In the eyes of ELL students

Tuesday, 15 September 2009 22:58

Adolescence can be grueling enough with raging hormones, a changing self-image, and high school approaching. This transition can be even more challenging if you are an outsider to the English language as well.

At the Wildcat School, a charter school affiliated with the University of Arizona, the process of learning English for ELL (English Language Learners) students is not an easy task, but in Christy Voekel’s class the environment is a place where students can trust their atmosphere and excel.

The classroom walls are colorfully plastered with student artwork, positive affirmations and academic posters. A schedule for classroom activities is written neatly on the dry erase board and students work on reading and organizing a character sketch or play on the computer.

Clarissa Rocha,12, is one of the six ELL students in Voekel’s class. Rocha has big brown eyes, a smile that curves upwards and freckles that cascade over her cheeks. Clarissa was born in the United States but moved back to Mexico for most of her childhood. Four weeks ago she returned to the states and was enrolled in the Wildcat School.

“I feel happy here because my sister is here and my family and I always wanted to learn English,” said Clarissa. “But I do miss Mexico, my dad and my dog.”

Although the transition has been hard with the separation from familiar surroundings, Clarissa is quickly progressing with her English, even with some glitches along the way.

“I like reading and Ms. Voekel teaches me antonyms and synonyms,” said Clarissa in a soft voice. “In the beginning I felt embarrassed because I didn’t speak English but I am trying really hard.”

Clarissa’s efforts are seen not only by her peers but also by her teacher.

“In the last few weeks she has progressed immensely. You can tell she studied English in Mexico but she is working really hard. She is super smart,” said Voekel.

Inside the classroom Ms. Voekel spreads her time among the students. Her calm voice, kind eyes and encouragement help give students a reason to succeed.

Alexandra Cordova, 13, is talkative and outgoing, but also a caretaker when it comes to her friends. A year ago she didn’t know any English, but today she converses easily in English.

“Last year people in school would copy the way I mispronounced words and laugh at me. They called me hoppy and now they call me a washa, which means someone from Mexico,” said Alexandra. “I just ignore them, but I stand up for my friends because I don’t let anyone bother my friends.”

Alexandra is being raised by her grandparents because her mother lives in Mexico and her father is in jail. Although she misses her parents, she keeps herself busy with her favorite hobbies which include basketball, math, playing with her school friends and reading magazines.

With the exception of Clarissa, all of the other students are fluent in English.

“All the students in this class are very individual. They all are bright but have individual issues. They are mostly in here because of their attention span or their placement on standardized testing,” said Voekel. “The small class environment allows them to work together but also have individual one on one time.”

Cesar Rivera,13, is a spunky kid with lots of energy. He was born in Obregon, Mexico and moved to the United States when he was two.

“I learned English by the time I was three just from listening to people and from television,” said Cesar. “Ms. Voekel says I have the vocabulary of a college student.”

Cesar’s life hasn’t been easy. His mother died when he was 1 year old and he struggles with ADD. However, you won’t catch him feeling sorry for himself.

“I love to play soccer, online games, and one day I want to be an archaeologist because they get to work with coordinates and dig up cool stuff,” said Cesar with a sly smirk.

Along with Clarissa and Alexandra, Cesar has also been teased in school for being different. “I get really mad when people make fun of me because sometimes I know the word but just don’t know how to say it,” he said. “I just ignore them.”

Besides Clarissa, all of the students are in Ms. Voekel’s class four times a week for two hours each day.

“Clarissa is stuck with me four times a day,” said Voekel.

The Wildcat School has longer school days then most middle schools. They start at 8 a.m. and end at 4 p.m. The school also doesn’t administer homework outside of school. The students have time in their classrooms to get their work done and whatever they don’t finish can be done in Opportunity Hall which is held during lunch.

“A lot of them come from family situations that would curl your hair, so it’s no place to get homework done,” said Voekel.

This year Voekel believes that all of her students will pass the standardized tests and place out of her class.

“Last year I had 24 students and they all placed out,” said Voekel.

Although Voekel is only one person touching upon a small percentage of ELL students, her impact on her students is incredible.

Besides the students' common thread of coming from Spanish speaking families, they all share a special place for Ms. Voekel.

Written by Christina Licata