I interviewed a Navajo Bilingual teacher.

ELL/ESL/Bilingual Teacher

How would you describe your ELL/ESL/bilingual program model?

Our bilingual program for our school is a heritage language program, but since our Navajo language is slowly being less used we are more of a Language Revitalization .

What is your philosophy of teaching?

My teaching philosophy is that learning never ends. If teachers put their minds into teaching by trying all ways, they would provide an opportunity filled with knowledge for students to carry on.

What is your philosophy of classroom management?

I use cultural norms in my Navajo Bilingual classes and PAX behavior management. I teach about our cultures so I am able to express to my students that we should behave the way grandmothers have been teaching for years.

What are issues facing you as a ELL/ESL/Bilingual teacher?

I am faced with many issues but the two main issues that stand out are the low academic level Native American student’s status according to statistics across the board. Another issue is the efforts of trying to save our language in a school setting, where there is lack of support from the schools, community, and parents.

What are issues facing students in your program?

Students are faced with educational dilemma where the achievement gap is increasing and the future for these students will be a struggle.

How could ELL/ESL/Bilingual programs be more effective for your students?

The program will be more effective, the parents and extended families members were supportive by actively speaking the Navajo language at home. This school could motivate the students to do better in school if their Native language and culture were appreciated by their teachers.

Share a little background of yourself, please (schooling, teaching experiences, achievements, degrees, etc.)

I have been in education since the 1997. I attended several colleges and universities to get my license to teach at the Elementary level. I had to become literate in Navajo language, which was very interesting. Now, I am able to do more research on the language and status of the language.

Classroom Observation

1) What is the “feel” of instruction/learning in the classroom? Tense, active, relaxed, enjoyable, comfortable, etc.? Why do you think this is the case, at least at this point in time?

The learning environment in the classroom is enjoyable and comfortable. The students are relaxed as well as the teacher. In her classroom, all students have participation sitting rules, procedures, and expectations. They have everything labeled both in English and Navajo which allow students to feel welcomed. The teacher connects with the students culturally and academically which I believe helps students to grow in both aspects.

2) What appears to be the relationship between the teacher and the students?

The relationship between teacher and the students is a friendly environment but we have classroom procedures and rules that are well known by students. Students know their teacher’s expectations, they share good background knowledge and share experiences some with humor others with more academic oriented setting.

3) How interested are the students in the content or learning materials? How do you know?

They are learning about Native American history as a preview to the Native American Heritage month coming in November. They are also learning sentence structure in both English and Navajo, and nouns, verbs, numbers and the alphabet in Diné Language.

4) How is instruction related to students’ real-life experiences, interests, or needs?

The connection made through their language and culture reflect students desire to continue to learning their language and not let it become obsolete. I enjoyed how they interact in both English and Navajo (Diné) languages. They talk about their grandparent’s stories, traditions, and beliefs making the class interesting.

5) In what ways does the teacher adapt instruction/materials to address students’ needs and strengths?

The teacher creates a Bilingual Calendar which includes curriculum for a regular classroom. This is a requirement by the multicultural office. Every grade level curriculum is combined with the Navajo Bilingual curriculum. She teaches Language Arts, Science, math, Social Studies in short 45 minute sessions (minus 10 minutes if their classrooms are far away from the portable she is at) each day with them.

6) How would you describe the demographics of the students (age range, ethnic groups, gender, new or returning, primary language, etc.?

It is a Navajo Bilingual Classroom and there is a small percentage of students that are fluent Diné speakers. Most of their students are returning students they have an equal number of girls and boys. A few of her students can understand their language but do not speak it or read it while others can read some things.

7) What is the overall management style (organization of time/space/ resources, expectations of students’ responsibility and behavior)? What works well, and why?

Both Mrs. Ramone and her educational right-hand lady, who also has a Bachelor in Education, have great classroom management. The students and teachers have a great connection culturally. Many students will not look at an adult face directly and things like that. Both Spanish and Navajo Bilingual classes are working with students registered in their program who need extra support, they do Push-In. In addition, I learned about how they have been helping a student that is not in their homeroom because of his/her culture.

8) Describe or sketch the physical environment of the classroom below (seating, supplies and equipment, work areas, lighting, etc.)

The classroom seems open, clean, and with a great learning atmosphere. The classroom has round tables with assigned seating and the classroom lighting is good. There is nothing blocking students view from the white board and work areas are clear of cluster. Students have Vocabulary words in their language as well as a board with the calendar, numbers 1-100, and DLO: Daily Learning Objectives. Students have writing supplies well labeled as well as quarterly goals.