Experiential Learning: Interviewing a Teacher Who Works Regularly With ELLs

I interviewed a teacher friend who I worked with last year. The school she works at has the highest ESL population percentage in our school board. Most students at school speak Assyrian, Arabic, and Spanish. There is a settlement worker at the school 4 days a week. It truly is a great school, where differences are celebrated!

Interview
Describe your work with ELLs.
Our school is heavily populated by Assyrian students. I currently have 6 ELLs in my classroom. I was able to form a close relationships with a grade two student in particular by encouraging her to share her strengths in her language. She was able to teach me different words, which allowed for her to feel more comfortable and build a sense of trust with her teacher. Once this was established, we were able to move forward in differentiating her instruction in order to formally introduce vocabulary and content. 

How often do students need to use their first language?
It is encouraged that students make attempts using their newfound language as this is an integral part of their learning. When necessary, students can refer to their first language as a guide in order to express themselves. This can later be used as a form of instruction as the teacher can indicate the appropriate vocabulary required to express a similar question/thought. 

What kinds of accommodations do you provide for your ELL students?
Students in the primary division will receive additional time to complete their assignments. They are also exposed to visual aids to assist in their learning as well are provided access to technology for translation purposes. Tasks can be modified appropriately to ensure success and students are provided with alternate means of demonstrating their knowledge (oral conferences, creating visual displays etc.). Student may also be provided ESL support where they are removed from the class to learn in a small group environment. 

What are some of the challenges in working with ELLs? 
A difficulty I have faced as a teacher working with ELLs is being able to provide enough one on one instruction to that student while ensuring the other students receive the appropriate amount as well. Another difficulty I have faced when working with an ELL student is the lack of (hard copy) materials to support their learning sufficiently. 

What are some of the challenges for you as an English speaking teacher and not understanding a student's first language?
I have found it difficult to simplify or modified the materials and instruction for an ELL students while meeting the curriculum expectations. It can be overwhelming when trying to introduce content specific vocabulary, particularly in Science and Social Science. I’ve experienced a sense of pressure on having the ELL students meet the curriculum expectations after having done a diagnostic assessment realizing how far behind they are, especially in their written skills. 

What do you enjoy most about your job?
I personally enjoy seeing the growth of the students throughout their educational experiences. It can be very rewarding knowing they are able to learn comfortably in a foreign environment. It is also very gratifying knowing how appreciative parents can be towards the hard work that is put in. The parents often show a sense of respect towards their child’s teacher and this only uplifts you in your profession.  


Reflection
I miss working at this school! The staff is amazing, and welcoming! I am happy that she mentioned how grateful parents are for the things that teachers do in the classroom. They have a lot of respect for the teachers. Many of the mothers volunteer at the school and they are interested in their child’s learning. There is a strong school-home connection, which makes teachers feel supported.

Intercultural Competence: Culture Shock

“True or False? My newcomer should be referred to the child study team. He is often disruptive in the classroom and kicks and hits the other children. There is something wrong with him aside from not knowing the language. FALSE.” (Haynes, 2007)

Students who are new to a country and act out in the classroom are most likely suffering from culture shock. Kalvero Oberg first coined the term “culture shock” in 1960 to describe the feelings that people have when they move to an unfamiliar culture (Haynes, 2007). People differ greatly in the degree to which culture shock affects them, but almost everyone is affected by it in one way or another. Symptoms vary, but can include:

- boredom

- withdrawal (e.g. spending excessive amounts of time reading; avoiding contact with host nationals)

- feeling isolated or helpless

- sleeping a lot or tiring easily

- irritation over delays and other minor frustrations

- suffering from body pains and aches

- longing to be back home

As educators, we need to remember and realize that when people move to another country they leave behind a familiar home, familiar school, and perhaps a familiar culture. The usually leave behind family members, friends, teachers, and pets. “Children often do not have the full support of their parents because the parents are experiencing culture shock, too” (Haynes, 2007).

Five Stages of Culture Shock according to Haynes (2007):

1. Honeymoon stage – newcomers are excited about their new lives. They are very positive, curious, and anticipate new exciting experiences. Everything is wonderful and they are enjoying learning about the new environment.

2. Rejection stage – They reject their new surroundings because there is so much that they do not understand. Some students may become aggressive and act out their frustrations.

3. Regression stage – ELLs are frustrated because they cannot communicate and are bombarded with unfamiliar surrounds, unreadable social signals, and unrelenting barrage of new sounds. They are homesick and miss their family, friends, and familiar sights and sounds”.

4. Integration Stage – newcomers start to deal with the differences between the old and new cultures. They begin to feel a new sense of belonging. They learn to integrate their own beliefs into their new environment and begin to find ways to exist with both cultures.

5. Acceptance Stage – Newcomers are now able to enter and prosper in the mainstream culture. Some students will adopt the mainstream culture at school and follow the values of the home culture outside school.

Tips for how teacher can help to help students dealing with culture shock (Miller, 2012):

- Teach students about culture shock. Knowing what to expect can give students a sense of recognition and control.

- Encourage students to continue learning their native language. Make a dual language book library in the classroom and encourage students to borrow materials to share at home.

- Establish and carefully explain classroom routines to newcomers. By doing this, you create a classroom culture that students can settle into quickly, thus reinforcing their sense of safety.

- Plan for projects where students can teach you and their classmates about their culture. This will foster a feeling of mutual respect in the classroom. Each member will feel she has something valuable to contribute to your promotion of global understanding.

- Help students connect to activities that might interest them outside of school. Art classes, sports teams, and hobby programs can help students feel part of a new community network.

- Encourage students to find or form support groups with other students who may be at the same point in the U-curve of culture shock.

- Allow time for reflection. Teach students vocabulary for feelings. Using pictures of children showing different emotions can be helpful in teaching expression. If students are old enough, let them journal

- Teach and model conflict resolution skills. Have students role play scenarios, so when difficult real-life situations occur, they will have the tools to react in a healthy way.

By understanding the culture shock experience, and its stages, teachers can better support the experience of the immigrant children in their classrooms. Teachers need to continue to be loving, caring and supportive individuals. They should get to know as much as they can about their ELLs, the more they know the easier it will be to activate their prior knowledge, plan lessons and activities based on their interests, and build a positive relationship with them.

References:

Haynes, Judie. (2007). Getting Started with English Language Learners: How Educators Can Meet the Challenge. Retrieved from: https://books.google.ca/books?id=S7NTCh3vJ4IC&printsec=frontcover&dq=Getting+Started+with+English+Language+Learners:&hl=en&sa=X&ved=0ahUKEwjfjpznipjSAhWhh1QKHSr4BjkQ6AEIGjAA#v=onepage&q=Getting%20Started%20with%20English%20Language%20Learners%3A&f=false

Miller, Colleen. (2012). How to Help Students Survive Culture Shock. Retrieved from:http://blog.languagelizard.com/2012/02/23/how-to-help-students-survive-culture-shock/

I think grammar needs to be explicitly taught in classrooms. In my current classroom (gr.1/2), I like to have students unscramble sentences, or fill in the blanks as a whole group activity. We learn from our mistakes and I like to orally correct grammatical errors that arise. I usually have my students read their journal entries to me (one-on-one). As soon as they hear themselves read their sentences they notice they are missing a word, missing an “s”, or the sentence needs more detail to make sense. I am against using the red pen to mark up their work. I like to provide feedback orally and have the student master one small thing at a time. I believe is important to keep their spirit and confidence up!

Eight examples of common grammar errors that ELLs make (Folse, 2009):

1. She was born on 1988. (prepositions)

2. I have lived in Paris from 2000 to 2005. (verb tenses, especially present perfect)

3. There is no game today because the coach called off it. (phrasal verbs)

4. How many homework do we have? (count and noncount nouns)

5. Many parents avoid to give sweets to their children. (gerunds vs. infinitives)

6. She should helps you. (modals)

7. Siberia has a substantial number of nature resources. (word forms)

8. Where were you when the accident was happened? (passive voice)

- See more at: https://www.tesol.org/read-and-publish/journals/other-serial-publications/compleat-links/compleat-links-volume-6-issue-3-4-(october-2009)/why-k-12-teachers-need-to-know-about-esl-grammar-issues#sthash.tF52PTL9.dpuf

If we know the common mistakes that ELL students make, then as teachers we can plan to address them. Grammar instruction is beneficial to all students.

L2 Writing Instruction Comparison Chart

Grab the Word: A Game for Teaching Vocabulary

“Grab the Word: A Game for Teaching Vocabulary” - http://www.teflvideos.com/

In this video students play an engaging game called “Grab the Word”. The student have already learned some time expressions (quarter to, quarter past, half past), and now when the teacher says an expression they have to pick up the correct clock picture the fastest. With younger students I would either put the students into teams, or have more than one correct clock out.

• Which of the principles were used in the lesson?

Three of Catherine Snow’s principles that are evident in the video are:

1. Cultivate “word awareness” - make sure that students enjoy learning words.
2. Ensure recurrent exposure - students need lots of opportunities to hear the words if they are going to learn them.
3. Pick generative words – very important to start with words that are most important in their lives. Words that will occur frequently in their lives.

• Was explicit instruction used? If so, do you think it was effective?

Prior to this activity/game, I believe explicit instruction was used. I think it was effective, as students were successful in picking up the correct clocks.

• How successful do you think ELLs would be in retaining and also producing the new vocabulary items a few days later?

The adult students were engaged and having fun playing this game. The instructor made it competitive and I believe the students will be successful in using the time related vocabulary a few days later. I like when she had a student take over and be the teacher.

• How would you incorporate at least one or two other principles into the vocabulary lesson?

Provide opportunities to use the word – Instead of just reading the words, writing, or listening, it is important for students to orally use the words, listen to themselves, see the reaction of their teacher and classmates.

After finding the correct clock I would have the student repeat what their clock represents “I have quarter past 2” or “it is half past six”.

• What is one fun vocabulary teaching activity you would add to this lesson?

As a next step I would have my students tell me (or write down) things they do during those times. For example: “I arrive at school quarter to 9”, “I start making dinner half past 6”.

Forms of Literacy: Oil Spill Challenge - Inquiry Activity

The challenge is to have students try to separate the most oil from the water, and rescue the animals from the oil (cleaning up the feathers and toy fish).

 

I have implemented this activity twice so far, and it’s so much fun. It WILL get messy, but the teamwork, language, discussions, problem solving and cooperative learning that take place (before, during and after) make it definitely worth it!

Next time I approach this subject area I will make sure to make reference to the First Nation communities. Being in southwestern Ontario, I would like to share some of the research that was found in Walpole Island First Nation. They have an emphasis on:

1. in separable relationship between people and the natural world

2. respect for all aspects of the environment, everywhere – not just in the community

3. recognition of the dependence of people on the physical environment

4. view of the land as sacred

5. responsibility to future generations

6. respectful and responsible use of resources

7. preservation, conservation, and enhancement of the natural environment

8. belief in the link between environmental quality and quality of life

(http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Teaching_Ecological.pdf)

I think this activity can be tailored to fit any grade JK-8. For the older grades you can add a math component into it. This lesson is spread out over a few days. This would be a great lesson for Earth Day.

In my grade 1/2 classroom we were discussing about being responsible. The grade ones were learning about the seasons and the grade twos were learning about air and water (my school is not on a cycle). We had discussions about the importance of taking care of the environment and how important water is.

What you need:

• Water tables (borrow from kindergarten)
• water
• Blue food colouring
• Cooking oil (vegetable)
• Cocoa powder
• Feathers (toy fish, optional)
• Sponges
• Dawn dish soap
• Paper towel
• Q-tips
• Cotton balls
• Cups
• Plastic spoons
• Towels

Before:

- Discuss importance of water, environment. Who needs it? Why do we need it? How do we take care of it? What happens if it gets polluted? What can we do? (This is where it would be great to discuss First Nation communities)

- Show pictures of an oil spill (BP oil spill, 2010). Or a YouTube clip.

- Discuss the damage it creates, who does it affect? How long is the clean up? Is the clean up easy?

I had students brainstorm ideas onto chart paper in groups. They rotated and added their ideas to the previous ideas recorded. Students could use books I pulled from the library and/or ipads.

During:

1. Fill the water tables with water and put a few drops of blue food colouring. Add feathers to represent the birds.

2. Divide students into groups (depending on the number of water tables)

3. Discuss safety rules, expectations.

4. In a cup mix oil with cocoa powder.

5. Spill the oil/cocoa mix into the water tables (making sure to get onto of the feathers).

6. Divide materials equally between the groups. Provide students with paper towels, cups, sponges, q-tips, cotton balls, spoons, half a cup of dish soap.

7. Have students try to separate the oil from the water, and clean up the feathers using the materials provided.

After:

1. Compare the oil that the groups separated to see which team “won”. Count the number of birds saved (count the feathers).

2. Clean up.

3. Discuss the challenge. How did your team work together? Was it easy? Was it hard? What would you do differently next time?

If interested more information can be found in:

https://www.teacherspayteachers.com/Product/STEM-Oil-Spill-Challenge-Earth-Day-Activity-Volume-Measurement-2451565

Making sure to meet all learners (including ELLs):

1. Include many visuals. Model Think Alouds. “When I see this picture, I think… It reminds me of…”
2. Use simple language. Provide picture books, easy readers about oil spills.
3. Pair ELLs up with responsible, leaders in the classroom.
4. Check in with ELLs, have them explain what they are doing or have them repeat the instructions in their own words.
5. Conference with them after the activity.

Tips and Strategies for Teachers to Help Develop the Literacy Skills of ELLs

“English language learners are extremely resourceful learners with a unique bilingual reservoir of skills and experiences.” - Fred Genesee, 2008

          English language learners bring a wide variety of life situations and understandings and a range of educational experiences to school with them every day. They are very valuable students to have within your classroom. As a teacher of a safe, positive and welcoming environment you are given the “opportunity to tap the rich resource of knowledge and understandings that [your] ELLs bring to school, and which, in turn, enrich the learning of all students in the classroom” (Supporting English Language Learners, 2008).

How does a teacher “tap” into the rich resources that ELLs bring to school to help enrich the learning of all students in the classroom?

A caring, patient, and understanding teacher will try and implement many strategies to make sure his/her ELLs are progressing well in their literacy skills. By developing literacy skills of ELLs, the teacher knows her whole class will benefit. 

References: 
ELL Strategies and Supports. Adapting the Ontario curriculum for English language learners, Supporting English Language Learners in Grades 1 to 8. Retrieved from: http://etfo-ots.ca/wp-content/uploads/2013/08/ELL-Supports.pdf 

Ferlazzo, Larry. (2012). Do's & Don'ts for Teaching English-Language Learners. Retrieved from: https://www.edutopia.org/blog/esl-ell-tips-ferlazzo-sypnieski 

Haley, M. H., & Austin, T. Y. (2014). Content-Based Second Language Teaching and Learning: An Interactive Approach (2 nd ed.). Chapter 6, Literacy and the English Language Learner. Toronto, ON: Pearson. 

Supporting English Language Learners: A practical guide for Ontario educators Grades 1 to 8. (2008). Retrieved from: http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf 

**Fred Genesee, from a speech at TESOL 2008, “Learning to read a second language: What does the research say and what do we do about it?”. Quote retrieved from: http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf

Analysis of a Lesson

Analysis of a lesson
Strategy, activity, or scaffolding used	How the teacher used the strategy, activity or scaffold to encourage listening or speaking skills	Why was it used? What were the potential benefits to the ELL?	Was it appropriate for all stages of language acquisition or more suited for a particular level, stage, or step?
Teacher started the lesson with a quick “Activate Prior Knowledge” activity (in pairs). Students were put into groups of 4 and each group was in charge of answering one question from the board. Teacher circulated among the groups, prompting students to explain their thinking and to think deeper. Consolidation at the end with a whole-group discussion. Taking turns class answered all the questions (each group shared their response).	Students were asked to write down (create a web) everything they know about a certain character from the book they were reading. The teacher asked them to work on this activity in pairs, however most students worked on it independently. During the main activity, each group had a focused task, a question that they had to answer. Students were prompting each other, “anything else?”. Watching the video, everyone seemed engaged. The lesson activates listening or speaking skills because students in small groups need to listen to each other, and they need to share their ideas.	“In the past, a 'good classroom' was a quiet one, where students spoke only in response to the teacher; in contrast, today's good classroom is one where there is a constant buzz of purposeful, task-focused talk among students, and where the teacher provides focused instruction on the sociolinguistic skills that will facilitate the group task” (Coelho, 2012). Students that normally do not share answers in class have enough thinking time through activities such as this that they now feel confident to share their response. This continues to build their self-esteem and confidence.	With proper modelling, and modifications I believe all of the strategies and activities presented in the can be used for all stages.

References:

Chapter 8, Oral Language in Every Classroom, in Coelho’s (2012) Language and Learning in Multilingual Classrooms.

Chapter 8, How to Activate Prior Knowledge for English Learners, in Hollingsworth & Ybarra’s (2013) Explicit Direct Instruction for English Learners.

"Exit Ticket": BICS vs CALP

Exit Ticket

Basic Interpersonal Communicative Skills (BICS)	Cognitive Academic Language Proficiency (CALP)
- Type of language needed to carry on an everyday conversation. - Everyday vocabulary - High frequency words - language supported by facial expressions and gestures.	- Required language for academic success in school - English not used in everyday conversational context - Low frequency vocabulary - Content area vocabulary that is very specific to those context areas -Found in class textbooks, workbooks, videos, assignments/tests

“As we go up the grade levels, the vocabulary load, conceptual load, and discourse load embedded in the curriculum becomes increasing challenging for students.” – Dr. Jim Cummins

Knowing about BICS and CALP, will help me to become a more effective teacher because I will not be mislead when a student has strong BICS. I will be very happy when my students have strong BICS and confidence, but I will still need plan to support them with CALP. I believe having anchor charts, word walls, and going over the key vocabulary before reading a text are very important. Repetition is something I find helps students master new concepts quickly. I personally love to watch quick music videos with my students that are content related.

My school is currently getting trained on Kagan Structures, which are instructional strategies designed to promote cooperation and communication in the classroom, boost students' confidence and retain their interest in classroom interaction.

In my class we frequently use: Think-Pair-Share

T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic.

P : (Pair) Each student should be paired with another student or a small group.

S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion.

When we “share” our answers, students that normally wouldn’t raise their hand end up raising their hand because they now had a chance to discuss the question in a small group and feel more confident.

Why use think-pair-share?

• It helps students to think individually about a topic or answer to a question.
• It teaches students to share ideas with classmates and builds oral communication skills.
• It helps focus attention and engage students in comprehending the reading material.

See more at:

http://www.readingrockets.org/strategies/think-pair-share

Reply to Thread

Sample Letter Welcoming a New ELL Student

School Checklist: Creating a Warm and Welcoming Environment for All

For more information:

http://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf

Capacity Building - Student Identity and Engagement in Elementary Schools

Reference:

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentIdentity.pdf

Integrating Language Skills – Sample Lesson

This is a lesson for a grade 2 science class. The students have been learning about “Air and Water in the Environment”. They have already conducted and observed experiments that has exposed them to the appropriate science vocabulary for this unit. In this lesson students will get introduced to the water cycle.

Curriculum Expectations:

Overall Expectations:

2. - investigate the characteristics of air and water and the visible/invisible effects of and

changes to air and/or water in the environment;

Specific Expectations:

2.4 - investigate the stages of the water cycle, including evaporation (e.g., heat water in a kettle), condensation (e.g., collect the water vapour from the kettle on an overturned mirror), precipitation (e.g., allow the water vapour on the overturned mirror to collect, cool, and drop), and collection (e.g., let the dripping water accumulate in a container)

2.6 - use appropriate science and technology vocabulary, including solid, liquid, vapour, evaporation, condensation, and precipitation, in oral and written communication

Key Vocabulary:

-       Evaporation

-       Condensation

-       Precipitation

-       Collection

-       Cycle

Lesson Plan:

1.    Have students join you on the carpet.

2.    Write down the word “Cycle” on the Smartboard.

3.    Think-Pair-Share: Review expectations for group work/working with a partner first:

Have students discuss what they think the word “cycle” means, think of examples of cycles.

4.    Discuss answers. Explain that a cycle is a series of events that regularly repeat in the same order. “A cycle is something that keeps repeating”.

5.    Write down “Water Cycle” on the Smartboard.

6.    Think-Pair-Share: Have students discuss what they think a “water cycle” is.

7.    After sharing, watch the video:

The Water Cycle Song

8.    Go over the vocabulary of the water cycle. Have students repeat the words after you.

9.    Activate Prior Knowledge- Think-Pair-Share: When did we use these words before? Any experiments? Examples/explain. Take up.

10. Jigsaw activity: Put students into groups of 4. Provide each student with a handout (double sided) with information about the water cycle. Assign each person from the original “home” group to focus on one part of the cycle. Have them read or look over the information themselves first for a couple of minutes and then have students meet with their expert group (students with the same part of the cycle). In expert groups, have students ask each other questions, share thoughts about the reading. Have them research their topic even more in the books provided and/or by using the iPads (watching videos, looking at pictures). Have students return to their “home” group and take turns sharing the information they learned.

Jigsaw Instructions:

11. Whole-Group Instruction: Summarize the learning, putting emphasis on the vocabulary. Watch the video again.

12. Follow-up activity: Student independently complete the Water Cycle Worksheet, labelling each part of the cycle with the correct vocabulary word: evaporation, condensation, precipitation and collection. Once done labelling, student can colour in their page. Take this time to talk check in with students one-on-one.

Extension/Accommodation:

-       Create a water cycle in a bag and hang on the classroom window.

-       Create an anchor chart with the class.

-       Students will create a comic strip outlining the life cycle of a water drop.

-       Provide students with a graphic organizer.

-       Create success criteria with the students.

-       Provide sentence starters, and possible prompts for comic strip.

-       Show an exemplar of the assignment.

-       Create sequence cards for students to put in the correct order.

Integrated Learning:

Listening

- Listen to instructions

- Listen to partners during Think-Pair-Share and Jigsaw activity

- Listen to classmates’ opinions during class discussion

- Listen to song

Speaking

- Speak in small groups during Think-Pair-Share and

- Speak during class discussion

Reading

- Read handout about water cycle

- Read words during song (video)

- Read text in books and iPad

- Read vocabulary words to label the picture on follow

Writing

- Write down the vocabulary words when labeling during follow up activity

The Classroom

This is a mainstream class that has ELL students, with one at the beginner level. Beginner level accommodations include:

-       personal science picture dictionary, the student will have a picture of the water cycle in their dictionary

-       word box on handout

-       text about water cycle in L1 and L2

-       Anchor charts

-       Word wall

-       During comic strip activity, I would scribe and/or prompt the student.

-       I would provide the text in the student’s first language as well.

-   Oral and visual instructions