Addison Schmidt

Professor Nalee Moua

TCH/LRN 333

5 December 2017
 ELL Teacher Interview

ELLs are some of the most important children that will enter a teacher’s classroom. ELLs

are strong, hardworking, and joyous, their presence is allows noticed by a teacher. The teacher

that I got to interview for this project is Mikala Schmidt (206-755-7387)

(mikalaschmidt@hotmail.com). She has taught 3rd grade at Pinewood Elementary, Marysville,

WA, 5th grade at Alcott Elementary in Riverside, CA and 4th grade at Einstein Elementary in

Redmond, WA. Currently she is not teaching at a school because she is a full-time mother but is

looking forward to returning to teaching soon. In talking to Mikala, she helped me to expanded

my knowledge on effective teaching methods, and attitudes of ELLs, parents, and fellow

classmates, the positives and negative of ELL programs, and how to balance technology in the

classroom. When interviewing her, she shared her experiences while working with ELLs and she

reminded me of why I am endorsing in ELL. She told me that these are the bravest and strongest

students that will ever walk into your classroom. To these ELL students, you are more than a

teacher, you are a you’re a counselor, mentor, instructor, and disciplinarian. This interview has

opened my eyes to the positives and negatives that I will face as an ELL teacher.

Teaching ELLs can be a challenging task for a teacher but there are methods to help so

that the students can become successful in the classroom. When asked what methods have you

found to be the most effective when teaching ELLs? Mikala explained that there are many

methods that can help ELL students. First, she states that for newcomers it can be very helpful to

find another child that can be able to translate between the teacher and the student. In allowing

this to happen, the ELLs can understand what is being said and taught in the class while making

them feel less isolated from their classmate with having buddy to help them out. When

addressing mathematics, Mikala said that math tends to be a universal language. She always had
different levels of math packets to give to new students to see what they could do. She started

with the easiest packets so that ELLs could feel very proud that they could do them easily. She

explained that most of the ELLs in her classroom felt very vulnerable when it came to showing

their work in the classroom. Mikala says that ELLs just want you to know that they understand

the material and wanted to show what they can do but they might just have a hard time or unable

to communicate that to their teachers. In allowing these students to complete these worksheets

teacher can see exactly where they are so that ELLs can receive “comprehensible math

instructions to avoid falling far behind their grade-level peers” (Wright, 2015, p. 270). ELLs tend

to be more knowledgeable then some teachers believe but it is up to the teacher to use effective

teaching methods to learn the basis of an ELLs knowledge and understanding.

Each ELL is different and unique weather that be their based on their “race, ethnicity,

home language, level of schooling socioeconomic status, parents’ level of education, parents’

proficiency in English, proficiency and literacy in their home language, and proficiency in

English” (Wright, 2015, p. 2). Mikala explained that there will be many different attitudes due to

of ELLs, parents, and fellow classmates because of different backgrounds and characteristics.

When asked what are the overall attitudes of your ELL students, she explains that newcomer

ELLs that are coming in with no English tent to be very distant and vulnerable which can be

expected with any new student. In dealing with this, teachers should have a “buddy system” to

allow ELLs to be better acquainted with their fellow classmates. Mikala also explained that it is

important to always placed ELL students near the teacher while teaching or next to a buddy that

can translate. In doing this, teachers and or buddies can help and make sure that the ELLs are not

falling behind and understanding the information that is being taught. As a teacher, you must try
and make sure that all you students, especially ELLs, have a positive attitude and outlook when it

comes to school.

Parents are one of the most important parts of a child’s education. Mikala explains that it

is important to constantly communicate with parents but ELL parents can tend to be more

challenging to talk to. This does not mean that they do not want to get involved, there just might

be a language difficulty. In helping this situation, Mikala tended to use a translator that would

call ELL parents to keep them in the loop or have translators write monthly newsletters in the

language of the ELL student. Overall in getting parents involved, teachers must understand that

parents have their own their “relationship” with school. Some may have had a horrible

experience and want to stay as far away as possible, others may have loved school. Mikala

always sent out a letter so that parents could sign up to volunteer in class, make copies, or do

things at home. She noticed that it was always easier to get patents involved after parent

conferences and after making a personal connection.

Classmates are also a major part of an ELLs educations; they are their friends and

helpers. It is important for a teacher to make sure there is no racial and or cultural tension

between students. When teaching in Riverside, CA at Alcott Elementary, Mikala had about 40%

Caucasian, 30% Hispanic and 30% African American students and she noticed that the class was

very segregated. In addressing this issue, Mikala went out to recess almost every single day to

“play” with them. She taught them how to double Dutch together which lead them to started a

jump rope club. In doing this, students were intermixing with one another, better getting to know

their other classmate, and becoming friends. Teachers are more than just teachers, they are

counselors, mentors, instructors, and disciplinarians. Teacher must make sure that every student

is enjoy and learning in the classroom.

 When ask about what types of ELL programs do your school provide, Mikala explained

that there are a few different programs that she has seen throughout her career as a teacher. The

first program was the Pull-out method. She explains that all the schools that she has taught at:

Pinewood Elementary, Alcott Elementary and Einstein Elementary always pulled out ELLs.

There are many negatives to using the Pull-out method when teaching ELLs. First, ELL students

“miss out on instructions in their regular class” because of this, students can miss or not

understand expectations that are expected with school work (Wright, 2015, p. 107). Second,

“mainstream teachers” might believe that ELL teachers should be fully responsible for ELLs’

academics thus leaving that ELL students to miss important information due to that fact of a

teacher not fully understanding what they need to do for their students (Wright, 2015, p. 107).

Even though the Pull-out method might have negative aspects there are benefits to allowing

ELLs to be pull out of their classroom. First, that ELL teachers create a safe environment for

their students to be fully engaged in class; this leads to ELLs being more likely to be “much

more active, engaged, and vocal” in their ELLs class (Wright, 2015, p. 107). Secondly, ELL

teachers and ELL students enjoy their time in their classroom together which allows the

development of a “wonderful relationship” with one another (Wright, 2015, p. 107).

When Mikala was teaching, she saw that there were both positives and negatives to the

Pull-out method so she decided to have her ELL aids come into the classroom to help the ELL

students. In other words, Mikala started to supplement the Pull-in method in her classes. This

method also has negatives and positives outcome when applying to the classroom. When using

this method teachers need to make sure the ELL teachers do not “end up just working in the back

of the classroom with the ELLs” or “just hanging out while the teacher lectures” (Wright, 2015,

p. 109). For this method to be successful and helpful for ELLs both teachers need to work
together when in the classroom. The Pull-in method is useful and helpful method because it

allows ELLs to not be removed and isolated from their regular teacher and classmates.

Bring technology into the classroom is a very argumentative subject for teachers. When

asked are there any advantages to using technology in an ELL classroom Mikala expressed her

thoughts and opinions on the matter. She explained that students, especially, children are drawn

to technology and there are advantages in allowing student to use technology in the classroom. In

helping ELLs in the classroom, one of Mikala’s school used a program that was called Fast

ForWord which “is an evidence-based language and reading intervention program that uses a

unique 3-step approach to deliver fast learning gains” (Scientific Learning, 2017). When using

programs for ELLs that involve technology there are positives and negatives. With the Fast

ForWord program, ELLs prepare, practice, and reinforce language objectives which Mikala

shared made a big difference in the classroom (Scientific Learning, 2017). On the other hand,

this program can isolate ELLs even more from their classroom. When using technology in the

classroom, teachers must have a balance between when to use it and when not to use it.

This interview has opened my eyes to how I can become a better teacher for my future

ELL students. Mikala has truly shown me what to expect and how prepare when teaching ELLs.

She has taught me that ELLs are more knowledgeable than teachers tend believe and it is your

job as a teacher to help ELLs express their knowledge and understanding. She expressed that

there will be any different attitudes due to of ELLs, parents, and fellow classmates because of

different backgrounds and characteristics. Teachers must make school a safe and welcoming

community to everyone no matter what attitudes that students or parents may have. Mikala gave

more information about both the Pull-out and Pull-in methods and how they affect ELL students.

Mikala also gave light on how to balance when to use technology and when to not use
technology. Overall, I have learned that a teacher is more than a teacher. Mikala has shown me

that teaching is an empowering and important thing a person can do.

 References

Schmidt, Mikala. Personal interview. 22 November 2017

Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research,

Theory, Policy, and Practice (Second ed., p. 2-270). Philadelphia, PA: Caslon

Publishing.

The Ideal Reading and Language Intervention Program for Struggling Readers and English

Language Learners. (2017). In Scientific Learning: Fast ForWord. Retrieved December

4, 2017.
 ELL Teacher Interview Questions
1. Introductory questions. (Name, school they’re teaching at, teaching experience etc.)
Mikala Schmidt 3rd grade teacher at Pinewood Elementary, Marysville, WA 5th grade
teacher at Alcott Elementary in Riverside, CA and 4th grade teacher at Einstein
Elementary in Redmond, WA

2. What are the demographics of their classroom? (For instance, how many native
English speakers do they have and how many non-native English speakers/ELLs do
they have and what languages do their ELLs speak?)
In CA I Alcott Elementary in Riverside, CA had about 40% Caucasian, 30% Hispanic
and 30% African American

3. What methods have you found to be the most effective when teaching ELLs?
Many methods work when teaching ELLs, however, when you have a newcomer it’s
most helpful when you can find another child that can translate for you. Also, math is a
universal language so I always had different leveled math packets to give to new students
to see what they could do. I’d start with the easiest packets and they would feel very
proud that they could do them easily. They want to show you what they can do and most
will feel very vulnerable and just want you to know that they are smart but just are unable
to communicate. Smiling is also a universal language and I would do a lot of that to
them. I would try to relate to them and make them feel as special and important as I
could. Making a personal connection is the MOST IMPORTANT in any teaching
situation.

4. How does being culturally aware benefit your teaching?

Being culturally aware benefits your teaching because you are able to relate to your
students and make personal connections. Making simple references to them about their
culture can really make a difference and allows them to know you care

5. What is the biggest reward in teaching, overall?

The biggest reward in teaching is making a difference. Children are absolutely amazing
and have so many gifts to give. They are our next generation and it’s very empowering
to know that you’re helping to shape the next generation. Now more than ever, it’s
VERY IMPOTANT!!!!!

6. How do you encourage parents to become involved in the school setting?

Getting parents involved can be tricky depending on where you teach. You have to
remember that each parent has their own “relationship” with school. Some may have had
a horrible experience and want to stay as far away as possible, others may have loved
school. I always sent out a letter where parents could sign up to volunteer in class, make
 copies, or do things at home. It was always easier to get patents involved after parent
conferences and after I’d made a personal connection.

7. What is the best way to communicate with ELL parents?

We had a translator that would call our ELL parents to keep them in the loop or they
would write my monthly newsletters in the language of the ELL student

8. What are the overall attitudes of your ELL students?

Newcomers coming in with no English are very distant and vulnerable. That’s why I
would start with math and I would try to get to know them and make a connection with
them. I would eat lunch with them, assign a few recess “buddies” etc. for the first
month. I always made sure they weren’t alone

9. How has teaching ELLs changed your overall view on teaching?

Teaching is more than just teaching and having ELLs makes it very real. You realize that
these little people are humans and feel so many feels. It made my teaching so much more
personal. As a teacher, you’re a counselor, mentor, instructor, disciplinarian, etc. and if
your students don’t want to come to school then you’re failing your job!

10. What adjustments had to be made when teaching ELL students compared to native
English speakers?
I always placed my ELL students near me while teaching or next to a buddy that could
translate. I’d get all letters home translated by my translator, which I’d do ahead of
time. I’d set up their conference times at times when I could have a translator.

11. What do you enjoy the most about teaching ELLs?

You become very close to your ELL students especially if you spend as much time with
them as I did. I never wanted mine to feel alone so I made sure they were with a buddy
or with me. They are very brave to come to a new country and persevere and I told them
so every single day. I would also point this out to my classroom and I’d have them
pretend to move to their country knowing nothing about the language and culture. This
always made a big impact on my students

12. Did you learn a different language while being an ELL teacher? Why or why not?
I learned a little Spanish but mostly they would laugh at the way I pronounced words. It
was another great bonding technique and I would remind them that I would be lost in
their country unless I had them to teach me.
13. Which subject is the hardest to teach ELL students? Why? How did you overcome
this?
Writing is the most difficult to teach because we have one of the most difficult languages
to learn. I never overcame it! I would have them tell me their story or report and I would
be their scribe or if they could speak English I would record them using a tape
recorder. This was very sweet and they loved hearing their sweet voices on the tape
recorder.

14. How do the requirements of common core affect the learning of ELLs?
Common core comes after ELLs have some basic skills. I don’t think they should be
tested in anything other than math until they have the language to communicate.

15. How do you approach racial or cultural tension between the students?
I never encountered racial or cultural tension between my students that were ELL. One
year in CA I had a VERY segregated class. I went out to recess almost every single day
to “play” with them. They were very bitter 5th graders. I taught them how to double
dutch together and we started a jump rope club. Of course, not every teacher is willing to
do this but it made a huge difference and I was able to teach students without the tension
in the classroom. Tension is toxic!

16. What are the pros/cons of having a mixed classroom of ELLs and native English
speakers?
Having a diverse classroom is amazing. Students coming from different backgrounds
both culturally and economically is very important. It also can be a lot of work. Refer to
question #15

17. What types of ELL programs do your school provide? If any, which do you prefer
and why?
Our schools always pulled out. I finally had my aids come in so they weren’t pulled out
any longer. We also had fast forward and I’m not completely sure what other programs
they did when they were out of the program.

18. What steps do you take to ensure ELL students are comfortable in the classroom?
I would assign a buddy, eat with them, place their seat next to me or a buddy, have a
translator if I could, and of course make a personal connection with them

19. Are there any advantages to using technology in an ELL classroom?

I think our school had success with fast forward. I think kids are always drawn to
technology to yes, I think there are advantages
20. How do you feel about standardized testing? Are there special accommodations for
ELLs?
I HATE standardized testing. It’s a complete waste of time LITERALLY! I think teachers
should for sure be held accountable for teaching but testing is not the way. I think our ELLs
were allowed scribes but it’s been 8 years since I’ve taught so I’m not sure.