Dear Sarah,
I am so excited to be studying abroad! I just finished my first week of classes here. My
teachers and classmates were very welcoming and friendly. The only thing is they do not
speak English!! In my science class we had to do introductions and I had no idea what
anyone was saying. As you can imagine, no one understood what I was saying either!
Getting used to the language will definitely be an adjustment for me. I am hoping I can
find someone to tutor me, at least for the beginning of my stay here, so that I do not fall
behind in my schoolwork. I was hoping some of the textbooks would be in English, but
they are all in the native language. I am going to get a dictionary to help me translate
what I have to read. One good thing about the textbooks is that they have pictures. I was
looking through my history textbook and the pictures somewhat helped me to figure out
what was going on in the book. As nervous as I am that I cannot understand most people
I have encountered here so far, I am excited for the challenge of being put into this
foreign environment and having to figure out how to thrive in it.
Besides the language barrier, I have noticed another difference in the school environment
here. There seems to be a lighter workload in this country. I figured out that I only have
one paper to write and one exam to take for the whole semester in a couple of my classes.
I am used to such a heavy course-load back home in the United States, so I think it will
be nice to have a less intense semester and to get to enjoy the sights of the country and
the surrounding countries. I cannot wait to start travelling!
Even though I have only been here one week, I have met many nice people. I can tell
people want to help me understand what is going on; they just do not know how to
communicate with me. I am hopeful the communication between me and the people here
will improve. I’m sure getting out into the city will help me catch onto the language since
I will constantly be hearing people speak. I do think it will be difficult for the next few
weeks or even months as I try to learn the language. Once I am able to better understand
what is being said in class and in general, and once I am able to speak with other people,
I know I will feel more comfortable here. Overall, it has been a great first week! Catch up
again soon.
Love,
Melissa
Basic Classroom Plan
- What age level/subject area is the student?
The student, Melissa seems to be in a college or 12th grade of high school. She
is in multiple classes but I am not sure all of them except for history and science.
-
Does gender make a difference?
I think gender does not make a difference with the age of college
students. It is stereotypical to think that men may adapt better when in a new
situation but I believe that both genders may have trouble adapting just a majority
of women may be more vocal about it. With Melissa I think her gender does not
make a difference. She has made an effort to meet new people and has stated how
she will work on learning the native language.
-
What cultural knowledge (for you) would be relevant?
It would be important to know what language is being spoken and if it
is a country that is known for having multiple languages spoken. Also to know the
countries education system and why at the higher education level there seems to be
less of a workload that can be related to more content covered at earlier years that
Melissa may have not learned yet.
-
Does the content knowledge need to change?
Since Melissa is at a higher education level, such as 12th grade or
college, she was most likely placed by level ability and previous education
background. I do not think the content needs to be changed just help with the
language barrier.
-
What are some ideas you have for differentiation?
Melissa stated how she would like a textbook in English but could not
find one; maybe the teacher would be able to get an English version or one that is
similar so she can follow along with the class. As she starts to learn the language she
should use the English textbook less to avoid it becoming a crutch. I also think it
would be beneficial to have Melissa enrolled in a class that teaches the native
language and through that class be able to have her assignments translated to
English and then her work translated to the native language.
-
What learning materials would be most effective?
It would be helpful to have print outs of the notes before the day they
are taught in class of what is being talked about in class. If the teacher cannot have it
translated into English Melissa can still use a translator or a tutor to translate them
but will be able to then follow along throughout the class period. The slides can be
color coordinated so she knows what topic is being discussed and what slide they
are on at all times. She would also benefit from having a laptop or iPad like device in
the class. There are some programs/apps that can be used to help translate with
what is being said.
-
Would you need to use different classroom management techniques?
No, Melissa seems to be a kind and respectful student who is worried
about her classes and how she will succeed in them. She is not likely to cause any
disruptions in class.
-
A summary of a 25-minute lesson plan for the student.
Melissa will have the notes a few days earlier for her science class. She
will be given the PowerPoints and teacher’s notes in the native language. With help
from her tutor and by herself she will work on translating the notes into English.
She will come to class 10 minutes early to ask about any of the topics that could not
be easily translated. She will then also be instructed on what the activity is for the
day and who her partner, who agreed to work with her, will be. The PowerPoints
will be put on the screen for the whole class and by the indication of what color slide
it is Melissa will be able to follow along with her translated notes. Throughout the
lesson she can use different color highlighters or pens to color coordinate which
sections she understands and which she may have questions or clarifications on.
Once the activity starts Melissa will then work with her partner to have her practice
the native language and using the content of the class to make sure she is learning to
translate correctly. They each will hand in their own findings, the partner in the
native language and Melissa’s in English with as much as she can translate into the
language of the country.