KNOWING AND INSTRUCTING ENGLISH LANGUAGE LEARNERS

“It is not the language but the speaker that we want to understand.”Veda Upanishads

3-MINUTE ASSESSMENT

Sometimes we unknowingly overlook obstacles our ELL students face, particularly with regard to how we assess them.

You will have three minutes to complete a brief assessment I have prepared for you.

SOME THINGS TO KEEP IN MIND WHEN PREPARING ASSESSMENTS:

Length of time to process the language of the test, especially if they are not proficient in English

Content difficulties due to unfamiliar language

Cultural references Format

some languages not written/read from left to right

some students not familiar with bubble answer sheets, etc.

ASSESSMENTS CONTINUED…

“Effective ELL-responsive accommodations address the unique linguistic and

socio-cultural needs of the student, but do not alter

the construct being tested” (Acosta, Rivera, & Shafer Willner, 2008;

Rivera et al., 2006).

ACADEMIC VERSUS SOCIAL LANGUAGE

Academic language—often called formal language or “register of schooling”—refers to vocabulary and sentence structure that is most commonly used in professional and learning environments

Social language—often called informal language—refers to vocabulary and sentence structure that is most commonly used by different cultural or social groups in casual setting

Academic language takes more time to learn than social language. Teachers should provide the appropriate supports for both. Academic: approx. 4-7 years with consistent support Social: approx. 2 years

FUNDS OF KNOWLEDGE

English Language Learners (ELLs) bring their own set of unique experiences, understandings, and skills based on their home lives, neighborhoods, and communities

These are their Funds of Knowledge Knowing about individual learners’ funds of

knowledge enables teachers and students to use these as assets rather than view them as deficits Is a person’s first language knowledge part of their

funds of knowledge?

WHAT ARE YOUR FUNDS OF KNOWLEDGE?

In your groups, take three or five minutes to go around the table and have each person share one or more funds of knowledge based on your home, neighborhood, and/or community experiences.

Also discuss how you could use these various funds of knowledge to enhance classroom instruction and student learning.

TO LEARN ABOUT ELLS’ FUNDS OF KNOWLEDGE:

Have them complete an interest survey If not fluent, translate to their language. If not able to read in their own language, find an

oral interpreter OR… Communicate with parents

If parents not fluent, translate letter/survey, or have an oral interpreter assist with a face-to-face meeting

Find a sibling in the school (probably older) who can share information

Enlist support from a same-language peer

WORDS OF CAUTION

When interpreting, be aware that some phrases, terms, and expressions do not translate literally. Do your research so that you can get it right the first time.

Same-language peers may have different dialects, so make both students aware that if there is some confusion, they should note the word(s) or idea(s) so that you can check for potential dialect differences.

Content area cognates and false cognates triángulo, volcánico embarassed= embarazada=

USEFUL WEBSITE THAT CONTAINS MULTIPLE MEANINGS FOR THE SAME WORDS

http://www.rennert.com/translations/resources/spanishvariations.htm The above site is based on Spanish words that are

used differently depending upon the country. **In addition to having different dialects and

accents, same or similar-language cultures are often vastly different. It is extremely important to be cognizant of ELLs’ specific country of origin.**

Having ELLs work with same-language peers who are proficient English speakers can be helpful, particularly as it offers a certain level of comfort. However, try to learn as much as possible about how the two students’ cultures and linguistic features compare and contrast.

USEFUL CONTENT AREA IDEAS FOR WORKING WITH ELLS

Collaborate with ESL/ELL teachers Avoid generalizing across same-language

cultural groups; ask questions or do research if you are uncertain about something

Skim texts to preview Use context clues to decode text or figure out

the meaning of unfamiliar words Use graphic organizers Use cooperative learning groups (Jigsaw, STAD: Student Teams Achievement Divisions,

etc.)

GRAPHIC ORGANIZERS AND VOCABULARY

Graphic organizers can help learners process vocabulary and concepts more thoroughly and accurately.

In your groups, develop a semantic map for Funds of Knowledge…

ANOTHER COOL TOOL AND YOUR CHANCE TO EXPERIENCE IT

PVC phone pipes (also called phonics phones, whisper phones, fluency phones, etc.)

Read the following passage, taking turns with a partner using the phone.

Este teléfono es muy útil. Los estudiantes pueden usarlo para practicar su pronunciación, sus letras, y cómo se debe entonar.

SIX-POINT ASSESSMENTJaime moved with his family from Argentina to the United States

less than two years ago. His mother is fluent in English, but his father is not. He is fluent only in Spanish, but can read and write in his native language. In Argentina, he attended school all the way through 5th grade, and he just completed the 6th grade here. Jaime enjoys playing basketball, knows how to play the guitar, and enjoys drawing.

1. What can you hypothesize about Jaime’s English academic and social language?

2. What do you know about his funds of knowledge?3. As his teacher, how can you learn more about his funds of

knowledge, and how can you use what you already know to help him in the classroom?

4. List at least two strategies you can use to work with Jaime.5. If you choose to have Jaime work with other Spanish-speaking

students who are proficient in English, what should you keep in mind?

6. List at least two things you will keep in mind when preparing content assessments, so that you can accommodate for Jaime.