Section 14 Chapter 33-35

In all of my education classes, especially my TESOL ones, we talk about alternative assessment and how beneficial it is.  Personally, I feel that if every educator was more informed with different types of alternative assessment, then they would be more open to using them.  I think that not only is alternatice assessment a more personal, engaging, accurate way to assess your students, but it also helps them expand their creativity and is fun.  I feel that traditional assessment forces not only the students, but the teachers as well, into a box and limits them.   As stated on page 339, "alternative assessment actually asks students to show what they can do."  You can't expect one traditional assessment to accurately portray all the abilities of 30-some students that learn and express their knowledge in different formats.  These types of assessment can reveal the true capabilities of students and include daily classroom activities and real life situations.  It goes along the lines of "learning and not knowing that you are learning", which is most authentic. 
There are so many different types of assessments.  One of my personal favorites is the student portfolio.  I like this because it is an suthentic representation of students' achievements.  It shows how a student progresses through the year by showing their pieces at the beginning and at the end.  It is an amazing way for the student to actually see how their writing has improved.  On page 348 it states that "this is a real step toward learner autonomy." And isn;t that what we want as educators? To guide our students along using methods and techniques that suit them and bring out their best qualities until they get to the point where they can shine on their own.

Kuma Ch. 11

In education today, there is a greate amount of debate over whether standardized English should be taught in school.  Kuma brings up the very questions that feed this debate.  How is a high status determined? Who determines it?  How do we define "educated" people?  Is there a right or wrong answer to these questions, it depends on who you ask.  In bilingual education, we are constantly talking about how important it is to incorporate the students' L1 in the classroom because then they feel appreciated and more comfortable.  But at the same time they do need to learn some standard variety "for personal growth and professional opportunitites" (p. 258).  The key is to have some sort of equal balance between the 2 languages/  Unfortunately, with the English Movement, specifically Proposition 227 in California, students are being forced to ignore the most valuable learning resource that they naturally possess: their native language.
As educators, we have a responsibility to help our students excel and shine.  As Kuma states, and I whole-heartedly agree, "the least teachers can do is to recognize the rich linguistic and cultural heritage the learners bring with them and use them as resources" (p. 249)  Studies show that if this is done, students can achieve the standard variety as well as be more involved in the classroom and more motivated.  If the students feel comfortable enough in the classroom setting to use their L1 with fear of judgment, this can do wonders on their progress as English Language Learners.  Students need to feel that their native language and culture is being respected and utilized because every single student has so much to bring to the table of learning; teachers just need to be willing to allow them to do this.  And as Kuma says, this will help them reach their goals for their L2.

Kuma Chapter 7

HUmans as a species take language for granted.  Language is constantly around us and we use it all day every day in our lives.  I feel that students need to be aware of this and appreciate it.  They need to see what a beautiful and complex thing language is, and not just something that they have to learn in class.
A quote on page 157 states "We are seeking to light fires of curiosity about the central human characteristics of language which will blaze throughout our pupils' lives".  This spoke volumes to me and rekindled my own personal flame within myself for my passion of language.  When I first started learning Spanish in middle school, I enjoyed it, but I didn't understand the beauty of it.  I didn't appreciate how learning a second language was not just a grade on a report card, but the door to the experiences and understanding of another culture, people, way of living, a language.  I did not light this flaming passion until high school, and from then on it has soared.  As a future educator, I Know how crucial it is to ensure that students do not wait until high school to be aware of language.  If students realized the potential of a language the way that I did, only at a younger age, imagine the possibilities.  If out students were exposed to the integration of language and curriculum, it is an adrenaline rush to imagine how their own personal critical thinking skills, participation, desire for learning, everything would grow.  Students need to have that awareness of a language in a general and critical sense so that tehy can realize where they stand and learn to question, challenge, learn, and explore.  And isn't that what we want for our students: for them to have that fire of curiosity and the desire to learn more.