Sample Final Interview Paper

Sample Final Interview Paper

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Sample Final Interview Paper

The following interview analyses the experiences of individuals in education institutions. The focus group within the interview is bilingual, ESL and dual language students and the main objective of the interrogation is to expose the challenges, difficulties and concepts that are related to Bilingual, Dual Language Immersion or ESL. Within the United States, the education system is concerned with assisting students by giving them English proficiency using new techniques and skills. The current classroom climate in most American schools does not support the needs of diverse learners from different cultures particularly non-English speakers. One of the intended purposes of education institutions is to maximize the literacy levels regardless of the different language skills using the newest ESL techniques (Herrell & Jordan, 2011).

Interview Analysis

The interviewee is Sanchez, a Portuguese student originating from Lisbon who migrated to the United States about two decades ago. When she arrived in the country, she lived in Texas and enrolled in a public middle school that contained an ESL program. Her previous experience with education was mostly administered in Portuguese and while she was solidly entrenched in her native language, she had little experience with the English language. This situation was very difficult for her as this gave her an unequal standing in her academic growth. Her experience was largely negative especially for her self-esteem as she lacked the basic psychological requirements for child development. From her graduation, she was able to take another course in college with the intention of relocating back to Lisbon (Ovando, & Collier, 1998).

While it was not explicit in the interview that Sanchez underwent deliberate discrimination, her emotions pointed towards discrimination during her early years as a minority child. Some of the teachers and students were not excited at the thought of sharing a class with a Portuguese girl. Most of the memories were concerning racial remarks and intonations that were amplified due to her poor comprehension of the English language. Her academics were frustrated by her racial background and most of her potential remained untapped during her schooling years in the United States.

Interview

What is your educational background?

I started out in a small kindergarten in Lisbon, Portugal before completing my eighth grade schooling in Texas after I relocated to the United States. After finishing Carroll Elementary, I enrolled in Caldwell Preparatory High School and afterwards joined Cambridge University.

Which school did you attend at the elementary level?

I studied in the Carroll Elementary school in Texas for several years that were a memorable experience. Most of my acquaintances were made in middle school. The school also had some of the best teachers in the district. Mr. Edwards was one such teacher who taught me English in a very different yet effective way.

What are some of the memorable events in elementary school?

The school was designed in a way that encouraged foreigners to take part in several academic and non-curricular activities. I was particularly encouraged to join the Cultural club that exposed me to a lot of American traditions, history and culture. The only problem was that the Cultural club only concentrated on imparting American values rather than handling global perspectives. I felt that the school indirectly trying to Americanize all foreigners without their consent. This was one of the remarkable aspects in the Carroll Elementary administration.

Were there any teachers that you did not like?

From all the teachers in the school, I did not have any problems with the staff. Of course, all of the teachers were strict in their delivery of quality classes and I had a difficult time relating with them. However, all of them were just performing their duties and I could not blame them for any contributions.

What are your sentiments concerning dual immersion programs in English classes?

I am somewhat indifferent towards the ESL programs. I have had children who started speaking Portuguese and English at the tender age of two. There was no need for them to be taught English. They never took ant English classes when they attended junior or high school and their English was always impeccable and comparable to that of their teachers. Therefore, I do not think that the ESL programs should be introduced in schools and that the current generation of children is fully versed with different aspects of the English language.

How was your experience as a Portuguese living and studying in America?

The issues of race and gender were very influential during my early schooling days in Texas. It is evident that girls have always had much more difficulty in studying and being a foreigner, it was extra difficult. All my classmates were always apprehensive whenever I wanted to make new friends with them considering my limited mastery of the English language. It was always difficult to talk about common aspects such as lifestyle, trending aspects and other activities that affected the youth. I remember a particular instance I tried to make friends with one girl that ended up in a lot of confusion. Foreign students living in America are also the target of hate speech and verbal abuse. I had some classmates calling an ‘intruder’ or me ‘weird’. Although it was not derogatory, I felt that they were targeting me because of my racial background. Overall, I had a difficult time during my schooling years mainly because I was Portuguese.

Are there any economic, gender or age consequences that affect the education system in the United States?

The American system is flawed by deep-seated economic consequences that affect the quality of education as well as the infrastructure in the institutions. In Carroll Elementary, the ESL programs that were in place were administered by two full time teachers who were not exactly qualified for the job. The program itself was not funded on a permanent basis and this created gaps in the continuity. I was not able to finish most of the courses in the program. Furthermore, the school also provided little consideration for ESL program updates and let it run on outdated syllabi.

What is your experience with K-12 schooling and educational institutions in the United States?

I believe that K-12 schooling represents the most vital stage of education for all individuals. AT a younger age, children are easier to instruct and guide. Furthermore, K-12 schooling in the United States has significantly more investment when compared to the other levels. As a child, I experienced the advanced levels of K-12 schooling and I must comment that the organization and administration was average. There was no real concentration of the special needs of non-English speaking students such as me. Programs such as ESL were not implemented efficiently at the lower levels forcing foreign or bilingual students to work extra hard in learning and using English. At the high school and college levels, the United States has managed to impress me with their programs that aim at facilitating the study of English among foreign and bilingual students. However, I can say that the United States pays little attention to their cultural representations especially in the education sector (Rod, 1997). From the teachers to the administrators, it is clear that their aggressive American culture has been adopted utterly and without consideration for other foreign cultures. The result is an education environment that is oblivious of the contributions of other valuable and useful from different civilizations such as Portuguese, Spanish and the rest.

Part 2 Qs. Treatment outside the school

  1. Where did you first reside when you arrived in United States?
  2. Did you like your neighborhood and talking to the people around your home? Why
  3. When around other children, did you feel a bit unequal or disadvantaged because you were not a good English speaker?
  4. Are there any neighbors who treated you differently because of your background?
  5. Are there moments in your life that you wish you had not come to the United States? If yes what made you feel that way and did you do anything about it?
  6. What are the most memorable parts of your first two years in United States?

Part 3. Qs Unequal Treatment at Workplace and Social Places

  1. Have you experiences unequal treatment at any of the places you have worked?
  2. Do you think your cultural background or accent was the reason for your unequal treatment?
  3. Are you in a position to interact and make new friends with other people of different backgrounds in social gatherings?
  4. Are there moments in gatherings that you can describe about someone treating you unequally for no reason other than your accent and cultural background?

Conclusion

The education system within the United States has evolved from a focused system that sought to transform the mindset and abilities of the younger and older generation within the country. For a long period exceeding three decades, America has usefully managed to realize this objective (Moll & Gonzalez, 2004). However, in the face of advanced technology, increased social awareness, economic changes and a myriad of other transformations, the education system in the United States has become an over-commercialized enterprise that is negligent of high standards, quality and variety of programs (Echevarria, Vogt & Short, 2008). While a section have maintained these qualities, a large part of the system has little or no use for bilingual or multicultural elements that affect the learning process. While foreign cultures play a major role in the educations system, the United States have gradually rejected alien contribution and instead embraced their own way of doing and understanding things (Fosnot, 1996). It is imperative that the stakeholders in the sector be more open minded and willing to adopt foreign considerations. In this way, more foreign and bilingual students are able to fit in the schools and learn the English language easily (Rod, 1997).

 

 

 

 

 

 

 

References

Echevarria, J., Vogt, M., Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Pearson Education.

Ellis, Rod (1997). Second Language Acquisition. New York, NY: Oxford University Press.

Fosnot, C. T. (1996). Constructivism: A psychological theory of learning. In C. T. Fosnot (Eds.), Constructivism: Theory, Perspectives and Practice (pp. 8-33). New York, NY: Teachers College Press.

Herrell, L. A., & Jordan, M. (2011). 50 strategies for teaching English language learners. Boston, MA: Pearson Education.

Moll, C. L., & Gonzalez, N. (2004). Engaging life: A funds-of-knowledge approach to multicultural education. In J. Banks & S. Banks (Eds.), Handbook of research in multicultural education (pp. 699-715). San Francisco, CA: Jossey Bass.

Ovando, C., & Collier, V. P. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts. New York, NY: McGraw-Hill.

 

 

 

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