach the curriculum to all of his students, including the ESL students. Jorge seemed to be an exception to the rule when it came to Mr. Henderson's teaching experiences. Jorge was the only student who Mr. Henderson felt had slipped through the cracks of third grade. Questions: 1. Was there more than a language barrier between Mr. Henderson and Jorge? 2. How could Mr. Henderson direct Jorge's attention toward the third grade curriculum? 3. How could Howard Gardner's Theory about Multiple Intelligences assist Mr. Henderson? Solution: (Rates are posted for this solution!) 1) The is a difficult language barrier between Mr. Henderson and Jorge. They both speak different languages and it is hard for them to communicate. However, there is also a problem with Mr. Henderson not holding Jorges attention or engaging him in the activities. Jorge is more focused on the fancy cars and drawings then he is on his school work. 2) To engage Jorge in the class discussions Mr Henderson could talk about things that intrest his student such as cars. He could teach the subjects and incoorporate cars and drawings into them. This way Jorge will pay attention because it is something he is interested in and enjoys talking about. 3)Mr. Henderson could research and find other ways to teach and get each and every student engaged. He can find ways that every student will successfully learn the materials he is teaching. THe Howard Gardner's Theory suggests that students learn and think in sdifferent ways. They understand and process things differently. Therefore, Mr. Henderson needs to figure out a way to be an asset and benefit every students learning ability. |
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