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About the Author
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Noemi Vigil-Reyes
Teaching was never part of my original plans. I always knew I wanted to engage with people, but I couldn't quite determine the ideal path to pursue. I came to the United States at the age of two and knew my ultimate goal was to attain an education and build a career, but I remained unsure of the next steps to take. It was during my time at Sonoma State University that I found myself working at my alma mater, Analy High School, as a bilingual paraeducator. Immersed in assisting English Learners, I discovered the profound joy of working with students. I felt an instant connection with them, as I had also embarked on learning English as a second language. Witnessing their growth and thirst for knowledge ignited a flame within me.
After a few years as a paraeducator, an opportunity presented itself—an offer to teach Spanish. I wholeheartedly embraced the opportunity and developed a strong passion for teaching while forming meaningful connections with my students. In 2021, Calistoga Junior Senior High School gave me the opportunity to work with English Learners once again, and I made the courageous leap. Over the past two years, I have been working with English learners at Calistoga, and the experience has brought me immeasurable joy. Every single day, I witness their unwavering determination to learn the English language and strive for excellence in their other academic pursuits. Despite the linguistic barriers they face, they give their utmost effort. However, due to their current language proficiency and limited time in the United States, this can prove to be a difficult task.
This prompted me to delve into the realm of the Innovative Learning Program. I wanted to explore effective teaching methodologies and discover additional avenues to support my students' overall success beyond the confines of my English Language Development (ELD) class. Consequently, a driving question emerged:" Does primary language translation technology promote academic success among newcomer high school English Learners (ELL)? "
After a few years as a paraeducator, an opportunity presented itself—an offer to teach Spanish. I wholeheartedly embraced the opportunity and developed a strong passion for teaching while forming meaningful connections with my students. In 2021, Calistoga Junior Senior High School gave me the opportunity to work with English Learners once again, and I made the courageous leap. Over the past two years, I have been working with English learners at Calistoga, and the experience has brought me immeasurable joy. Every single day, I witness their unwavering determination to learn the English language and strive for excellence in their other academic pursuits. Despite the linguistic barriers they face, they give their utmost effort. However, due to their current language proficiency and limited time in the United States, this can prove to be a difficult task.
This prompted me to delve into the realm of the Innovative Learning Program. I wanted to explore effective teaching methodologies and discover additional avenues to support my students' overall success beyond the confines of my English Language Development (ELD) class. Consequently, a driving question emerged:" Does primary language translation technology promote academic success among newcomer high school English Learners (ELL)? "
Reflecting on my Journey
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I initially embarked without a clear end goal, but with a strong desire to assist ELL students. Despite their determination to participate and complete assignments, the language barrier posed challenges, particularly for ELPAC level 1 and level 2 students. Over the years, not much had changed, yet technology continued to advance and become more accessible. It seemed that translation technology could be a valuable resource, especially since my district had it available. Although there were reservations about integrating technology in the classroom, teaching students how to use it effectively could make it a beneficial tool.
This journey is only the beginning for me. I will continue working with my students to maximize the potential of this tool, enabling them to utilize it in their core academic classes. Throughout this research, I witnessed remarkable changes in my students, especially when they discussed their learnings from other classes. They were pleasantly surprised by their own ability to recall information and engage in academic conversations. This program has taught me that we can all be innovators. As educators, we strive to continuously improve and innovate to meet the evolving needs of our students. I am committed to continuing this journey, embracing growth, and advancing as an educator. |