Mother tongue Speaking Groups:

Description: Pupils are placed in groups dependent on their dominate spoken and/or written language. Finding an understanding in your dominate language can help you find connections  that will make transferring it into English easier

Example: In my class, when possible, I have grouped students in mother tongue groups. This helps them to converse with each other in a language they feel most comfortable with. This has been particularly helpful in computer science. Student A was struggling to follow some of the content due to the new contexts of the words, Student B was able to explain the new context of the words in their mother tongue. Once familiar with the new context and the usage of the words, both students switched to English when responding.

Usefulness: If you are lucky enough to have students who speak the same language in your class, then it is a very effective activity. 

Potential Problems: As a teacher, it is a little difficult to hand over control, but it is something I am learning to deal with.

Dictionaries with Attitude

Description: Develop your own learning tool with words/terms and personal definitions. Add in images and examples to support learning

Example: In  class we learnt terms that needed to understand and used in context. I wanted them to create a personalised dictionary that supported pupils, enabling them to use the appropriate term/word. They would also use this in subsequent years as a point of reference. They were given the option to write in the language that best supported them.

 Usefulness: Pupils asked very probing questioning when trying to write their own definitions. By the end of the task, pupils could use the terms with greater effectiveness in the correct context.

 Potential Problems: I found that, even when given the choice to use any language to write the dictionary, most pupils chose to use English. I did ask them about this and they all stated that they felt more confident to define a term in English. However, this will change depending on the groups

For the future: I will do this at the start of the course for the key command words for all pupils

Narrow Reading

Description: Students are only asked to read subject specific content in class. This is means repeated use of subject specific vocabulary in class and in class documents. 

Example: I have found that stripping some details from the past paper questions when first introduced has been useful.  All explanations are as concise as they can be to avoid unnecessary vocabulary load. Students also have access to all materials at home through google drive so they do not have to read from the board in class.

Usefulness: sometimes it is challenging to make explanations as concise as possible. It is also sometimes a bit of a challenge to discuss key terminology without using the key terminology. 

Table Talk

Description: This is used within all lessons. It gives pupils time to discuss a very specific topic in a small group. The aim is to use appropriate language and make yourself understood.  They would have learnt the language before the Table Talk activity.

Example: In the example I have shared we need to discuss the culture of the school. Pupils have already discussed culture and are familiar with the term, they were also given time to think - pair and share on the topic, before the had a "Table Talk" the evidence oppositive was from the next exercise where they started to document the findings.

Example: The intentionality of the table-talk discussion format proved to be extremely beneficial. Before beginning our discussion, students were asked to review ten key terms from Born a Crime. The students were then asked to apply at least one term, naturally, into their discussion. During the discussion, which lasted for seven minutes, every student met and exceeded the expectation of the activity – using one or more key terms accurately in the conversation. The words used were segregation, institutionalized racism, matriarch, integration, and expatriate. 

Usefulness: sometimes it is challenging to make explanations as concise as possible. It is also sometimes a bit of a challenge to discuss key terminology without using the key terminology. I have found that stripping some details from the past paper questions when first introduced has been useful.

Word Wall

Description: Develop a word wall with key language and command term definitions

Example: I have used them in class to explain the command terms in MYD Design. I sat with the EAL co-ordinator to ensure that the language used would be  accessible by the BML pupils at the school

Example: with mother tongue additions - trial by Jaima Holland in Gr. 9 science

I had these words up in my classroom, but I modified the “word wall” idea by placing them at various places around the room partially because I didn’t have one wall to use but also that it anchored the concept in a place in the room so that I could point to it and focus the students’ attention on that concept. I asked the class to add the word in other languages so if they knew it in their mother tongue, they added it. The students enjoyed doing that and I think it helped to engage them, but something about this felt “tokenistic” still. I think next time I do it that it needs to be partnered with another strategy such as table talk.

Usefulness: they are a good reminder and a place to point pupils when they are struggling with a term.

 Potential Problems: I did not talk with the BML pupils in the creation of these. It would have been better to do this, as they know what they need and by doing that I could have had a more thoroughly used resource

Subject / Content related vocabulary

Description: Provide subject related content that the pupils can use to refer back to

Example: As a group we have a “Revision” document that is being co constructed as a class. In this revision document we have the key concept / word and then a link to where is has been used in the course. As well as a link to the textbook pages and links to presentations containing the materials. Students are also asked to comment in their code the concept that is being displayed.

Usefulness: This is probably the most useful strategy I have used. Not only for students with multilingual learning, but students who need quick to access revision. 

360 Perspective

Description: Expand the perspectives fo your lesson to look at multi-world views

Example: In order to make the lessons more authentic for students in our context, we discuss what different perspectives people may have and where they come from. We then use these to develop personas. Personas are tools that allow the students to step away from internal thinking and intrinsic motivation to being aware of other people's thinking and other people's motivations. This enables them to develop more culturally appropriate and thoughtful end products.

Usefulness: This is a good tool in MYP Design and the computer science internal assessment. It enables students to think about what makes people their own person and to think about what different people may need from a product, in terms of culture, language, or additional needs. It helps students to demonstrate empathy for others while developing their ethical entrepreneurship.

Cultural Autobiography

Description: A method to get to know your pupils

Example: The original activity was adapted to the ISZL high school context. I intend to incorporate this activity at two different points, the first is at the beginning of the year (especially when there is a large number of new students) and when new students join the class in the middle of the year. I have a new grade 10 student joining in February, so I hope to use this exercise as a community-building tool.

The activity will help with building my background knowledge as an educator - getting to know the students and helping build the classroom community. The flow of the activity, which should take approximately 15 minutes, will be

1. Introduction 

2. Student independent work, while the teacher circulates and offers support, where needed 

3. Classroom inner-circle outer-circle activity

Usefulness: As a getting to know you activity, it will enable us to understand all our pupils and their different contexts

Marzano’s Strategy (use with Vocab Study Worksheet)

Describe: Provide an opportunity for the pupils to describe, restate, add a symbol, interact and discuss keywords or terms

Example: This adapted version of the Marzano strategy handout allowed the students an opportunity to dive deep into one of the key vocabulary terms from Born a Crime. In this warm-up activity (approximately 10 minutes) the students were each given a different vocabulary word. Instead of giving the definition in the description I provided the students with the key term in context. Students were then asked to follow the guiding prompts (steps) and then they each shared out with the group. When it comes to the game step, I typically play Quizlet Live, which the students like. I didn’t do this in this particular lesson due to time constraints. 

Usefulness: In reflection, the discussion was rich and the students seemed to really engage with the terms. I intend on incorporating this into future lessons. I continue to wrestle with and ask myself, how many terms should we “dive into”? Is going through the process with a few samples (skill development) enough to encourage students to explore words they may encounter in independent or assigned readings?