RUNNING HEAD: INTERVIEW ANALYSIS 1

Interview Analysis Project

Desirae Jellison

University of Kansas
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Introduction

During the interview I learned about experiences of linguistically and culturally

diverse students and analyzed their experiences in order to develop skills to teach and

communicate with English Language Learners.

As educators, we need to be constantly looking for ways to better connect,

understand, and teach our students. This might include, conducting home visits and open

houses, or attending professional development courses. In the past, I have had ESL

learners in my classroom and before this interview assignment I didn’t have the greatest

understanding. I will continue to have ESL learners and in order for me to gain a better

understanding of their backgrounds and experiences, I conducted two interviews with

ELL students. I asked a variety of questions about the learners' language history, for

example, when they began learning English, home life, future aspirations and what it is

like to learn in a new language. Through this assignment, I have gained valuable insights

into the aspects of English language learners’ backgrounds.

I thought it would be best to interview students who reflect the future ESL

students I will be working with the 2017-2018 school year. I interviewed two students

from the school I currently teach at, Newport Intermediate. Donovan and Astrid will both

be fourth graders in the fall. I wanted the students to feel comfortable and relaxed so I

decided to conduct the interview in a familiar place that they both knew very well. Both

students have two older sisters who are on the Newport High School girl’s soccer team.

The soccer head coach discussed with me how both students come to every practice with

their older siblings and run drills with the older girls. I decided that would be a great
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environment that they would both feel relaxed. I came and watched the practice then

afterwards conducted the interview. I wanted the interview to feel more like a

conversation, rather than a question & answer format. I knew the students from school

but they weren’t in my classroom, so I think coming to practice and informally

interacting with the students helped them feel more at ease and “broke the ice”. After

talking with the head coach and their former teachers, building an authentic relationship

with the students made a great and meaningful impact in they way they interacted and

connected with the students.

Summary of Findings

The interview lasted a little over one hour and we discussed backgrounds, home

and school life, and the future. Before the interview began I had to remind myself that I

was interviewing young adolescents and the conversation might get off topic. I needed to

remember to respect the conversation. I remembered from the readings that it was

important to listen to the learner. Van Deusen-Scholl (1993) explained “ethnographic

study as a way in which perspective teachers listen intensively to English Learners in a

semester-long series of interviews about the progress of their English learning. Thus,

heading the needs and interests of the learner is central to the formation of a learning

community” (as cited in Díaz-Rico, 2013, p. 350). Even though I wasn’t conducting a

semester long series this taught me that I gain knowledge just from listening to students’

interests.
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ELL Background: Donovan

Donovan and his siblings were all born in the United States and they have never

lived outside of Newport, Kentucky. His mother is from Mexico and his father is from

Guatemala. His family primarily speaks Spanish at home, but out of his parents his

mother speaks English. Since his mother speaks English, Donovan doesn’t have to

translate when she attends parent-teacher conferences or school functions. Both parents

attended some schooling in their native country. His father finished high school, but his

mother went to school up until the ninth grade. He disclosed to me that she stopped in the

ninth grade because you had to pay and she didn’t have the money, which leads into why

they came to the United States. His parents wanted to move to the U.S because they

wanted to give their future children a better chance at getting a quality education.

ELL Background: Astrid

Astrid and her older sister were born in Guatemala and moved to the United

States in June 2016. They have been living the Newport, Kentucky for little over a year

and haven’t traveled back to Guatemala since they have arrived. They are currently living

with family members in a household of seven people. One of the children is Astrid’s

cousin who attends Newport Intermediate. She explained that she was happy to see a

familiar face at school. Astrid and her sister both went to school in Guatemala. Before

she moved to the U.S, Astrid was in 4th grade in Guatemala, but due to her limited

English she was placed in a third grade classroom. In Guatemala, her mother completed

high school and was a teacher. Since she does not have a college degree or speak English,

she was unable to obtain a teacher position in the U.S. Her mother currently babysits for
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other families in the community. Just like Donovan’s family, Astrid and her family to

Kentucky for a better education.

Home/ School life: Donovan

Donovan lives at home with his parents, older sister (16), and younger sister (2).

He does not have any grandparents, aunts, or uncles that live in the United States. The

one thing he dislikes the most about living in the United States is that he is not close with

his relatives. He knows he was cousins, but unfortunately hasn’t had the opportunity to

meet them.

Since his sister is older and has more experience with American schools she helps

Donovan with homework if he needs it. When speaking with Donovan and his sister,

education is a very important family value. Their parents hold high expectations for their

children to do well in school so they can succeed later in life. His older sister is already

taking steps to help prepare herself for her future education. She is taking college prep

courses in addition to her regular course schedule. Donovan expressed an interest in

going to college then becoming president one day. I think it is fantastic that a fourth

grader has a great work ethic and is working towards making his dreams a reality.

During school Donovan enjoys math because it is more exciting and he feels as if

he is better at math than reading. He says, “I really like math! I am really good at

multiplication. I can teach people how to do it.” He feels comfortable in his language

abilities to explain the basics and steps in multiplication. His teachers even mentioned he

is a great help in the classroom and pairs nicely with other students who are struggling.

Donovan likes to be a leader and a helper in the classroom. When asked about his least
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favorite class or the most challenging part of his day he responded: “I like school.

Everything is fun to me. I like gym, math, and science. Reading can be fun, but

reading…I don’t know…can be kinda hard. Sometimes the questions are too hard.” He

definitely has a positive outlook about school, which is great. We don’t want ELs to feel

diminished or have a negative perspective of school due to misconceptions.

Home/ School life: Astrid

Astrid lives with her uncle, cousins (various ages), sister (15), and mom. Astrid’s

mom, uncle, cousins nor sister know or speak English. Astrid speaks Spanish at home,

school, and outside the classroom, for example, at recess. There is no technology in the

home and has limited exposure to English outside the classroom. Although Astrid is quiet

and shy, she told me how much she loves going to school and learning. Since she is more

reserved it makes her hesitant to participate in discussions in the classroom, but she wants

to become more outgoing. In efforts to do so, she joined a running club that practiced

Mondays and Wednesdays after school. At the end of the season her club and a running

buddy, her third grade teacher, raced in a 5k. It made a great difference for Astrid when

her third grader took interest in her running. Running with her teacher made their

connection deeper and more meaningful. I get the impression that it meant a lot to Astrid

and made her feel more welcomed.

Astrid has a great desire to learn as much English as she possibly can. Just like

Donovan, she likes math the best because it is easier, but she does like to read. Her ESL

teacher informed me that she requested the book The Hunger Games in Spanish to read. I

believe her love for reading is not shy to any language. It is important that she is working

towards dual-language proficiency. Díaz-Rico cites Finders & Hynds when discussing
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the use of native language in the classroom, “When a teacher supplements classroom

instruction by providing reading materials in students’ primary language, allows students

to use their home language in the context of informal learning logs or journals, and

encourages collaborative classroom work in whichever language students choose, the

message that is conveyed is support for the additive bilingualism…” (as cited in Díaz-

Rico, 2013, p. 308). It is beneficial to encourage both languages in the classroom. It’s

important to respect the spoken language and realize the positive effects.

Similarities & Differences: Donovan and Astrid

Donovan and Astrid are very different, but have many similarities. They have

different personalities and exposure to the English language. Both students interact with

their peers differently and have different strategies for learning or demonstrating

understanding. Out of the two, Donovan is the more talkative than Astrid and has a

higher level of proficiency due to being born in the United States. He has more exposure

to the English language because his mother and siblings speak English. While I was

talking with both students there is a great emphasis on doing well in school from their

home life. Both students are clearly intrinsically motivated to learn new things everyday.

Donovan is very inquisitive and has questions about the curriculum and Astrid is always

reading or asking for more books. When I asked the students; “What do you wish your

teachers knew about you?” they both responded with similar answers:

Donovan: “That my parents aren’t from the United States.”

Astrid: “Mom…no…(shakes head) English.”

Donovan: My mom can speak English, but she can’t read it. When I get papers from
school I read it to my mom.
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It was evident that there is difficulty with parent-teacher communication. When the

school sends home information there is always a translation to go with the document. It is

great that the school translates the information, but what if the parents or guardians are

illiterate? Strong family involvement is effective and has a positive impact on student

achievement. More and more English learners are in the school system so it is important

that “teachers and administrators make a special effort to understand, and communicate

with, these families” (Díaz-Rico, 2013, p. 361). If parents are illiterate and can’t read the

translation, then an effort needs to be made by the teacher and administrators to

communicate the information effectively.

Donovan has more exposure to English, resources, or a family member who

speaks English at home but that doesn’t stop Astrid from trying to learn as much English

as she can. Astrid profits from having friends in the classroom to support and help her

academically and socially. Unlike Donovan, Astrid has involvement outside of the

classroom by belonging to an after school program.

Overall Findings

During the interview process and the discussions of the readings it became

evident that not all ELL students and their L2 journey are the same. No two ELL students

are alike because their backgrounds are rich and unique. The students’ past experiences

can be used to make connections in the classroom. When working with English learners,

strategies are not a “one size fits all” and different students will need different levels of

support. Mari Haneda (2006) states, “For school-age English learners (ELLs), there is not
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a single path to becoming literate in their second language” (p.337). Donovan and Astrid

have different levels of proficiency but they both need support in the classroom. Teachers

need to be educated so that they can differentiate instruction to meet their needs of all

their students.

In Chapter 5, Díaz-Rico discusses learning skills to help all levels of English

proficiency learn advanced skills. These include: “Learning strategies that promote self-

managed learning, identification of their preferred learning style and strategies,

encouragement to monitor and evaluate their own learning, support for realistic time

management skills in self-assessment” (Díaz-Rico, 2013, p. 99). Reflecting on the

strategies above, I have realized those learning skills apply to all students, not just

English learners. All students need differentiation to help them reach proficiency.

Another finding I had was the impact of teachers and classroom environment. A

safe, positive environment is a great place for students to learn and feel comfortable

making mistakes. In a nurturing classroom environment, students have opportunities to

work with others and contribute to the classroom. “Classrooms that go beyond the use of

cooperative learning to encourage students to be agents of change; they become sites of

social transformation” (Díaz-Rico, 2013, p. 346). Educators need to find a way to

alleviate the anxiety of working in a group so that students can participate in discussions

and critical thinking.

Conclusion

Interviewing Donovan and Astrid gave me perspective into the challenges ELL

face day-to-day and ideas to help other ELL students academically. I think the first step
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in making students succeed in a classroom (academically and socially) is to make an

effort to get to know your students. There is a great value in building meaningful

relationships with students. Building a relationship and listening to a student will uncover

the funds of knowledge that the student has to offer to the classroom. In the article Funds

of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and

Classrooms it states, “…the ‘teacher’ in these home based contexts of learning will know

the child as a ‘whole’ person, not merely as a ‘student’, taking into account or having

knowledge about the multiple spheres of activity within which the child is

enmeshed” (Moll, Amanti, Neff, Gonzalez, 1992). Using funds of knowledge, teachers

should hold them to a high expectation and create lessons that will allow them to

participate in inquiry and critical thinking.

This interview opened my eyes to many challenges English learners encounter.

There is an increase in EL students across the country in schools. The increasing number

calls for a need of educators who have the knowledge to meet students’ needs. Most

importantly, I believe that all teachers need to have knowledge and understanding of

cultural differences. A lack of cultural understanding can be detrimental to a classroom

community. Educators need to identify and understand the many cultural differences in

the classroom in order to implement meaningful lessons into the curriculum to ensure the

academic success of every student.

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RESOURCES

Dίaz-Rico, L. (2013). Strategies for teaching English learners (3rd ed.). Boston: Pearson.

Haneda, M. (2006). Becoming literate in a second language: Connecting home,

community, and school literacy practices, Theory Into Practice, 45(4), 337-345.

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching:
Using qualitative approach to connect homes and classrooms. Theory Into
Practice, 31(2), 132-141.