English in the Mainstream Classroom Bmr 3

The BMR readings sheets considered the social, emotional, economic, cultural and linguistic factors influencing student identities, particularly of those students who come from a language background other than English.   I felt that this was relevant to the TES student population, especially as many come from a third culture background and are either bi or multilingual.   However, I did find some of the information did not apply to students at TES, as to my knowledge; there are no students that could identify with those described in the Migrant experiences or the Experiences of trauma and torture sections.  
I found the readings very informative; they provided interesting examples from ESL students who are ‘reshaping their identities’.   It reiterated the importance that teachers must try to collect as much information as possible about the ESL student, as this is equally as important as planning and teaching the lesson itself.   Having a complete background of the child’s national and cultural identity will help you win their confidence and form a positive relationship.   A successful ESL teacher should equip themselves with the necessary skills to make a child feel valued, irrespective of their backgrounds and their language skills.   Therefore, by gathering as much information as possible, the cognitive development of students coupled with various learning factors such as aptitude and learning assessment, will benefit students and teaching staff.   This in turn will help the student achieve their learning outcomes successfully and access the mainstream curriculum with confidence.    
I felt that some of the information was more applicable to schools in the UK or Australia where the ESL students are more likely to be immigrants, refugees or born of immigrant parents.   In the UK, particularly in London, these students are also more likely to come from disadvantaged backgrounds.