This week's math class was full of all kinds of insight! I particularly enjoyed how Rebecca gave us the opportunity to discuss strategies by which we could assist English Language Learners in mathematics. The possibility of having ELL learners is always present, and I liked how Rebecca never limits our class discussions to topics surrounding mathematics but more so how to infuse mathematics as a "support system" in other areas of education.
In choosing to take the Teaching Internationally online course here at Brock University, teaching English Language Learners is something I have been recently exposed to in research. I have had plenty of time to reflect on how I would cultivate inclusivity with specific teaching strategies. So...prepare for lots of advice coming at ya!
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| Red Pepper. "Welcome Mosaic with ESL Students". Online photo. (2008, June 25). Retreived from: https://www.flickr.com/photos/27984836@N07/2610991927/ |
Supporting English Language Learners is our current Ontario Ministry Document that is essential at having at our disposal as it focuses on a three-pronged approach to increase our student's success: understanding our English Language Learners, working as a school community to support the English Language Learners, and the adaptation of the Ontario Curriculum to increase student academic success. This document provides heaps of insight into the importance of understanding our E.L.L students (including their needs) so that we may make appropriate accomodations to ensure individual success. Highly recommended!
When I was completing my undergraduate studies at York University, I discovered a love and fascination for linguistics. This led me to enrolling in Second Language Acquistion and Discourse Analysis Courses - probably my most favourite electives that I chose during my time at York! I can recall reading a very interesting article written by John H. Schumann, titled Social Distance as a Factor in Second Language Acquisition.
The article explains both good and bad
learning situations for groups desiring to learn and teach a second language.
There are certain societal factors that can either promote social distance or
proximity between the second learning group (2LL) and acquiring the language of
a target language group (TL group). So, as teachers of the English language, we
would be considered the target language group. We must cultivate a reciprocated
positive attitude with the second learning group so that they will intend to
remain in the target language area for an extensive period of time. This way,
enriched learning is achieved. Schumann expresses that the greater the social
distance is between the two groups, the more difficult second language learning
will prove to be. Therefore, we must achieve a sense of “low enclosure” which
promotes the least amount of distance and steer away from “preservation” which
is the greatest form of social distance. As leaders in the target language group,
we must also carry a “non-dominant” attitude and level ourselves at their
current learning status. Furthermore, remaining empathetic towards their
cultural patterns (involving lifestyle and values) will encourage them to
slowly assimilate into ours.
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| Enokson. "ESL Door Hanger." Online photo. (2006, June 12). Retrieved from: https://www.flickr.com/photos/vblibrary/4396314887/ |
An additional resource I would love to share with you all is found on the Brown University website,
features a section dedicated to Teaching Diverse Learners. This of course
includes the instruction of E.L.L students. It is a great resource that we may
consult for suggestions in elementary literacy, teaching and learning
strategies, policies, as well as assessment strategies – which are also
extremely important to consider for E.L.L students because their rate of learning
varies. Culturally responsive teaching is a category on the website that
provides insight into how we can synthesize a celebration of culture in order
to shape their attitude of learning and indulge in equitable access of
material.
It lists the characteristics of a culturally responsive teacher,
including:
- · Positive perspectives on parents and families
- · Communication of high expectations
- · Learning within the context of culture
- · Student-centered instruction
- · Culturally mediated instruction
- · Reshaping the curriculum
- : Teacher as facilitator
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| Banlon 1964. "English Time Bulletin." Online photo. (2009, September 22). Retreived from: https://www.flickr.com/photos/banlon1964/3945638242/ |
The resource additionally suggests we
provide support for the child outside of the classroom which I found to be
interesting. One particular recommendation that I loved is to involve the
parents of the E.L.L student in translation activities. For example, having the
parents participate in a culminating cultural event where they can help
translate certain books that are relative to their native background. This is a
wonderful way to integrate communication not only between differing cultures of
students, but among different generations, too.
Now, in terms of making a student feel confident and comfortable in mathematics class, I think the same technique rings true across all subject areas and classes: incporporating visual elements. Students of learning English primarily rely on seeing and listening; it is the easiest way for them to take in information before they speak, read, or write. Perhaps including culturally relevant models, such as learning fractions with pizza if E.L.L students immigrated from Italy, or modifying my Ratio and Proportion lesson using ingredients that make up tortillas so that indigenous Mexican students can better connect to the material. In making simple adjustments, E.L.L students will feel more "at home" while feeling welcomed by all in a new community.
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| Confident ELL student: Challenges and Strategies. Taken Friday, October 28, 2016. |
Rebecca also encouraged us to reflect on teaching strategies collaboratively within groups. Given the challenges of certain levels of E.L.L students: Early Stage, Foundation, Confident, and Fluent, we were then instructed to provide strategies that would align well with them. My group was to brainstorm ideas regarding the confident students, therefore, different challenges are presented with such students: errors in writing may occur (syntax), improper use of vocabulary, checking for understanding, and having high expectations of written and spoken language. The strategies we suggested were to have students keep a dictionary as well as a hand-made dictionary (the student can add new vocabulary to their own if new words pop up), encourage students to continue verbalizing written text but also allowing sufficient processing time, and assigning tasks that need to be expressed in different ways to exercise various skills.
All in all, I am feeling more inspired than ever to teach E.L.L students, perhaps even abroad one day! I think it would be extremely rewarding to be able to teach students
learning my first language. Connecting with immigrants would resemble that "international feel" I would seek by teaching internationally. The
student(s) would bring forth their own culture, heritage, values, and
traditions in the classroom, which is what I think I essentially crave
to experience because I am an endless learner at heart.
Until next time,
Have a beau-tea-ful day!
Miss Capano
