Vlog 2

After interviewing my friend, I gained a deeper understanding of what it was like to grow up as an ESL student. My friend’s experience really opened my eyes to the challenges many students face when the system doesn’t provide the support they need. She mentioned that while she was placed in an ESL program, she didn’t actually recall receiving any real support or interventions during her school years. This resonated with me because it reflects the “sink-or-swim” approach, where students are expected to figure things out on their own without the proper resources, which can be overwhelming.

It was also eye-opening to hear how her cultural background—being Guatemalan and having a mother who spoke Mexican Spanish—added another layer to her experience. Not only was she trying to learn English, but she also had to navigate the social and academic worlds in a new language while balancing her home language. She pointed out that she had difficulty understanding slang and implicit meanings, which are things that aren't typically taught in ESL programs. This really made me think about how important it is to go beyond just teaching grammar and vocabulary and to include social aspects of language learning, like slang or regional phrases that are used daily.

Reflecting on this interview, I’m even more motivated to make sure that in my own classroom, I focus on creating a supportive environment for ELL students—one where their language development is nurtured, and their cultural identities are recognized. Hearing my friend’s story reminded me how critical it is to offer the right balance of instruction and interaction to help these students succeed both academically and socially.

This experience really opened my eyes to how much the system has evolved but also how much further we need to go to support ELL students in a meaningful way.

References: Wright, W.E. (2019). Foundations for Teaching English Learners Research, Theory, Policy, and Practice (3rd edition). Brookes Publishing.