As the new school year begins, it is important to think about how we will be an advocate for multilingual learners. Being an advocate requires planning in order to make sure that students have equitable learning experiences all year long. What does it mean to be an advocate for multilingual learners (MLLs)? What actions will be taken? When will those actions be taken? What will the response when faced with resistance?
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The school year wrapped up in my district this week...and my first thought on that last day was we made it! It's been 14 months that we've been in pandemic mode and there are numerous lessons that I have learned during that time. There are three main lessons that I have learned relating to school culture & instruction.
One of my biggest pet peeves is when educators refer to bilingual students that receive instruction primarily in Spanish as "monolinguals". It has a negative connotation, because it is saying that those bilingual students have not gained the necessary English proficiency to leave Spanish behind. Sometimes these students have only been in this country 1-2 years, and they are expected to know English at the same academic level as their peers! Furthermore, calling one of our bilingual students "monolingual" sends the message that the goal is not for students to be "bilingual", but rather transition to English quickly. When I hear that term being used, I remind them that our students are "emerging bilingual" students that will learn English with the support of their Spanish. Students will learn English, but it should not be at the expense of losing their Spanish.
I often am asked to recommend a program or kit that is the BEST to support English Learners (ELs) and Emerging Bilingual students (EBs) in the mathematics classroom. While there are great products in the market, the best support for our students is their TEACHERS! It is teachers that are able to use specific instructional moves as needed to make mathematics accessible and for learning to occur at high levels.
One of the most effective ways to help English Learners and all MLLs (math language learners) develop academic language is through Number Talks! Number Talks are a daily routine during which the teacher shares a computation problem and students use all of their math repertoire solution process and strategies. Students have the opportunity for think & processing time before sharing their reasoning to the class. Students take turns explaining & justifying their response while the teacher acts as the scribe. Students are able to concentrate on what they are saying and can see based on what is recorded if they are being understood. Number Talks prompt students to use the academic language and vocabulary that they have internalized. If students get stuck when speaking, then the teacher can remind them to use supports such as anchor charts, word walls, sentence frames, or use of their L1. When students are not sharing, they are actively listening because they are able to use their classmate's explanation to in their own response. Number Talks allow for students to take part in an authentic math discussion and develop academic language together. Number Talk prompts include 34+57=? and 1/2×1/2.Because the problem being solved is not a word problem or a text heavy task, the focus is truly on the mathematics and the academic language needed to talk about the problem. This means that students need to retrieve and use vocabulary from different concepts in order to share their solution process at a deep level.
Number Talks Books:
Student discourse is imperative to students developing their academic language and supporting their comprehension. During virtual or concurrent hybrid instruction, it has become more important than ever to find ways for students to take part in discourse. Participating in discourse helps students feel a sense of belonging and keeps them engaged in the lesson and it also serves as a formative assessment opportunity for teachers to check for understanding. Below are four strategies that provide opportunities for student discourse in all content areas. Talk Moves are five types of prompts and response starters that encourage students to think about their response, share their thinking, and listen to the reasoning of others. Talk Moves are meant to be used teacher with students, students with teacher, and students with students. Talk Moves provide equity of voice because the question, the answer, the justification, and additional thoughts are equally valued.
Think-Pair-Share is a an effective way for each student to think, practice, rehearse, and share their responses in a safe environment because they are working with a partner. During face to face instruction there is probably not enough time for each student or pair to share out with the whole group or there is only sufficient time for each pair to take part in one conversation. Using edtech tools such as Padlet and Flipgrid. With both tools teachers can pose a prompt to students. Students can respond by recording audio or video. Then, their partners can respond to their post. SWiRL is an acronym that stands for speaking, writing, interacting, reading, and listening. When planning for instruction it's important to remember to plan for consistent SWiRL opportunities. Jamboard is a white board allows for SWiRLing to take place because students can draw, record, or write their response. Both the teacher and students are able to see all of the jams (student) pages. After students create the jam, they can use them as a reference and discussion point with their partner or group during academic conversations. Whiteboard.chat is an interactive whiteboard that has multiple writing, audio, video, and multiple other tools. The teacher is able to see student work in real time. This interactive whiteboard allows students work collaborative and dig into the content they are learning. QSSSA is a structured conversation strategy shared by Seidlitz Education. This strategy provides the needed scaffolds and supports that will guide students participate in discourse. QSSSA cam be implemented with students face to face, using break out rooms, or Flipgrid. Below is a mathematics example of QSSSA.
A student's first (L1) or native language is one of the best tools they have readily available that can help them support their own learning. If a student's L1 is Spanish, then they will already have a large bank of Tier 2 vocabulary (cross curricular) that they already know. Tier 2 vocabulary is important because these are the words that tend to lead to breakdown in understanding because they are not the the common (Tier 1) vocabulary they used to using with their classmates or the math vocabulary (Tier 3) that is being emphasized during instruction. Furthermore, Tier 2 vocabulary is the "testing vocabulary" that students will encounter on standardized assessments. Sometimes in an effort to increase a student's English language acquisition & development, students are encourage to use English and discouraged from using their L1. However, students can benefit greatly from using their L1 during "self-talk" & thinking time because they are able to focus on content rather than the English language & vocabulary that they should use. I find that when I am tired, I start thinking in my L1 (Spanish) and that is OKAY! I also find that when I am doing computations it is easier to do so in Spanish and that is OKAY! I know two languages and I am going to use switch when needed or use both to support my work & thinking. Our emerging bilingual students need the support & encouragement to know that it is OKAY to use all of their languages.
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