ELD Weekly Bulletin
Title III/ELD Listserv - October 26, 2015
Getting to Know your Students' Linguistic & Cultural Assets: Opening Spaces for Bilingual Pairs' Voices
by Maria G. Arreguín-Anderson & Iliana Alanis
In this article, we highlight the importance of releasing control and opening spaces for
children’s voices. That is, setting up an environment in which we, teachers, occasionally take center space, but also provide opportunities for students to teach and learn from each other as well as opportunities for the teacher to learn from the students. A vision that Freire articulated when he proposed that:
…Through dialogue, the teacher-of the-student” and the students-of the teacher cease to exist and a new term emerges: teacher-student with student teachers. The teacher is no longer merely the –one-who-teaches, but one who is himself taught through dialogue
with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. (Freire, 2003, p. 80)
The idea of a classroom in which all students can be teachers has profound implications. It means that the teacher believes in students’ ability to effectively communicate and use language to learn and just as importantly, the teacher believes that students have something to contribute. Does this mean that, as an educator, I have to give up the idea of lecturing or direct teach? In our view the answer is No! but moderation is key. Doses of lecture and teacher intervention are essential elements as we work towards achieving
instructional objectives. In the following sections, we discuss direct instruction as well as the importance of identifying children’s linguistic and cultural repertoire.
Read more about empowering the learning voices of your bilingual students here.
In this article, we highlight the importance of releasing control and opening spaces for
children’s voices. That is, setting up an environment in which we, teachers, occasionally take center space, but also provide opportunities for students to teach and learn from each other as well as opportunities for the teacher to learn from the students. A vision that Freire articulated when he proposed that:
…Through dialogue, the teacher-of the-student” and the students-of the teacher cease to exist and a new term emerges: teacher-student with student teachers. The teacher is no longer merely the –one-who-teaches, but one who is himself taught through dialogue
with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. (Freire, 2003, p. 80)
The idea of a classroom in which all students can be teachers has profound implications. It means that the teacher believes in students’ ability to effectively communicate and use language to learn and just as importantly, the teacher believes that students have something to contribute. Does this mean that, as an educator, I have to give up the idea of lecturing or direct teach? In our view the answer is No! but moderation is key. Doses of lecture and teacher intervention are essential elements as we work towards achieving
instructional objectives. In the following sections, we discuss direct instruction as well as the importance of identifying children’s linguistic and cultural repertoire.
Read more about empowering the learning voices of your bilingual students here.
Collaborative Learning for English Language Learners
WIDA Research Brief
Collaboration, communication, critical thinking and creativity are among the “4Cs” identified as 21st century learning and innovation skills (Partnership for 21st Century Skills, 2014). Group-based learning designs have the potential to foster these crucial skills in English Language Learners (ELLs), particularly when the group engages in collaborative learning (two or more individuals creating new knowledge together [Lee
& Smagorinsky, 2000]. Group work can promote both content learning (Kagan & McGroarty, 1993) and language acquisition (Mackey & Gass, 2006). While there is a long tradition of research on group work for academic content learning in mainstream students (Johnson & Johnson, 2009; Slavin, 1995), little work has focused on how to
optimize group work for ELLs, particularly in content classrooms (see WIDA Focus on Group Work for Content Learning for a review of the existing literature).
Read more here about the 5 themes which WIDA has found to be the most effective in implementing successful collaborative learning experiences for your English Language Learners.
Collaboration, communication, critical thinking and creativity are among the “4Cs” identified as 21st century learning and innovation skills (Partnership for 21st Century Skills, 2014). Group-based learning designs have the potential to foster these crucial skills in English Language Learners (ELLs), particularly when the group engages in collaborative learning (two or more individuals creating new knowledge together [Lee
& Smagorinsky, 2000]. Group work can promote both content learning (Kagan & McGroarty, 1993) and language acquisition (Mackey & Gass, 2006). While there is a long tradition of research on group work for academic content learning in mainstream students (Johnson & Johnson, 2009; Slavin, 1995), little work has focused on how to
optimize group work for ELLs, particularly in content classrooms (see WIDA Focus on Group Work for Content Learning for a review of the existing literature).
Read more here about the 5 themes which WIDA has found to be the most effective in implementing successful collaborative learning experiences for your English Language Learners.
Cooperative learning
Kagan Structures for English Language Learners
by Dr. Spencer Kagan & Julie High
Kagan Structures are radically transforming classrooms across the United States and in many parts of the world. These easy-to-learn, easy-to-use instructional strategies are ideal for promoting second language learning. In classrooms in which the Kagan Structures are used regularly, students for whom English is a second language learn both English and academic content far more quickly and far more thoroughly than when traditional instructional strategies are used. The Kagan Structures also promote language and content learning far more than does group work.
Kagan Structures are radically transforming classrooms across the United States and in many parts of the world. These easy-to-learn, easy-to-use instructional strategies are ideal for promoting second language learning. In classrooms in which the Kagan Structures are used regularly, students for whom English is a second language learn both English and academic content far more quickly and far more thoroughly than when traditional instructional strategies are used. The Kagan Structures also promote language and content learning far more than does group work.
Let's do a thought experiment. Imagine three classrooms — Classrooms A, B, and C. In all three classrooms there are a number of students for whom English is a second language, and they are at different stages of language development. In each classroom the students are at exactly the same ability level in both language and content mastery. In all respects the classrooms are identical with one important exception — they differ in their approach to instruction.
Rosetta Stone: Learn from Other Teachers
Everyone who uses Rosetta Stone has his/her own creative way of integrating the program into the classroom. Below, read some incredible ideas from teachers just like you, and make sure to share your own!
1. VOCABULARY: "I create a vocabulary list from the program. I instruct students to find those items at home and take a picture of each with their mobile device. It feels like a scavenger hunt but is also reinforcing the vocabulary they're learning."
2. BONUS POINTS: "Award bonus points to students who use the Rosetta Stone program outside of class. This is especially useful during school holidays when students would normally take a break from the program."
3. VERBAL QUIZZES: "At the end of class, I verbally quiz students by asking them a variety of questions like, "How do you say - The woman is driving the car - in the language you're learning?"
4. USAGE REQUIREMENTS: "All of my students have a time and usage requirement they have to meet each week. They get a grade for meeting those requirements."
5. PARENT PARTICIPATION: "Each year, I create a timeline showing the progress students will need to make through the program each week. I send two copies home to parents (one to sign and return, one to keep) so I know they are aware of their students’ goals for the year."
Do you have best practices of your own that have helped your students succeed in language learning with Rosetta Stone? Please share those to be featured by Rosetta Stone here!
1. VOCABULARY: "I create a vocabulary list from the program. I instruct students to find those items at home and take a picture of each with their mobile device. It feels like a scavenger hunt but is also reinforcing the vocabulary they're learning."
2. BONUS POINTS: "Award bonus points to students who use the Rosetta Stone program outside of class. This is especially useful during school holidays when students would normally take a break from the program."
3. VERBAL QUIZZES: "At the end of class, I verbally quiz students by asking them a variety of questions like, "How do you say - The woman is driving the car - in the language you're learning?"
4. USAGE REQUIREMENTS: "All of my students have a time and usage requirement they have to meet each week. They get a grade for meeting those requirements."
5. PARENT PARTICIPATION: "Each year, I create a timeline showing the progress students will need to make through the program each week. I send two copies home to parents (one to sign and return, one to keep) so I know they are aware of their students’ goals for the year."
Do you have best practices of your own that have helped your students succeed in language learning with Rosetta Stone? Please share those to be featured by Rosetta Stone here!
ELL Tech Spotlight: Sock Puppets
Sock Puppets Review and Tutorial
NOW PAST DUE: OCR Language Assistance Services Training
Completion of this training was due by all staff who interact with parents or guardians on October 1, 2015. As we are now past the deadline, it is imperative that everyone who has not completed this annual required training, do so now.
You must register for the course in Edivate using the registration code in the registration guide. If you search and view the video without registering, you will not receive credit for course completion.
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Please remember to complete your OCR Language Assistance Training for School Year 2015-2016 by October 1. All staff who interact with parents are required to complete this training. To received credit for completion, login to Edivate following the steps in the OCR Language Assistance Registration Guide, view the video in full, and review the resource documents in the PDF. Training completion is tracked individually in Edivate. Please email Laura Grisso with any questions.
You must register for the course in Edivate using the registration code in the registration guide. If you search and view the video without registering, you will not receive credit for course completion.
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Please remember to complete your OCR Language Assistance Training for School Year 2015-2016 by October 1. All staff who interact with parents are required to complete this training. To received credit for completion, login to Edivate following the steps in the OCR Language Assistance Registration Guide, view the video in full, and review the resource documents in the PDF. Training completion is tracked individually in Edivate. Please email Laura Grisso with any questions.
Title III/ELD Upcoming Events
Title III Events for the Week of October 26th:
October 27th, 3:30pm - SIOP Seminar: Lesson Preparation (Elementary)
October 27th, 4:30pm - SIOP Seminar: Lesson Preparation (Secondary)
October 29th, 9:00am - Special Education Interpretation Training (Edivate)
Register in MyLearningPlan unless otherwise noted.
Click here to view the Title III/ELD Calendar.
October 27th, 3:30pm - SIOP Seminar: Lesson Preparation (Elementary)
October 27th, 4:30pm - SIOP Seminar: Lesson Preparation (Secondary)
October 29th, 9:00am - Special Education Interpretation Training (Edivate)
Register in MyLearningPlan unless otherwise noted.
Click here to view the Title III/ELD Calendar.
ELD Weekly Bulletins for SY2015-2016
Missed a Bulletin? Check out these previous releases below!
October 19, 2015 October 12, 2015 October 5, 2015 September 28, 2015 September 21, 2015 September 14, 2015 September 7,2015 August 31, 2015 August 24, 2015 August 19, 2015 August 17, 2015 August 10, 2015 August 3, 2015 July 27, 2015
October 19, 2015 October 12, 2015 October 5, 2015 September 28, 2015 September 21, 2015 September 14, 2015 September 7,2015 August 31, 2015 August 24, 2015 August 19, 2015 August 17, 2015 August 10, 2015 August 3, 2015 July 27, 2015