Differentiating for English Language Learners

Next school year, I will teach a kindergarten math unit on shapes and patterns.

Let’s say I have ELL students at four different levels:

Pre-production (we’ll call this child Samuel). Samuel is new to English and has a limited vocabulary. This phase is known as the “silent period” – these students are not yet speaking. He repeats the teacher but may not comprehend what he is repeating. Visual aids and gestures are essential at this stage.

Early production (Miriam). Miriam responds to yes/no questions and has a vocabulary of around 1000 words. She speaks in short phrases and can participate in large-group and short listening activities. She relies on visual aids but can now use them to practice language. Students at this phase can write by labeling and using sentence starters.

Speech emergence (Carlos). Carlos’s vocabulary is around 3000 words and speaks in simple phrases, sentences, and questions that might be grammatically incorrect. He initiates short conversations with classmates and participates in large-group and paired activities. Students at this phase can write in short sentences and phrases with simple prompts.

Intermediate fluency (Elisa). Elisa’s vocabulary is around 6000 words, and she can speak in complex sentences, asks clarifying questions, and works at grade level in math and science. She is able to write but students at this stage need help correcting grammatical errors.

In the unit about shapes and patterns, the students will meet the following objectives:

-Understand the concept of a pattern

-Create, describe and extend simple patterns (using manipulatives or drawing)

-Identify patterns in the classroom and in their everyday life

To introduce the concept of a pattern, I would start by showing some images of shapes in simple AB patterns. (For example: a row of circles alternating in colors between red and blue.) I would start by pointing to each circle and saying its color: “red, blue, red, blue.”

Then I would show another image using squares, pointing to each square and saying its color. To engage Samuel, I would gesture to have him come point to the first square, and help him point to each square while I said the color. For the next image, I would call on Miriam and ask/gesture for her to point to each shape and say the colors. At this point I would show one more photo, repeat the colors, and then ask the group to turn to a partner (pairing more advanced students like Carlos and Elisa with a less advanced student like Miriam and Samuel) and ask them to think of what the photos have in common. After discussing their ideas with the group, I would introduce the word “pattern” and ask the students to repeat the word a few times. I would allow time for Miriam and Samuel to explain to their partner the word “pattern.” To practice as a group, we would make a human “pattern train” and line up boy/girl/boy/girl etc., saying the words aloud. Depending on the students’ clothing, we could do the same activity based on the colors of their shirts. Then I would have the students work on differentiated activities to practice this concept.

            Samuel would receive pattern blocks and some pattern mats to make patterns using different shapes and colors. I would work with him to show me his pattern, pointing and saying the colors or shapes he used to make a pattern. He would then join Miriam in completing pattern mats or pre-made patterns using other manipulatives (pattern blocks, colored counters, unifix cubes, or even classroom materials like easers and paper clips). Miriam would trace her patterns on paper and label them by colors, shape, or item name.

            Carlos and Elisa would spend a few minutes making or extending patterns with manipulatives, and then I would prompt them to sit together and think of what patterns they can see in the classroom. They would talk together, listing patterns they see, then write down the patterns and what repeats. (Carlos would receive a sentence starter prompt, such as “I see a pattern…..” followed by “the ________ [color, shape, number etc.] repeats.”) Separately, I would ask Elisa what she could write in a complete sentence, offering her some sentence starters if she needs, and checking her writing for grammatical errors.

References:

Haynes, J. (n.d.). Stages of Second Language Acquisition. In EverythingESL.net. Retrieved July 24, 2016, from http://www.everythingesl.net/inservices/language_stages.php

Lange, J. K. (2009, September). Patterns, Patterns Everywhere! Discovering different Patterns around us. In jamiekirbylange.wordpress.com. Retrieved July 24, 2016, from https://jamiekirbylange.files.wordpress.com/2009/09/jamiekirbylangelessonplan1.pdf

            Math Problem-Solving Week 6: More Patterns. (2011, August 3). In Kindergarten Kindergarten. Retrieved July 24, 2016, from http://www.kindergartenkindergarten.com/patterns/

            Robertson, K., & Ford, K. (n.d.). Language Acquisition: An Overview. In Colorin Colorado. Retrieved July 24, 2016, from http://www.colorincolorado.org/article/language-acquisition-overview

            Six Key Strategies for Teachers of English Language Learners. (2005, December). In Alliance for Excellent Education. Retrieved July 24, 2016, from https://www.suu.edu/ed/fso/resources/esl-six-key-strategies.pdf

           

ELLs in Michigan

According to the MLA LanguageMap DataCenter, the two largest groups of speakers of languages other than English in my state, Michigan, are Spanish-speakers and Arabic-speakers.

Source: https://apps.mla.org/map_data

Spanish is a Romance language, meaning of Latin origin and uses the Latin alphabet. It’s is the second largest native language in the world and is the official language in 22 different countries (mostly Spain, South and Central America, and Mexico). [Source: This infographic.] Mexico has the largest population of Spanish-speakers, followed by the USA at almost 40 million, according to 2011 data [Source: US Census Data]. In Michigan, the majority of Spanish-speaking immigrants come from Mexico and they make up 5% of the state population. Only 1.2% of all immigrants in Michigan are undocumented. Another study shows that three-quarters of Hispanics in Michigan are native-born American citizens. This state is heavily agricultural, and there is a history of families moving from Mexico or southern states to work as migrant laborers. While immigrants are still arriving in Michigan now, many are documented and there is already an established community of Spanish-speaking, American families here.

            Linguistically, Spanish and English share many similarities, such as the alphabet and Latin roots. There are a few significant pronunciation differences that may present challenges to ELLs. Spanish pronunciation is much more phonetic. The vowels (AEIOU) only have one sound each. There are fewer consonants with multiple pronunciations – for example, s and z both make the English “s” sound. Consonants aren’t usually combined to make new sounds, like “th” in “that”. The letter h is actually silent in Spanish, and the letter j makes the English “h” sound. This can make literacy more difficult in English than in Spanish for non-native speakers. 

            While many Spanish-speaking students are American-born and therefore raised around American cultural values, there are some differences that may cause social difficulties for those students (with the caveat that these are generalizations and each Spanish-speaking country has a distinct culture): Mexican culture is much more hierarchical (respect authority, children should do as their told) and is much less individualistic than in the States (close-knit extended family, and multiple generations may live in the same household). This means some students may struggle to speak out or raise questions as much as their native English-speaking classmates, and parents (especially those who don’t speak English) may not feel comfortable raising questions or concerns about their child.

            Arabic is a Semitic language spoken in 22 countries in the Middle East. There are many dialects of Arabic, and often people from different regions will communicate using “Modern Standard Arabic.” Dearborn, Michigan, in the Detroit metro area is home to one of the largest Arab communities in the USA (an estimated 400,000 people). There has been immigration from the Middle East to the Detroit area for over 100 years, due to the auto industry, but recent immigrants hail mostly from Iraq and Lebanon, many of whom are escaping religious persecution.  

            Arabic uses the Arabic alphabet, and there are some significant differences in syntax, so this will present some linguistic challenges to ELLs. Looking at generalizations about Iraqi and Lebanese culture, Arabic-speaking families tend to be very close-knit, traditional (and probably conservative in terms of dress and behavior), and hierarchical where adults and people in authority have the most say and are not often questioned. Like Spanish-speaking students, this may cause social clashes with other students who may find Arabic-speaking ELLs to dress differently, or be much more timid in the classroom.

References:

A Guide to Arabic. (n.d.). In BBC Languages. Retrieved July 21, 2016, from http://www.bbc.co.uk/languages/other/arabic/guide/facts.shtml

Cultural Dimensions: Iraq. (n.d.). In Geert Hofstede. Retrieved July 21, 2016, from https://geert-hofstede.com/iraq.html

Cultural Dimensions: Mexico. (n.d.). In Geert Hofstede. Retrieved July 21, 2016, from https://geert-hofstede.com/mexico.html

Facts About the Arabic Language. (2014, February 6). In International House. Retrieved July 21, 2016, from http://www.arabicegypt.com/news/facts-about-the-arabic-language

Hassoun, R. (n.d.). About The Michigan Arab American Community. In Arab America. Retrieved July 21, 2016, from http://www.arabamerica.com/michigan/

Michigan League for Human Services. (2010, September). Fact Sheet: Michigan Immigration. In Michigan League for Public Policy. Retrieved July 20, 2016, from www.milhs.org/wp-content/uploads/2010/07/FactSheetMIImmigration.pdf

Mack, J. (2015, November 23). 6% of Michigan residents are foreign born, and 9 other facts about immigrants. In MLive.com. Retrieved July 20, 2016, from http://s.mlive.com/kYVGvBJ

Ryan, C. (2013, August). Language Use in the United States: 2011. In Census.gov. Retrieved July 21, 2016, from https://www.census.gov/prod/2013pubs/acs-22.pdf

speakinglatino. (n.d.). 13 Cool & Interesting Facts About The Spanish Language. In infogram. Retrieved July 21, 2016, from https://infogr.am/13-Cool-and-Interesting-Facts-About-the-Spanish-Language

Special Education: Reflection on the Referral Process in Michigan

Today I explored the referral process for special education, specifically looking at the guidelines in my state, Michigan, and how the laws pertain to different schools. Since it’s Summer, I wasn’t able to talk with staff about the process at our specific school, but we’re a small private school so there isn’t actually a special education team.  I do know that we work with the local public school district, so it will be interesting to have conversations about that relationship when school resumes in the fall.

For now, I’ll give an overview of the referral process in Michigan.  

I have a basic understanding of the Individuals with Disabilities Education Act (IDEA), but today I learned about the “Child Find” process.  All schools (private, public and charter) are required to identify students who may be in need of special education services. The Michigan Protection and Advocacy Service, Inc. explains the importance of this mandate:

“It provides help for students whose parents may not know about available services; it identifies a source of information and assistance for the parents of an infant with disabilities, or at risk of developing them; it protects students who may not have a “parent” to address their rights; and it provides an experienced pool of teachers and administrators who may recognize disabilities before a parent may suspect their existence”(Referral and Eligibility, p.2).

Parents, teachers, or other school personnel can and should submit a referral for evaluation if they suspect that a child has a disability. (Disabilities covered by IDEA can be found listed here.) Parents must be notified of the referral within 10 days of its issuance and must give their consent for testing.

Evaluation can include any variety of tests, communications from the child’s doctor, review of their school work and/or cumulative file, and in-class observation.

If the student is found to have a disability, an individualized education plan (IEP) will be written by a multidisciplinary team of teachers, specialists, as well as the parents and sometimes the child.

What comes next?

Depending on the school, the child may be placed in a self-contained special education classroom (sometimes splitting their time between that class and a “mainstream” class), receive pull-out tutoring sessions, or be in an inclusive classroom. In this case, the mainstream teacher would adapt classroom activities to include the student and adapt lessons to meet their abilities, and a special education teacher would assist the student or sometimes co-teach with the mainstream teacher.

Response to Intervention is a multi-tiered method that ensures that all students receive individualized academic screening and training early on in. It has many benefits as well as shortcomings, but most of all “must not be used to deny or delay a formal evaluation for special education”(What is RTI?)

ASCD.org points to the usefulness of the planning pyramid for teachers to adapt lessons and classroom materials for all students. Technology is also a great tool for adapting mainstream classrooms to meet all students’ needs.

Schuman

Reflecting on yesterday’s blog, Finland’s example of inclusive, individualized education seems ideal. There are some ways in which we are working toward that vision as a nation. IDEA and Michigan laws expect early detection of disabilities and collaboration among teachers, specialists, and the family to address the student’s needs. It’s doubtful that all schools will be able to fully embrace an inclusive model, but as mentioned in the article at ASCD.org, that may not be the best fit for all students. More teachers need to receive training in identification and adapting for different abilities. Hopefully our nation will continue moving toward inclusive, individualized education as a way to address the needs of students with disabilities and minimize social stigma.

References 

Forgan, J. W., Schumm, J., & Vaughn, S. (n.d.). Instructing Students With High-Incidence Disabilities in the General Education Classroom. In ASCD.org. Retrieved July 14, 2016, from http://www.ascd.org/publications/curriculum_handbook/413/chapters/Instructing_Students_With_High-Incidence_Disabilities_in_the_General_Education_Classroom.aspx

Michigan Department of Education, Office of Special Education. (2013, October). Michigan Administrative Rules for Special Education (MARSE). In Michigan.gov. Retrieved July 14, 2016, from https://www.michigan.gov/documents/mde/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf

Michigan Protection and Advocacy Service, Inc. (2014, August). Special Education: An Advocate's Manual (Chapter 3: Referral and Eligibility). In mpas.org. Retrieved July 14, 2016, from http://www.mpas.org/sites/default/files/mpas_special_ed_chapter_3_0.pdf

Schuman. Planning Pyramid[Online image]. Retrieved July 14, 2016 from http://jueannecherubin.blogspot.com/2012/12/unit-4-activity-4.html

Understanding the 13 Categories of Special Education. (n.d.). In Understanding Special Education. Retrieved July 14, 2016, from http://www.understandingspecialeducation.com/13-categories-of-special-education.html

What is Response to Intervention?. (n.d.). In RTI Action Network. Retrieved July 14, 2016, from http://www.rtinetwork.org/learn/what/whatisrti

The Future of Special Education

There are many philosophies and methods regarding how best to approach special education, which is a complex issue that depends on the needs and abilities of each individual student, and is affected by external factors that range from school funding, to social taboo, to national policy and law regarding the educational rights of children with disabilities.

Educators around the world acknowledge that—regardless of barriers—all children deserve the right to be educated. Some of the more successful programs I’ve learned about are able to assess and intervene early in a child’s academic career, make use of assistive technologies, and create a school culture that incorporates and embraces special needs students into the classroom and learning community.

In 2013 UNESCO published a report examining the use of various technologies (ICT) to assist students with disabilities. The report looks at if and how ICT is being used in all of the continents, and what benefits or challenges special education students face in different countries. In some places, the law and societal values reflect the rights of each student to attend school and receive an equal education. However in many countries, especially in Africa and Asia, there is stigma against people with disabilities (and sometimes also females) which mean that those students do not ever attend school or are kept in separate facilities with limited access to the same tools offered to other students. 

Regarding the use of ICT, many countries struggle to implement useful tools due to frequent power outages, limited Internet connection, and the costliness of many ICTs. That being said, some countries are finding innovative ways to overcome those obstacles, sometimes with the assistance of charities and NGOs. In Nigeria, solar panels power computers that are available to 33,000 students(UNESCO Global Report, p. 65) and in India they have “upcycled” old smart phones for use in special education classrooms(61). 

One country that is successfully addressing the need for ICT in special education is Uruguay. There, they have adopted the One Laptop Per Child program, but have implemented the framework with students with disabilities in mind(51). Their specific laptops were programmed and equipped so that they would be useful to those students.Teachers receive training on how best to implement the software available to them.

Ultimately, the ICT that is available to schools should be used not to replace instruction (although in some cases it can connect students with trained teachers in another location), but as an empowering tool that provides students with individualized practice and tutoring. ICT is a powerful tool that removes barriers for special needs students, but can also help students without specific disabilities who have fallen behind and need extra support.

Ideally, schools in America and across the globe would move toward the example set by Finland. The school system there seems to throw out the notion that students with disabilities are the only ones who need individualized education plans. Instead, all children receive a specialized education based on early assessment of their individual needs. The holistic approach also includes collaboration among teachers, school psychologists and support staff to address students’ academic, emotional, and social needs. Special needs students also receive small-group tutoring and extra help from their special education teacher in the main classroom.

I see technology and teacher collaboration as the way forward with meeting the needs of special education students. Even simple tools provided by operating systems in Apple products, Android, and Windows can make the biggest of differences to students with disabilities. Professional development on how to take advantage of ICT, how to meet our students’ special needs, and how to challenge our biases and stereotypes against people with disabilities will be vital to the success of educators in this area. We have the tools and now need to find ways—as a society and as teachers—to use them to help all of our students achieve success.     

References

Edutopia. (2012, January 25.) Finland's Formula for School Success (Education Everywhere Series) [Video file]. Retrieved from: https://www.youtube.com/watch?v=HsdFi8zMrYI  

Social Butterfly LA. (2010, November 30.) School of One [Video file]. Retrieved from: https://www.youtube.com/watch?v=HSTrI6nj5xU

UNESCO. (2013). UNESCO Global Report: Opening New Avenues for Empowerment ICTs to Access Information and Knowledge for Persons with Disabilities. In UNESCO. Retrieved July 13, 2016, from http://unesdoc.unesco.org/images/0021/002197/219767e.pdf

National Ed. Organizations and Bilingualism

     As a Spanish immersion teacher, I wanted to look into the prevalence of resources and policies regarding bilingual education in different educational organizations. In my research I dove into the websites for the following organizations: 

• National Education Association
• American Federation of Teachers
• Council of Chief State School Officers
• Common Core State Standards Initiative

      First, let's talk a little about "bilingual education," since it can take many forms. A broad definition is the "use of any two languages in school," but this looks different depending on the school's resources and the students' linguistic backgrounds. Classes can be majority English-speaking students who are acquiring a second language through immersion (one-way immersion, like the program I teach in), a blend of English-speaking students and ELLs who share a native foreign language (dual-language immersion or two-way immersion), primarily ELLs of the same native foreign language (they may receive instruction primarily in their native language or a blend of English and the native language), or a blend of ELLs with diverse linguistic backgrounds. Often in the latter case, those students receive native language support in the form of periodic translation, tutoring, or small-group sessions with a bilingual para-pro or aide. (For more information on bilingual education, see the resources listed below.)

     Each organization I researched focused on different facets of bilingual education.  The National Education Association (NEA) emphasized advocating for Hispanic ELLs, many of whom are first-generation Americans living in poverty and whose parents speak little to no English. I was stunned to learn that 80% of ELLs are Hispanics, and the poverty rate for Hispanic children in 2004 was 28.6%(Hispanics: Education Issues). NEA literature highlighted the over-representation of ELLs in special education programs, which goes to show how challenging it can be for teachers -- especially those who don't have an ESL or foreign language background -- to accurately assess and scaffold for ELLs' linguistic and socioeconomic difficulties. The lack of expert training and staffing can bog down special educators and sometimes means years of delay in appropriately diagnosing a child's language (or other) difficulties. 

     The American Federation of Teachers (AFT) had posted a few articles that didn't specifically address bilingual education, but reviewed it as one of many tools to assist ELLs. Specifically, they looked at programs that were working to acclimate and assist undocumented migrant children. Like the NEA, these articles acknowledged the importance of helping families and foster homes meet students' emotional and socioeconomic needs. For many migrant children, they may enter English programs later in their schooling and might not reach a native- or near-native level of English before graduating (if they are able to graduate at all). The AFT highlighted programs that are helping those students by providing alternatives, like entry-level job skills training(Meeting the Needs of Unaccompanied Child Refugees).

     There was a fascinating interview with a bilingual para-professional in Florida who talked about the joys and challenges of working with ELLs in small-group tutoring sessions. This is an option that many schools can use when a full bilingual program is not a possibility. Nachelly Peña, the interviewee, is bilingual in Spanish and noted that this allows her to teach and communicate clearly with her students. She often acts as an interpreter, confidant, and advocate for her students and their parents.  Ms. Peña noted that it is a challenge to teach the other students whose native language is not Spanish ("I try my best, and I use all the strategies I’ve been taught, but I still feel like there’s a gap when I work with students who speak a language other than Spanish at home.”) Another challenge is that para-pros often work at a part-time, hourly wage with little or no benefits. This can be frustrating and embarrassing when they do work that is comparable to salaried teachers(One Paraprofessional Makes a Difference). 

     The Council of Chief State School Officers (CCSSO) didn't have much information regarding bilingual education. One article pointed to studies regarding the links between instructional methods and student achievement. Another mentioned a news article highlighting what educators are doing in New York State to “increase accountability and opportunities for bilingual and dual-language instruction for students who do not speak English as their primary language.” That article raised a question regarding the Common Core Standards, which is how do teachers support ELLs in order to help them meet the Standards throughout their academic careers. The Common Core Standards website addresses this challenge, and emphasizes that ELLs should be held accountable to the standards along with all other students, but acknowledges that instruction and teaching methods will look different for those students.  A statement that I found both encouraging and challenging was, 

"Teachers should recognize that it is possible to achieve the standards for reading and literature, writing & research, language development and speaking & listening without manifesting native-like control of conventions and vocabulary(Standards, p. 1).

The Common Core website briefly touched on ways that this can be achieved: extra time and individualized support, as well as engagement in participation and conversation in the classroom while they are learning English. 

     At first I found it odd that none of these organizations had any statement to make about bilingual methods like one-way or two-way immersion, but I suppose those programs are specialized and occur less often in public schools than in private or charter schools. These groups are concerned about the quality of education for all students, and considering the linguistic diversity of our nation's students, addressing the needs of ELLs is an important and urgent issue for many educators. I was surprised and impressed with the amount of advocacy information that these organizations shared.  I didn't expect them to be so "political." But many teachers are faced with political decisions that affect their ability to appropriately teach their students, and advocacy is one way to address that. I hadn't realized the impact that "English-only laws" had on schools (some states lost a majority of their credentialed bilingual teachers following the passage of English-only laws)(All in!, p. 16). Political climates such as the one we're in now make it important for educators and the organizations that represent them to know how to effectively advocate for policies that benefit their students.  

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References:

Application of Common Core State Standards for English Language Learners. (n.d.). In Common Core State Standards Initiative. Retrieved July 2, 2016, from http://www.corestandards.org/assets/application-for-english-learners.pdf

Editors of American Educators. (Summer 2016). One Paraprofessional Makes a Difference. In American Federation of Teachers. Retrieved July 2, 2016, from http://www.aft.org/ae/summer2016/pena

Hispanics: Education Issues. (n.d.). In NEA. Retrieved July 2, 2016, from http://www.nea.org/home/HispanicsEducation%20Issues.htm

Maxwell, L. A. (2014, June 3). New York State Sets Focus on English-Learners. In EdWeek. Retrieved July 2, 2016, from http://www.ccsso.org/News_and_Events/Current_News/New_York_State_Sets_Focus_on_English-Learners.html

National Education Association. (n.d.). All In! How Educators Can Advocate for English Language Learners. In NEA. Retrieved from https://www.nea.org/assets/docs/18285_ELL_AdvocacyGuide2015_low-res_updated_6-23.pdf

Pierce, S. (Summer 2016). Meeting the Needs of Unaccompanied Child Refugees. In American Federation of Teachers. Retrieved July 2, 2016, from http://www.aft.org/ae/summer2016/pierce

Pinedo, P. (2007, May 24). The Best of Both Worlds. In NEA. Retrieved July 2, 2016, from http://www.nea.org/home/11334.htm#

Youngs, P. (April 2011). InTASC Research Synthesis. Retrieved July 2, 2016 from http://www.ccsso.org/Resources/Publications/InTASC_Research_Synthesis.html

Resources:

FAQs on language immersion: http://carla.umn.edu/immersion/FAQs.html

Language legislation in the USA: http://www.languagepolicy.net/archives/langleg.htm#State

National Association for Bilingual Education: http://www.nabe.org/BilingualEducation

Center for Applied Linguistics: http://www.cal.org/areas-of-impact/english-learners/bilingual-and-dual-language-education