Language in the Content Areas

Don’t forget—it is important that teachers not only provide numerous ways for students to interact with core content material, but also critical that lessons build intentional opportunities for all students to interact academically with peers of varying language proficiency levels using all four language domains—listening, speaking, reading, and writing.

The opportunity to work with a variety of interlocutors is especially key for EL students developing academic English. Through meaningful interactions, students can ask and answer questions, clarify meanings, develop ideas, give opinions, and more. These exchanges are critical in the language acquisition process and allow students the opportunity to actively produce and practice their language skills in reading, writing, listening, and speaking. Further studies have suggested that having the opportunity to produce linguistic output is important in the language acquisition process because, while linguistic output may compliment linguistic input, it may also contribute unique differences in the development of language acquisition.

Studies have also suggested that using interactive formats in the classroom can provide students with feedback on oral output, which, in turn, may help as they develop target language proficiency. Additionally, pair work or group work provides an excellent opportunity to offer students support in their native languages. By promoting the use of native languages and bilingualism in paired or group work, teachers help to facilitate understanding, as well as empower students to participate in more meaningful ways.

Resources

Dockrell, J., Stewart, M., & King, D. (2010). Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology,80, 497-515.

Echevarría, J., Vogt, M.E., & Short, D. (2013). Making content comprehensible for English language learners: The SIOP® Model (4^th ed.) Boston: Pearson/Allyn & Bacon. 

García, O., Flores, N., & Woodley, H. (2012). Transgressing monolingualism and bilingual dualities: Translanguaging pedagogies. In A. Yiakoumetti (Ed.), Harnessing linguistic variation to improve education (pp. 45-75). Bern, Switzerland: Peter Lang.

Mackey, A. (2006). Feedback, noticing, and instructed second language learning. Applied Linguistics, 27(3), 405-430.

Saunders, W. & Goldenberg, C. (2010). Research to guide English language development instruction. In California Department of Education (Ed.),  Improving education for English learners: Research-based approaches (pp. 21-81). Sacramento, CCA : CDE Press.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-256). Rowley, MA: Newbury House.

Valdés, G., Capitelli, S., & Alvarez, L. (2011). Latino children learning English: Steps in the journey. New York: Teachers College Press.

Wong Fillmore, L. (1992). Learning a language from learners. In C. Kramsch & S. McConnell-Ginet (Eds.), Text and context: Cross-disciplinary perspectives on language study. Lexington, MA: Heath. 

What is the difference between the English Language Proficiency (ELP)/English Language Development (ELD) standards and content standards?

Content standards and associated standards-based curricula, such as the Common Core State Standards and the Next Generation Science Standards, establish the rigorous academic and cognitive requirements all students are expected to meet. ELP/ELD standards are those designed to guide the instruction, assessment, and English language development of EL students. Improved English language proficiency, by extension, helps EL students to successfully meet the demands of the content standards. Staehr Fenner & Segota stress that the success of EL students lies at the heart of the triangulation of adequate content area and EL teacher support, content and ELP/ELD standards, and content and ELP/ELD assessment practices.

Figure 1. Staehr Fenner & Segota. Standards that Impact English Language Learners. Colorín Colorado. 

WIDA proposes three progressive scales that allow teachers to track the progression of EL student abilities in academic language development, listening and reading performance, and speaking and writing performance.  These provide a schema for assessing students’ individual skills and abilities and tracking them during English proficiency progression. 

Resources 

Staehr Fenner, D., & Segota, J. (2012). Standards that impact English language learners. 
Washington, DC: Colorín Colorado. Retrieved from http://www.colorincolorado.org/article/50848/ 

WIDA. (2012). 2012 Amplification of the English language development standards kindergarten - grade 12. Madison, WI: The Board of Regents of the University of Wisconsin System.

The Common Core State Standards and the Next Generation Science Standards focus on the development of students’ critical thinking skills across all subjects. Students are expected to hone their questioning and prediction skills in a way that actively contributes to their understanding of the classroom curriculum.

As you focus on critical thinking skills, a special challenge for EL students is developing and accessing adequate background knowledge and vocabulary.  One great tool you can use in your classroom is the Anticipation Guide Strategy, which allows students better access to the presented curriculum by activating and further developing background knowledge and vocabulary skills.

Anticipation Guides are used as a pre-reading or pre-lesson strategy, enabling students to draw upon and think about themes, lessons, vocabulary, or subjects prior to reading or studying the material. Normally, anticipation guides are formatted in graphic organizers that provide students with yes/no questions and ask the students to use their own background knowledge as well as context clues to formulate their response. For older students, anticipation guides can go beyond yes/no questions, requiring students to offer answers in sentence or paragraph form, or even to ask and develop their own questions on the subject or vocabulary. By reviewing anticipation guides after a lesson, students can reflect on their prior beliefs and what they have learned, while answering any remaining vocabulary or comprehension questions.

In sum, anticipation guides are an easy way to activate students’ prior knowledge, with the ultimate goal of ensuring their readiness to learn.

For a basic guide on how to create, plan, and incorporate an Anticipation Guide Activity in your lesson, check out this resource.

For further details, including sample PDFs and a video demonstration, visit this website.

Recently, there has been a push to develop primary and secondary educational curriculum that not only develops students’ basic skills in the content areas, but also encourages students to use higher-order thinking processes. Examples include the current standards movement and associated Common Core State Standards (CCSS) and Next Generations Science Standards (NGSS).  However, two recent reports show that, while the higher-order thinking curricula may be in place, full implementation and access to this material is often limited to higher advanced and honors courses, or is not available to English learner students as a whole. 

Noguera, Darling-Hammond & Friedlaender highlight the differences that often exist between race and class and access to deeper learning curriculum. Gándara also stresses the fact that for the majority of EL students in the U.S., their education focuses only on developing basic skills and remediation, ultimately excluding higher-order thinking processes and skill building activities altogether. Gándara calls for a reframing of how we view ELs and EL abilities. 

Resources

Gándara, P. (2015). The Implications of Deeper Learning for Adolescent Immigrants and English Language Learners. Students at the Center: Deeper Learning Research Series. Boston, MA: Jobs for the Future.

Noguera, P., Darling-Hammond, L.,  & Friedlaender. D. (2015). Equal Opportunity for Deeper Learning. Students at the Center: Deeper Learning Research Series. Boston, MA: Jobs for the Future. 

Language learning and science learning are not necessarily at odds, especially in the goals of the Next Generation Science Standards (NGSS) and the(CCSS). In fact, much of the core coursework and aims of both the NGSS and CCSS embrace an integrated curriculum of informed instruction and assessment to explore the fields of science and engineering as well as the transfer of these skills (e.g. critical thinking, inquiry-based learning, and oral and written skills) across the curriculum. A recent article by Lee, Quinn, and Valdés posits that the NGSS and CCSS create an especially suitable framework for helping EL students explore science and engineering while furthering their academic English skills, as long as instructors provide adequate support structures along the way. Lee, Quinn, and Valdés  suggest that through the critical process of examining what students are asked to ‘do’ and how students are encountering and interacting with the ‘language of the science classroom,’ instructors can ensure that all students have greater access to the curriculum material and better supports for both science learning and academic English skill development.

To begin critically examining the content and material in your science class, explore the article from Educational Researcher.

Resources

Lee. O, Quinn, H., and Valdés, G. (2013). Science and Language for English Learners in Relation to the Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics. Educational Researcher. DOI: 10.3102/0013189X13480524

How do you make sure your science lessons are accessible to all students? What strategies, techniques and tools do you use in your classroom science instruction to help all students learn? 

The Next Generation Science Strategies, in tandem with the Common Core State Standards, offer several guiding strategies to help all students (including specific suggestions for EL students) to engage in inquiry-based learning within the fields of science and engineering. Since the new NGSS standards involve students working with the entire scientific inquiry process (from initial question and hypothesizing to final data analysis and data representation), researchers have argued that students engage with their development of science skills alongside continued development of academic English proficiency.

Check out this article for a closer look at how the NGSS promote science learning, especially for EL students, as well as some factors that educators must consider in order to help EL students succeed in science lessons.

Resources

Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to Next Generation Science Standards for English language learners: What teachers need to know. In K. Hakuta & M. Santos (Eds.), Understanding Language: on Language and Literacy Issues in the Common Core State Standards and Next Generation Science Standards, pp. 32-43. 

Language objectives are key tools to use both with EL students and non-EL students alike because they explicitly identify the language demands embedded in content lessons. Research suggests that integrating language objectives into mainstream classroom settings is generally advantageous (e.g., Hoare, Kong & Bell, 2008; Schleppegrell, Achugar & Oteiza, 2004; Short, 2002), especially for the development of EL students’ academic English and literacy. Research also suggests that direct skill instruction may be beneficial for second language literacy skills, especially when implemented in interactive learning environments (Genesee et al., 2006).

Are you still wondering how to get started developing and implementing language objectives in your classroom?

While content and ELP standards are an important place to start, another valuable tool for developing language objectives is through backward-style planning (Lundgren, Mabbott & Kramer, 2010), which allows teachers to gain a better sense of the vocabulary, language knowledge, and skills required for students to be successful in a lesson. Beginning with a lesson’s formative assessment ensures that teachers are integrating the necessary adaptations and scaffolding to allow students from a range of skill and language levels meaningful access to the lesson’s content and language.

Using a backwards-style model for development of language objectives, therefore improving students’ access to content, also empowers ELs to better interact with presented material and learn how to decipher meaning, ask questions, and develop skills (Blum-Martinez, 2013).

Here are a few questions to get you started on thinking about language objectives (adapted from Lundgren, Mabbott & Kramer, 2010):

- What is the purpose of the text that students must read or write?

- What key elements are necessary for students to be able to adequately demonstrate they have met the language objectives (e.g., vocabulary, grammar structure, specific skills)?

- Is there any aspect of the lesson that may require specific linguistic or cultural scaffolding to elevate students’ background knowledge?

Resources:

Blum-Martinez, R. (2013). Cutting to the common core: Decoding complex text. Language Magazine, 12(11), 20-27.

Genesee , F., Lindholm-Leary, K., Saunders, W.M., & Christian, D. (Eds.) (2006). Educating English Language Learners: A synthesis of research evidence. New York: Cambridge University Press.

Hoare, P., Kong, S. & Bell, J. (2008). Using language objectives to integrate language and content instruction: A case history of planning and implementation challenges. Language and Education, 22(3), 187-206.

Lundgren, C., Mabbott, A., & Kramer, D. (2010). Collaborative conversations. In Co-teaching and other collaborative practices in the ESFL/ESL classroom: Rationale, research, reflections and recommendations. A. Honigsfeld, & M. Dove (Eds.). Charlotte, NC: Information Age Publishing.

Schleppegrell, M., Achugar, M., & Oteiza, T. (2004). The grammar of history: Enhancing content-based instruction through a functional focus on language. TESOL Quarterly, 28(1) 67-90.

Short, D. (2002). Language learning in sheltered social studies classes. TESOL Journal, 11(1), 18-24. 

We often ask students to compare and contrast differences. Students examine characters and characteristics in Literature, explore various physical properties in Science, and investigate situations, environments, and events in Social Studies. What can teachers do to support students in learning these important skills?

Attribute charts are one useful tool for helping students compare and contrast. In an attribute chart, students organize information visually and track the differences in attributes among similar subjects (e.g., characters and character traits; physical properties of elements; landscapes and geographical features of countries or continents). For English learners, these charts are particularly valuable because they highlight the major characteristics of each subject, which then makes it easier to compare related subjects. Moreover, attribute charts help all students to recall and build on the information they have learned. For sample attribute charts and ideas for classroom implementation, check out this resource.

Are you looking for a way to promote literacy development for your students by fostering more active engagement in reading?

 The KWL (Know, Want, Learned) activity chart is a great teaching tool because it enables teachers to better respond to the knowledge and interests of their students and models the skills and mental processes involved in active reading (Ogle, 1986). The KWL chart has also been identified as great resource to use with ELs because it helps students graphically organize and process concepts and information across all levels of the active reading strategy (Schoen and Schoen, 2003).

 The standard KWL chart generally is organized into three columns that students can then fill out to graphically organize their prior knowledge and what they want to learn about the content area or topic.

For some samples of how you can get started using the KWL activity chart in your classroom check out Donna Ogle’s short article, or for a version of the KWL chart you can take and use in your classroom check out this link.

All teachers, regardless of respective content areas, are also teachers of language, particularly for students learning English in English medium settings. Because of the role teachers play in impacting language development (both native language and English) for their students, developing clear and precise content and language objectives is critical for teachers in all subject areas. Check out this site for a discussion about developing measurable content and language objectives (and other elements of the SIOP model) and a list of verbs to use when developing them. 

What tools, resources, and strategies do you employ in your classroom, school, and district to help EL students access material and further develop English language and content area skills?

With the potential for continued growth of the number of EL students in the education system, it is essential for classrooms, schools, and districts to incorporate support structures and techniques that help all students succeed. One recent report (Farbman, 2015) highlights the importance of four effective practices to better support EL learners: 1) extending literacy block upwards of 2.5 hours a day; 2) data-driven designated academic intervention sessions which support core academic classes and subjects; 3) maintaining EL support services even for fluent students to further boost academic skills; and 4) ensuring enough time is allotted for educators and school staff to collaborate and plan on addressing student needs, as well as to attend professional development.

For a closer look at these four suggestions, as well as some additional supports to help EL learners, check out the fifth research summary in this list, or view the full report.

Resources

Farbman, D. (December 2015) Giving English Language Learners the Time They Need to Succeed. Boston, MA: The National Center for Time and Learning

Did you know that inquiry-based learning has been shown to increase student achievement in the content areas and increase achievement levels in science, English, and math for linguistically diverse student populations?

 Inquiry-based learning involves students actively developing their own questions and ideas, learning through cooperation and collaboration, and exploring new topics based on their own interests and backgrounds.

For a look at how inquiry skills can enhance educational instruction check out this 6 minute TEDx talk by Russ Fisher-Ives.

Inquiry-based learning can be valuable for implementation of the Common Core State Standards (CCSS) because it provides students with opportunities to explore primary texts, build and develop research skills, cultivate in-depth content knowledge, and advance communication and presentation skills. For more ideas on how to incorporate inquiry learning into content instruction, check out the links below:

            English- video of inquiry learning in 9-12 literature course

           Math- a brief sample of elementary math activities using inquiry based learning

           Social Studies- The Smithsonian offers many different inquiry based lessons for teachers to take and use in their classroom. Take a look at this interesting resource about World War II on the Home Front: Civic Responsibility.

Or check out this brief video put together by Teaching Channel about what a teacher’s role is in inquiry learning and instruction.

  Resources

Amaral, O. M., Garrison, L., Klentschy, M.. Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction. Bilingual Research Journal, 26 (2), 213-239.

Applebee, A. N., Langer, J.A., Nystrand, M., &  Gamoran,A. . Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685-730. 

Harris, C. J., & Rooks, D. L. (2010). Managing inquiry-based science: Challenges in enacting complex science instruction in elementary and middle school classrooms. Journal of Science Teacher Education, 21(2), 227-240.

Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science

White, B., Shimoda, T.A., & Frederiksen, J.R. (1999). Enabling students to construct theories of collaborative inquiry and reflective learning: Computer support for metacognitive development. International Journal of Artificial Intelligence in Education, 10, 151-182.

Have you struggled to get students engaged in the literacy learning process?  Are there texts or activities you’ve been nervous to approach due to the variation in student reading and writing levels in your classroom?

Recently, one instructor wrote about what he learned by introducing his third, fourth, and fifth grade English learner students to Shakespeare through an extracurricular drama club. By looking at and discussing abridged texts, developing a script, learning acting skills, doing many rehearsals, and eventually performing several final products, the students were able to engage across all areas of the language learning process. They engaged in textual exploration, navigated the creative process of writing and developing a script which also reflects the original intent of the play, and honed their oral language skills as they learned their lines and performed them.

Resource

For a closer look at the steps involved, along with insights on how you might be able to use a similar activity in your classroom to engage students across multiple aspects of ELA standards and language development processes, take a look at The After-School Shakespeare Club article from Edutopia. 

A centerpiece in the development of the Common Core State Standards (CCSS) was the increased need for more rigorous mathematical standards that not only challenge students, but also help better prepare them for transitioning to both university and jobs in the workforce.

 When it comes to developing math skills with EL students, several studies have highlighted the importance of keeping the curriculum focused on teaching and connecting the relationships between mathematical concepts (Hiebert & Grouws, 2007), allowing students adequate time to work through problems (Hiebert & Grouws, 2007), and using and maintaining high cognitive domain mathematical tasks and demands (like having students explain the steps in their problem solving and reasoning strategies) throughout all math lessons (AERA, 2006; Stein, Grover, & Henningsen, 1996). 

There are various strategies and small steps you can take in your own class to better help your EL students both develop math skills, while also continuing to work, toward refining their English proficiency. 

For an overview of how language and math intersect, especially for EL students, check out this Reading Rockets article, complete with a list of some easy changes you can start incorporating into your lessons to make math more accessible for EL students.

Another valuable resource for teachers is the Understanding Language website. Here you can find a whole section about guidelines and mathematical teaching strategies for us with ELs around standards-based instruction. This also includes sample templates and lessons plans to help you get started. Check out the math page on the Understanding Language website here!

When working with EL students, making sure that lessons and units are scaffolded is a key first step in ensuring that the presented content is both accessible and learnable; this is especially important for math lessons. Math learners are often presented not only with new concepts, but also with very precise vocabulary, embedded in instructions for the actions necessary to solve the problem. And while we don’t often think of math as being a vocabulary-laden subject for EL students, without the proper introduction (to both terms and mathematical concepts), math can become incredibly daunting—just think of how many different terms can be used to convey the simple task of adding (e.g. “plus,” “sum,” “combine,” “total,” and “increase by”). Making an effort to clearly connect vocabulary and content in math lessons is an essential step in helping ELs develop their math content skills.

Similar to the misconception that math is not a language-rich subject, it has also traditionally been thought of as being relatively culture neutral, meaning regardless of one’s background, numbers and their relations are universal and not culturally derived.

However, approaching math without accounting for students’ cultural backgrounds may also mean neglecting the prior knowledge and skills students bring to the classroom. In addition, it may result in developing lessons that are not relatable. One easy example regards the use of the metric system versus the imperial system, in which units are not described as gallons, miles, feet, and ounces, but rather liters, kilometers, meters, and grams. Understanding students’ cultural, as well as learning backgrounds, is important as teachers develop and conduct lessons, particularly with students who are English learners. In addition, the objects we use as examples to highlight mathematical processes and theories can be equally problematic. For example, in describing fractions, especially around Thanksgiving time, a common example might be dividing a pumpkin pie. This presumes students’ prior knowledge of what is a pie, its shape, and further, its relation to pumpkin.

Understanding students’ educational background, as well as learning a little about their home culture, is an important step in developing lessons and examples that both build students’ math skills, as well as incorporate previous knowledge.  

Ideally, teachers of English learners should deliberately create culturally responsive math lessons—these would extend well beyond simply identifying and interpreting differences in units of measurement. Rather, it would involve shifting one’s thinking around the center of mathematical theory and concepts in a way that responds to students’ perspectives and lived experiences.

Resource:

For resources and an in-depth study and discussion of culturally responsive math, check out this article.  

For description of culturally responsive math specifically for English learners, check out his resource. 

Mathematical algorithms are taught in schools to provide students with a procedure which they are expected to use to add, subtract, multiply, and divide. For some time the traditional algorithm in the United States usually involved writing numbers in columns, then adding the columns, starting with the smallest place and moving to the left (Philipp, 1996). The Common Core State Standards for Mathematics call for the use of the “standard algorithm” which has been explained as the decomposition of numbers written in base-ten notation into base-ten units (The Common Core Writing Team, 2011).

Did you know that various cultures around the world have developed alternative algorithms to those that have commonly been used in the United States? (Philipp, 1996). Standard algorithms are a matter of convention, and students with diverse cultural backgrounds may have alternate approaches that can develop a deeper understanding of place value and the meanings of operations for all students (and teachers!) in the classroom.

Resources

Philipp, R. (1996, November). Multicultural Mathematics and Alternative Algorithms. Teaching Children Mathematics, 3(3), 128-135. Retrieved from http://www.smusd.org/cms/lib3/CA01000805/Centricity/Domain/1211/Multicultural%20Mathematics.Philipp.pdf

The Common Core Writing Team. (2011, 7 April). The NBT Progression for the Common Core State Standards. Retrieved from commoncoretools.wordpress.com

Academic language development is important for English learners, and indeed for all students, especially in the context of Common Core implementation. Ever wonder how you can better bridge academic language development with content area instruction, for example, in math classrooms?  Check out this blog post titled, “10 Ways Literacy Can Promote A Deeper Understanding Of Math.” Some of the ideas are as simple as having students help each other solve problems, while others are entire activities you could do around math literacy, such as engaging in written discussions in an online platform. 

"English learners can participate in mathematical discussions!” Have you seen this short video of Judit Moschovich talking about instructional approaches to CCSS-aligned mathematics instruction for English learners? She argues for focusing on students’ mathematical practices in the classroom, and to try to see mathematics in what students say and do, accepting various modes of communication as students learn English and express themselves in different ways. She further contends that English learners are a gift in math classrooms—that they provide a window into the varied communication patterns of all students. What do you think? 

How do you ensure all students are accessing and developing both math content and math language skills?

Although math is challenging for many students, it can be especially difficult for English learners (ELs) because math instruction and texts often require specialized vocabulary.  Before students can accurately answer a math question, they need to have the vocabulary and problem-solving skills to help them determine what information is being asked, what processes need to be carried out, and then eventually how the information needs to be presented. In math, there are often multiple terms that signal the same process (e.g. add, sum, plus, total, etc.), and students need to be able to comprehend text in order to access the information presented in word problems. To develop students’ math skills in both content and language, teachers can provide explicit guided instruction surrounding key math academic vocabulary, and give ample time for students to try out their developing skills.

For a look at some of the key challenges that ELs face in understanding word problems, along with teaching strategies and activities to support ELs in the math classroom, check out this article from Colorín Colorado.

Or, for a math classroom activity you can take and use, check out this resource from the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE). 

Sometimes we don’t think of math as a language-rich subject, but rather one focused on learning the techniques and procedures associated with symbols and equations. This has often resulted in little additional support for EL students in mathematics lessons and units, or a lack of extra accommodations on math tests. Yet, for students to be successful with math, they must have a depth of specific vocabulary knowledge, be able to read and comprehend word problems, and understand a different (usually passive voice) register for both in-text examples and in word problems. This heavy reliance on language skills often results in EL students struggling to make sense of the material presented, even those who may have had formal education elsewhere (Bernardo, 2005).  Math lessons and units should be scaffolded to provide English learners with better access to content comprehension, and attention should be paid to embedded language demands.

For a brief look at just how complex math can be for EL students, especially when it comes to language, take a look at this short video produced by the NYC Department of Education. Make sure to also check out the full series on their website!

Check out this great resource, developed by Understanding Language, for a discussion and look at policies, principles, and strategies for supporting EL students’ math skills. 

Also, look over the Mathematics for English Language Learners (MELL) website from the Texas State University System. It provides lots of sample lessons, resources, and a great library you can use to help develop math lessons and units that make content accessible for ELs.

For English Learner (EL) students, math units and lessons can pose problems. While it is true that math relies heavily upon patterns, logic, and the use of semiotic systems (i.e. symbols and visual representations), some have argued that when it comes to math learning, language is the most prominent of these systems (Schleppegrell, 2007).

Working early to build math vocabulary and language skills into your lessons is crucial to support and help all students acquire the tools and skills necessary for success in math. Using a multimodal approach in which students interact with math language through reading, writing, speaking, and listening allows students the opportunity to engage with the learning process in multiple ways.

Often one of the most challenging aspects of math learning for EL students is the unpacking of word problems, in which students are not only required to know how and what math procedures need to be done, but also be able to identify important information in the text, determine what is being asked of them, and understand the grammatical structure and syntax of written math. While they can often seem daunting, word problems can be an important way to get students engaged with the math learning process. One way to have students work on word problem skills is to allow them to write their own! Creating their own word problems not only allows students to practice the math skills they are learning, but it also requires them to continue to refine their math language skills (e.g. using the correct vocabulary, developing math syntax and question structure, and math fluency). As students develop their questions, it can then be a fun activity to have other students, alone or in pairs, work to solve the problems, ultimately engaging students in all four domains of language (speaking, listening, reading, and writing).

For a sample lesson on how to get started with your students on writing word problems, complete with tips, suggestions, and examples, make sure to check out this resource! 

Science instruction is often quite challenging for students, as it not only contains cognitively demanding vocabulary, but also requires students to have a strong command of both oral and literacy skills (e.g. procedural skills, observational recording, drawing conclusions, and explaining and summarizing information). For EL students in particular, the language demands of the science classroom can be quite burdensome. However, by specifically addressing the intersection of language and science in your instruction, you can help increase student performance in writing, reading, and science (Lee et al. 2005, 2008; Stoddart et al. 2002).

For a model of how to highlight linguistic structures and vocabulary demands in your science lessons, check out this article.  

Or, for a look at some teaching resources and activities to make your science lessons accessible to all learners, visit this resource.

Finally, for an examination of how science skills can build stronger language and literacy skills in EL students, take a look at this article from Colorín Colorado.

How do you prepare all students to learn and participate in your science lessons and units? What tools, strategies, and methods do you use to make sure all learners are supported and encouraged during science learning?

For EL students, science courses often have the advantage of offering hands-on learning opportunities, observations, and real-life examples. Yet science learning also poses special challenges for ELs, especially when it comes to vocabulary learning, terminology use, and classroom confidence. Reviewing critical terminology and modeling the scientific questioning process before a lesson can be an essential first step to helping students engage with the material and the steps of scientific inquiry.  It is also important to consider how lessons require students to interact through writing, as well as through sharing in small and large groups, and to make sure that students are supported throughout lessons and feel confident to share out during the lesson, even as they continue to develop their academic English language skills.

For some ways to ensure your science lessons address the needs of all students, including English learners, take a look at these resources from Colorín Colorado.

Or, to see how one instructor carefully tailors her science lessons to the needs of her EL students, check out this short video from the Teaching Channel.

How do you ensure all students are accessing and developing both math content and math language skills?

Although math is challenging for many students, it can be especially difficult for English learners (ELs) because math instruction and texts often require specialized vocabulary.  Before students can accurately answer a math question, they need to have the vocabulary and problem-solving skills to help them determine what information is being asked, what processes need to be carried out, and then eventually how the information needs to be presented. In math, there are often multiple terms that signal the same process (e.g. add, sum, plus, total, etc.), and students need to be able to comprehend text in order to access the information presented in word problems. To develop students’ math skills in both content and language, teachers can provide explicit guided instruction surrounding key math academic vocabulary, and give ample time for students to try out their developing skills.

For a look at some of the key challenges that ELs face in understanding word problems, along with teaching strategies and activities to support ELs in the math classroom, check out this article from Colorín Colorado.

Or, for a math classroom activity you can take and use, check out this resource from the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE). 

The beginning of the school year brings renewed opportunities to get students excited about reading and introduce them to new texts, genres, and language!

But, sometimes the hardest part of the school year involves determining where to begin. What and where do you start? How do you make content accessible for all of your students, especially English learners?

There are many resources for beginning to address both language and content area goals. The best place to start is your curriculum framework itself (like the Common Core State Standards, the Next Generation Science Standards, or the WIDA ELD standards). Really looking at what students are expected to know, show, and master is a critical starting point for your lessons!

Once you have selected a skill, unit, or curriculum element, the next question is how to make the content accessible for all students, especially those that may be working on English language development. Careful planning around lesson delivery, as always, is essential for promoting growth and refining students’ language skills.

 Using tools that can help you break down what students need to do and identify additional steps or activities that should be built into lessons, as well as necessary accommodations to ensure equitable access to lessons’ core content.

For more information on steps in the planning process and transitioning lessons from the curriculum framework level to real-world classroom lessons, check out Motta’s blog post here! 

How do you work to bring your science lessons and units to life? How do you try and keep your students engaged and excited about science learning?

Every March for the last five years, students across the U.S. have taken part in March Mammal Madness, a program originally put together by a professor at Arizona State but now hosted by a field of researchers, scientists, and professors. March Mammal Madness uses the March Madness bracket structure to encourage students to learn more about mammals and engage with science learning through various forms of scientific media. The competition pits animals against each other, similar to brackets, and then every week the scientists and hosts live tweet play-by-play fictional stories of interactions among animals, animal facts, and their adaptations (supported by articles, videos, photos, etc.) leading up to a winner being declared in the match-up. Students, having previously completed their brackets and chosen the mammal they think will come out on top, follow along and learn about the various mammals as they go.  The bracket format and back-stories bring science to life in the classroom in a fun and educational format that encourages student engagement, while also providing students with real-life learning opportunities through the use of various sources and media formats.

While this activity can be a great way to help all students connect with science learning because of the engaging format and the various means by which students can access information (images, articles, video, etc.), it is also important to remember that not all students will be familiar with March Madness and the bracket format. Making sure to include a preview of the format of March Mammal Madness and a preview of how the activity will work is especially important to better help all students engage with the activity.

For more information on March Mammal Madness, check out this article from KQED News.

Or, for a look at the March Mammal Madness site, along with some of the tweets and samples from this year and past years’ battles, visit the March Mammal Madness site. 

As your classroom is all set up, mandatory welcome back meetings are nearly completed, and your lesson plans are shaping up, maybe you’re thinking you’ve got it all covered. But have you thought about your content and language objectives?

While we all know that academic language is crucial for school success, for school-aged students (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006), research on English learners show that ELs best acquire English when language forms are explicitly taught and when they have opportunities to use the language in meaningful contexts (Goldenberg, 2008).

One of the ways to better help English learners in the classroom is to develop explicit language objectives. Language objectives can be a powerful tool for ensuring that English learners have equal access to the curriculum even though they may not be fully proficient in the language. Check out this link to read more about developing and implementing language objectives in your classroom to better benefit all students.

Welcome back! The new year brings time for a fresh start and opportunity to incorporate new teaching strategies, lessons, and materials to help all students access classroom content.

Thorough preparation is a critical first step in developing lessons that are both accessible and meaningful for EL students. It should involve creation of clear content and language objectives, time for assessing students’ prior knowledge, and incorporation of meaningful opportunities for students to practice reading, writing, listening, and speaking.

Explicitly identifying the embedded demands of your lessons (in terms of both language, as well as background knowledge) will also help with thinking through appropriate scaffolding and differentiation strategies to ensure equitable access to content, while also promoting language development.

To guide your development of language objectives, check out this resource from Dr. Kate Kinsella and Tonya Ward Singer.

Also, take a look at this planning tool for outlining both content and language objectives of your lessons.

As a way to help students access complex text, Dr. Lynn Shafer Willner  suggests that we “celebrate the complexity we see” in texts by amplifying a section of text and the corresponding section of video. This idea is adapted from Dr. Lily Wong Fillmore’s idea of juicy sentences; see a brief description of this approach in this PowerPoint (slide 22).  Digging deep into one juicy sentence during each lesson can help students understand the content of the lesson, and also learn about complex language forms that may be new to them.

Want to know more?  Read a more in-depth explanation of this approach, including a detailed example for grades 9-10 using Martin Luther King Jr.’s Letter from Birmingham Jail in Lily Wong Fillmore & Charles J. Fillmore’s paper here.

In the past, science learning for EL students has in some cases been viewed as secondary to the importance of developing basic skills in literacy and numeracy. Yet, working to develop both language and content-area skills concurrently is critical for EL students’ academic growth and language development.

A critical aspect of science instruction, especially when working with ELs, is ensuring that teachers acknowledge and integrate the rich background knowledge and resources EL students bring with them to the classroom. These may involve experience with science, scientific practices, or scientific theory. Learning to honor and recognize these connections, as well as students’ home languages, will better promote curriculum and instruction that are culturally, linguistically, and cognitively relevant and meaningful to students. It is important to remember that students’ prior learning should serve as the foundation from which to build knowledge, develop new skills, and think critically about the world around them.

School science, especially taught here in the U.S., comes from a very particular cultural vantage point, and often assumes that students have certain prior knowledge and skills with regard to scientific processes and scientific practices. Scientific inquiry in the U.S. classroom is highly reliant upon the expectation that students ask questions, carry out investigations to discover their own answers, and then communicate explanations using scientific terms and frameworks. While these practices form the cornerstone of scientific inquiry within the U.S. classroom, comparable approaches may not be modeled and employed in other cultures and nation-states—they are certainly not universal.

Working to understand, acknowledge, and appreciate students’ cultures, home languages, prior knowledge, and personal backgrounds is a key aspect of working with all English learners, and shouldn’t be discounted in science settings.

For a brief look at how culturally-responsive science lessons, take a look at this article.  

For a more broad overview of some of the opportunities and challenges science inquiry instruction poses, especially for EL students, check out this great resource from Colorín Colorado.

And finally, for a longer resource that looks at the particulars of what, how, and why when it comes to developing culturally-responsive science lessons, check out this resource from the Alaska Science Consortium and the Alaska Rural Systemic Initiative.

Not surprisingly, research suggests that when it comes to science and English learner students, lower levels of proficiency in English significantly influence science achievement when assessment and instruction are either exclusively, or predominately, in English. Moreover, science learning can be more difficult for English learners than their native English speaking peers due to differences in cultural traditions, values, or belief systems as compared with the culture of Western science and its instruction.

Knowing and understanding your students’ levels of English proficiency, as well as home language, and culture can serve as a key resource in helping to meet students at their levels and providing lessons and tools that are appropriate for all students and promote active engagement in the science learning process. 

Resources

Allen, N. J., & Crawley, F. E. (1998). Voices from the bridge: Worldview conflicts of Kickapoo students of science. Journal of Research in Science Teaching, 36, 269-287.

Lee, O. & Luykx, A. (2007).  Science education and student diversity: Race/ethnicity, language, culture, and socioeconomic status. In Abell, S.K. & Lederman, N.G. (eds.) (2007). Handbook of research on science education. Lawrence Erlbaum, Mawah, N.J. 

Moje, E. Collazo, T., Carillo, R. & Marx, R.W. (2001). “Maestro, what is quality?”: Examining competing discourses in project-based science. Journal of Research in Science Teaching, 38, 469-495.

Snively, G., & Corsiglia, J. (2001). Discovering the Indigenous science: Implications for science education. Science Education, 85, 6-34. 

EL students access the content while developing their academic English skills?

ELs can face a number of challenges in the science classroom. Science instruction usually relies heavily upon vocabulary development, as well as a discourse that can be slightly different than that used for other subjects. It is essential that instructors carefully examine their lessons and units, noting whether they have incorporated supports for academic language building, vocabulary development, and the language demands of the science classroom (both oral and written language demands, including support in accessing the reading demands of science instruction). EL students can benefit greatly from even small changes in the tools and strategies used in science instruction.

Resources

Dobb, Fred (2004). Essential elements of effective science instruction for English learners, 2nd edition. California Science Project: Los Angeles, CA.

Another way to promote advocacy for EL students is through collaboration with others from your school or district to ensure consistency across provision of necessary resources, tools, and supports to promote language and content learning. In fact, a number of studies have highlighted the positive impact of teacher collaboration on improved student achievement and general school success (DelliCarpini, 2008; Guiney, 2001). Working with others will better support students’ needs through shared resources, and ensure that systems, policies, and practices are equitable and accessible for all learners and their families.

For a closer look at how teacher collaboration plays into the Common Core State Standards and EL student advocacy, check out this article from Colorín Colorado.

Or, for a look at research supporting collaborative teaching models and EL students, check out this resource!

Resources

DelliCarpini, M. (2008). Teacher collaboration for ESL/EFL academic success. Internet TESL Journal, 14(8). Retrieved fromhttp://iteslj.org/ 

Guiney, E. (2001). Coaching isn’t just for athletes: The role of teacher leaders. Phi Delta Kappan, 82, 740–743.

Similar to the misconception that math is not a language-rich subject, it has also traditionally been thought of as being relatively culture neutral, meaning regardless of one’s background, numbers and their relations are universal and not culturally derived.

However, approaching math without accounting for students’ cultural backgrounds may also mean neglecting the prior knowledge and skills students bring to the classroom. In addition, it may result in developing lessons that are not relatable. One easy example regards the use of the metric system versus the imperial system, in which units are not described as gallons, miles, feet, and ounces, but rather liters, kilometers, meters, and grams. Understanding students’ cultural, as well as learning backgrounds, is important as teachers develop and conduct lessons, particularly with students who are English learners. In addition, the objects we use as examples to highlight mathematical processes and theories can be equally problematic. For example, in describing fractions, especially around Thanksgiving time, a common example might be dividing a pumpkin pie. This presumes students’ prior knowledge of what is a pie, its shape, and further, its relation to pumpkin.

Understanding students’ educational background, as well as learning a little about their home culture, is an important step in developing lessons and examples that both build students’ math skills, as well as incorporate previous knowledge.  

Ideally, teachers of English learners should deliberately create culturally responsive math lessons—these would extend well beyond simply identifying and interpreting differences in units of measurement. Rather, it would involve shifting one’s thinking around the center of mathematical theory and concepts in a way that responds to students’ perspectives and lived experiences.

Resource:

For resources and an in-depth study and discussion of culturally responsive math, check out this article.  

For description of culturally responsive math specifically for English learners, check out his resource. 

Did you know that neuroscientists at Stanford University have found that students who have a positive mindset showed more efficient brain activity when presented with math tasks, even after controlling for a variety of individual differences?

Their research suggests that a positive or growth mindset not only makes students more ready to consciously engage with the presented material and learn from mistakes, but also helps their brains more efficiently use cognitive processes, such as memory and spatial processing (both of which are critical for math learning).

These new findings support the need for educators to engage students and promote positive attitudes towards math learning both inside and outside of the classroom. For EL students, this means not only ensuring that math material is scaffolded and culturally relevant, but also fostering schools and classrooms that engage EL parents and communities around discussions of math education—ultimately creating home and school cultures that support math learning.

Throughout the nation many teachers find that implementing the Common Core State Standards (CCSS) in co-taught classrooms offers both new and exciting opportunities to reach out to EL students, as well as a few new challenges. While many teachers have found that co-teaching allows them to implement lessons that are both highly engaging and individually tailored to students’ learning needs, they may also face challenges associated with ensuring that linguistically diverse learners successfully meet the high educational standards driving instruction in today’s schools.

To further explore the evolving relationship between EL teachers, content area teachers, and the CCSS in co-taught classrooms see this article .

And while the research on EL co-teaching particularly emphasizes the importance of not just shared instruction time, but also common planning time between content area teachers and EL specialists (e.g. McLeod, 1996; Goldenberg, 2004), many co-teachers have noted that common planning also requires additional opportunities to coordinate content, diagnose individual student needs, attend special events, and conduct parent conferences (Mac Iver, 1990).

Don’t let common planning and co-teaching intimidate you!

Did you know that using literature in ESL instruction can be traced back to the nineteenth century?

 There have been ongoing debates about the role of literature in the classroom, especially in terms of the language acquisition process. While some linguists have opposed using literature in language instruction due to structural complexity, non-conformity to standard grammatical rules, and limited cultural perspectives, others have more recently suggested that using literature in all of its forms, including poetry, allows students to see and experience the application of language in various formats and conditions, address and discover diverse social factors and viewpoints in various genres and texts, and the opportunity to see language applied in meaningful ways that evoke emotions, sights and sounds, and a depth of clarity through rich description.

Poetry, in particular, can be a valuable tool in the language-learning classroom because it involves students engaging in diverse language and literacy practices, including with written text, through cognitive interpretation and meaning making processes, and with aspects of oral language development. Because of its great diversity in form, function and subject, poetry can also be an excellent tool for introducing expressions of opinions, thoughts, emotions, and ways to share feelings through language.

Resources

Hadaway, N. L., Vardell, S. M., & Young, T. A. (2002). Literature-based instruction with English language learners, K–12. Boston: Allyn and Bacon.

Karuna, B. (2016). Literature as an effective tool for teaching ESL. Journal of English Language and Literature, 3(1), 17-24.

 Leech, G. 1969. A Linguistic Guide to English Poetry. London: Longman.

Topping, Donald M. (1968). "Linguistics or Literature: An Approach to Language". TESOL Quarterly, 2(2): 95-100.