English Language Learners (ELLs)

 

 

 

Working with ELLs can be challenging if not adequately prepared.  Here is some information to help with the instructional process.  But, first, it's important to set the context for understanding.

 

 

Context

 

Bilingualism is a worldwide phenomena across the U.S.

 

Rate of ELL increase in public schools is huge.

 

• 17.9% of all individuals in U.S. speak another language (i.e. other than English) (U.S. Census Bureau, 2007).
• Between the decades 1998-199 and 2008-2009, the ELL population grew by 51% as opposed to the general student which grew  by only 7% (National Center for English Language Acquisition, 2011)

 

Takes 2-3 years for oral language development and 4-6 years or 5-7 years (or longer) for academic language development (Collier, 1987; Hakuta, 1986) 

 

Academic language is developed within timeframe with a strong foundational base in 1st language (Cummins, 1984; 1998).

 

Study with 210,054 students showed that ELLs in maintenance bilingual education program (i.e., maintaining instruction in both languages form 4-5 years) performed equal to their non-ELL counterparts by 5th or 6th year (Thomas & Collier, 2002).

 

ELL needs opportunity to practice L1 and L2 or the 2 languages may be lost or underdeveloped.

 

The cognitive benefit of balanced bilingualism cannot be attained unless the student achieves a strong foundation in L1 (Brice, Kester, & Brice, 2011).

 

So, what strategies can educators use?  Try the following (in bold) (Alliance for Excellent Education, 2005):

 

• Vocabulary and Language Development:  Introduction of new concepts by discussing vocabulary words key to that concept.
   
  Example Activities
   
• Word Analysis (e.g., dissecting words into parts (prefix, root, suffix)
• Vocabulary Journals, A-B-C books, word webs, and word walls
• Interactive editing, Cloze paragraphs, dictations, and subject-specific journals
   
• Guided Interaction:  Structure multiple opportunities for peer-to-peer interactions as they learn content.
   
  Example Activities
   
• Partner interviews, Class surveys, Think-Pair-Share
• Poster projects, Group presentations
• Reader’s Theatre
   
• Metacognition and Authentic Assessment:  Teach students processes for metacognition (i.e., pre-reading & pre-writing, word analysis, checking for understanding).
   
  Example Activities
   
• Guided reading, Pre-reading guides, Anticipation guides
• Think alouds, K-W-L
  • Learning logs/journals, quick writes
     
• Explicit Instruction:  Teach essential grade-level concepts & build student’s background knowledge.
   
  Example Activities
   
• Teach/explain prerequisite language applications: reading directions, idioms, sentence starters
• Teach specific reading comprehension skills for completing task procedures, answering questions, understanding test & graphics
   
• Meaning-Based Context and Universal Themes:  Introduce new concepts through familiar resources, prompts, visuals, or themes.
   
  Example Activities
   
• Quick-write responses or recording student responses to visuals, current event stories, real-life models

 

 

 

• Identifying & analyzing  different perspectives & language references re:  essential concepts
   
   
• Modeling, Graphic Organizers, and Visual:  Model how to complete tasks.  Provide graphic organizers & meaningful visuals to support students’ recognition of essential information.
   
  Example Activities
   
• Venn diagrams, story maps, main idea & supporting detail schematics
• Read-alouds with examples of appropriate modulation of language delivery with repetition

 

 

References

 

• Alliance for Excellent Education., (2005). Accelerating academic    language development:  six key strategies for teachers of English-language learners,1-5.  Retrieved from: https://uteach.utexas.edu/sites/default/files/files/SixKeyStrategiesELL.pdf
• Brice, A., Kester, E., & Brice, R., (2011, October 24).  English language learner characteristics:  an overview of assessment issues.  Retrieved from:  http://www.pediastaff.com/blog/english-language-learner-characteristics-an-overview-of-assessment-issues-5338
• Collier, V. (1987). Age and rate of acquisition of second language for academic purposes.  TESOL Quarterly, 21(4), 617-641.
• Hakuta, K. (1986). Mirror of language. The debate on bilingualism. New York, NY: Basic Books.
• National Center for English Language Acquisition. (2011). The growing number of limited
• English proficient students 1998-99/2008-09. Retrieved from: http://www.ncela.us/files/uploads/9/growingLEP_0809.pdf
• Thomas, P. & Collier, V. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education.
• U.S. Census Bureau. (2007). State and county quickfacts.  Retrieved from http://quickfacts.census.gov/qfd/states.00000.html

 

What is grit and can it be taught?

I’ve been doing some reading on this topic, and this is what I’ve come to learn.

Grit is a formidable attitude when things get tough.  It’s understanding that even as we’re struggling through something, we’re blessed to learn through our struggles.  Grit is having the perseverance to keep trying.  It’s not giving up.  It’s hoping.  It’s knowing that true success is achieved by our honest efforts.

I think it’s no coincidence our founding fathers of the Declaration of Independence used the phrase “life, liberty, and pursuit of happiness…” as they did not take for granted that “happiness” would simply be bestowed upon us.  Through grit, we were meant to pursue and earn our “happiness.” We chase “happiness” with our hours of hard work and commitment.  Grit is failing, getting up, and doing it again.  Perhaps failure is the greatest teacher of grit.

But, can grit be taught?  The answer is YES!

  

First, self-perception matters.  Students need to be taught their beliefs about themselves affect ability to succeed.  Their self-perception about their work and how they can improve impacts their performance.  Conversely, negative self-perception leads to a spiraling circle of dreadful outcomes.

Next, students should understand the meaning of optimism.  How do students perceive setbacks?  Do they view setbacks as permanent or temporary problems?  Do they take ownership of the problem or cast the blame on others?  Ideally, students should perceive difficult school tasks as temporary and take some degree responsibility for overcoming those tasks.

Furthermore, teach students to use cognitive reappraisal to build resiliency.  What is cognitive reappraisal?  Cognitive reappraisal is an emotion regulation strategy in which a student is taught to reinterpret situations that may initially be viewed negatively.  For example, a student fails a math test.  Initially, the student thinks negatively about his or her performance.  But, upon reappraisal, the student may begin to see the math result as a challenge to better him or herself.  In short, teach the kids that “If life give you lemons, make lemonade.”

Finally, help students deepen their knowledge of who they are as individuals.  One of life’s greatest discoveries is understanding one’s purpose and usefulness in relation to others.  When a student begins to understand their purpose, they are more likely to be grittier to achieve their desired outcome.

Thanks for reading!  Wiki Ricardo

YOU GOT GRIT?  CE STUDENTS DO!

ISTE REFLECTION

Visionary Leadership: Effective leadership advances the vision of integrating technology and curriculum in today’s school buildings. As such, the visionary leader ensures action plans are in place for rolling out tablets into classrooms and ensuring the effective use of smart boards and computer labs. Such action plans require time, collaboration, and communication. Only then can educators expect to have students engaged in the learning process.

Teaching, Learning, and Assessments: These three critical components, teaching, learning, and assessment, are not accomplished in isolation but are intimately related within the learning environment. As educators, the interplay of the three components need to be modeled for teachers. In this manner, educators are able to gain a much comprehensive view of student knowledge, skills, interests, and levels of needed differentiation.

Digital Age Learning Environment: Creating learning environments in which all students have access to technological resources is critical. This aspect is crucial as the teacher is no longer the sole source of information.

Professional Development and Program Evaluation: The design of effective professional development requires feedback from teachers. How are the students progressing? What needs to change? Answers to such questions will drive the direction in which continued professional growth needs to move.

Digital Leadership: This component requires modeling digital citizenship. The use of digital tools is a privilege in the school context. As with other tools for learning, there are appropriate and inappropriate ways of using them. Using digital tools to increase understanding, communicating, and learning should always be modeled.

Content Knowledge and Professional Growth: What must still be learned? Am I growing? Answering these questions are important in order to continue to deepen my understanding in content knowledge. This requires reading, practice, and self-reflection.

WHO IS RICARDO MONTALVO?

I am Ricardo Montalvo, and I am ready and eager to serve as the new principal of Castleberry Elementary (CE).  First, I want to say that it feels wonderful to be joining such a fine staff, community, and most importantly, a great student population.  I have already had the opportunity to meet many people.  My hope is to continue to build positive school-parent relations to collectively determine next steps to keep students achieving at high academic levels.  This is important to me as I hold high expectations when it comes to student learning.

As a husband to a lovely wife, Rosalita, and father of two energetic boys, Eván (age 7) and Isaac (age 5), I understand the meaning of wanting the best possible education for children.  I will work hard at ensuring that the students of CE receive just that…the best possible education.  At the same time, I know that it will take the work of all the adults who interact with students.  I firmly believe that everyone plays unique, key roles in students’ academic, character, and social development.

Please know that I am here to serve the student population of CE, and in this vein, I look forward to forming partnerships and getting to know the staff and community better.  So, to everyone I say, enjoy your summer and rest up.  Come back prepared to an exciting new school year and ready to learn.

Best regards, Ricardo Montalvo