My English as a Second Language (ESL) for Beginners class is a period designed to serve newly arrived immigrant students who need to learn English as quickly as possible to be able to engage in content area courses.
You see, our newcomer students are held to the same accountability standards as native English speakers. These students not only are starting to develop their English proficiency but at the same time, they are studying core content areas.
In my opinion, the best thing that can help newcomers during their first few days is to gain power. Empowering students with what they CAN do. Empowering students with simple phrases to engage in social conversations. Empower students to set measurable language and academic goals.
After a wonderful week of getting to know one another and creating a great foundation where students feel comfortable in our classroom; we moved into content and language learning!
Understanding Our Language Proficiency Levels
First things first, students need to understand how their English language proficiency is measured. We talked about the 4 parts of the test and learned how each part of the domains is important because it helps us: 1) Receive information (listening and reading) & 2) Produce information (speaking and writing).
Each student received their WIDA ACCESS scores (or initial placement scores) and placed their scores on the language development continuum (left picture below). Some students quickly realized what their strength is and what are they need to improve.
They thought it was fun to share and compare scores among themselves. This was not something I encouraged but they felt comfortable to do so.
After analyzing our process; we moved to align our scores with the CAN DO Descriptors provided by WIDA. This was a great opportunity to encourage students to read words in English. I had students making a list of cognates and trying to decipher the statements.
In order to also develop our writing skills, students created a Google slide presentation with what they CAN do and the goals we set ourselves for the next time we take the test.
Here's an example of Jorge's presentation: I Can... I Will...
Survival English for Newcomers
We also spent a couple of days going over this great recommended survival English we need to master in order to engage in content classrooms. This is a great list but I do not recommend using it as a teaching guide. I told my students that this would be something they will be learning throughout the year and they can keep it to maybe mark off as they learn it.
Going through the list was interesting and was a great chance to clear up some misconceptions or confusions about the English language. Click on the image for a printable version of the list.
Students were having so much fun learning from each other. They were helping each other and encouraging each other to read and understand the list!
Check out this video! I caught students practicing how to spell their last name!
Teaching newcomers is not easy. I love having the advantage that I can speak their language so I can clarify something they don't understand.
Here is a great research I started reading about newcomer's programs. This study shows what's working and what doesn't from newcomer centers from around the nation. It's pretty long but interesting!
Thank you for reading!
Over the summer of 2018, I took the first step to a great journey...I made the decision to transfer to Concord High School (CHS) after working six years at Irvin Elementary school. The decision was based on a burning desired within me to support students who are facing the same struggles I faced as a high school newcomer student and language learner. Read more about my personal experience as a newcomer here!
I got our classroom ready with so much excitement! However, I was more excited to meet my new students. I had already met a few of them during our ESL summer enrichment program, so I was thrilled to meet the rest of my students.
**This post appeared originally in www.MiddleWeb.com on August 29, 2018.**
One of my favorite lessons to help students develop critical thinking is the “Photo Analysis Learning Activity” from The Facing History and Ourselves program. You can use this strategy with any visual media - a piece of art, photograph, political cartoon, video clip - even a family picture.
During this activity, you are simply guiding students through a close analysis of an image. I encourage discussion by asking students high order thinking questions while they’re analyzing the image.
So, let’s analyze and respond to this picture below. What do you notice? What happened before this scene? What might happen after? What does the photograph tell you about the life of these people? If you could ask them a question, what would you ask?