In my classroom, the majority of students are English Language Learners [ELLs] who have not been successful in the traditional comprehensive secondary environment. Additionally, about seven percent of these students are also classified with Learning Disabilities [LDs], and are mainstreamed with the regular students for a majority of their classes. Dr. Robin Scarcella describes my students perfectly- they come from many different backgrounds, have disrupted learning backgrounds, and surprisingly, cannot read in their fist language (Laureate Education, Inc., 2005). A core issue with this classroom environment is how to effectively support learning for these students so they can succeed in the alternative learning setting our campus provides. Resources this week give us a wonderful variety of tools we can use to provide a good foundation to provide ELLs and LDs support in improving reading comprehension.
Gray and Fleischman (2004) describe the beneficial effects scaffolding provides ELLs to organize their classroom regimen (p. 84). Since I use scaffolding already, my thinking was changed in how this technique might be used more effectively for all my students. For the ELLs, I want to improve the vocabulary delivery method from just filling in sheets with definitions. As Harper and de Jong (2004) state, “mere exposure to the target language is largely insufficient to develop grade-level L2 proficiency” (p. 153). Providing additional means (using technology, small-group work, and presentation) will provide, as Harper & de Jong continue, “a more sophisticated linguistic and conceptual” vocabulary framework for these students (p. 153). This will also affect my LDs in the change this will bring about in my instruction practice. Gore (2004b) maintains that constant repetition through “multisensory, multi-representational input and practice” is necessary for LDs to succeed (p. 19).
For my ELLs, Zwiers (2004/2005) discusses how I might improve my approach to how learners acquire content through exposing these learners to materials rich in context-books, magazines, newspapers focused on topics they relate to in their daily lives (p. 62). Since motivation is always key in direct instruction for LDs (Gore, 2004a), I plan on developing content study guides that will increase motivation by making textbook reading more manageable (p. 116). After all, better classroom management is vital for content learning.
I am interested in adapting the resources from this week to include assistive technology. When it comes to reading in your classroom, what technology (if any) do you currently use? In your opinion, would the students in your classroom who are struggling readers benefit from engaging in the use of tablets containing animation to build comprehension, or would it be more of a distraction than the traditional textbook?
References:
Gore, M. C. (2004a). Increasing learning by using guides. In Successful inclusion strategies for secondary and middle school teachers: Keys to help struggling learners access the curriculum (pp. 113–135). Thousand Oaks, CA: Corwin Press.
Gore, M. C. (2004b). Keys to the effectiveness of the inclusion strategies. In Successful inclusion strategies for secondary and middle school teachers: Keys to help struggling learners access the curriculum (pp.17–19). Thousand Oaks, CA: Corwin Press.
Gray, T., & Fleischman, S. (2004/2005). Research matters/Successful strategies for English language learners [Electronic version]. Educational Leadership, 62(4), 84–85. Retrieved from the Walden Library using Education Research Complete database.
Harper, C., & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152–162. Retrieved from the Walden Library using Education Research Complete database.
Laureate Education, Inc. (Producer). (2005). English language learners [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Zwiers, J. (2004/2005). The third language of academic English [Electronic version]. Educational Leadership, 62(4), 60–63. Retrieved from the Walden Library using Education Research Complete database.
Gray and Fleischman (2004) describe the beneficial effects scaffolding provides ELLs to organize their classroom regimen (p. 84). Since I use scaffolding already, my thinking was changed in how this technique might be used more effectively for all my students. For the ELLs, I want to improve the vocabulary delivery method from just filling in sheets with definitions. As Harper and de Jong (2004) state, “mere exposure to the target language is largely insufficient to develop grade-level L2 proficiency” (p. 153). Providing additional means (using technology, small-group work, and presentation) will provide, as Harper & de Jong continue, “a more sophisticated linguistic and conceptual” vocabulary framework for these students (p. 153). This will also affect my LDs in the change this will bring about in my instruction practice. Gore (2004b) maintains that constant repetition through “multisensory, multi-representational input and practice” is necessary for LDs to succeed (p. 19).
For my ELLs, Zwiers (2004/2005) discusses how I might improve my approach to how learners acquire content through exposing these learners to materials rich in context-books, magazines, newspapers focused on topics they relate to in their daily lives (p. 62). Since motivation is always key in direct instruction for LDs (Gore, 2004a), I plan on developing content study guides that will increase motivation by making textbook reading more manageable (p. 116). After all, better classroom management is vital for content learning.
I am interested in adapting the resources from this week to include assistive technology. When it comes to reading in your classroom, what technology (if any) do you currently use? In your opinion, would the students in your classroom who are struggling readers benefit from engaging in the use of tablets containing animation to build comprehension, or would it be more of a distraction than the traditional textbook?
References:
Gore, M. C. (2004a). Increasing learning by using guides. In Successful inclusion strategies for secondary and middle school teachers: Keys to help struggling learners access the curriculum (pp. 113–135). Thousand Oaks, CA: Corwin Press.
Gore, M. C. (2004b). Keys to the effectiveness of the inclusion strategies. In Successful inclusion strategies for secondary and middle school teachers: Keys to help struggling learners access the curriculum (pp.17–19). Thousand Oaks, CA: Corwin Press.
Gray, T., & Fleischman, S. (2004/2005). Research matters/Successful strategies for English language learners [Electronic version]. Educational Leadership, 62(4), 84–85. Retrieved from the Walden Library using Education Research Complete database.
Harper, C., & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152–162. Retrieved from the Walden Library using Education Research Complete database.
Laureate Education, Inc. (Producer). (2005). English language learners [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Zwiers, J. (2004/2005). The third language of academic English [Electronic version]. Educational Leadership, 62(4), 60–63. Retrieved from the Walden Library using Education Research Complete database.