Pedagogical Views of ELLs

Different Types of Pedagogical Strategies:

Collaborative pedagogy is a great way for students to interactive with their classmates and also create student centered learning. Students learn more when they are sharing their ideas to others but also learning new perspectives from their classmates. I use this often in my classroom.

Social pedagogy is a great way to incorporate other beliefs and values in the classroom. I like to bring other cultures learning into my teaching, this provides students with a variety of opportunities to develop a range of learning.

Integrative pedagogy is a great way to incorporate a lot of hands on learning. Where students learn from projects involving community, such as learning about environmental issues. For example, have students go outside and help with cleaning the school grounds from litter.

Meeting the needs through Pedagogical views:

Culturally relevant instruction is really important to use when teaching ELL students. Bringing background knowledge into your lessons can really help with ELL students understanding the material better and making those connections.

Using ELL’s first language as a resource is a great way for them to learn. This will help student build connections to their learning but also help with oral proficiency and literacy.

Integrating Reading writing, speaking and listening skills in your lessons can help with students focus areas. Some students aren’t as good in one subject then the other. This will provide students opportunities to strength the area they are good at but also work on the area they are struggling with.

Learning and teaching practices:

Five Educational Learning Theories:

Cognitive Learning Theory: the way people think, this can be based on internal and external elements

Behaviorism Learning Theory: the way students behave is dependent on their interactions with their environment.

Constructivism Learning Theory: create their own learning based on experiences

Humanism Learning Theory: creating the best version of themselves

Connectivism Learning Theory: people learn and grow when they form connections

The learning theory that best supports ELLs is Behaviorism, Constructivism and Connectivism. Behaviorism and Constructivism are both related to experiences students have been through in their environment or past learning. These both are key in understanding how an ELL learns and understands information. ELLs come from all around the world and their learning experience could have been very different in those places. Some ELLs didn’t learn certain subjects, some ELLS could have only learned their language in school and some ELLs only focused on one subject such as math. As educators we need to understand where our ELLs have come from and how do we change our strategies to meet their learning needs. Connectivism can help ELLs make connections to their learning, creating lessons that connect to ELLs hobbies and likes. This can be very helpful when retaining information being learnt.

References:

Pedagogy for teaching: A classroom guide. Structural Learning. (n.d.). Retrieved February 21, 2023, from https://www.structural-learning.com/post/pedagogy-for-teaching-a-classroom-guide  

Li, J. (2012). Principles of effective English language learner pedagogy. Research in Review 2012-3. Retrieved February 22, 2023, from https://files.eric.ed.gov/fulltext/ED562799.pdf 

Five Educational Learning Theories. Western Governors University. (2020). Retrieved from: https://www.wgu.edu/blog/five-educational-learning-theories2005.html#close  

Strategies to support second language skill development

  • Pre teach vocabulary being taught in the lesson
  • Reflect on prior knowledge and build lessons around that
  • Build lessons with small group work
  • Use “Think-pair-share” as a group activity
  • Provide clear and concise instructions at a slow pace
  • Use signals when giving instructions
  • Provide visual aids in the classroom
  • Make cultural connections
  • Create word banks
  • Provide a variety of assessments
  • Provide as much oral conversation in the classroom 

References:

British Columbia Ministry of Education. (2017). English Language Learning (ELL) Standards. British Columbia Ministry of Education. Retrieved from: https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/pdfs/ell/ell-standardsfull.pdf

Government of Alberta. (2023, February 27). Introduction to Assessing K-6 Speaking. LearnAlberta. [Video]. https://www.learnalberta.ca/content/eslapb/video.html#36

Choice of language processes and frameworks

Language functions: Sequencing

Sequencing and ordering is one language function that helps students recognize patterns. It helps students build upon what went before, and has an end point, so presents the student with the concept of stages. It can help introduce students to cycles and timelines. 

Learning to sequence in a narrative helps my students with comprehension. When they are asked to sequence, they must think about and understand what is going on in the story to be able to determine what comes first, next and last. It also helps students organize a story along a timeline and to retell it accordingly. Being asked to sequence a story also means that students will probably reread it, to be clear on what comes first, next and last. Rereading provides an opportunity for my students to deepen their understanding of what they have read

It provides students with academic vocabulary that specializes in the concept of what comes first then second and so on, until in the end, or, Initially and after ….and finally.

It is a scaffolding technique that brings new meaning (syntax) through the academic vocabulary mentioned above that then helps provide structure in making sentences more complete.

This vocabulary also builds upon a language pattern that communicates relationships between ideas.

This language function provides general knowledge of these words that can be applied to other subject areas. In other words, once students know this language, they can apply the skill of sequencing to a variety of situations across other content areas. 

Learning how to sequence and put things in order is a concept that can be applied to a number of occasions that may arise and/or continue to present themselves throughout a lifetime. It can relate to the future students’ identity in the world.

Frameworks:

UDL: Universal Design for Learning is a inclusive educational framework that removes barrier for the all students but still keeping the learning challenging.

Creating lesson plans that incorporates multiple means of learning, content that is meaningful, and creating different ways to navigate a learning environment can help students become more successful in their learning. This will also help ELL students who are not able participate in the daily routines of a classroom.

Bloom’s Taxonomy

Having a set of objectives to go by really helps the teachers understand what they need to accomplish when it comes to the students learning. This would help ELLs because it would provide teachers with an outline on how they can achieve the most out of their learning. This will also help teachers figure out how to make the learning more understanding to an ELL student.

Here is an example of a modified lesson plan using these 2 strategies.

Lesson-Plan-School-Objects-ModificationsDownload

This lesson was based on school objects taught to beginner ELLs. When I first created this lesson I did have UDL in mind but I didn’t know about Bloom’s Taxonomy. Now knowing about what Bloom’s taxonomy consists of I added some pieces to my lesson plan that were missing. Such as, pre teaching vocabulary before starting the lesson, model for the students so they are aware of what to do and have students interact with classmates so they can bounce off ideas.

References:

Kinsella, K. (2010, October). Academic-language-functions-toolkit.pdf. Google. Retrieved March 10, 2023, from https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxwbGxkcHJvZmVzc2lvbmFsbGVhcm5pbmd8Z3g6NWE5MjU3NWU2OGY3ODdjOQ   

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

About Universal Design. CAST. Retrieved from: https://www.cast.org/impact/universal-design-for-learning-udl

Language Learning Strategies and Supports

  1. Scaffolding Instruction: Using Scaffolding in your teaching can really help students with their learning. Providing students with meaningful lessons that include comprehension checks, repetition prompt and encouragement can help with them retaining their learning.
  2. SDAIE Strategies: These will help ell students by understanding an ell point of view, activating students background knowledge, using visuals, and oral conversation in lessons, monitoring students progress and using simple language for an ELL student to understand.
  3. DL: some ways to incorporate DL is, they are provided with visual aids for vocabulary terms and is given instruction with visual cues as well. They are also paired with a student most cases depending on the assignment/ lesson.
  4. Making connections with the student/ family
  5. Using home language
  6. Group work/pairs

Strategies Used in LST:

  • Brainstorming
  • Comprehension Check
  • Group Discussion
  • Idea starters
  • Pair Checks
  • Quick drawing
  • Think-Pair-Share
  • Visualization
  • Vocabulary Cards

Some SDAIE Strategies:

Reading circles/ Book clubs: Students choose a book from a selection of 4-5 titles. They groups are formed by the same title of book. Students read/ solve the activities provided by the teacher that relate to the book. Students shared what they have learned from the reading.

Benefits: Collaborative Problem-Solving: Cooperative and Other Groupings: Doing book clubs or reading circles could really benefit an ELL learner, here they can get paired with students at the same reading level and work together in discussing ideas etc.

Posters: “Comic Strip”: Students create a 6-paneled comic strip of the lesson content.

Benefits: Active Learning: Ell students are able to recall, give examples, draw, organize, decide, describe and tell with this activity, Works well for visual learners.

References:

Sanchez Sadek, C. (n.d.). SDAIE teaching strategies.Retried from:  https://www.csus.edu/indiv/l/limb/314/pdf/sdaie.pdf

Genesse, F. (2010, January 5). The home language: An English language learner’s most valuable resource. ColorĂ­n Colorado. Retrieved from https://www.colorincolorado.org/article/home-language-english-language-learners-most-valuable-resource  

Encouraging the use of home languages . Learn Alberta. (2017). Retrieved from https://www.learnalberta.ca/content/eslapb/documents/encouraging_the_use_of_home_languages.pdf  

Ferlazzo, L., & Sypnieski, K. H. (2018, March 29). Activating prior knowledge with English language learners. Edutopia. Retrieved from https://www.edutopia.org/article/activating-prior-knowledge-english-language-learners   

Various Leaners and their Needs:

Primary:

  • takes 5 years to catch up to their age appropriate group
  • takes couple of years to develop their
  • vocabulary and grammar
  • likes hands on activities
  • enjoys movement activities
  • early experience has an effect on their
  • english development

Secondary:

  • able to grasp vocabulary and grammar much better
  • need to teach age appropriate material
  • have more english to learn with less time
  • wider rage of prior knowledge
  • they are more developed in their first language which helps them with learning
  • grammar/ vocabulary more effectively

Similarities between Primary and Secondary learners:

  • must acknowledge their cultural identity
  • use their first language as much as possible
  • strives in a small group setting
  • focus on what students can do and not what they can’t
  • provide opportunity for in class discussions
  • provide on going feedback so they feel more confident in their learning
  • create a learning environment that supports the learner

Strategies that can help:

  • Providing more time to learn a concept or complete as assignment
  • encouraging first language in the classroom and with lessons
  • be supportive
  • use visual aids, music, videos, graphic organizers
  • Provide a safe learning environment

Refugee Students:

  • Families usually have to leave their country quickly
  • No family support
  • little to no experience with english language
  • Needs: support from the community, check ups, see how their doing
  • Strengths: prior knowledge, bringing their rich perspective to their learning

Strategies that can help:

  • Create a warm environment
  • have a welcome program set up in your school
  • Create a buddy system for the new student
  • use technology, many useful resources online
  • Community supports
  • Use the resources that are available at school: social worker, school counsellor

Slife/Sife Students:

  • Limited/ interrupted education
  • limited literacy skills
  • come from countries that have seen poverty and natural disasters
  • students are strong, determined and willing to learn
  • social and emotional needs

Strategies to support:

  • create an environment that ensures them with social, cultural needs
  • draw out their strengths
  • use technology whenever possible
  • focus on what they can do

Resources:

Colorin Colorado (2021). Unaccompanied Children in Schools: What you need to

know. Retrieved from https://www.colorincolorado.org/unaccompanied

Robertson, K., & Breiseth, L. (2021, January 28). How to support

refugee students in your school community. ColorĂ­n Colorado.

Retrieved from https://www.colorincolorado.org/article/how-supportrefugee-

students-ell-classroom  

Robertson, K., & Lafond, S. (2020, February 5). How to support ell

students with interrupted formal education (sifes). ColorĂ­n Colorado.

Retrieved from https://www.colorincolorado.org/article/how-supportell-

students-interrupted-formal-education-sifes

LearnAlberta. (n.d.). Organizing for instruction: Best practices for

supporting ELL students. Retrieved from

https://www.learnalberta.ca/content/eslapb/documents/organizing_for_instruction.pdf

r_instruction.pdf

Assessment practices:

Testing ELL’s are usually done in the beginning of each term and the end of each term. This helps teachers and LST teachers see the progress the student as made. This also helps with writing report cards for the student. The beginning of the school year is when teachers and lst teachers collaborate on if the student needs lst services.

Tracking sheets: This is a great resource for teachers to use to identity where the student is at in terms of their learning. Before using one of these tracking sheets you would need a sample of their work or an assessment that was done.

This website is also great for figuring out where the student is at, this is used in BC for ells, this is the website teachers in BC use to access their ell leaners.

https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/pdfs/ell/ell-standards-full.pdf

Formative Assessment:

  1. Observing during classroom discussion, 
  2. demonstrations 
  3. group work
  4. Interview with the student
  5. Reflection journals
  6. Think-pair-share activities 

Equity in Assessment:

Incorporate scaffolding: provide assignments that are at the student’s level, where the student is able to understand the instructions. Provide vocabulary words the student understands. Books that are at reading level as well. Examples: Home language materials, Visuals, Word banks/ walls, structured group work.

Involve ELLs families: students’ family is aware of the process and progress that is happening in the class-   Define the content and language standards: share content and language learning objectives with the student, so student is aware of the goals/ objectives the student needs to reach.

Define the content and language standards: share content and language learning objectives with the student, so student is aware of the goals/ objectives the student needs to reach.

References:

Learn Alberta. (2012). Assessment tools and strategies: Language proficiency assessment. Retrieved from: https://www.learnalberta.ca/content/eslapb/languageproficiencyassessment_considerations.html           

LearnAlberta. (n.d.). Assessment tips. Assessment Tips – Supporting English Language Learners. Retrieved from https://www.learnalberta.ca/content/eslapb/assessment_tips.html  

 BC Ministry of Education. (2017). Province of British Colombia: English language learning (ELL). Retrieved from:  standards. https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/pdfs/ell/ell-standards-full.pd

Allman, B. (2019). Effective and Appropriate Feedback for English Learners. In B. Allman, Principles of Language Acquisition. EdTech Books. Retrieved from https://edtechbooks.org/language_acquisition/effective_ell_appropriate_feedback

Miller, S. (2020). A strategy for giving corrective feedback to Ells. Edutopia. Retrieved from https://www.edutopia.org/article/strategy-giving-corrective-feedback-ells  Gonzalez, J. (2018, June 25). Equity in schools begins with changing mindsets. Edutopia. Retrieved from:  https://www.edutopia.org/article/equity-schools-begins-changing-mindsets