If we want to ensure that English learners don't continue to fall behind academically, integrating language with content is the key! This is where listening, speaking, reading, writing, (and viewing) come into play. So I ask you, how are you practicing what you preach and modeling these behaviors for staff, students, and families? I'll share mine and then I'd love to hear yours!
I started teaching in the winter of 1997. Hired in a wonderful suburban district outside of Houston, Texas. The campus experienced a little growth and needed a teacher mid year, so I was the lucky one hired in December just as I received my college diploma and teaching certification.
My college pre-service classes taught me little about what the classroom experience would truly be like. And with wide-eyes I walked into my first classroom and found myself teaching third graders who had a myriad of needs I was ill prepared for. Some students needed special education support, others dyslexia, and some were learning English. I quickly found that the big white binder of curriculum didn’t hold the answers I needed to give these kids the support THEY needed.
Art teacher, Libby Beaty, teaches in Seoul, South Korea at Seoul Foreign Middle School. I came across her Twitter handle in April and was instantly hooked. But I didn’t know how much I would actually love her until after I asked her to answer a few questions for me. When I read her responses, my heart filled with joy and I couldn’t wipe the smile off my face. It was Teacher Appreciation Week and this is yet another example of a teacher we must celebrate!
Here's the art project that Libby shared on Twitter and that she had her students do. It went pretty much viral. When I saw it, I reached out to Libby on Instagram and asked if I could “interview” her about her work. I asked her a series of questions. Here’s how it went.
I'm hearing from colleagues, family members, close friends, and educators around the globe that they are worried about students not getting enough instructional time right now while schools are closed due to the Corona virus. Parents are stressed. Teachers are overworked. Kids are confused. And we're all just trying to figure this out while it's happening (very quickly)!
The biggest concern from teachers is about the kids they aren't hearing from on online platforms or through other means of communication. What are they doing? Are they learning? What's going on? And how can I help?
Guess what...students are learning a lot at home. We might just have to help families refine daily practices a little. So here's what I suggest.
If you'd like to watch the free, brief webinars that Tan Huynh and I did on Reading and Writing with ELs during Distance Learning, they are available on this website along with the presentation slides. Stay well friends.
Pivoting instruction to meet the needs of students and families has been a challenge for teachers across the world since the COVID-19 pandemic. But through collaboration and continued support, we are working together to serve students. Thank you all for everything you are doing to ensure that ELs are receiving the support they need.
This article originally posted on Middle Web on 1/6/2019. This is an updated version that includes how to promote academic language during distance learning.
“My kids seem to speak English well, but when it comes to academic tasks, they struggle.” We often wonder why English learners have a difficult time with standardized tests and essays in content areas but are able to communicate with peers and get along fairly well on a day to day basis. The reason behind it may be that academic language is different from everyday language. Academic language takes from 5-7 years to acquire while social or conversational language (often known as BICS, basic interpersonal communicative skills coined by Jim Cummins) only takes 2-3 years.
What we know is that students need to make greater gains in academic language in order to become successful in school and post secondary.
Academic language is the language of the content area of instruction. It is the textbook talk and vocabulary and syntax used in lectures and class presentation. It is not just single words and includes phrases and sentences as well.
It is critical that English learners are offered many opportunities on a daily basis to practice using academic language. Why? We have to consider that some English learners go home to environments where they speak another language in the home. And that is awesome! Bilingualism has great benefits. However, to develop bilingualism, when they are in our classrooms or under our instruction, we have to build as many opportunities as possible for English language development using domain specific vocabulary. We have to put the language in their mouths. Other students (including native English speaking students) may go home to English speaking households, but the level of vocabulary or conversation may not be where we’d hope. This is yet another reason why our instruction (be it face to face or remote) needs to be filled with opportunities for students to use academic language.
How can we get students to use academic language? Below you will find 10 ways to get students, especially English learners, practicing academic language in your classroom and beyond.
He was born in the U.S. Is he lazy? unmotivated? what's going on?
If you teach middle school or high school you can probably relate. You may have asked yourself this question before, “Why hasn’t this EL met exit criteria?” Are they lazy? Are they not trying? Are they unmotivated? What is going on?
Let’s look at a student profile:
Why haven’t they met criteria to exit ESL?
There may be many factors that contribute to students remaining in ESL and not meeting exit criteria. Examining each student’s profile closely could reveal the answer.
However here a few common problems that lead to long term EL status:
The first thing we do with students can set the tone for our time together. Starting the period off on the right foot is critical to a successful lesson. Read on to discover five ways to start your class period in engaging and welcoming ways whether you are a general education teacher or an ESL teacher that pulls students out.
This question has been asked a time or two (hundred...thousand…). Seriously though. In districts around our nation some ESL teachers are considered part of the intervention team while others are not. Why is this important?
Merriam Webster’s definition of intervention:
a : the act of interfering with the outcome or course especially of a condition or process (as to prevent harm or improve functioning)
To clarify, ...
What is the Hidden Curriculum in Your Classroom?
The written curriculum can actually be quite easy to identify. It’s stated in the lesson plans. It’s part of our instruction. But what's hiding in the curriculum? What about the messages we send that are not written out explicitly and not spoken directly. The hidden or unwritten curriculum instead is found when we read between the lines. These are the messages we send to students. And often they speak more loudly than the written curriculum.
What is the hidden curriculum in your classroom?
Recently at a state conference called TexTESOL, I had the pleasure to present on teaching ELs how to sketchnote. Since I personally enjoy sketchnoting so much and I have a passion for serving ELs, combining these two loves brought great happiness to me.
Many of you, that were not able to attend, have reached out to me via email or direct messages on Twitter and Facebook asking for the resources from the presentation. Here they are for all to use and share. Please let me know if you use them, enjoy them, find them meaningful, or have questions. And TWEET or share pictures on facebook of your students' work (if allowable) and tag me so I'll see them.
This link will take you to a Padlet that houses all of the resources I shared including slides from the presentation. Enjoy!
And for fun, here are pictures of our PLN at the conference too!
Building and sustaining strong partnerships with the families of our English learners is an essential part of their success. In this article for Seidlitz Education, I outline how to prepare for conferences with families, what to do during the conference, and how to continue to sustain communication after conferences.
If you know me, you KNOW I L.O.V.E. what I do. I've always loved it. No matter my role in education, I bloom where I'm planted. I think this is because (like many of you) education is not a job for me, it's a calling. I live and breathe it. It's not a 7-4 job. There are no hours that limit my time doing what I do.
But I have to be honest with you, the year I transitioned from a classroom teacher to an ESL teacher who pulled students out and co-taught, wasn't all roses. I struggled...a lot. So if this is your first or second year out of the mainstream classroom and working as an ESL specialist, pull out teacher or co-teacher, you may be able to relate.
I was a mainstream, third grade teacher in a public school in a suburb outside of Houston, Texas when I began teaching in 1997. Our school had one designated teacher that served English learners through a pull-out program. I understood my job was to teach students the general education curriculum while she taught my English learners the language. I never knew exactly what they did when they were with the ESL teacher. And I’m not sure if she knew what they were doing when they were with me.
Fast forward to 2019.
Looking back, I know that this was not a great structure for teaching content or language to our students. I can only imagine how much more and how much quicker our students would have learned language and content had we collaborated…had I recognized my own role as a language model for the students.
ALL educators, administrators, and stakeholders need to know how to serve ALL students including English learners.
Each year that we are in education, we grow wiser. We realize what worked and what didn’t. We learn just as our students do. We learn from reflecting on our experiences and from others. Recently I asked Larry Ferlazzo, Carol Salva, Rita Platt, and Andrea Honigsfeld if they would kindly reflect on their own careers as educators and share with us some advice or something they wish they did differently. Here’s what they said…
The first few days of school lay the groundwork. They help to create a foundation and atmosphere for the rest of the year. Here are a few of my favorite ways to start the year off with students. You can adjust these to meet your students’ age level, but mostly they can be accommodated to fit K-12.
I picked these activities because they keep ELs at the heart by building community, encouraging interaction, lowering the affective filter, and they can be used later in the year for more academic lessons.
Are you hoping to get hired as an ESL teacher or specialist? Take a look at the questions compiled below from colleagues and experienced ESL teachers that have been in your shoes.
Hopefully, these will begin to give you ideas about how you might answer questions that the interview committee could ask you.
6 Things you can do now!
First of all, WELCOME! We are glad to have you in our professional learning network. If you are reading this, I want to formally welcome you to a wonderful, passionate group of ESL educators and advocates who will support you along the way. In this article, you will find ideas for professional learning, resources to dig into, leaders in the field, and much more.
So you secured an ESL position. And you're wondering...how can I prepare for this job?
I've heard ESL teachers say that on their campus they feel less valued as a team, as educators, and as a department.
They are frequently asked to do duties other than serving English learners. Duties like covering classes when teachers are in a pinch, running copies, covering lunch duty, and more when they should be serving students, English learners.
The other day, I posed a question to my Twitter PLN. I asked what their non-negotiables were for teaching English Learners. The responses were overwhelming. Just imagine if we set aside time as campus or district teams to develop non-negotiables and then live by them. This would be a great practice for ESL and bilingual teams. Here are some of the responses from Twitter followers:
The 'summer slide' is a real thing. When summer hits, many students digress in learning. Sadly, English learners can become victim to the 'Summer Slide'. We can help our students and their families by giving them some information before summer starts!
What is the difference and Why should we care?
Well, first and foremost, we should care if we want our students to speak like scholars. If we want our students to be marketable after they graduate. If we want them TO graduate! Then we should care! Sentence stems and frames are scaffolds as students learn language and content.
Sometimes educators use the terms sentence stems, sentence starters and sentence frames interchangeably. You may wonder...are they the same thing? The answer is no, they are are not the same. They have their own form and function.
Teaching language structures is one of the most important things we do with our English learners. Embedding academic vocabulary into the language structures is key to their academic success. Making it interactive, engaging, and fun bumps it up ten notches! The Sentence Patterning Chart (a GLAD strategy) that I wrote about last January is an excellent way to build content knowledge and help students acquire language structures through authentic shared writing.
So if you haven't tried it yet, I highly suggest it. And if you have tried it, here's your next move!
Often I'm inspired to write by something I've encountered either through reading a professional book, visiting a campus or classroom, or through conversation (in person or online). This post was inspired by recent conversation online. Let me set it up for you.
A teacher wanted advice regarding a student she has who is new to the United States. The student's primary language is Spanish and the teacher is having difficulty serving the student in a main stream English classroom while also serving the other English only students. The teacher mentioned that she had yet to have a conversation with the student. Many other teachers responded giving advice. Some said it's impossible to help this child. Others said that the student first must learn English before she can learn grade level content. Some said the other students in the class will suffer if the teacher employs techniques to support the one beginner.
This post was completely deficit based and many of the comments to it really touched a nerve. "I see no benefit in having her..."
So if you feel that you're in a similar situation or you know someone who is, here's some advice:
Do you remember when you were in school and your teacher said it was time for read aloud? I don't know about you, but for me, that was a joyous time. It was a time for my imagination to soar. I could take the words that were flowing so eloquently from her mouth and create a movie in my mind. I loved it.
As a classroom teacher, reading aloud to my own students became my favorite thing to do (maybe because it was magical for me as a child). I wanted to share that experience with them. But I also wanted to lift the level of learning a notch. Rather than this time being only a time for input, I was hoping to create some opportunities for output as well.
ENTER Interactive Read Alouds!