Embedded Files
Adding English by Elizabeth Coelho
Indigo Listing of Adding English
I first encountered this book in my B.Ed Teaching ELLs class. After having read two chapters now, I really think this is a resource that I want to invest in. I found the chapter we read for this course regarding the three main theories of Second Language Acquisition very informative, as well as the chapter I read in my B.Ed covering a framework of differentiated instruction for ELLs. The four quadrants of the framework balance cognitively demanding or undemanding tasks with minimum or maximum scaffolding. This section in particular can help inform instructors as to how engaging or challenging a lesson may be for their students. It also provides guidance based on the purpose of the task we are assigning. For example, if we want to increase learner autonomy, we should decrease support, but also keep the task fairly cognitively undemanding.
I am a visual learner, so having these kinds of visual supports in a book for developing professional practice is very helpful. I believe that going through this book in its entirety and having a collection of strategies to implement in my instruction would positively benefit my ELLs!
Research based on Phonics Training
Phonics training for English-speaking poor readers (2018)
This resource was posted by Liene in the Exploring Theories discussion
I did my undergraduate degree in Linguistics and I am still very passionate about Linguistics as a discipline. Reading research relevant to my career and one of my passions reminds me of being in school and enjoying reading research. This might not be something that is helpful for everyone, but given my subject specific knowledge I believe the findings presented in this research will be helpful to me. Additionally, this resource has a ‘plain language summary’ that could make it accessible to other ELL teachers without subject specific knowledge!
As stated in the research paper, “evidence suggests that phonics training can improve literacy in English speaking poor readers. The positive effects of phonics training on all reading-related outcomes suggests that phonics training is not harmful for poor readers” (McArthur et al., 2018). It is important to note that this research is not specific to ELLs, though it seems phonics training is one of those practices that is necessary for some but potentially beneficial for all, including ELLs. Phonics training can be included as independent learning using technology such as an iPad, or as a whole-class literacy activity in the form of a game. Phonics games can be adjusted according to the age of the students, using more manipulatives with primary age students and maybe moving into team games for students junior age and up.
Multilingual Education for Social Justice
Multilingual Education for Social Justice -- Part 3 - Pedagogy for Empowerment
Jim Cummins’ presentation discusses how providing culturally responsive, multilingual education can be a powerful tool for empowering students, and beginning to right the power imbalances within our society. I chose to include this artifact in my portfolio because it was the resource that stuck with me the most at the end of this unit and it outlines some practical strategies to aid in empowering our students, particularly those with knowledge of another language. I also really enjoyed Cummins’ presentation as it includes FNMI students in the discussion of the unique skills and experience that ELL students bring to the classroom.
The presentation highlights that we as educators have not thought deeply enough about how we can show multilingual students that their home language has value, and I couldn’t agree with this more. Cummins’ states that it is very rare that we offer ‘immigrant’ languages through formal instruction in schools. Offering students’ home languages in a formal education setting, or at least allowing students the opportunity to use their home language in a meaningful way, allows students to see themselves in the curriculum. This is particularly important for working with ELL students as it is stated that engagement in literacy is an indicator of academic success. By incorporating students’ home language into the curriculum and tasks, we engage them with the content and send the message that their knowledge of another language makes them powerful.
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