Case
Was there more than a language barrier?

Mr. Henderson is a third grade teacher in an elementary school located in a rural area near a large city in Texas. He has been teaching third grade in this small school setting for six years. His classroom is usually comprised of local students who live in the nearby farming community. Occasionally the established ranchers there hire migrant workers who move into the area for seasonal employment. It is common for these laborers to bring their families with them and enroll their children in school. Mr. Henderson has always met the challenges he faces when these students come into his classroom to join the other third graders. Often, these migrant workers and their families move into this friendly rural community with little or no knowledge of the English language. If the laborers are coming from nearby Mexico, Spanish is usually the only language they have been exposed to. After a few years of studying the Spanish language and culture, Mr. Henderson feel prepared and confident when communicating with the migrant students and their parents. Mr. Henderson feels proud of his accomplishments when he recalls his past few years of academically reaching ESL (English as a Second Language) students. He only regrets one experience he encountered involving an ESL student, Jorge. This young man moved into the community with his parents and siblings for a two year period. Jorge seemed to enjoy his new environment in Mr. Henderson's classroom. However, Jorge was not at all interested in school work or learning the English language. He constantly drew beautiful pictures of fancy cars. He loved classic automobiles as well as all kinds of race cars. Mr. Henderson felt like he could not compete for Jorge's undivided attention when it came to cars. Mr. Henderson was very impressed with Jorge's drawings but was frustrated when Jorge put one hundred percent of his efforts into his car art work. Mr. Henderson worked all school year to teach the curriculum to all of his students, including the ESL students. Jorge seemed to be an exception to the rule when it came to Mr. Henderson's teaching experiences. Jorge was the only student who Mr. Henderson felt had slipped through the cracks of third grade.

Questions:
1. Was there more than a language barrier between Mr. Henderson and Jorge?
2. How could Mr. Henderson direct Jorge's attention toward the third grade curriculum?
3. How could Howard Gardner's Theory about Multiple Intelligences assist Mr. Henderson?

Posted on: 12/30/12 | Views: 1483
Solution #1
1. Beyond the language barrier, there seems to be a disconnect between Mr. Henderson and Jorge as well. If Mr. Henderson does not normally have these issues with ELL students, it is possible that his feelings towards Jorge's cars are evident to Jorge and making him feel as though he is not welcome and respected. 2. Before redirecting Jorge's attention, I believe that Mr. Henderson needs to first make sure that Jorge feels like a welcomed part of the classroom community and that he feels his interests are valid. To help with this, Mr. Henderson could incorporate classic cars and things related to them into his curriculum. They could read about the history of some of the cars and their manufacturing and Mr. Henderson could draw parallels between the cars and other subjects to get Jorge's interest. Also, if Jorge draws as a way to comfort himself, Mr. Henderson could allow him a certain amount of time each day where he is able to draw and work on his cars. To encourage the class community feel, Mr. Henderson could even let Jorge share his work and interests with the class. 3. Gardner's Theory of Multiple Intelligences tells us that there are a variety of learning styles. People do not all learn the same way, and because of this will need information presented to them in the ways that fits their learning style. Based on Jorge's interests in drawing the cars, I would say he is a visual/spacial learner. For teaching, Mr. Henderson could make sure that he is incorporating good visuals. He could make flip books, use models, etc., to appeal to Jorge's learning needs.
10 0
Solution #2
1. There is more than a language barrier to this case. This student could be going through a number of things in his personal life. If Jorge's parents are migrant workers, he has most likely move around a lot. It is possible that he feels like school work isn't important because he's just going to move after a short period of time. There seems to be more of a motivational issue than a language barrier. The language barrier is there, obviously, but I think Jorge needs to be motivated to perform well in school just like he is motivated to draw cars. 2. Mr. Henderson should try to incorporate Jorge's interest in cars and art into his curriculum. There are so many ways to incorporate the arts into lessons. The topic of cars is more difficult to incorporate but it is possible. For example, if the class is talking about rocks (3rd grade Earth Science GPS), Mr. Henderson could relate the rocks to what is used to pave different types of roads. He could discuss what types of soil would be the most difficult to drive a car on and why. Mr. Henderson could also have Jorge research how cars contribute to weathering and erosion. 3. Jorge likes to draw. He expresses himself through his artwork. Jorge is most likely a visual learner. According to Gardner's Theory of Multiple Intelligences, visual learners enjoy drawing and usually think in pictures. Mr. Henderson could have Jorge do more visual activities to stimulate his thinking. If Jorge was free to draw a picture to express his knowledge of content, he may be more motivated to put one hundred percent of his efforts into the content. He could for example, draw a timeline of Eleanor Roosevelt's life (3rd grade Social Studies GPS). He could then write what is happening under each picture. This would improve his writing fluency by having him write what the pictures are supposed to convey. This would also teach the standard, and incorporate art into the activity. Basically, he could weave writing, social studies, and art all into one topic.
4 0
Solution #3
I believe there was a barrier between Mr. Henderson and Jorge in addition to the language barrier, and that is what they thought was important. Mr. Henderson felt that the school work was important and Jorge's car drawings, while impressive, should not be focused on during the school day. Jorge, however, obviously felt like his car drawings were important since he put 100% of his effort into them. He clearly thought the schoolwork was not as important. Mr. Henderson could have used Jorge's facination with cars to get him to pay attention to the curriculum. Mr. Henderson could have given Jorge books on cars to read , for starters, to get him interested in Language Arts. Howard Gardner's Theory about Multiple Intelligences suggests that children have different ways of thinking and different ways of learning can benefit them. Mr. Henderson could have used this way of thinking with Jorge and possibly given him more artistic activities since he seems to be good at, and enjoy, drawing.
3 0
Solution #4
The language barrier was definitely there, but I believe that the cultural differences may have gotten in the way as well. Many teachers are not skilled at incorporating the arts into their instruction, and I think Mr. Henderson could benefit from beginning to incorporate arts into the curriculum. If Jorge enjoys drawing so much, he is likely a very visual learner, according to Gardner's theories. Mr. Henderson should use that knowledge and incorporate illustration into as many lessons as possible. Since illustration is so inviting to Jorge, it could be used as leverage. For example: if he successfully completes his writing assignment, he will be allowed to add an illustration. Another method could involve 'illustration time' as a reward system, Jorge can earn illustration time for completing assignments in a timely manner and are his true best effort. Gardner's Theories come into play here because the students are inclined to enjoy different topics and instruction catered around those topics will be more meaningful to the student. Jorge may just be an artist, and Mr. Henderson shouldn't condemn that. He should use it as a tool to promote Jorge's success.
1 0
Solution #5
1. There was a language barrier because they both speak different languages. Also, Mr. Henderson had a hard time getting Jorge's attention, so he can understand the material that he was teaching. 2. I think Mr. Henderson should have incorporated cars for Jorge in his curriculum somehow to keep in engaged in the lesson. 3. Howard Gardner's Theory says that students learn differently and Mr. Henderson should have took what most interested Jorge, which is cars, and like i said before incorporate it in a lesson for Jorge to keep his interest.
0 0
Solution #6
Questions: 1. There was more of than a language barrier between Mr. Henderson and Jorge. This wasn't necessarily a language barrier, it was more of a communication issue. I wish that Mr. Henderson had played into Jorge's interest in drawing cars and made some sort of connection between the work and cars to grab Jorge's attention. 2. Mr. Henderson could direct Jorge's attention toward the third grade curriculum by having Jorge relate to the work. Get the art/cars and the curriculum to relate to each other and draw his attention. He would probably be more willing to do math problems that had to do with cars than regular math problems. Find some sort of incentive that he could work toward that related to cars/drawing. 3. Howard Gardner's Theory about Multiple Intelligences could help Mr. Henderson because it would help him understand that everyone learns differently. You have to find the way that Jorge learns best!
0 0
Solution #7
1) The is a difficult language barrier between Mr. Henderson and Jorge. They both speak different languages and it is hard for them to communicate. However, there is also a problem with Mr. Henderson not holding Jorges attention or engaging him in the activities. Jorge is more focused on the fancy cars and drawings then he is on his school work. 2) To engage Jorge in the class discussions Mr Henderson could talk about things that intrest his student such as cars. He could teach the subjects and incoorporate cars and drawings into them. This way Jorge will pay attention because it is something he is interested in and enjoys talking about. 3)Mr. Henderson could research and find other ways to teach and get each and every student engaged. He can find ways that every student will successfully learn the materials he is teaching. THe Howard Gardner's Theory suggests that students learn and think in sdifferent ways. They understand and process things differently. Therefore, Mr. Henderson needs to figure out a way to be an asset and benefit every students learning ability.
1 3