Promt 2

The linguistic, ethnic, and sociocultural characteristics of the students in the classroom in which I am tutoring in are very different from not only my own, but from what I am used to and what I expected. The children in this classroom all come from a variety of different back rounds, speak other languages besides English, and are used to a life that is very different from the life I, myself am used to. I personally have attended schools where English was the dominant main language and majority if not all the students have grown up in English speaking families and familiar life styles. This classroom I am working in has opened my eyes to the differences in children's lives and how these differences play the main role in children's education and overall life.

All of the students in this classroom speak English and communicate well. Although they all can converse in English fluently, for many of these students English is their second or third language. Some of these children live in households where English is spoken very rarely if at all. This plays a roll in creating a communication barrier in this particular classroom. Yes, like I said before all of the children DO speak English and are able to communicate with their peers and the teacher. At the same time, because some of these children are only around the English language in school, some lessons, conversations, and interactions are found more difficult and frustrating for these children.

In this class I work with four specific students as their "Reading Buddy." These four students have fallen behind on their reading skills and are not up to speed with the rest of their classmates. Their fluency, understanding of the material, and recall methods are close to a full grade level below where they should be performing. As I spent more time with these children and have gotten to know them I have learned that two of them come from homes where the English language is only used amongst certain members in their house hold. I also learned that reading is something that these children are only working on in school. Once they leave school grounds the practice of reading and education in general is stopped until the next school day.
I related this to Goldenberg. Goldenberg talks about English Language Learners and the struggle with education. Many students who primarily speak a different language are more at risk at falling behind in school, struggling, and sadly even failing.

I have noticed that the ethnic and sociocultural characteristics throughout this classroom vary drastically. When I was in Elementary school I remember my classmates, the faculty, my friends, and I all had common life styles, beliefs, and characteristics growing up. Here in this school and classroom that I am working in, it is clear to me that each child has their own individual and in some cases, extremely different story. Usually I am working with these children early morning until their lunch time. I have noticed the huge variety in the lunches the children bring. Their differences aren't only among their taste buds. The simple characteristics as dress, speech, and social interactions are all different with each student. Some students come to class clean, put together, and appropriately dressed. While other students may come in the same outfit two or three days in a row, cold and dirty. It is clear that some of these children have it better than some others.

When looking at these aspects of this classroom, I have been able to not only agree with some of Goldenberg's viewpoints. But I have also been able to see, experience, and learn hands on what exactly Goldenberg is preaching. Every child has their own story. As educators we need to be aware of this, understand it, appreciate it, and work with each individual story as a tool in educating our students.