Don BouchardMaine Department of Education ESL/Bilingual Program Professional development online webinarMay 6, 2009
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1. To examine classroom practices for contextualizing learning.
2. To examine scaffolding as the source for strengthening learning.
3. To examine activities for improving the academic language domains.
1. Always post the content objective and the
language objective when delivering a lesson.
Consider also including a social objective which
defines the interactional nature of the lesson.
3. When delivering a lesson, frontload your teaching by
paying attention to the language (words and expressions) you use.
Explain and write on the board for clarification; avoid idioms and slurred language.
4. Use clear, unambiguous referents
when delivering a lesson, e.g., avoid pronouns and use
explicit, targeted words.
5. Use the academic register , i.e., the
language of written, formal English, when delivering a lesson.
6. When delivering a lesson, assign a ‘process partner’ and periodically ask the partners to explain what you have taught to each other. Ask for clarifying questions afterwards.
9. Avoid the “popcorn” pattern of questioning:
teacher response, student response, teacher response,
student response, etc.
12. Engage in Wait Time II: in addition to waiting for a student response
(Wait Time I), pause after a student replies to encourage expanded
use of English.
16. The evidence is overwhelming that
students of all abilities perform better in
heterogeneous groupings; as a result avoid
homogeneous groupings.
18. Periodically ask learners if they
understand, with hand signals (5=completely understand; 4=almost
completely; 1=not understood, etc.)
20. Allow learners to clarify and/or explain concepts in
their home language; since they must eventually
respond in English, this can help them ‘jumpstart’
their understanding.
23. Post and use academic language category words when delivering a lesson, such as, main idea words, introductions, conclusions; comparing and contrasting idea words, connecting idea
words, etc.
26. Always preface a reading requirement by frontloading vocabulary,
engagement in topic related activities, and skimming for general
information.
28. Use a ‘ticket to leave’ at the end of a
lesson, i.e., have learners summarize in writing what they have
learned.
29. Promote reflection after every lesson, i.e., an examination of how
students view their own learning.
30. One of the most important activity types for processing content learning and engaging in language growth is summarizing. Seek out
and use them!
The practices mentioned above incorporate
important principles for contextualizing
language and content for ELLs. . .
. . . explicitness, formal language register,
collaborative learning, cognitive and linguistic
processing, and expanded language use.
These activities are vitally important for
ELLs to learn language meaningfully and
comprehensibly as they engage in content
learning.
Scaffolding is the process of ‘setting up’ and then
gradually pulling back on content delivery to create an easier and
more successful learning experience.
Scaffolding involves:Continuity, i.e., repeated tasks with variations;
Support with audio, visual, or tactile-kinesthetic modalities;
Engagement in a supportive setting;
Contingency, i.e., adjustment depending upon the action of the learners; and
Handover/takeover to more independent student involvement;
1. Modeling by an expert;2. Collaborating with others;3. Interacting with others
less capable; and 4. Working alone as
concepts and practices are internalized.
ModelingKeep examples of student
work for demonstration purposes. They not only
set performance guidelines but motivate
students .
ContextualizingSearch out and use
metaphors and analogies to bring complex ideas closer
to the students’ world experience; use
manipulatives, pictures, film whenever possible.
Schema BuildingProvide graphic organizers or outlines for a top-down
understanding of the relationship of what they are learning (“forest thru
the trees”)
Re-presenting textEngage learners in activities that require transformation
from language into other modes, such stories, plays into drama; poem into a
narrative; . . .
. . . historical narrative into an eyewitness
account; scientific text into letters; or quotes
into a poster, etc.
Developing MetacognitionHelp students monitor their
level of understanding by engaging them in learning
strategies andplanning their future learning by evaluating
their past performance.
Scaffolding is an important pedagogical tool for strengthening
the framework of engagement for ELL academic content
learning.
Moving DictationPost 8-10 content summary sentences from a lesson or
unit on each of three or four separate sheets of
paper. Place the sheets in different locations in the
classroom. . .
. . .With students in pairs, ‘A’ is responsible for numbered sentences; ‘B’ is responsible for even numbered sentences. ‘A’ and ‘B’ alternate in going to one of the posted sheets, returning and dictating to the other partner.
Give and TakeFor reviewing after a lesson or unit, have
students write 1-10 on a slip of paper. They write three things they have
learned. . .
. . . They then interact separately with at least seven other students , sharing their information and adding one new piece of information to their list from each student.
Tarzan/Jane SummarizingHave students number a
sticky note for each paragraph and place notes
next to each paragraph. They provide a very short
few word summary of each paragraph on the sticky
note. . .
. . . and after completing the reading gather the sticky notes together, arranging them sequentially. They then provide expanded oral and written summary based on what they have read.
Structured DictglossAs a lesson or unit
summary, select or create a content sentence for
dictation. Students first listen to the sentence, then individually write
down. . .
. . . As much as they can remember. In pairs or small groups they share what they wrote. Next they listen to the teacher repeat the sentence and individually continue reconstructing the sentence, sharing with others, etc. until they recreate the original sentence exactly.
ELLs can strengthen their academic content
knowledge and improve their academic literacy with the teacher contextualizing
learning (Objective I), scaffolding the . . .
. . . delivery of content (Objective II), and by searching for strategic, content-based activities for improving the language domains of listening, speaking, reading, and writing (Objective III).
1. Fisher et al (2008). Content-Area Conversations. Alexandria, VA: ASCD.
2. Fisher et al (2007). Language Learners in the English Classroom. Urbana, IL: NCTE.
3. Freeman & Freeman (2009). Academic Language for English Learners and Struggling Readers. Portsmouth NH: Heinemann.
4. Walqui, Aida (2006). “Scaffolding Instruction for English Language Learners: A Conceptual Framework.” In The International Journal of Bilingual Education and Bilingualism. Vol. 9, No. 2, pp. 159 – 180.
5. Wormelli, Rick (2005). Summarization in Any Subject. Alexandria, VA: ASCD.
6. Zweirs, Jess (2008). Building Academic Language. San Francisco: Jossey-Bass.
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