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Mrs. Paredes’ Classroom Edit display name

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Our Title 1 school has limited technology resources and my students are starving to learn academic English. My students are 100% Latino from Mexico, Costa Rica, and Guatemala; some are migrant farmworker's children who travel often, because their parents go to work where crops are in season. Many students do not have English-speaking parents or siblings, and are the eldest of children in their families. My daily academic interaction with these students has accelerated their English, but they are having difficulty honing their speaking and listening. They lack the necessary resources to be able to fully hear the English Language Development lessons being taught, since the ratio of my class size to teacher is 30:1. I am the only long-term English Learner teacher at our school, and for my students to be able to sufficiently hear all parts of the lessons, would accelerate their learning of English immensely.

About my class

Our Title 1 school has limited technology resources and my students are starving to learn academic English. My students are 100% Latino from Mexico, Costa Rica, and Guatemala; some are migrant farmworker's children who travel often, because their parents go to work where crops are in season. Many students do not have English-speaking parents or siblings, and are the eldest of children in their families. My daily academic interaction with these students has accelerated their English, but they are having difficulty honing their speaking and listening. They lack the necessary resources to be able to fully hear the English Language Development lessons being taught, since the ratio of my class size to teacher is 30:1. I am the only long-term English Learner teacher at our school, and for my students to be able to sufficiently hear all parts of the lessons, would accelerate their learning of English immensely.

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