Readiness for CLD Families and Students

Time needs to be invested in employing strategies such as semi structured conversations with CLD students and families, which can bring unexpected, useful rewards. Teachers need to effectively maximize CLD student’s experiences to focus on instruction for cognitive and academic growth. This will reduce reteaching and increase the relevancy of instruction. Teachers who use these conversations increase their effectiveness as educators and their time available in the classroom. Time is further maximized at home visits. At home visits, the teacher learns about the student, the family, the community, and extended family members who are key stakeholders in the CLD student’s education. Questions that will be answered through these conversations include “what cultures are represented by students in the school and in the classroom?”, “what native languages do students bring to the learning community?”, and “How many students will need accommodation and at what levels?”

Here is a link to an article on accomoation readiness. I really liked how he discussed common misconceptions, but discussed family support as well.
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CDIQFjAA&url=http%3A%2F%2Fwww.joci.ecu.edu%2Findex.php%2FJoCI%2Farticle%2Fdownload%2F183%2F152&ei=o_gvUcTfK6aS0QHuooHACA&usg=AFQjCNHhHxd3GJuMSaiGiYrpGG3r5ClNgA&sig2=BdSl7dxoiIoXsRUaa33sgQ

Two Way Immersion

Two- Way Immersion has “become an increasingly popular way to attract public support for multilingualism” (123). In this program, not only are CLD students learning one language, but the native speakers are learning another language as well. Since this program is cross- cultural and is multilingual, CLD students tend to have higher achievement levels than in just L2 alone. This section also discussed how this program facilitates CLD students becoming more proficient in L2 if they have a strong foundation built in L1. It is critical that a lesson is never retaught in the other language, rather the content can be spiraled. There are many factors to the success of this program. Success stems from the following:

• instruction that is grounded in the core academic curriculum
• a minimum of 4-6 years of bilingual instruction
• language arts instruction in both languages that target all 4 aspects of literacy development
• instructional separation of the 2 languages
• instruction in the non- English language for at least 50% of the time
• Support and understanding of the program from administration
• additive bilingual learning environment
• high levels of parent involvement
• highly qualified instructional personnel

This is the most effective model discussed in chapter 4. However, there are concerns. Some concerns into student involvement and retention, parental support, and due to inappropriate modifications for native speakers, CLD students “may be shortchanged in their L1 development” (125).
This video shows a school that implements a Two- Way Immersion program and its importance.
http://www.youtube.com/watch?v=i-TMa8ZObl4
This second link is to a “Two Way Immersion Toolkit”. It address program design and planning, classroom instruction, and parental involvement

http://www.alliance.brown.edu/pubs/twi/

Herrera, Socorro G., & Murry, Kevin G.  (2011). Mastering ESL and bilingual methods: differentiated instruction for culturally and linguistically diverse (CLD) students. Boston, MA: Pearson Education, Inc.

Authentic Literacy

Research on literacy development indicates that CLD students should be bathed in rich and authentic literacy activities from early stages of literacy development.  Do this by maximizing their own prior experiences, culture, background knowledge, and reasoning to actively contribute to instruction. You need to remember that begin school, CLD students have often been exposed to many activities that contributed to their literacy development.The first link posted goes into more detail about authentic literacy. It also provides some literacy activities that can be applied in the classroom. The second link posted is a link to a teacher handbook. It not only provides activities, but real models as well.

http://authenticliteracy.wordpress.com/
http://www.authenticliteracyinstruction.com/img/HandbookK3.pdf

Challenges of the Lingustic Dimension

This is a great video for mainstream teachers to watch. This video discusses challenges and second language acquisition. A definite must see!

http://www.youtube.com/watch?v=3_LOBBLmgYc

Cognitive Development

Cognitive development is sometimes neglected in the classroom due to its complexity. CLD Students often face challenges in instruction. These challenges include interrupted cognitive development in L1, instruction that fails to target a variety of learning styles, In English vocabulary knowledge and comprehension are primary determinants of reading comprehension ability, core structures of some subject areas are extremely difficult for ELL students, and some content areas require a high level of declarative and precedural knowledge of integration.

As teachers, what can we do??
Teachers need to keep the following in mind:

•  Self- Concept/ Self- Esteem: Create a safe environment by being friendly- make the student feel appreciated!!
• Peer Acceptance and Socialization: Adolescents often have a strong desire to belong to a group for feelings of self- worth.
• Physical Development: Teachers need to be aware that ELL students are experiencing not only the expected physical changes, but also the additional stresses related to cultural and linguistic differences.
• Development of Abstract Reasoning:Teachers have an even greate responsibility to influence intellectual development by being caring, and nuturing role models.

Being aware of these, also facilitates in teaching modifications that are "cross- culturally sensitive, effective in reducing the need for reteaching, and designed to reduce the slope of the learning curve for all students" (36). We need to make sure students not only understand the concept, but are also able to transfer and apply the content to other situations. Our ELL students would be much more successful if we connected concepts so they are able to transfer the information. If we do this for other students, why shouldn't we be doing this for ELL's as well?

Herrera, Socorro G., & Murry, Kevin G.  (2011). Mastering ESL and bilingual methods:              differentiated instruction for culturally and linguistically diverse (CLD) students. Boston, MA: Pearson Education, Inc.

CLD Students: Asset or Liability?

I am currently reading the book, "Mastering ESL And Bilingual Methods." I am not the type of person who enjoys reading textbooks, however there is a lot of valuable information in this book. When reading, there was a section that really stuck with me. It was named "The CLD: Asset or Liability." It says "You might well ask, Why assets and liablities? The sad fact is some of our schools continue to perceive the CLD student as a liability- a student who is liable to fail because he or she cannot understand or speak the language of instruction" (7). This statement honestly bothers me. In schools there are many students who struggle to understand the content and instruction. But that's our job as teachers. It says "educators are responsible for educating all students" (10). It is our job- we need to find a way to deconstruct and help these students understand the content. No child should ever be seen as a liability. Schools need to see the assets these students bring. These assets include:

multilingualism, experiences and schooling in another country, and familiarity with multiple cultures and ethnicities. These assets should be used as an enhancement. The stereotype of ELL students being a liability because they don't understand the language needs to end. Teachers need to recognize there is more to it than language development. It also includes cognitive and academic development for CLD students to be successful.

 

Herrera, Socorro G., & Murry, Kevin G.  (2011). Mastering ESL and bilingual methods         differentiated instruction for culturally and linguistically diverse (CLD) students. Boston, MA: Pearson Education, Inc.

Language Objectives

Language Objectives aren't as confusing as they first seem! Watch the small clip below to see how I created my language objectives.

http://www.youtube.com/watch?v=BbC5_IxoGm8

ELL + Silent Period

Silent Period with ESL
When deciding on a student, I had two options. One girl will not speak at school. The little boy I chose did not speak at school last year, which caused a low score, however is this year. This made me wonder if it was common for ELL students to have a silent period. Here’s what I found- and there is so much out there on the topic!
“According to Stephen Krashen, most new learners of English will go through a “silent period” which is an interval of time during which they are unable or unwilling to communicate orally in the new language. The silent period may last for a few days or a year depending on a variety of factors. It occurs before ELLs are ready to produce oral language and is generally referred to as the “Pre-production” stage of language learning. ELLs should not be forced to speak before they are ready and we don’t want to embarrass students by putting them on the spot.. What determines the length of the" silent period?" There are several factors involved. First, personality plays a key role. A normally shy and quiet youngster in native language is usually going to take longer before they feel comfortable speaking. Native culture will also play a role. In many cultures, for example, girls are not expected to speak out. They play a more passive role in family and classroom dynamics.
The Pre-production Stage of Language Learning
Your students are learning during this silent, pre-production stage. They are acquiring language every day.

• They may have up to 500 words in their receptive vocabulary.
• New learners of English can listen attentively and they may even be able to copy words from the board.
• They will be able to respond to pictures and other visuals.
• They can understand and duplicate gestures and movements to show comprehension.
• Choral reading and Total Physical Response methods will work well with them.
• English language learners at this stage will need much repetition of English.
• They will benefit from a “buddy” who speaks their language.
• Teachers should focus attention on listening comprehension activities and on building a receptive vocabulary.

(http://www.everythingesl.net/inservices/pre_producti_silent_period_93415.php)
I also found that students are able to comprehend what is being said. This is very true in the young girl at my school. She is able to nod or shake her head to questions, and she will do her work at school. However, it harder for ELLs to express their ideas. This shows that comprehension precedes actual production. “Nevertheless, with more exposure on those topics, and if they became meaningful to me and part of my everyday reality, after a while I would be able to start to use that specific jargon as part of my everyday vocabulary. In this example, the stretch of time between my initial exposures to the topic, maybe the first time I heard a report on those topics and the time when I could talk about it freely without jargon or any language-related problems could be considered my silent period in the field.”
http://www.eslbase.com/articles/acquisition

WIDA Can Do Descriptors

WIDA Can Do Descriptors are very helpful when creating language objectives. The WIDA Can Do Descriptors show where and what an ELL student is capable of doing. For example, if a student is on a level 1, Entering, the student may point to pictures or answers. These Can Do Descriptors show where a student is, and where and what is needed to push them to the next level. These also help identify modifications a student may need. They include many domains, such as listening, speaking, reading, and writing. There are many practical applications that can be used with these Can Do Descriptors. For example, you can identify the student's level and incorporate it into your lesson plans when differentiating and making modifications.