Supporting
Language Development
What does it mean to 'support Language Development'?
In GGUSD, paraeducators work in a variety of classroom settings and alongside many students from diverse backgrounds who range in language needs. Paraeducators are an important component to supporting a student’s ability to communicate while promoting and reinforcing self advocacy skills.
Through our English Learners Program and Dual Language Program, our paraeducators support teachers and staff in encouraging students to maintain and enrich their primary language while working towards the acquisition of academic English or another language. In Special Education settings, paraeducators may support students who receive speech therapy for speech and language impairments. Here in GGUSD, we recognize and value the rich linguistic diversity of our students and work together to build off of each student's strength.
What supporting Language Development might
Look like:
Use visuals, gestures, and other non-verbal cues
Model steps and processes and maintain predictability
Promote peer interactions and provided structured support
Label items with vocabulary
Provide additional wait time for students to process and formulate responses
Speak clearly and enunciate, using a natural tone and rhythm
Sound like:
“Take out your red marker (hold up red marker, pause, and provide wait time) and circle the number 4 (hold up 4 fingers).
“I love that you tried to read the sentence on your own. I can see you’re working really hard. Let’s read it together.”
Para: “In the story, how does Sarah feel when she makes a friend? (Pause: Count 7 to 10 seconds)
Student: No response
Para: (Points to Sarah's face) “Is Sarah happy (model a happy facial expression) or sad (model a sad facial expression)?”
"Give me a thumbs up if you feel ready (model thumbs up and happy facial expression) or a thumbs down if you're feeling confused about this (thumbs down and confused facial expression).
Some important notes about supporting language:
There are many stages of language acquisition, each student's needs are unique and should be supported as directed by the teacher and speech pathologist (if the student has speech and language therapy services).
If a student receives speech therapy, it might be helpful to understand specific skills they are working on and how to support them, always check with the classroom teacher first before communicating with support service staff members.
It is important to be mindful of cultural norms regarding communication. Some cultures, for example, view making eye contact with an authoritative figure as disrespectful. Forcing a child to make contact when speaking to an adult may violate cultural boundaries.
Translating instructional materials or content into the child's native language should only be done if directed by the classroom teacher.
Non-verbal students can understand verbal language, never speak about a child in front of them assuming that they cannot understand what you are saying.
When discussing language needs, maintain respect for the child, their progress, and their effort - always preserve their dignity.
It is a precious thing to be communicating to children, helping them discover the gift of language and thought.
- Richard Scarry