ERIC EJ1090370: Preparing Teachers to Promote Culturally Relevant Teaching: Helping English Language Learners in the Classroom

2015·0.14 MB·English

by  ERIC

Research
Preparing Teachers to Promote
Culturally Relevant Teaching
Helping English Language Learners in the Classroom
Chhanda Islam & Mi-Hwa Park

Introduction future teachers to identify how to best progress monitoring, and one-on-one sup-
plan and deliver instruction to ELLs and port (Irvine, 2003; Lesaux & Geva, 2006;
Graduate students who know strate-
prepare them to differentiate instruction McIntyre, 2010).
gies for second language acquisition are
in ways that allow ELLs to achieve the lit- Despite the growing body of research-
more prepared to advocate for appropriate
eracy needed to succeed in school. Teacher based strategies for use in classrooms,
instructional accommodations to facilitate
candidates, particularly those enrolled in there is little research on how teachers
engagement of English language learners
graduate programs, can benefit from expe- implement literacy instruction for ELL
(ELLs; Daniel, 2008). Obstacles to com-
riences working with ELLs because doing students. In fact, many teachers struggle to
prehension for ELLs are decreased when
so will allow them to become strategic implement instructional approaches that
teachers use purposeful tasks that use
teachers who design lessons that address have been proven to address the needs of
language productively and meaningfully
both content and linguistic objectives. ELL students. Therefore, the purpose of
and identify cultural links to texts.
In recent years, we have seen a huge this study was to explore how a graduate
In its Second Language Literacy
increase in English language minority stu- reading methods course provides teacher
Instruction Position Statement, the Inter-
dents in schools, thus making our schools candidates opportunities for reflection and
national Reading Association (IRA; 2003)
more ethnically and linguistically diverse prepares them to differentiate instruction
recommends that teachers should commit
than ever before (August & Shanahan, in ways that allow ELL students to achieve
to professional development in preschool-
2006). Concerns linked to this diversity the literacy comprehension that is neces-
12th grade literacy as well as become
include the mismatch that often happens sary to succeed in school.
knowledgeable of “the range of political,
between students and teachers in terms
cultural, and economic issues” (p. 3) that
of cultural understanding and a lack of Graduate Reading
affect all learners. In addition, to ensure
research on providing high-quality in- Methods Course
success for ELLs, teacher preparation pro-
struction for English language minority
grams must mandate that reading special- students (August & Erikson, 2006). This The purpose of the graduate reading
ist candidates be taught to work effectively increase in English language minority methods course examined as part of this
with learners from different cultural and students in the United States requires us study is to explore the reading specialist/
language backgrounds and know how to to pay attention to the content, skills, and literacy coach’s role in helping teachers: (a)
help ELLs overcome the linguistic and context for learning that teachers need so improve literacy instruction by assisting
cultural barriers that they face in school. that they in turn can be responsive to what them in creating supportive environments
Teachers face many challenges when ELLs need (August, 2006). for diverse language learners; (b) extend
trying to meet the needs of a diverse student Echevarria, Vogt, and Short (2004) and refine their understanding of reading,
population because the typicaleducation identified three major challenges to im- writing, listening, and speaking processes
teachers receive when seeking an under- proving literacy of ELLs: (a) inadequate and development; (c) implement effective
graduate degree barely touches on the educator capacity, (b) inadequate use of instructional strategies and curriculum
theories of second language acquisitions research-based instructional practices, materials; and (d) understand the prob-
(Daniel, 2008). Furthermore, many gradu- and (c) lack of a strong and coherent ELL lems of struggling readers, including ELLs
ate students who are certified teachers literacy research agenda. These identified and gifted ELLs.
have voiced concern that they are not well challenges make it easier to understand In order to accomplish the above, Vogt
prepared to make appropriate instructional why ELLs struggle so much with academic and Shearer (2010) suggested that reading
accommodations for ELLs (McIntyre, Kyle, content, and it is apparent that these ob- specialists must have an understanding of
Chen, Munoz, & Beldon, 2010). stacles have a negative impact on the first and second language and literacy ac-
Thus, it is important for teacher prepa- development of ELLs’ literacy, including quisition. They should be assigned to work
ration programs to offer opportunities for the important components of higher-level with ELLs, as well as teachers, administra-
thinking skills. tors, special educators, and coordinators,
Chhanda Islam is a professor
Numerous studies have indicated to assess the language proficiency and
and Mi-Hwa Park is an assistant professor,
that effective differentiated instruction literacy acquisition of the English learners.
both in the Department of Early Childhood
for ELLs involves culturally responsive In addition, they must provide students
and Elementary Education
teaching, high-quality multicultural litera- with differentiated instructional practices
at Murray State University,
ture, small group instruction, individual that respond to language and culture in a
Murray, Kentucky.
MULTICULTURAL EDUCATION
38
Research
variety of ways, and they must be trained of their world and the experiences they consideration. The course grading rubric
to assess whether a student has a true have in the world” (p. 6). This interpretivist was based on criteria that corresponded to
reading problem or whether the difficulty perspective was used to frame this study’s letter grades, specifically using the follow-
is related to English language proficiency. focus on qualitatively acquiring a deeper ing benchmarks: outstanding, satisfactory,
Most importantly, reading specialists must understanding of graduate students’ experi- and unsatisfactory (see Table 1).
work with classroom teachers to identify ences working with ELL students to help
and explicitly teach the academic language the students achieve the literacy compre- Data Analysis
of the content areas (McCormick & Zutell, hension necessary to succeed in school.
Data analysis occurred simultane-
2015). Sixteen graduate students—voluntary
ously with data collection due to the
In the aforementioned graduate read- participants—were purposefully selected
ongoing nature of data collection (Mer-
ing methods course, graduate students through intensity sampling to “identify
riam, 1998). The literature on literacy
learn about the role of the reading special- sites or individuals in which the phenom-
instruction for ELL students (August &
ist/literacy coach; learn about local, state, enon of interest is strongly represented”
Erikson, 2006; Daniel, 2008; Echevarria
and national policies affecting reading, (Mertens, 1998, p. 262). The graduate
et al., 2004; Vogt & Shearer, 2010) and the
Introduction including the Common Core Standards; course was also purposefully selected be-
assignment rubric reflected in the Com-
and reflect on their own development as cause graduate students in the course are
Graduate students who know strate- mon Core State Standards for English
professionals and leaders in literacy. They expected to reflect on their teaching experi-
gies for second language acquisition are Language Arts and Literacy and the IRA
also review the IRA Standards for Reading ences with ELL students, and participants
more prepared to advocate for appropriate Standards for Reading Professionals were
Professionals and write a reflective paper were willing to submit their reflection
instructional accommodations to facilitate used as frameworks.
on how to support classroom teachers in papers and engage in asynchronous on-
engagement of English language learners Specifically, data were analyzed
designing and implementing inclusive in- line discussions about their strategies
(ELLs; Daniel, 2008). Obstacles to com- through data analysis strategies ground-
structional approaches and materials that and activities to support ELL students’
prehension for ELLs are decreased when ed in the constant comparative method, in
are based on the Common Core Standards literacy skills. Thus, in line with intensity
teachers use purposeful tasks that use which each piece of data was constantly
and are responsive to diversity. sampling, the course and the students were
language productively and meaningfully analyzed in comparison with previously
The focus of the class is on how dif- suitable for this study.
and identify cultural links to texts. collected data (Straus & Corbin, 1998).
ferentiated instruction can be incorporated The graduate reading methods course
In its Second Language Literacy The participants’ data sets (reflection pa-
into classrooms to help ELL students ac- was one offered by a Mid-western univer-
Instruction Position Statement, the Inter- pers and asynchronous online discussions)
quire academic English as they negotiate sity’s Department of Early Childhood and
national Reading Association (IRA; 2003) were analyzed following a step-by-step
meaning and acquire language (Daniel, Elementary Education and taught by the
recommends that teachers should commit process (Merriam, 1998). First, the first
2008). More specifically, graduate students first author. The participants’ ages ranged
to professional development in preschool- author read and reread each set of data
learn how to implement differentiated from 25 to 40 years. All were White female
12th grade literacy as well as become until she identified a unit of data, which
instruction that encompasses varied ap- teachers who were teaching in early child-
knowledgeable of “the range of political, refers to “any meaningful (or potentially
proaches to the content in response to hood or elementary classrooms during the
cultural, and economic issues” (p. 3) that meaningful) segment of data” (Merriam,
ELL students’ differences, interests, and period of this study. Of the 16 participants,
affect all learners. In addition, to ensure 1998, p. 179).
learning needs. The graduate students 85% had taught for three years or less,
success for ELLs, teacher preparation pro- In this study, the unit of data was lit-
learn that through differentiated instruc- and 15% had over five years of teaching
grams must mandate that reading special- eracy instruction for ELL students. As the
tion and activities, ELLs assume greater experience.
ist candidates be taught to work effectively first author read the graduate students’
responsibility and ownership for their own
with learners from different cultural and reflection papers and online discussions,
learning, which is primarily focused on Data Collection
language backgrounds and know how to she took notes on emerging insights, feel-
their learning styles, background experi-
help ELLs overcome the linguistic and Data collection occurred throughout ings, tentative concepts, and questions in
ences, and higher-order thinking.
cultural barriers that they face in school. the spring 2014 academic term. Data col- the margins. Then she carefully checked
Students in the graduate reading
Teachers face many challenges when lected included reflective paper grades as and revisited the interpretation by com-
methods course are required to investi-
trying to meet the needs of a diverse student well as group discussions that took place paring the reflection papers with online
gate a variety of professional literature to
population because the typicaleducation on CANVAS—a web-based environment discussions in order to explicitly examine
suggest how curriculum should be deliv-
teachers receive when seeking an under- for teaching and learning. The methods the participants’ thoughts, perceptions,
ered to promote English language acquisi-
graduate degree barely touches on the course was taught through an online learn- and feelings before new data collection
tion, help ELL students think critically,
theories of second language acquisitions ing environment to enhance the sense of occurred. After developing a sense of these
and enable ELLs to advance at the same
(Daniel, 2008). Furthermore, many gradu- a professional learning community and to data as a whole, the first author again
rate as their monolingual classmates. As
ate students who are certified teachers encourage graduate students’ participa- recorded marginal notes on her feelings,
graduate students read more professional
have voiced concern that they are not well tion in an asynchronous online discussion. thoughts, insights, tentative concepts, and
articles to find the best resources for their
prepared to make appropriate instructional Assignments were evaluated based on questions based on the interpretation of
students, they are able to identify what
accommodations for ELLs (McIntyre, Kyle, whether a graduate student could identify the entire data set. Then she reviewed the
their ELL students need and learn how
Chen, Munoz, & Beldon, 2010). specific pedagogical characteristics to ef- marginal notes again and attempted to
to help them connect instruction to their
Thus, it is important for teacher prepa- fectively teach ELL students and engage develop preliminary concepts, categories,
known world.
ration programs to offer opportunities for in reflective conversations about research and contexts. The themes evolved as new
on first and second language acquisition. data were added (Merriam, 1998).
Methods
The participants’ knowledge, educa- In the next step, the marginal notes
tional concepts, and literacy acquisition developed from the initial data collection
According to Merriam (1998), “Quali-
theories were evaluated through reflection helped the first author shape the subse-
tative researchers are interested in un-
papers and online discussions. Informa- quent phase of data collection, pointed her
derstanding the meanings people have
tion gathered during lectures, readings, in new analytical directions, and assisted
constructed, that is, how they make sense
and class discussions was also taken into her in developing and polishing future
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Research
questions for online discussions. The ana- against or contradicted her interpreta- Assessment of Teacher Learning
lytical process for the second set of data tions, seeking to notice possible alternative
A salient theme that emerged from the
followed the same design as the analysis interpretations of events or data she had
data analysis was the use of differentiated
of the first data set. However, the first overlooked (Merriam, 1998).
instruction that prioritizes and supports
author made a separate list of comments, Finally, after the data analysis was
cultural competence (May, 2011). Exem-
questions, and concepts generated from complete and emergent themes had been
plary teachers inspire their ELL students
the second phase of analysis and then com- identified, the first author conducted a
by creating respectful and comfortable
pared that list with the list derived from comprehensive cross-case analysis (Yin,
effort-focused atmospheres where they dif-
the previous analysis. She then merged 2003). She investigated the entire body
ferentiate strategies and scaffold students
the two lists into one, which reflected the of analysis she had produced throughout
(Pressley et al., 2001).
conceptual direction of the research to that the study in order to refine and confirm or
From a culturally relevant teach-
point. The next set of data, and all of the refute her preliminary analyses, and she
ing point of view, teachers must develop
data gathered on an ongoing basis, was highlighted themes with different colors
an ability to nurture and support ELL
chronologically analyzed using the same and wrote coding numbers next to the
students’ cultural competence by imple-
process (Merriam, 1998). subthemes within participants’ data. In
menting a variety of strategies (Drucker,
In the third step, the first author alignment with the research questions, she
2003; Miller, 2002; Park, 2014), such as
periodically re-reviewed the interpreta- then developed a list to visually display
repeated reading, visualizing, predicting,
tion of the whole data set on a weekly and overarching themes by combining similar
previewing, questioning, making connec-
monthly basis and conducted a preliminary categories that emerged from the analyzed
tions, body language, facial expressions,
cross-case analysis. She manually coded data (Yin, 2003).
gestures, and intonations. Certainly, chil-
the data, looking for patterns, categories,
dren who are English language learners
and themes emerging from the collected Findings
need individual instruction to assure an
data, comparing and contrasting sets on
appropriate match between student skill
The purpose of this study was to
the basis of these categories, and consider-
and task demands (Burns & Helman,
explore how a graduate reading methods
ing the context of each data set (Strauss
2009). Despite their best efforts to sup-
course provides teacher candidates oppor-
& Corbin, 1998). These comparisons were
port ELLs, teachers will face challenges,
tunities for reflection and prepares them
continually conducted within and between
as evidenced by some of the participants’
to differentiate instruction in ways that
sets of data and among the participants.
narratives of their own experiences. For
allow ELL students to achieve the literacy
The first author also consciously engaged
example, one participant stated:
comprehension necessary to succeed in
in a negative case analysis by looking
for instances in the data that worked school. Findings related to this purpose Working with a diverse group of students
are presented in detail below. challenges the teacher to be able to reach
Table 1
Essential Benchmark Rubric
Outstanding Satisfactory Unsatisfactory
Reflective narrative addresses how the standard is met Reflective narrative addresses how the standard is met and Reflective narrative addresses how the standard is met
and reveals candidate’s in-depth understanding of the reveals candidate’s general understanding of the standard. and reveals candidate’s lack of understanding of the stan-
standard. The candidate understands the importance The candidate has a general understanding of ELL students’ dard. The candidate has a limited understanding of ELL
of ELL students’ interests, reading abilities, and back- interests, reading abilities, and backgrounds when planning students’ interests, reading abilities, and backgrounds
grounds when planning reading programs, and when reading programs, and when selecting materials for reading when planning reading programs, and when selecting
selecting materials for reading instruction. The candidate instruction. The candidate recognizes and is able to effec- materials for reading instruction. The candidate cannot
recognizes and is able to effectively model, coach, and tively model, coach, and support classroom teachers. recognize and is not able to effectively model, coach,
support classroom teachers. and support classroom teachers.
Candidate exhibits a defined and clear understanding of
Candidate exhibits a defined and clear understanding of the assignment. Evaluation of reflection paper provides Candidate lacks basic understanding of the assignment.
the assignment. Evaluation of reflection paper provides some evidence of candidate’s ability to use various books Evaluation of reflection paper demonstrates candidate
impressive and detailed evidence of candidate’s ability to and non-print materials appropriate for a diverse group lacks the ability to use various books and non-print
use various books and non-print materials appropriate of learners, and to effectively model, coach, and support materials appropriate for a diverse group of learners.
for a diverse group of learners, and to effectively model, classroom teachers that match a range of reading levels, The candidate lacks the ability to model, coach, and
coach, and support classroom teachers that match a interests, and the cultural and linguistic backgrounds of support classroom teachers that match a range of
range of reading levels, interests, and the cultural and students. reading levels, interests, and the cultural and linguistic
linguistic backgrounds of students. backgrounds of students.
Reflective narrative addresses how the diversity standard
Reflective narrative addresses how the diversity standard is met and reveals candidate’s general understanding of Reflective narrative addresses how the diversity standard
is met and reveals candidate’s in-depth understanding of the standard. The candidate has a general understand- is met and reveals candidate’s lack of understanding of
the standard. The candidate understands the importance ing of how to use various books and non-print materials the standard. The candidate has a lack of understanding
of using various books and non-print materials appropri- appropriate for a diverse group of learners in reading of how to use various books and non-print materials
ate for a diverse group of learners in reading programs. programs. The candidate is able to effectively differentiate appropriate for a diverse group of learners in reading
The candidate is able to effectively differentiate instruc- instruction and to model, coach, and support classroom programs. The candidate is not able to effectively dif-
tion and to model, coach, and support classroom teachers and paraprofessionals in using ELL students’ ferentiate instruction and to model, coach, and support
teachers and paraprofessionals in using ELL students’ interests and background experiences that match their classroom teachers and paraprofessionals in using ELL
interests and background experiences that match their linguistic proficiency level. students’ interests and background experiences that
linguistic proficiency level. match their linguistic proficiency level.
MULTICULTURAL EDUCATION
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Research
all students during lessons. During this the teacher, and this assumption will have teaching strategies to promote ELL stu-
past school year my reading class con- negative effects. For example: dents’ acquisition of literacy skills, specifi-
sisted of 5 students that were ESL learn- cally through tools such as multicultural
ers. During homeroom and writing time Until recently I had a student in my literature. When ELL students read or
I had 6 students that are ESL learners. classroom for two years that was not
listen to culturally and linguistically
These students are given accommodations fluent in English because his family was
to help them succeed in the classroom. originally from another country. He was relevant texts, then vocabulary and sight
As a teacher it is a challenge to reach all very reserved and required and thrived words are more easily learned and ELL
of these students in every lesson. I have much better with one on one instruction. students have more opportunities to en-
learned that ESL learners are better The article discussed how there was a gage in meaning-making as they interact
when they have hands on experiences difference in the types of language that with texts (Keys Adair & Barraza, 2014).
and repetition. we must learn in order to survive in the Making multicultural literature avail-
classroom setting. When I look back and
able to all students can also foster personal
Another participant discussed chal- different instances I had with this student
narratives (Martinez-Roldan, 2003), mu-
lenges she had personally encountered I came to the realization that he was
related to the significant individual dif- learning two different types of speaking. tual respect, and individual self-esteem
ferences in the amount of information Although he was weak in both conversa- and confidence. It is through the moral of
tion and academic language, I would have the story, characters, and conflicts of such
retained by ELLs. These individual dif-
to say that he was stronger in using his books that teachers can guide ELL stu-
ferences could be due to several variables
conversational language. I do believe that dents to connect with each other and the
including prior experiences, level of perfor-
this took effect because I was so unsure of
world around them; help them develop an
mance, and lack of equity. She revealed: how to model for him in both his language
understanding and respect for their own
and in English in order for him to get a
I have an ESL student who is also a special cultural groups as well as empathize with
better understanding. I realized that when
education student in one of my co-teaching you have a student in your classroom that the tragedies and triumphs of others; and
English classes. It is very difficult to get
it is vital for their development that you promote increased listening skills, vocabu-
this student to participate in classroom
build background knowledge for them and lary, and verbal proficiency.
activities and her work is below that of all
provide a variety of cues and prompts for Study participants offered several
her peers. My co-teacher and I could not
understand why this particular student them to learn from. suggestions on specific culturally relevant
was struggling so much in our classroom Other participants discussed chal- teaching strategies that can be used to pro-
when we were providing all modifications mote ELL students’ acquisition of literacy
lenges that they became aware of through
and accommodations we could think of skills:
the graduate reading methods course,
to service her disability. Eventually we
came to realize that her poor performance particularly while conducting research. By providing ESL students with high
was not due to her learning disability, One participant acknowledged: quality multicultural books we can help
but to her inability to understand what them find books that they can connect
What I was surprised about was the idea
was going on in the classroom. We had with. Language Experience Approach
that there would be such a discrepancy
observed her conversational skills and helps students to share their ideas and
between oral language use and a student’s
made assumptions based on those skills, experiences with others.
ability to read academic text. As a native
not on her academic proficiency, which
English speaker if I can say it, I can read One strategy to use to help build schema
was much lower. We immediately began
it. Knowing that this is not the case with and bridge cultural difference is use
to work to make our classroom more risk
ESL students will help me in the future. folktales stories that the students might
free for her. It has been a very difficult
The professional articles gave many ideas be familiar with in their country. Picture
task. This shows respect to the students
on how to help ESL students learn to books and multicultural books can also be
and showed them that everyone, including
read. I feel more confident in my abilities helpful. Teachers need to make sure the
me, is a learner in the classroom.
to help a struggling ESL child, because book is relevant, do not reinforce stereo-
Finally, one participant warned I now understand the factors that can types but are true to cultural experiences,
hinder their progress and how to combat illustrations should also be true to the
against making incorrect assumptions
those factors. culturally experience, and the story should
about an ELL student’s literacy level based
be appealing.
on misleading cues. It is reasonably pre- Utilizing small group instruction and
sumed that children with limited English read-alouds both became part of my Language experience which works with
proficiency need five to seven years and daily reading lesson plans. Drucker’s letter recognition and phonetics; Interac-
(2003) emphasis on ESL students lack- tive writing that directly involves student
many experiences with English to be able
ing cues suggests that I need to provide with the writing process and shows them
to understand the content of instructional
a deeper context. Using recitation with the relationship between reading and
materials, which in turn is highly linked
motions and gestures as I teach, as well writing; Total physical response which
to reading comprehension (Genesee, Lind- as previewing stories on a deeper level involves having the students sing, act
holm-Leary, Saunders, & Christian, 2005). will be factors I am sure to address with out and be physically involved while
Research has found that although students upcoming school years. learning; Narrow reading gives students
can learn conversational language within several examples of stories with the same
No matter the challenges in doing so,
two years, it takes much longer to engage vocabulary; and Read aloud shows the
participants overwhelmingly supported importance of students being read to by
at a higher academic level (Drucker, 2003).
the notion of providing differentiated a fluent reader.
Thus, teachers often incorrectly assume
instruction and discussed several ways
that an ELL student demonstrates a of doing so. Moreover, Language Experience Ap-
mastery of literacy skills simply because proaches (LEA) can assist language
The primary focus area of participants
he or she participates in conversations learners in literacy. Interactive writing
when discussing differentiated instruction also is another strategy Drake (2003) sug-
with friends or can speak one-on-one with
had to do with using culturally relevant gests. These strategies allow for students
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Research
to interact with each other and with the can do for ESL students is to show them their linguistic competency. The gradu-
teacher during the writing process. The how to write/label word meanings near ate students found ways to incorporate
can help students see powerful examples words. Also, teachers can use a singing curriculum that connects each individual
of good writing. approach to teach vocabulary and use ELL student’s cultural background and
the narrow approach to reading to im-
Furthermore, participants discussed merse the students in vocabulary over involved students in a variety of reading,
the integration of writing as a differenti- and over again. writing, listening, speaking, and viewing
ated instructional method. By integrating behaviors throughout the lesson plan.
writing with content at every level of Assessment of Graduate Ninety-four percent of graduate
instruction, teachers can not only differ- Student Learning student participants said that they imple-
entiate instruction (Tomilson, 2001), they mented differentiated instruction based on
In addition, the findings of this
can also help ELL students find their own ELL students’ needs and made a conscious
study revealed that graduate students
voices in their new language and promote effort to ensure that each student’s needs
benefited significantly from the gradu-
the development of appropriate grammar, were being met. They explained that ELLs
ate reading methods course and learned
including writing skills at the sentence represented a wide range of academic skills,
how to differentiate strategies for ELLs.
level. One-on-one writing conferences with interests, languages, English language
In fact, assessment via the course grad-
the teacher can provide opportunities to proficiency levels, and cultures. The gradu-
ing rubric resulted in participants falling
focus on problem areas in writing, which ate students learned about the importance
overwhelmingly in the outstanding and
in turn may boost ELL students’ confidence of understanding each ELL student’s
satisfactory columns, with a mean score
as writers. One participant offered the fol- background in order to better develop and
of 95.5 (see Figure 1). Specifically, 95% of
lowing input related to this strategy: implement appropriate research-based
the participants acquired knowledge on
instruction for that student.
In the area of composition, my ESL stu- select theories of second language acqui- Finally, 93% of graduate students said
dent understands that brainstorming is sition to positively impact ELL students’
that they prepared their ELL students by
important to begin the writing process, literacy skills. Furthermore, 92% of the
activating prior knowledge, scaffolding
the importance of descriptive words, the participants expressed a need to become
meaning-making with the texts, and devel-
importance of using a consistent point of
strategic teachers who could design lessons
view, and is able to choose the appropriate oping ELLs’ academic language practices
to address linguistic objectives in particu-
words relative to tone, mood and purpose. in the classroom. They accomplished these
lar with learners whose primary language
He struggles using diagrams for prewrit- tasks by providing ELLs with strategic
ing, using figurative language, developing is other than English. types of scaffolding, such as visual aids or
a central idea, revising to enhance or Interestingly, 92% of the participants peer help, and removing these supports as
paraphrasing, using complex sentences to felt that professional literature helped
students’ skills developed. They modified
expand his ideas, and more advanced uses them deliver culturally responsive teach-
the content for ELL students who needed
of punctuation. In the area of language ing to promote English language acquisi-
additional practice with essential elements
convention, my next teaching step would
tion, raise the bar for learning for ELL
involve the proper use of adjective and ad- before mastering the skills or moving on.
students to include differentiated teach-
verb clauses, as well as appositive clauses,
ing, and effectively implement appropri-
using compound nouns and irregular Conclusions and Discussion
nouns appropriately, and how to distin- ate instructional accommodations, thus
guish between active and passive voice. In helping ELL students overcome linguistic Based on the participants’ reflective
the area of composition, the next step is barriers (Daniel, 2008). At least 90% of statements, it can be concluded that the
to use appropriate organization, recognize the participants assured equity by provid- course helped graduate students build
the appropriate format to use, learn how ing differentiated instruction to facilitate the capacity to serve all students, includ-
to effectively brainstorm, and how to use
reading achievement of ESL students in ing students who are learning English as
literary devices in his writing.
the classroom. a second language. They learned how to
Finally, participants discussed in- Moreover, this study found that 92% of implement differentiated literacy instruc-
structional strategies related to vocabu- the participants felt that the reflection pa- tion that allows ELLs to learn the same
lary. Teachers often find that ELL stu- per and focused dialogue helped them pay material as other students as they con-
dents’ vocabulary choices are confusing, close attention to the need for culturally tinue to develop their English language
familiar elements of their essays may be relevant teaching for helping ELLs develop skills. However, many graduate students
missing, and their sentences may exhibit
a variety of errors; all of these components
result in a lack of writing competence that Figure 1
Graduate Students Learned to Differentiate Instruction for ELL Students
will affect their academic advancement.
Thus, ELL students must learn many
Percentages of graduate students who learned best practices in their instruction of ELL students
skills to develop academic and linguistic
proficiency including word recognition 100%
skills with an emphasis on sounds of
words, word patterns, vocabulary, and
decoding strategies. One participant of- 50%
fered the following suggestion:
Teaching vocabulary is also a key element 0%
in building literacy skills for students who
struggle with writing. One thing teachers Unsatisfactory Satisfactory Outstanding
MULTICULTURAL EDUCATION
42
Research
felt that they needed additional gradu- lies in its generalizability in terms of ed.). Boston, MA: Pearson Education.
ate classes to learn a greater variety of sample characteristics and sample size. Genesee, F., Lindholm-Leary, K., Saunders, W., &
curriculum and instructional supports to The participants were purposefully se- Christian, D. (2005). English language learn-
ers in U.S. schools: An overview of research
respond to ELL students’ needs in ways lected, and they were ideal for conducting
findings. Journal of Education for Students
that produce deep learning. this study. However, the fact that all of
Placed at Risk, 10, 363-385.
While the number of English learners the participants were white and native
International Reading Association. (2003).
has increased substantially in the United English speakers, as well as experienced Second language literacy instruction posi-
States, only a few teachers have articulated in their fields, contributes to the limitation tion statement. Newark, DE: International
a sense of confidence in their ability to plan of generalizability. Reading Association.
instruction for ELL students (Crawford, The fact that there are many non- Irvine, J. J. (2003). Educating teachers for diver-
2004). As we prepare reading teachers, our White and non-native English-speaking sity: Seeing with a cultural eye. New York:
Teachers College Press.
teacher preparation programs must make teachers in public schools underscores
Keys Adair, J., & Barraza, A. (2014). Voices of
certain all graduate students leave their this limitation. Also, the number of partici-
immigrant parents in preschool settings.
university knowing how to help ELL stu- pants in this study was small and thus not
Young Children, 69(4), 32-39.
dents overcome the linguistic and cultural generalizable, instead providing rich and Lesaux, N. K., & Geva, E. (2006). Synthesis: De-
obstacles that they face at school. Students thick contexts that allow readers a deeper velopment of literacy in language minority
who are English language learners are a knowledge of the context being studied. youth. In D. August & T. Shanahan (Eds.),
group with unmet academic needs in large This approach enables readers to make Developing literacy in second language
part because of their lack of literacy skills their own judgments and decisions about learners: Report of the National Literacy
Panel on Language-Minority Children and
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