Task 2: Readings – Freeman & Freeman Chapter 8 & 9
Pre-Posting – Read both of these chapers (8-How Should We Teach Reading to Emergent Bilinguals? & 9-How Can Teacher Help Ells Develop Academic Language?) and consider what they confirm or add to your knowledge of working well with English language learners.
Posting – Review the applications section at the end of each chapter p. 223 & p. 256) identify 2 you would like to try/explore in the future. Please explain why you chose it, what its relevance is for you personally, and your plan for the application you chose. Clarify what you see as the key to English language learners
Application 5, pg 223
ReplyDeleteI found it difficult to bring bilingual books into the music classroom because of the lack of bilingual approach to music. However, the music classroom calls for certain understanding of the Italian, french, and german language. Many of the terms used in a classroom come directly from the Italian language and we use those words on a daily basis to outline our context of the lesson. Words such as Allegro, andante, Moderato, as well as accelerando, and decrescendo are also used. We make it a point in music class to preserve the use of these professional words. Instead of just saying “play the music lively” we are able to use the one language function such as “allegro” which is consists of music played lively. The other component of the music class that already incorporates a bilingual language is the study of note reading. Reading notes on the western scale is a universal tool used in most of the prominent musically enhanced cultures in the world. We are already sharing the knowledge of another language where we turn symbols and shapes into sound. Although we do use the english language in America to help deliver note reading exercises, we can still use the “read out-loud” method as a tool to deepen our learning. Example: Instead of reading out loud a passage in front of the class, we can ask students to perform a passage in front of the class. Using this method can only assist in boosting the note reading proficiency of a music student. I think it would be interesting to approach this method as if notation was a bilingual language demand. I can see myself using this method (in greater context than what I am currently using) to help boost the proficiency of note reading on the classroom.
Application 3, pg 256
If I were to choose a figure to follow in class, I would use figure 9.8 on page 252 (Academic Language Proficiency). In this diagram, academic proficiency is acquired when there is a overlap of social language proficiency and academic achievement. I am not completely certain on how you would apply this information to state standardized tests, however I do see a separation between academic achievement and social language proficiency. A student can display the necessary language to be socially proficient- as in students can speak intelligently about the music they are studying. Concepts such as notes, dynamics, as well as form can be considered social “Music” language. Academic achievement in music to me consist of the ability to perform the music proficiently. When the language demand is met with the academic achievement (when students can play a certain passage displaying appropriate language in the explanation as well as a knowledgeable performance approach) then academic language proficiency has been accomplished. In my own experience, I know many students who have the chops, but cannot explain what they are playing. And on the other hand, I know students who have a wealth of language about what they are playing, but cannot perform up to the standards required. By recognizing the students weak points by categorizing their knowledge, or by recognizing what needs work, I believe I would be able to effectively mold my teaching example to meet the needs of the individual student. Example: Based on this students social language proficiency, they need X amount of focus on their academic achievement to acquire the level of academic language proficiency.
I like the idea of asking students to perform in front of class - I like to do classroom critiques in order to get the students using the academic language to explain their artwork and interpret others art work. You also bring out a very important issue when you mention how some people can talk the talk, but may not actually be able to produce up to standards, and viceversa. I hate to say it but I'm discovering there are a love of art teachers in k-12 who know all the terms and theory of art, but do not/can not produce themselves - this can be problematic when it comes to teaching kids about methods and technique.
DeleteJust for another perspective, do you think it can be detrimental in some cases for students to perform in front of the class? It might just be me, but I was very shy in middle school and one of the reasons I dropped out of choir (despite having a decent singing voice) was that we all had to do a solo in front of the class to test our range. It made me so anxious that I decided to drop, even though I probably would have been okay doing it just in front of the teacher. For the record, I think in a lot of cases it is okay to push students outside of their comfort zones just to get the experience (probably not if it is really going to bother them, but up to that point).
DeleteIt's hard for me to answer this keeping in mind text, because the art room does not tend to work like a lot of other classrooms in regards to text. So, I am going to try to answer this the best I can, but I am not sure this is necessarily a correct answer. The gradual release response seems to make the most sense as far as to what I can do for my ELL students inside the classroom, and keeping in mind that literacy is not always text, this is a method I tend to do for all students when it comes to being literate with reading art. Before students begin creating their own art I show them slides of examples and explain what we are looking at using academic language, and using this language alongside non-academic language to help attach it to their current understandings. It is here when I should take more care to make sure I am using non-academic language my ELL student know. I then ask students to comment on artwork telling me what they see using the terms I we discussed. Next students begin to sketch work that represents these terms with me giving them constant feedback until the are ready to create an final project that shows their understanding of this work - this works nicely for ELL students because with the language comes so many visuals!
ReplyDeleteLike Nick, I also like application 3, on page 256. This also seems to work with what I mentioned above. Students understandings are not only measured by their use of language, but by their production of that language in a task that demonstrates a deeper understanding of the subject matter.
I liked how you mentioned tying language to visuals. I think along the same lines when it comes to tying language and sounds, or feeling, or other descriptive measures. I too struggle with the idea of focusing on the literacy simply because I believe that majority of the descriptive language is subjective. Students can retract different emotions or feelings based off of their personal experience. For example, what we say is happy and sad sounding in the musical language is only based off of a western scale. However, if you look at songs like “Hava Nagila” it actually would be in a minor key sounding sad, however it means the opposite - Lets rejoice. I can also relate to the application of academic language is not necessary content based. I found it helpful to apply academic language to the delivery of the lesson or the explanation an assignment. Lines like “I am looking for students who..” or “Show me by doing this..” are helpful ways of communicating using the academic language. To me, the academic language gets muddy when you try and incorporate it with the professional language, and it becomes dry and sterile which for me is the opposite goal in the lesson. So I put the fence up, use the academic language when needed, and resort to the professional language when I feel like inspiration is needed.
DeleteI agree that the academic language can't be forced, students will automatically turn off if they can't relate. Using leading questions or phrases is definitely a good way to check for understanding without being too boring or dry. I think that the gradual approach works really well, especially for ELL's or any students who struggle with the academic language. I tend to take a similar approach with my business students using scaffolding to build upon basic concepts and work toward the more difficult language.
DeleteThe first thing I would want to explore more in the business classroom is engagement. There were a few mentions of providing engaging text or having bilingual textbooks, but I think in my content area it is sometimes easier to provide visuals or hands-on learning, for native speakers and English learners. I personally haven’t had much experience with ELL’s, but with many business concepts it helps if the students can see or do something engaging rather than reading about it. In a marketing class we have used advertisements as examples of this or even field trips to show students what sorts of activities go on at a marketing firm (i.e. ads, prototypes, focus groups). With advertisements, it would be easy enough to find examples from different countries in different languages, but the idea is that the students would get a basic concept of the material regardless of their native language. In order to add the academic language piece, I would utilize my second application: scaffolding.
ReplyDeleteIn business, many students understand the basic concepts in conversational language or even visual understanding as mentioned above. In order to add the academic language and understanding, it is important to use scaffolding. I think in a lot of ways this comes naturally in business education because of the strong personal knowledge the students bring from their own experiences. For example, regardless of the students’ first language, they have likely seen billboards, commercials, or online ads. Having experience with these types of advertisements may make it easier to then use the academic language, in this case “promotions.” This is a good example of where English language ability may come into play, because promotions could also mean getting a better position at your job. With this example specifically, there are two meanings of the same word BOTH within a business context, so this is where it will be especially important to draw on the students personal knowledge to make sure they are able to apply the correct terminology in the correct settings.
Visuals and hands-on experience I think are the best way to transfer information. So much is lost in a text, but to see a teacher put the content in application (I believe) is the best way to ensure that the student will retain the info. There is a course I taught a few years backed called Music and Media. The whole basis of the course was to comb the media, and determine how music was used to sell or promote a product. Looking back on it, I wish I would have taken a worldly approach and follow your lead about finding other country advertisements. I did however use one international advertisement that we dissected. The add is here: http://www.youtube.com/watch?v=BRY1t5qvg_M
DeleteI really liked how you tied their personal connection to language by pointing out that they have probably watch commercials, or saw a billboard. Pulling from the surrounding environment is probably a really incredible tool when used in the business classroom!
After reading what you wrote I thought it would be really neat if students could run an actual little business through the business class. It could be something simple that is done on-line, where they sell and manage things - perhaps they could collaborate with the ceramic students and sell little cups and bowls, or they could sell a school magazine that they put out bi monthly - just something that would give the real hands on experience. Just a thought
DeleteLaura - we definitely have projects like that in management classes and Kennedy also has a school store that the business students run. They get to choose the products they want to sell, the prices, hours of operation, etc. I agree that it is a great way for them to get experience and make the content more real!
DeleteNick - I have definitely gained an appreciation for business education because of the hands-on nature (I wasn't so sure when I first started). I think music is another area where students are allowed to experience the content rather than just reading about it and I agree that it is the best way for students to receive information and build understanding.
Application 3, p. 223
ReplyDeleteThis application would work well in my Theatre class for eighth graders. As a younger reader, I remember this kind of application working very well for me. Having a teacher read to me, even as an older student gave me a different kind of connection to the text. It was being shared with me and I was able to take it in openly and receive it with space. During shared reading, we would begin to enter into the text with the teacher and take ownership of the learning. Interactive reading took this to an even deeper level and we really began to absorb details of the text that we hadn't before understood. During guided reading, I would finally own the text and make personal connection that would lead to retention. I would like to try the same format with the one act play we are about to embark upon. I believe that the students actors will gain tremendous understanding of the story we are to tell if we first take the time to connect with the text through these various stages. I believe this will particularly benefit the ELL students, giving them the time and space to hear the test multiple times, ask questions and relate to it in varied ways.
Application 3, pg. 256
Teaching academic vocabulary to students is a huge challenge at our school and one that many teachers are working as a team to advance. On pg. 237, the section on teaching individual words resonates for me. In my class, I try to introduce 3-4 content specific words per week. We explicitly define the words and apply them to the discipline of Theatre or Dance. We use them verbally and in writing when appropriate. In addition, I support the ELA teacher's vocabulary by doing theatre activities that help students understand the words from another perspective. To take it to the next level, I would like to implement the graphic organizer idea. I believe this approach would move the Theatre/Dance terminology into a more academic approach and enable the students to make more solid and lasting connections to the vocabulary.
I would imagine implementing academic language into theatre would be hard - do the students tend to do critiques of each others' work in theatre, or is that primarily done by the teacher. I would imagine some sort of constructive critiquing process that the students partake in would be a good way to teach and learn academic langauge.
DeleteI had an English teacher in middle school who used the guided reading approach and I found it very helpful for retention because I was hearing AND seeing the words at the same time. As someone who struggles with retention, I liked this approach but I can see where it might be stressful for some of the better readers in the class. Of course I think you run into issues with the more "gifted" students in any type of class and it can be hard to know how to incorporate everyone's needs all at once. Overall, I think guided reading does more good than bad, especially for students struggling with complex language comprehension.
DeleteIt sounds like your school is approaching the Academic Vocabulary heads on by connecting the academics and the arts to solidify learning. I just got done with my field experience at the Four Seasons Elementary where they take a similar approach where art and academics are integrated. I can see how a middle school and an elementary can benefit from connecting the disciplines together to enhance academic language, but I am also a bit surprised at the amount of disconnect at the High School Level. At the school where I teach (9-12) we have put up a nice see through fence between the arts and academics…meaning we can peek through the fence, and check out what each one is doing, but we do not mingle for the simple sake of keeping the art training as authentic as possible molded after a conservatory.
ReplyDeleteSince your experience has worked at the level that you teach. Do you think a similar scenario would work at the high school level? I really like collaborative teaching, as well as joint classroom approaches, but once we get state standardized testing involve, it seems like the content changes from authentic arts training to teaching for the test…where I am sure you can relate that the art training is lost. Other than that, I can imagine that a text based theater course really works well when a teacher connects the text with the students, in front of the students, and aloud so all can hear. I also liked how you included that the goal was to absorb the text to make it your own.