Part IV: Implementing a Practical Approach to Instruction
I am not the teacher I was six years ago when I started my teaching profession. I am better. No, I'm not bragging! When I started teaching, I did the best I could with what I had learned. Not everything I did was good. Not everything I did helped my students...UNTIL...that is the key. As an educator, I do what I think is best for my students...UNTIL I know better. Learning and practicing what's best for my students IS what makes me a better teacher.
Over the years I have learned strategies and methods to better support, my students. I have built a professional learning network that is constantly providing ideas and fresh approaches to better serve my students. So because I know better, I DO better! By no means think that I have it all figured out...on the contrary...I continue learning so I can become the best I can be for my students.
When it comes to implementing practical and effective strategies to support language learners, you must know that what works for one student may not work for another. It is very important for you to know your student. Knowing their reading level is NOT enough. A level doesn't tell you about their personality. A level doesn't show you how they learn. In order to close any academic gap, there needs to be a specific target area to support. For our language learners...LANGUAGE is the target you need to focus on. If you are interested in how to support your language learners with language interventions, read this article by Kristina Robertson.
If you have students who are just beginning to acquire English, fear not. In Boosting Achievement we learn that newcomers can engage in certain tasks to be able to participate in the content provided in class. Your newcomers can:
If your student is a newcomer, the first thing you want to find out is the literacy level in native language because you'll use that to build second language acquisition. Read one of my recent post about a newcomer who grew almost two grade levels in reading just by allowing him to use their native language.
WIDA Consortium has this document that I know you'll find helpful. You'll gain tips about getting to know your newcomers and ways to support them not only in school but also in the community.
I also encourage you to read "28. Comprehensible Output: What Students Can Do" by Tan Huynh (@TanELLclassroom). Tan provides tip and strategies to deliver lessons in a way that your students comprehend it as well as support students with output process.
My flipgrid response above is based on Boosting Achievement's section on balanced literacy. I believe it is imperative to teach our students the structures of the English language. Language learners need explicit phonological awareness lessons. These lessons could be quick daily interventions where students learn vowel teams, consonant blends, dominant -r, etc. They need to understand the many combinations of alphabet letters to make words and how words make sentences.
One great website to find "research proven" interventions for these type of foundations is: Florida Center for Reading Research. Here you'll find student centered activities by grade level along with teacher resource guides to focus on language foundations.
If you're more like me and want to provide a hands-on activity to develop your students' language acquisition, I recommend the interventions below. The lessons are designed for pre-K students but work well for students who are just developing language.
Since word-work and learning about the language are only part of the balanced literacy approach, the rest of it needs to be compelling text. As learned in Part III, students need to be exposed to text that is compelling and engaging for them to acquire language. Text must be relevant and must reflect who your students are so they can make connections and be motivated to learn even more.
Watch this video where Ms. Salva's students express gratitude for the opportunity to read text that can help them make those needed personal connections.
So to finish up I want to thank you for all you do for your students. I have no doubt in my mind that to this day you have done everything in your power to support your students. However, there is always room for more learning. As you learn new methods and strategies, you'll gain better ways to serve your students and be an even greater teacher!
"A recent immigrant can do quite a lot of writing the day they arrive in the country. They most engage in the production of English writing immediately and there are ways to support this, which benefit the entire class." ~ Boosting Achievement
Thank you for reading!