This is a hard situation that could occur in your classroom.
Therefore, the teacher should try to be as accommodating and encouraging as
possible. This is why I think read aloud or shared reading would be two great
programs to implement in large group time. This would allow the ELL students a
chance to observe the teacher reading different texts and engaging the students,
while also perhaps appealing to the ELL’s interest if the text appealed to
them.
During
different conferencing or guided reading lessons, I think the teacher should
have built as much background knowledge on the student as possible, trying to
find different texts that interest them as just one means to make the language barrier
not as scary. Mini-lessons may also be beneficial before breaking off into
large group workshops allowing the ELL student to receive a preview of
information and understanding about the topic.
I
think the classroom teacher should become very involved with the ELL teacher.
Asking that teacher any tips of lesson techniques or strategies to get the
three ELL students more involved. Also, the classroom teacher should try to
make his lessons and the ELL lessons as relatable as possible, helping the
students not get confused from switching classes and engaging their current
learning rather than throwing two completely different curriculums at them.
I agree with you I using read alouds and shared reading to assist in the learning of these ELL students. You are right, the students can observe the teacher and students reading while not feeling pressured to do the same. Background knowledge is extremely important in helping the students to learn. This goes for Regular-Ed and ELL students.
ReplyDeleteI agree that teachers need to be involved in the ELL students and the ELL teachers need to collaborate with one another. Knowing the students background is important they will help the three ELL students.
In some cultures kids are taught not to look adults in the face, (Americans see this as disrespect) and speak when spoken to. Some students come from exiled families, refuge camps, some come from the jungle, literally. (We had families that were being shot at, running through jungles to escape from being killed. We had a student who used the bathroom outside of the school building. While this is slightly off topic, I say this to say background knowledge is important. All students don't know what a house or toilet is.
***How would a teacher effectively teach ELL students in their classroom when those students come from three or more different countries with difference cultural backgrounds?
I agree with your ideas about helping reach the ELLs. I think read-aloud and any other opportunity to hear a fluent reader is extremely important for beginning readers and should be especially helpful for ELLs. I really enjoy reading aloud to my students, so I was glad to find out from the Weaver text that it was highly supported and beneficial to student. I also think collaborating with the ELL teacher is great idea. It would be helpful to have support from a colleague with experience.
ReplyDeleteLizzie,
ReplyDeleteI agree with you in that it is very important to find texts that interest the students. I have found that when I incorporated my students' interests into a lesson, they were much more attentive and involved. I really liked how you stated that it is important for both teachers to collaborate with one another in order to be as successful as they can in their teaching. When two teachers have different expectations or teaching strategies, it can be difficult for the student to find a balance between the two. Not only is it important to have collaboration between the ELL teacher and the regular education teacher, it is essential to have communication between the regular education teacher and all other teachers that educate your students.