160. I had the privilege of attending your sessions at the very first ESL Graduate Academy at the Tyson facility in Russellville about 6 years ago and then later at a demonstration for educators in DeQueen. Since then I've received my ESL endorsement and have been employed as an ESL teacher for grades K-12 in the second largest school district in Arkansas. We have a significant LM population but only a small number of LEP students (approx. 75) scattered around the district; thus only 3 ESL teachers travel to certain schools and "pull-out" students for services.  I'm currently working on my thesis for a masters degree in second languages and need some advice on using videotape in the regular classroom to improve instruction. At this point I haven't talked to Dr. Andre L. Guerrero because I want to finish my research first.

There are no problems in terms of videotaping the teacher while teaching. The problem comes in when videotaping the students. Parents must sign their consent to the videotaping of their students, and I am sure your district has very strict guidelines on what it would accept for you to videotape. However, if your question has to do with the use of videotapes in science or health or other content area classes, then I can provide some guidance, and even advice!! So here it is!!!!

Videotapes about content area concepts or topics are in English. Thus, before any LEP student is exposed to the videotape for instructional purposes, the traveling ESL teacher could 

(1) review the videotape to develop vocabulary lessons to be introduced BEFORE the LEP student(s) watch the videotape in their regular content area classes.

(2) provide vocabulary lists to the LEP student(s), with the new vocabulary words in the videotape organized into meaning categories, and to the regular content area teacher(s) so that these teachers introduce and practice the new vocabulary and the corresponding concepts BEFORE the LEP student(s) watch the videotape in their regular content area classes.

(3) preview the videotape with the LEP student(s) AFTER (1) and (2) above, and BEFORE the LEP student(s) attend the regular content area class in which the videotape will be shown.  There is no point in just showing a videotape in any class (Remember that the English-Only speakers may not know either many of the new vocabulary words presented in the videotape.  Learning content areas implies mastering the technical language of the content areas, and English-Only students need as much content area language development as LEP students!!)

Watching a videotape with many new vocabulary words may be just as frustrating as reading a new book with many new vocabulary words!!! And may NOT accomplish its intended purpose of teaching content area concepts and key ideas.

I think your questions is outstanding and very important because, unfortunately on too many occasions, students watch a movie or sit in front of a computer program and THEY DO NOT UNDERSTAND MOST OF WHAT THEY HEAR OR SEE!!! There is no preparation for such types of instructional activities and without preparation, the activity may not help reach the intended educational goals.

Meantime, KEEP ME POSTED on your research!!! Sounds very interesting.

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net