Boosting Language Skills of English Learners Through Dramatization and Movement was a very interesting article, in that it blended language and art education into hybrid lessons. I throughly enjoyed learning about this program, and can see that it has huge benefits for younger students. It was interesting and informative. The fact that the program had an effect on native English speakers also spoke volumes. I liked that the program was a longitudinal program that offers training and support to classroom teachers. Though I work with older students, I can see how these types of drama and theater ideals can also help older students become more confident and expressive.
Saturday, February 28, 2015
Boosting Language Skills of English Learners Through Dramatization and Movement
Greenfader, C., & Brouillette, L. (2013). Boosting Language Skills of English Learners Through Dramatization and Movement. The Reading Teacher, 67(3), 171-180. Retrieved February 28, 2015, from EBSCO Host.
This article discussed the importance of improving oral language for English Learners through the arts. To start with, many of our schools are solely focusing on reading; it was found that students were not engaging in interactive dialogue with one another, but responding briefly to the teacher. About 79% of literacy instruction was found to be focused on reading, leaving little time to develop oral language skills. Additionally, theater and arts classes, a great place to develop oral language skills, have been cut across the country in recent years. An inventive way to solve the aforementioned problems: teach oral language through arts instruction in a fun and inclusive environment!
It was found that many English learners were motivated and engaged through participating in arts-focused activities. Students comprehended the stories, took on roles, and gained confidence in performing these roles. “Medina and Campano (2006) discovered that ‘through teatro, the students found a safe place to fictionalize reality and enact more empowering individual and collective representations from which others might learn’ (p. 173).”
A great example of this idea of teaching oral language through art is The Teaching Artist Project, which has been implemented in San Diego. Artists go into classrooms and provide art education (which has been severely cut), and also development to teachers in the area of dramatic language teaching. Lessons teach arts and ELD standards simultaneously. These TAP lessons were found very beneficial in increasing literacy skills among both English Learners and native English speakers. The arts-based lessons provide visual, auditory, and kinesthetic input that ultimately benefit students and enhance learning. The practice also seemed to help students feel more comfortable and confident in the classroom. Fidelity with implementation was essential, as was correlation to curriculum.
Sunday, February 8, 2015
Reflection #8
This article, "Picture Books, Young Adult Books, and Adult Literacy Learners" was interesting to me as an English Language Development teacher. Though the article is not what we would consider current, the ideas are gaining popularity, and I'd like to read more current similar articles. I have taken Kathy King Dickman's classes, which use picture books often as a way to teach literary elements. This concept is close to her teaching, but with older students. The article touched on the subject of appropriateness for adult learners, and I think the way in which the material is presented is the key to success here.
I have recently started taking my high school English Learners to the elementary school every Wednesday to read to the first graders. They have enjoyed it so far, and I have noticed that they are feeling successful while doing this. Students are reading low level materials with picture supports to the students, giving them more confidence when reading. I can see that students are becoming more comfortable with reading aloud and the basic flow of the English language.
I thoroughly enjoyed this article, and can't wait to read more on the topic.
Picture Books, Young Adult Books, and Adult Literacy Learners
Bloem, P., & Padak, N. (1995). Picture Books, Young Adult Books, and Adult Literacy Learners. Journal of Adolescent & Adult Literacy, 40(1), 7-7. Retrieved January 23, 2015, from ERIC.
Picture Books, Young Adult Books, and Adult Literacy Learners discusses the many possible uses for picture books in teaching literacy and content to older learners. Through the years, picture books have morphed into a "genre" that covers many ages and topics. Many picture books have become more complex and target an older audience, containing themes that are only appropriate for older students.
The article suggests that picture books may be especially useful for English Language Acquisition, science or GED classes, may be a great way to start a lesson, or introduce a topic. These stories may also be used as quality short examples of writing technique and literary use, or as journal prompts. Students are able to interview a classmate and write a short story. The Bloem and Padak include that reading shorter picture books with older learners is an ideal way to combine the elements of literacy. "An environment that combines learning to read with opportunities to listen, speak, write, and think is the most appropriate learning environment for adult literacy students (Weibel, 1994)."
There have now been several successful adult literacy programs which use children's picture books with adults. Additionally, programs to promote family literacy have surfaced, and been found very effective. Parents typically loo for additional books to enhance their own literacy level and improve their child's skills simultaneously.
Though this article is a bit out-dated, it demonstrates that we have been playing with this idea for some time. This concept could use further advancement, as I know there are still barriers to using picture books at a high school level for many teachers. Picture books are a great way to add support for a struggling reader or English Learner at the secondary level.
Picture Books, Young Adult Books, and Adult Literacy Learners discusses the many possible uses for picture books in teaching literacy and content to older learners. Through the years, picture books have morphed into a "genre" that covers many ages and topics. Many picture books have become more complex and target an older audience, containing themes that are only appropriate for older students.
The article suggests that picture books may be especially useful for English Language Acquisition, science or GED classes, may be a great way to start a lesson, or introduce a topic. These stories may also be used as quality short examples of writing technique and literary use, or as journal prompts. Students are able to interview a classmate and write a short story. The Bloem and Padak include that reading shorter picture books with older learners is an ideal way to combine the elements of literacy. "An environment that combines learning to read with opportunities to listen, speak, write, and think is the most appropriate learning environment for adult literacy students (Weibel, 1994)."
There have now been several successful adult literacy programs which use children's picture books with adults. Additionally, programs to promote family literacy have surfaced, and been found very effective. Parents typically loo for additional books to enhance their own literacy level and improve their child's skills simultaneously.
Though this article is a bit out-dated, it demonstrates that we have been playing with this idea for some time. This concept could use further advancement, as I know there are still barriers to using picture books at a high school level for many teachers. Picture books are a great way to add support for a struggling reader or English Learner at the secondary level.
Saturday, February 7, 2015
Reflection #7
The Many Faces of Word Walls in Middle School Science Classrooms: Variability In Function and Content
I really enjoyed reading "The Many Faces of Word Walls in Middle School Science Classrooms: Variability in Function and Content," by Jennifer Hooper and Janis Harmon. I have been encouraging my colleagues to use word walls for the past few years, but to no avail. I have started printing and creating word wall sets for the science and math departments at my school to better serve the EL population. I really liked learning more about digital displays for words, and think that I will start using a digital display for vocabulary in the classroom. I also found it helpful that the article discussed presenting word walls for academic vocabulary that is not content specific. I have heard from many of my colleagues that this is surprising, and that they only teach content specific vocabulary. I aim to teach more academic vocabulary in my class, and encourage this practice in content classes as well.
I really enjoyed reading "The Many Faces of Word Walls in Middle School Science Classrooms: Variability in Function and Content," by Jennifer Hooper and Janis Harmon. I have been encouraging my colleagues to use word walls for the past few years, but to no avail. I have started printing and creating word wall sets for the science and math departments at my school to better serve the EL population. I really liked learning more about digital displays for words, and think that I will start using a digital display for vocabulary in the classroom. I also found it helpful that the article discussed presenting word walls for academic vocabulary that is not content specific. I have heard from many of my colleagues that this is surprising, and that they only teach content specific vocabulary. I aim to teach more academic vocabulary in my class, and encourage this practice in content classes as well.
The many faces of word walls in middle school science classrooms: Variability in function and content
Harmon, J. & Hooper, J. (2015). The Many Faces of Word Walls in Middle School Science Classrooms: Variability in Function and Content. Science Scope, 38(6), 54-59. Retrieved February 1, 2015, from OmniFile Full Text Select.
The Many Faces of Word Walls in Middle School Science Classrooms: Variability in Function and Content was a look into the varied use of word walls in science classrooms. As science texts are often written at a higher level, many teachers have found word walls helpful in the teaching of both content-specific vocabulary, as well as in building general academic vocabulary. This practice is especially important in helping English Learners, and has been found to be more beneficial when used interactively as noted here:
"We add that the word wall should also be interactive. Students should be active participants as either co-creators of the word wall, engaged learners using the word wall as a focal point for expressive language use in discussion and writing, or seekers of information using the word wall as a reference while encountering words during reading or listening" (p. 55).
The article also speaks to the varying ways in which to construct a word wall. Teachers can create the word wall using a puzzle, ordering, matching, categorizing, or color-coding technique. Students can also be the creators or co-creators of a word wall. As repeated exposure to a word heightens a student's acquisition of the word, the article discusses students creating a representation of one or two words, using it in a variety of situations, presenting the word to his/her peers, and even presenting a question to his/her audience about that word. Students can also create a "vodcast," or digital word wall by developing a iMovie, Power Point, or Photo Story to share the word. This type of representation was shown to increase motivation among English Learners. Another way to engage students in the creation of a word wall is to have them add an object or picture to the word; for example, a student could connect an aluminum can to the word "conduct," as aluminum is a heat or electricity conductor.
The article discusses three ways to teach academic vocabulary in the science classroom. The fist is a word wall that is divided into four columns: "Content Words," "General Academic Words," "Classroom Discussion Terms," and "Terms for Writing." This helps students think about the words they are taking in and use them in their writing and discussion. The second suggestion is to create a word wall of "Procedural Vocabulary," meaning "words and phrases that indicate specific relationships among ideas and concepts"(p. 58). Seeing this vocabulary highlighted helps students put together how phrases such as "be thought of as" are commonly used. The third word wall suggestion for academic vocabulary is to display cognates (useful with Spanish speaker). The cognates can be displayed and the immediate connection can be made, and the word understood. These word walls can be a constant reminder of the word pronunciation, etc.
Word walls can be a useful tool in science and many other disciplines. The word wall provides the needed support for struggling students, and can be used during test/quizzes. Student interaction with the word wall is key, as is their use and production of language with the new words. It is important to teach both content and academic vocabulary explicitly in order for students to fully understand the meanings and uses for the words.
The Many Faces of Word Walls in Middle School Science Classrooms: Variability in Function and Content was a look into the varied use of word walls in science classrooms. As science texts are often written at a higher level, many teachers have found word walls helpful in the teaching of both content-specific vocabulary, as well as in building general academic vocabulary. This practice is especially important in helping English Learners, and has been found to be more beneficial when used interactively as noted here:
"We add that the word wall should also be interactive. Students should be active participants as either co-creators of the word wall, engaged learners using the word wall as a focal point for expressive language use in discussion and writing, or seekers of information using the word wall as a reference while encountering words during reading or listening" (p. 55).
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