Christina Mancini Reflection 2

Recently, I've been relating a lot of classroom content to my everyday life.  Last week we discussed “immersion”/ sheltered instruction classrooms and how to apply that to ESL students. The day after class, I was volunteering in a special education classroom and the teacher mentioned how I will be working in an “inclusion” classroom. An inclusion classroom in special education refers to a student with special needs being in a regular general education classroom as much as possible during the day. It got me thinking how sheltered instruction was the complete opposite. In the future, I plan to be working with children who do not know English, just like an ESL student, but I will be teaching students who have disabilities and are still learning their L1; instead of an L2. Both students are working towards the same goal of learning English, so they may be able to benefit from similar instruction.

I decided to compare how ESL immersion and special education inclusion classes worked. We mentioned in class that English immersion classrooms are taught only in English, the way an American special education classroom is taught. Also, both classrooms use hands on instruction, formal and informal instruction, and change lessons to meet the needs of the students. These two types of class instruction are also complete opposites when it comes to mixing English speaking, typical speaking/understanding students, with ESL or special education students. An English immersion classroom is taught with only ESL students, no typical students, whereas special education classrooms are pushed by law to have their students with typical, or non disabled  students as much time as possible! Which is the best approach?

In class, I was in favor of sheltered instruction classrooms for ESL because it will help a student learn critical language information in a more comfortable, slower paced instruction environment. Students with disabilities may benefit more from having this type of environment too. There would be less pressure from faster learners, the way ESL students would feel pressure from native English speakers if they were mixed into a regular classroom. The law says that students with disabilities benefit from this academic pressure; it engages the student and helps motivate them to learn better. I feel that ESL students would benefit from academic pressure as well. This “pressure” can be intimidating and stressful at first, but after a few weeks of getting used to, students might benefit greatly from this type of instruction. I've also thought about how much academic and social successes students with disabilities make and I realize that social communication is still a vital part to learning, which should never be neglected; ESL students need this social interaction too in order to improve their English speaking and boots confidence.  After comparing both types of instruction, I decided to change my views on sheltered instruction and find it less appealing.

All learners should at least try an environment where they can learn from their peers, feel included among their class, be motivated by their peers, and meet new people who may not be exactly like them! There are pros and cons to both inclusion classrooms and segregated sheltered instruction classrooms, but after this experience I am personally more in favor of inclusion classrooms.

Christina