Two PhD Candidates in Action
Helping English Learners Build Community in Middle School
Fall 2007 – About 25 percent of K-12 students in California are English learners (1.6 million, according to researchers in the School of Education). Many educators believe that meeting the needs of these students and ensuring their academic success is the greatest challenge they face. Irina Okhremtchouk, a third-year PhD student, tackles this issue head-on every day.
As director of the language arts program for English Language Learners (ELL) at Natomas Middle School in Sacramento, Okhremtchouk teaches students who speak more than 20 different languages. A native Russian speaker and veteran ELL teacher, she also serves as an advocate for her students.
Thanks to her tireless efforts, Natomas Middle School has the only multimedia lab reserved solely for the use of ELL students in the district. “They deserve the best tools and materials we can provide,” said Okhremtchouk.
Melissa Salazar, a PhD student conducting her dissertation work with the Natomas ELL students, is impressed by what they are accomplishing with computers, cameras, microphones and the right software.
Together, Salazar and Okhremtchouk are helping the students improve their English skills through the creation of digital video and photo storytelling projects about their lives and cultural communities.
“This is their medium; many adolescents already use the Internet, videos and music to express themselves and to communicate with their peers,” said Salazar.
Salazar, who is now serving as a full-time instructional aide to Okhremtchouk, began her work with the students to understand the nutritional challenges faced by immigrant children in American schools. Her research now goes in a broader direction.
“I knew little about the realities of ELL students before I started working with these kids,” said Salazar. “Using multimedia projects at school has been a rewarding way to help these adolescent students express themselves at school, right at the time when they are engaged in defining who they are—culturally, socially, spiritually, and physically.”
Salazar is one of six students campuswide to receive a Dissertation Year Fellowship. She credits her faculty mentor, Jon Wagner, for his guidance and support. “Jon has been a big influence on my career.” The award includes a $20,000 stipend, $500 research allowance, $500 travel award, and fee remittance for three quarters.
