Deaf ESL Students - Gallaudet University

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Language Experience Using Real Life—and Teaching to Change It 18 Spring 2000
By Francisca Rangel 19, octubre, 1.999 Istood with magic markers ready. It was mid-morning, time to present a lesson on bar graphs to my fourth graders at Kendall Demonstration Elementary School (KDES) on the Gallaudet University campus in Washington, D.C. I had already written the date on the board in Spanish as is my custom. I add the Spanish inscription to the English first thing every morning, partly to enrich the class and partly in recognition of the one child in my class from a Latino family. Juanita* is from El Salvador. Her mother died several years before and her father recently remarried. She seemed to be handling the situation with the quiet acceptance that she used to handle everything. Juanita was learning with children her own age. Her American Sign Language had blossomed and her knowledge of Spring 2000 English was growing, too. Juanita’s eyes were among those watching me avidly when the smell wafted through our classroom. In the next class, the teacher and students had read Grace Maccarone’s Pizza Party and were cooking as a follow-up activity. The smell was rich, warm, and welcoming. Pizza. “Is that for us?” one of the students asked. All of them looked around eagerly. Thoughts of bar graphs vanished. “It’s not for us,” I explained. “It’s for other students.” Their reaction was instantaneous. “It’s not fair!” they cried. A few of my students inched toward the classroom divider. Two tried to peek underneath. Their classmates clamored over to join them. Even Juanita, usually among the most quiet in the class, couldn’t resist that smell. For an instant, I worried that decorum might break down entirely. And I had to empathize. My assistant, Melissa Knouse, an intern from Gallaudet University, and I looked at each other. If the pizza was making us ABOVE: The author, Francisca Rangel, with one of her students. hungry, what effect must it be having on our students? “Pizza is a great snack,” I agreed. The students shuffled about, displeasure evident on their faces. A few flashed me signs of discontent, although not Juanita. She has many American habits, but she is still extremely polite and respectful in the classroom—exactly as her parents would want her to be. “Let’s sit down.” I gestured to a small table and the students clustered around me. “What would be a good question to use for our bar graph?” “Snacks,” Chris responded. He thought for a moment and then formulated the question, “If we had a chance for a snack in class, what would it be?” Perfect. I wrote Chris’s question down on a sheet of paper. “Ashley, what’s your favorite snack?” I asked. “Pizza,” said Ashley. She was not pleased. But she was looking at me. So were her classmates. “French fries,” said Megan. Each child signed a response and I recorded it. 19
Page 1 and 2: Spring 2000 “The best in the scho
Page 3 and 4: Contents Volume 1, Issue 2, Spring
Page 5 and 6: Spring 2000 A Letter From the Vice
Page 7 and 8: My students, who come from families
Page 9 and 10: By Maribel Garate Spring 2000 Readi
Page 11 and 12: capital letters and punctuation mar
Page 13 and 14: Dialogue Journals... For Students,
Page 15 and 16: Not bad! Although there was still a
Page 17 and 18: Spring 2000 Research, Reading, and
Page 19: ABOVE: ESL students, like all stude
Page 23 and 24: me. We would leave Texas and head f
Page 25 and 26: Spring 2000 Writers’ Workshop I-C
Page 27 and 28: Whatever had happened to his leg mu
Page 30 and 31: CUT ALONG THE DOTTED LINE Order inf
Page 32 and 33: Looking Back A Deaf Adult Remembers
Page 34 and 35: Assessing the ESL Student Clerc Cen
Page 36 and 37: Students Explore Other Cultures—a
Page 38 and 39: 5 8 9 6 more difficult than others.
Page 40 and 41: Letting Calvin and Hobbes Teach Eng
Page 42 and 43: CALVIN AND HOBBES © WATTERSON. REP
Page 44 and 45: With Jankowski’s approval, Turk p
Page 46 and 47: PHOTO: FRANK TURK elevated loft wit
Page 48 and 49: O News PHOTO: ANGELA FARRAND “We
Page 50 and 51: O News Clerc Center Celebrates Name
Page 52 and 53: O Calendar Upcoming Conferences and
Page 54 and 55: O Reviews Whole Language for Second
Page 56 and 57: OQ & A ESL: What? For Whom? How? By
Page 59 and 60: INTO THE NEXT EDUCATION MILLENNIUM

Deaf ESL Students - Gallaudet University

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