Carmen
Reid
08/13/2017
Blog
Submission -Reflection on an Artifact Submission Format
I
have chosen to reflect on my Peer Review Paper.
My paper was entitled, “What is “Best Practice” for Adolescents of Somali
Immigrant Parents? Practical tips for
secondary educators.” I found this work relevant
because I work among a community that is composed of a significant percentage
of refugee and other English Language Learners (ELL). As I stated in my original
piece, it is an ardent desire of mine to acquire the skills necessary to guide
my students and support their families through their academic journey; one that
often includes special education services (in the said mentioned case those
related to English as a Second Language).
One of the observations I have made in my teaching experience thus far has been that many (if not most) ELL were actually born in the United States. This can often lead to assumptions on the part of the teacher regarding language expectations that are unrealistic and detrimental to academic success. I now see the importance of communicating with parents directly and encouraging the parental relationship in a mindful manner, using special care through interpreters when need be. A couple of the primary take aways for me has been to NEVER use students as interpreters and to encourage the use of the parents native language in the home.
This literature review has acted as a jumping board for me as an educator. I was able to attain some of the prerequisite background knowledge regarding the Somali culture, for me the largest cultural group currently represented in my school. It has spurred me to further my research of the historical happenings that have led to immigration as well as the religious and cultural innuendos that I may be overlooking but that may allow me to better support my students.
In Somali culture, the educator is to the students as a mother is
to her child, she is a second parent. I humbly
accept this responsibility.
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