What kind of word wall is on your walls? Does it support your learners or is it just there as part of the wall paper creating wall pollution?
Let me tell you first hand...I used to have a traditional word wall and I wholeheartedly thought I was doing what was best for my students. It was alphabetical and I put words on it that were Tier I, Tier II, and Tier III (thinking that I was supporting everyone). I tried playing games with my students using the word wall and I even let them add their own words to it so they could take ownership of the wall.
But as a lifelong learner I embrace new information and when I find something that is better for students, I recognize it. Recently I learned about Interactive Word Walls from Dr. Julie Jackson. She is a professor at Texas State University and travels to deliver professional development regarding these amazing word walls. Her expertise is in the field of science but I think the word walls can work in any content area.
Have you ever walked into a classroom and heard a teacher say, "I love how quiet you all are. Keep it up."? Quiet classrooms are dangerous for English language learners and most other students as well. Talk is key to learning. If the goal is to lift the level of language, how can we do that in a quiet classroom?
Today I had the privilege of attending a great workshop in San Antonio called Making Words Real. It was presented by Joanne Billingsley, the author of the book, Making Words Real: Proven Strategies for Building Academic Vocabulary Fast. The session was very informative, interactive, and relevant for K-12 across content areas.
Joanne reminded us that words have a great deal of power for all students. They help us understand, be understood, and connect. Word knowledge leads to world knowledge. Key for us to remember as educators is that we all teach language. We teach the language of our content. Some of us teach math while others teach social studies or science. But we are all language teachers. We teach the language of our content because the situation demands it. There is a direct link between vocabulary knowledge and academic success. When our ELLs are missing vocabulary they lag behind academically creating a gap.
As teachers, we should be cognizant about how much talking we are doing and how much academic discourse we are allowing our students to practice. If we are doing all or most of the talking, then ELLs will continue to lack progress in speaking and consequently in writing and reading. There is a direct link between speaking, writing and reading as well. The more our kids practice the language, the stronger they will become as readers and writers. Exposure to academic is not enough. Students must have time for guided talk, purposeful conversations, and explicit instruction.
In her book, Joanne shares many examples of how to create a language rich environment that breads academic vocabulary. I will not go over each one, but I will say that most (if not all) of them include the employment of gestures, visuals, physical movement, and sentence stems.
Joanne reminds us that it is critical that students VERBALIZE to INTERNALIZE. Words become real when kids use them in speaking and writing not if they memorized them for a vocabulary test.