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Please Don’t Let This “News” Pass, Our Children’s Lives Depend on It
I woke up this morning to the barrage of media covering yet another unimaginable mass shooting. The families and extended communities of 17 high school children must now grapple with the loss of the lives that were and the lives that would have been. As I sit here writing this post with tears in my eyes, I am struggling with the overwhelming need to will away the inner voice that is asking, “What if it had been my student? What if it had been my child?”
A Dedication to Dr. Martin Luther King, Jr
Today is a day dedicated to honoring the legacy and impact of Dr. Martin Luther King, Jr. And while many simply enjoy the extra day at home, it is vital to reflect on what this day truly means. His life’s legacy is one of equity, access, equality and the ability of each person to realize their own dreams regardless of race, color, or creed. As an educator, I see the overwhelming challenges our children face to realize that legacy every day. Not all students experience an equitous educational experience, have access to the conditions that will ensure their success, or are faced with a set of experiences that prepare them to realize their dreams. With barriers existing for so many children (black children, brown children, language learners, exceptional children, children living in poverty, LGBT, and so many other silenced voices), I know that this work can not live on just one day of the year. Rather, we must fight, now more than ever. We must honor his legacy as we serve and guard the amazing children that are entrusted to our care. So let us not be silent, for our children – all our children – are the future and the legacy of our humanity.
Week of June 19th Online PD
These two online workshops are “game changers” for schools that are ready to focus on accelerating ELLs language development and ability to tackle the CCSS!
Program and School Considerations for English Learners: Look Inward Before Looking Out.
As ESSA plans are submitted by states and districts, it is interesting to see what provisions are included. One thing is for sure, there is a new and much needed focus on the achievement and language acquisition levels of English Learners. This new spotlight is causing many districts to reflect on their program models and linguistic supports. There are many new models, theories, resources, books, and experts ready to tell us the direction in which we should shift. But as we begin to explore changes in programs and approaches, we must remember to exercise caution in looking out before looking in. Students learning English are as diverse as the countries and cities from which they’ve moved. From their native language, age, school experiences, country of origin, family dynamics, and everything in between, there are a range of “things” that make each one of our ELLs unique – that makes them each special. Teaching culturally and linguistically diverse students, that means, is unique from and different than teaching monolingual students. It is not bad, just different. In order to be effective in teaching ELLs, therefor, a range of considerations must be thought out in order to match the right program models and instructional supports to their needs. There are few that disagree that teaching ELLs to read and write in the majority language (which in the U.S. is English) is important with both political and social implications that add to the pressure. In addition, ESSA has raised the stakes on the increasing achievement gap and the stalling progress of language acquisition of these students, leaving many wanting to reach for the newest buzz in language acquisition. But the answer is more involved than that. While the challenge and its solution is quite complex, I think it starts with one simple concept. It is not what program model is best, but which model and supports best meet the needs of the students you have for they don’t all serve all students equally well. Yet, to make that decision, you must ask yourself, do you know your students? Most people would answer that question with a quick, “yes, of course,” before sharing a range of data points. But looking through the points below, how well could you answer the following questions about your language learners: What is your students’ native language? What are your students’ literacy levels in their native language? What are the developmental differences (interferences) between your students first language and the language they are working to acquire? What are the previous educational experiences of your language learners? What cultural factors will impact your language learners’ success in the classroom? This list of questions is by no means meant to be exhaustive. Rather, it does begin to help educators and program administrators develop an idea of what it means to truly know the students they serve. It is only by understanding your students at this level, that we can begin to determine what program model, instructional resources and supports, and yes intensive professional development is needed to ensure success. So I ask, has your district looked inward before looking out? If not, know that it’s never too late.
Happy Teacher Appreciation Week!
Today I had the honor of attending a field trip with one of my children, and it reminded me about the amazing power that teachers have over the minds, values, and excitement for learning our children develop. It was chilly, gusty, and damp at Sauganash Prairie Grove this morning when the class of about 25 stepped off the bus. But the children, an incredibly diverse group of brilliant minds, gathered around their ecology and classroom teachers as the mission of the day was shared. “We are here to look at the native flowers,” the ecology teacher began. “Now, we need to remove the invasive weeds so that next year these flowers grow everywhere,” he continued for a moment. The students listened before answering a range of questions about the different parts of the flowers, connections they had to previous learning and trips, and how to engage with mother earth. Then they were off in a range of directions to explore, learn, and engage in stewardship. While I was tempted to feel bothered by the dreary conditions that were already numbing my toes, I found it almost impossible. My group was an energetic bunch that reflected everything we would want from students. In tuned to every last detail of a plant to have the ability to determine whether is was a native flower or an invasive weed. They were detail-oriented, persistent, collaborative, and both developing and sharing multiple processes for identifying different variations of the same weeds. It was awe inspiring. I know that they will go back to school and engage in other content area learning. But this was something different – both organic and meticulously planned. It is something that so many teachers work to build all around the world – a spark, a joy for learning. So, to all educators around the world that work tirelessly to build these experiences when parents are around (and when we are not), I thank you. No words can capture the appreciation for all that you do and the lasting imprint of your work on each and every child you encounter. You are appreciated!
Total Physical Response (TPR)
Reading Strategies for Language Learners: Levels 1-2.9 TPR (Asher, 1979) Why and when to use TPR: The purpose of TPR is to provide students with limited vocabulary in the target language and opportunity to learn language necessary to communicate through physical action and kinesthetic connections. TPR can take place in a number of instructional settings: whole class instruction, strategic small group, or individual reading/writing conferences or support. While it is most often used with language and vocabulary that involve commands, it has been very effective when included in the support of other language and vocabulary, as well. The extent of the need and the language levels of your students should help to decide the appropriateness of the strategy with proficiency levels 1-2 in most need of visual and kinesthetic connections to build word and concept knowledge as measured by ACCESS. How to use TPR: The teacher gives an oral command (usually an action) to a group of students and models the appropriate kinesthetic response e.g., “pass your paper to the front”, “copy the sentence from the board”, “open your books”. Eventually, the teacher is able to give the oral commands without modeling as students learn how to respond appropriately with the action desired by the teacher. When students can respond to the command appropriately, the teacher has the formative assessment needed to move on to the next command or language development goal. In another modification, students are introduced to a new concept, e.g. love. The students learn to associate a kinesthetic response that allows them to understand the idea behind the word. Students might learn to put their hand over their heart and smile as a kinesthetic response to the new concept.
Long-lasting Connections: An Essential Ingredient in Dual Language Programs
I have had a lot of questions recently about dual language support and dual language programs? What is the difference between a bilingual program and a dual language program? Can I just change the name? Well, in truth, that’s one option, but it does not truly get at the “jist” of what makes each program model unique and it might not be the most effective way to make lasting and meaningful change for students and the teachers who serve them? So what is the difference between the two? In short, it comes down to what each program believes is best for students to develop their language skills and their content mastery. In short, here is a very simplified breakdown: One of the most important and noticeable differences is the function language plays and how each language is intentionally used to strengthen the other. So what does that mean? In most dual language programs, the use of the non-English language, let’s say Spanish, continues even after students have continued beyond 4th grade and have been deemed proficient in English. The “point” then is not necessarily to acquire English at the expense of the other language at their disposal, rather to continue to add to how effectively they can use both Spanish and English. This “additive model” allows students to be more intentional linguists, more aware consumers of information, and more effective global citizens. Students are able to use use each language to strengthen the other through intentional work on the part of the teacher and students. Through bridging (Beeman, 2013), students are able to make powerful connections from what the know about one language in order to bring it over to the other. It involves a number of moves designed to allow students time to study what is happening in the language being used, before applying that learning over to the other language. Students, then, are asked to look at, study, and analyze what is similar and what is different in how words sound (e.g. doctor and doctor), what they look like (e.g. bicycle and bicicleta), how we order words in a sentence (e.g. the car blue or the blue car) or syntax, and other grammatical features that help students to understand the rules of the language. This time in the Bridge is critical time for students to make connections that allow them to not just understand the content standard but the language that they need to communicate what it is that they know. These connections, in fact, are one of the most important ingredients in dual language programs, particularly in a common core world. Do students have time to take what they’ve learned in order to connect it to the other language? Or will they need to relearn the entire lesson once they’ve switched from Spanish to English? If this need to relearn everything exists, how will they ever catch up to their monolingual peers? The connections we make in the bridge allow students to be aware of the language, the rules, and all the other ingredients in their language system in order to use this information when they need it the most. This awareness is what is needed for students to develop strong and critical literacy and language skills that increase outcomes for all students. So when I am asked what is the biggest difference between monolingual, TBE and dual language programs are? I tell them, don’t forget to add those long-term connections to the mix. Reference: Beeman, K. & Urow, C. (2013). Teaching for Biliteracy: Strengthening Bridges between Languages. Philadelphia: Caslon Publishing.
Join TaJu Educational Solutions at any of the above conferences
What level of cultural proficiency is your school and how do you know?
Throughout the years, I’ve had the opportunity to visit many schools, and even more classrooms. I’ve seen some pretty amazing teaching, and opportunities to continue refining the work. In most cases, I’ve been able to see a direct link between the culture and climate in the school and the performance of the students. Now more than ever, I think it is critical that we consider the impact of our views and actions as it relates to culture, not just because it is the right thing to do, but because our students need us to. The majority of schools with whom I work are highly diverse. However, a few weeks ago, I found myself visiting with a particular school that had a very high latino population. I walked into the office to Spanish and English flowing seamlessly as a delightful office clerk answers the phone, buzzes people into the main office, and asks me with a smile to hold on just a moment. As I wait for her to finish the phone call, I look around. There are signs in English and Spanish, paperwork and notices in both languages and even books for students to read as they were waiting in both languages, as well. I was impressed. It is not often that both languages (Spanish and English) are honored, valued, and seen as an asset that can be used to create bridges between homes, schools, and the community, but this seemed different. I walked through the halls heading to my first classroom visit with anticipation. And my knowledge of the teachers, their work ethic, their passion for students, and their thoughtfulness, only served to egg on that very excitement. We spent the day working with students, thinking about their literacy levels, discussing ways that their language acquisition stage impacts their reading successes and challenges, and action planned what to do about it. It was, for all intents and purposes, a great day. However, I walked away from that day saddened. No, it was not because of the conversations or the work. It was not the stage of implementation the teachers had achieved. It was not a lack of reflection, which can be frustrating, but was not the case. It had little to do with the best practices and strategies that were being employed. Rather, it was the culture and tone of the students in the building that I had been so moved by at the beginning of the day. Students were angry. They were bitter. They were indignant and looking to challenge or dare anyone who wanted to reach them. I asked the teachers how long this had been going on. After all, I had been at the school not even two months prior, and the pulse of the building had not been the same. What had changed? In the month prior to my arrival, the country’s new administration began making drastic changes as it relates to both their immigration policies and their policy (explicitly or implicitly) around what “business as usual” will now mean. As a result of these two shifts, our students are getting the message from this administration that, “we want you out” and “we will communicate our disdain of you however we want and whenever we want”. As many of Illinois largest school districts work to address these drastic and continually changing immigration policies and attitudes, a number of districts have begun to explicitly communicate to their building leaders that they are not to let federal immigration authorities inside district buildings without a criminal warrant. In addition, district and state leaders are urging schools to obtain “alternate emergency contacts” for students in case their parents are detained by immigration authorities while they are in school. While these steps are necessary, it does little to serve the outraged youth that are caught between a rock and a hard place. So what can schools do to begin to mediate some of the impact? First, we need to reflect on our level of cultural proficiency, not just in individual classrooms, but as a school and as an extension of our communities. Do we collectively have the skills, habits, and ability to to allow students’ culture to be an asset and a gift during the instructional process and do we have the awareness of when we must allow culture to sit in the driver seat for just a bit, while still attending to the standards? In order to reflect, Baron (2007) defines the following levels of cultural proficiency: Culturally destructive individuals or systems are those who engage in practices and support those practices or behaviors that eliminate the marks, signs, or confirmations of other people’s culture. Guiding Question: Is there a sentiment in the building that all the hugging, speaking in “another language”, and singing all the time, reflect problematic behaviors that need to be stopped? Cultural Incapacity individuals or systems are those who believe that another way of doing things is better, it usually stems from a lack of awareness and/or skill, but still has the impact of perpetuating stereotypes of non-dominant groups. Guiding Question: Is there a sentiment in the building that “these” students are just lazy and there’s no point in sending home notices, because their parents don’t know how to read anyway? Cultural Blindness individuals or systems are those who believe that everyone is the same. Guiding Question: Is there a sentiment in the building or with an individual that “I don’t see race as an issue, you are a person just like me. Therefore if you bring it up, it is your problem, not mine?” Cultural Pre-Competence individuals or systems are those who recognize that race, culture and language do make a difference but they are not willing to change. Guiding Question: Is there a tendency to hear damaging language or comments about students or their families in the building and recognize them as completely wrong, but individuals don’t do anything to change the behavior. “Who am I to address them?” Competence individuals or systems are those who accept, appreciates, and sees the value added by seeing opinions and insights of diverse groups and individuals. Guiding Question: Is there a tendency to seek out literature and advice