Supporting English Language Learners Through Visual Art Melissa - - PowerPoint PPT Presentation

Supporting English Language Learners Through Visual Art

Melissa Raymer

* Introduce yourself to a stranger. * Discuss techniques artists use to create the illusion of 3D space on 2D surfaces. * Prepare to share one technique with whole class...

Icebreaker

Think-Pair-Share

*...in RUSSIAN! *You may not use electronics. *This is a grade.

Icebreaker

Think-Pair-Share

* Middle school art teacher, Fayette County, 21 years * Visual Art CCP, 10 years * Master’s Degree in Art Ed, Georgia State, 2000 * Educational Leadership, 2005 * ESOL Endorsement, 2016

• Designed for ELA teachers,

probably not art teachers!

Introduction

* Statistics and Cultural Differences * Second Language Learning Basics * Instructional Strategies to support ELLs * Enhancing Literacy Through Visual Art * Photo Essay Activity

Agenda

= ELLs

* Most ELLs in the U.S. and state of Georgia are Mexican (United States Census Bureau, 2014). * The population of Mexicans in this country is projected to grow rapidly (Populations Projections Program, 2000). * By 2030, Hispanic students will comprise one-fourth

• f the total public school population (Ferrer, 2007).

* ELLs are held to the same standards as native English- speaking students. * Teachers and ELLs must invest 150% in order for their literacy and academic skills to develop at the same pace as native students.

Statistics

* In Mexican culture, the family is the most important social unit and not only consists of the nuclear family, but also the extended family (Clutter & Nieto, n.d.). * Many Mexican people are cooperative rather than competitive and place the family ahead of the individual. They often work together, clean up together, and make decisions together (Mount-Cors, 2005). * In many Latino immigrant families, possessions, including clothing, can be shared. Sharing is the norm and personal property is the exception.

Mexican Culture

* Many Mexican families came to the U.S. to improve the educational opportunities of their children (Mount-Cors, 2005). They are highly interested in the education of their children and would like to be involved (Gasbarra & Johnson, 2008). * Hispanic students have the highest drop-out rate of any group in the U.S. and identify lack of parent involvement as the leading cause for lack of achievement (Ferrer, 2007). * Parent involvement is crucial for all students, especially ELLs (Ferrer, 2007). * Therefore we must welcome families into schools, involve them in the education of their children (Nieto, 2010), and in the planning of school events (Greenfield, Rothstein-Fisch & Trumbul, 2008).

Mexican Culture

* Being bilingual is an asset resulting in greater brain tissue density in areas related to language, memory, and attention (Espinosa, 2008). * The most effective method for improving English proficiency is for ELLs to continue learning in their primary languages (Krashen, 2000)(Espinosa 2008). * Contrary to popular belief, intensive support of the primary language enhances, not hinders, second language acquisition. * The mental/emotional state of learner plays a critical role in how well and fast a second language is acquired. If the process of learning a second language causes anxiety and fear, then less, if any, new language will be acquired. (Krashen, 2000).

Two Languages Are Better Than One

* In order for students to succeed, they must be competent in both conversational and academic language. * Conversational language is the starting point for fully acquiring a language, does not require a high level of cognition, and requires anywhere from 2-5 years to master. * Conversational language is relatively easy to understand because it is face to face, takes place within a context in which the learner knows what to expect, and often includes visual clues such as

• bjects, gestures, and facial expressions. (Cummins,

1999).

Conversational & Academic Language

* Formal academic language is highly complex, abstract, and incorporates very few contextual clues. It includes listening, speaking, reading, and writing about subject area content, and is necessary for success in school. * Achieving formal academic language proficiency can take 4-7 years and requires time and support. * Some ELLs have very strong conversational language, but weak academic language, which can be misleading. * In order to improve language skills, expose students to language that is slightly beyond their current level of understanding (Krashen, 2000).

Conversational & Academic Language

* Prescriptive grammarians emphasize strict rules, resist change, and condemn irregularities. * Descriptive grammarians describe language as it exists and do not make judgments labeling variations as correct or incorrect. * Language is constantly evolving. What is now considered incorrect, may not always be. * Language variations may be acceptable in casual conversation, but may not be suitable in academic settings. Help students identify when and where certain variations are appropriate (Finegan, 2012). * Model “proper” English rather than drawing attention to errors by correcting and embarrassing students.

Proper vs. Improper English

Teach Art and English?

* To help ELLs be successful, teach the target language alongside academic content (Harper and de Jong, 2005). * Incorporate the four language skills:

*How? *Incorporate Instructional Strategies that support English Language Learners (and all students).

Teach Art and English?

* Engage ELLs in challenging, theme-based curriculum, which they select and develop themselves drawing from their background experiences, cultures, and languages (Freeman, Freeman & Mercuri, 2012). * Integrate students’ areas of interest (Brauhn, Dahlman, Hoffman, 2008). * Link new information to previous cultural, personal,

• r academic knowledge, (Haynes, 2004).

* Infusing technology can enhance language acquisition, motivation, and confidence (Brozek & Duckworth, 2011).

Strategies to Motivate

* Engage students in activities that address social justice issues, such as racism, sexism, and prejudice (Gorski, n.d.) (Koppelman , 2011). * Discuss stereotypes and different world-views openly (Rees, 2002).

Strategies to Motivate

Jaune Quick-to-See Smith

“Gifts for Trading Land With White People,” 1992

Personal Problem Collage

Other Peoples’ Shoes

* The most effective method for learning vocabulary, language, and other concepts is through conversation (Greene, 2013). * ELLs must have frequent, multiple opportunities to speak about content material in English with small groups of peers. * Encourage verbal interactions between ELLs and native English speakers. * Group ELLs with native English speakers (Coleman & Goldenberg, 2012).

Student Interaction

* Think-Pair-Share is less stressful as it allows students to practice speaking in small groups before speaking to whole group (Guccione, 2009). * Think-Write-Pair-Share provides students with time to process their learning in preparation for written and oral language. Pose a question, problem, or prompt, ask students to THINK and then WRITE their responses in English. Students are PAIRed with partners to discuss and revise the written response and SHARE their responses. * Utilize peer tutors (Lafond, n.d.).

Student Interaction

* Allow ELLs to preview relevant vocabulary

• improves comprehension and confidence during

instruction.

* Simplify the language of instruction and focus on essential information (Haynes & O’Loughlin, 1999). * Avoid idiomatic expressions (Avad, King, Pitoniak, and Young, 2012). * Repeat instructions, paraphrase with synonyms.

* Write key words on board.

Student - Teacher Interaction

* Engage ELLs in conversation. * Question students and ask them to elaborate on and clarify answers. * Ticket out the door - ask simple, low stress questions that all students can answer easily. ELLs should know answers, but should be challenging for them to answer in English.

Student - Teacher Interaction

Incorporate Visual Aids

* Visual aids can help many of our students, including Visual Learners (Gardner, 2010) and ELLs, to understand and organize information (Haynes, 2004), remember concepts more easily (FluentU, 2015), and can eliminate the need for translation (Herr, 2003).

Modeling/Demonstrations

* Gestures such as nodding or thumbs up.

Signal Responses

* Menus * Weather reports * Newspapers * Maps * Train timetables * Movie schedules * Student examples

Artifacts

* Use illustrations, symbols, synonyms/antonyms, translations, definitions to illuminate meaning.

Word/Picture Banks

Pictoral Guide

Diagrams

* Facilitate comprehension through illustrations of key terms, vocabulary, ideas, and the relationship between them. * Make content area material more accessible. * Convert complex information into manageable chunks. * Are most useful when presented in small groups.

Graphic Organizers

Venn Diagram

Concept Maps

Spider Concept Map

Compare/Contrast

KWL Chart

Storyboard

Timeline

Photos & Movies

Art

* “Moo” to communicate concept of cow. * Incorporate music improves concentration and memory creates a sense of community motivates learning relaxes people makes learning fun (Gray and Widmayer, n.d.).

Incorporate Sound

* Many cultures, including the Hispanic culture, value shared work and decision making more than we do in the Unites States. * American and Japanese businesses complain that workers often lack the ability to collaborate effectively. * Therefore, incorporate group work often. * Collaboration helps students feel included and less intimidated than individual work. (Freeman, Freeman, & Mercuri, 2012) (Greenfield, Rothstein-Fisch & Trumbul , 2008).

Collaboration

Key principles (Robb, n.d.): * Ongoing formative assessment * Recognition of diverse learners * Individualized instruction and assessment

• Prioritize standards, identify essential, focus on those.
• Scaffold - provide background information to which new

material can be related.

* Student collaboration * Problem solving * Project/task choice

• Having a choice of materials and activities can allow

students to highlight their individual learning styles, give them a sense of empowerment, and increase motivation (Brauhn, Dahlman, Hoffman, 2008).

Differentiated Instruction

* A set of teacher practices that help ELLs develop grade-level content area knowledge, academic skills, and English language proficiency (The Education Alliance, n.d.). * Benefits all students, not only ELLs (Haynes, 2004). * Practices include:

• setting clear expectations
• employing visuals
• using primary languages for support
• incorporating familiar content
• providing time for additional practice

(Coleman & Goldberg, 2012).

Sheltered Instruction

* 8th grade unit * 6 sequential lessons * Art and ELA objectives * Mexican Artists * Differentiated Instruction

• project choice – technology option
• collaboration

Enhancing Literacy Through Visual Art

Action Verb Animation

Idiom Illustration

Kahlo Surrealism

Surreal Self-portrait Collage

Family Tradition Painting or Photo Essay

America the Beautiful Mural

Artist’s Statement

Dictionary Illustration

More Lessons to Enhance Literacy

Altered Books

Compound Word Illustration

Mexican Retablos

Florian Poems & Paintings

Mo Willems/Knuffle Bunny

Faith Ringgold Story Quilts

* Alvarez, L., Ananda, S., Rabinowitz, S., Sato, E., & Walqui, A. (2014). Focusing Formative Assessments on the Needs of ELLs. Retrieved from: http://www.wested.org/wp- content/files_mf/1391626953FormativeAssessment_report5.pdf * Ayad, E., King, T., Pitoniak, M. & Young, J. (2012). Smarter Balanced Assessment Consortium: Guidelines for Accessibility for

• ELLs. Retrieved from: https://www.ets.org/s/.../ell_guidelines.pdf

* Brauhn, S., Dahlman, A., Hoffman, P. (2008). Classroom Strategies and Tools for Differentiating Instruction in ESL

• Classroom. Retrieved from:

http://conservancy.umn.edu/handle/11299/109954 * Brain, C. (2013). Visual Aids for English Language Learners. Retrieved from: https://www.youtube.com/watch?v=zzlBMLLDA1I * Brozek, E. & Duckworth, D. (2011). Supporting English Language Learners through Technology. Educator’s Voice, Volume IV, pp. 10.

References

* Clutter, A.W., & Nieto, R. D. (n.d.) Understanding the Hispanic

• culture. The Ohio State University fact sheet. Retrieved from:

http://ohioline.osu.edu/hyg-fact/5000/5237.html * Coleman, R. & Goldenberg, C. (2012). The Common Core Challenge for ELLs. Retrieved from: http://ell.nwresd.org/sites/ell.nwresd.org/files/u6/The%20Commo n%20Core%20Challenge%20for%20ELLs.pdf * Cummins, J. (1999). BICS and CALP Clarifying the Distinction. Retrieved from: http://files.eric.ed.gov/fulltext/ED438551.pdf * de Jong, E. & Harper, C. (2005). Preparing Mainstream Teachers

• f ELLs. Is Being a Good Teacher Enough? Retrieved from:

13dejong&harper (3).pdf * Espinosa, L. (2008). Challenging Common Myths about Young

• ELLs. Retrieved from: http://www.casenex.com/casenex

MythsOfTeachingELLsEspinosa.pdf

References

* Ferrer, L. (2007). Why is Hispanic parental involvement a serious issue? Retrieved from: http://www.abcarticledirectory.com/Article/Why-is-Hispanic- Parental Involvement-a-Serious-Issue-/117748 * Finegan, E. (2012). What is ‘Correct’ Language? Retrieved from: http://www.linguisticsociety.org/resource/what-correct-language * Fluent U English Educator Blog (2015). 7 Simple Visual Aids to Use in Your ESL Classroom. Retrieved from: http://www.fluentu.com/english/educator/blog/esl-visual-aids/ * Freeman, D., Freeman, Y. & Mercuri, S. (2012). Helping middle and high school aged learners achieve academic success. Retrieved from: http://www.utb.edu/vpaa/coe/Documents/CI%20Yvonne%20Freeman %20Documents/YFreeman_high.pdf * Gasbarra, P., & Johnson J.(2008). A matter of trust: Ten key insights from recent public opinion research on attitudes about education among Hispanic parents, students and young adults. Retrieved from: http://files.eric.ed.gov/fulltext/ED501558.pdf

References

* Gorski, P. (n.d.). 7 Key characteristics of a multicultural education

• curriculum. Retrieved from:

http://www.edchange.org/multicultural/resources/ct_characteristics .html * Gray, H.; & Widmayer, S. (n.d.). English Pronunciation. Retrieved from: http://www.englishclub.com/pronunciation/index.htm * Greene, R. (2013). Five Key Strategies for ELL Instruction. Retrieved from: https://www.teachingchannel.org/blog/2013/10/25/strategies- for-ell-instruction/ * Greenfield, P.M., Rothstein-Fisch, C., & Trumbul, E. (2008). Bridging cultures in our schools, New approaches that work. Retrieved from: http://www.wested.org/online_pubs/lcd-99-01.pdf * Guccione, L. (2009). Oral Language Development and ELLs: 5 Challenges and Solutions. Retrieved from: http://www.colorincolorado.org/article/oral-language-development- and-ells-5-challenges-and-solutions

References

* Haynes, J. & O’Loughlin, J. (1999). Organizing and Assessing in the Content Area Class. * Retrieved from: http://www.everythingesl.net/inservices/judith2.php * Haynes, J. (2004). SIOP: Making Content Comprehensible for ELLs. Retrieved from: http://www.everythingesl.net/inservices/using_siop_model_08621.p hp.php * Haynes, J. (2004). Graphic Organizers for Content Instruction. Retrieved from: http://www.everythingesl.net/inservices/graphic_organizers.php * Haynes, J. (2007). Tips for Teaching ELLs to Write. Retrieved from: http://www.everythingesl.net/inservices/tips_teaching_ells_write_1 0803.php * Herr, N. (2003). Strategies for Teaching Science to English Language

• Learners. Retrieved from:

https://www.csun.edu/science/ref/language/teaching-ell.html

References

* Koppelman, K. (2011). What are the goals of multicultural education? Retrieved from: http://www.ascd.org/ascd-express/vol6/615- koppelman.aspx * Krashen, S. (2000) Bilingual Education, the Acquisition of English, and the Retention and Loss of Spanish. Retrieved from: http://www.languagepolicy.net/archives/Krashen7.htm * Lafond, S. (n.d). Common Core and ELLs: Key Shifts in Language Arts and Literacy (Part II). Retrieved from: http://www.colorincolorado.org/article/common-core-and-ells-key-shifts- language-arts-and-literacy-part-ii * Levine, L. N., Lukens, L. & Smallwood, B. A. (2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. For Project EXCELL, a partnership between the University of Missouri- Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316. * Mount-Cors, M.F., (2005). Bridging the differences: Cultural background of Mexican students entering U.S. schools. Learn NC, Bridging Spanish Language barriers in Southern Schools, UNC School of Education. Retrieved from: http://www.learnnc.org/lp/editions/brdglangbarriers/4486

References

* Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning Through Online Faculty Development. Retrieved from: http://jolt.merlot.org/vol1no1/mueller.htm * Nieto, S. (2010). Language, diversity, and learning: Lessons for education in the 21st century. Retrieved from: www.cal.org * Population Projections Program, Population Division. (2000). U.S. Census Bureau projections of the resident US population by race, Hispanic origin, and nativity: Middle series 2075 to 2100. accessed April 2015, retrieved from: http://www.census.gov/population/projections/files/natproj/summary/np-t5- h.pdf * Rees, D. K. (2002). Facing up to stereotypes in the second language

• classroom. Retrieved from: http://iteslj.org/Articles/Rees-Stereotypes.html

* Robb, L. (n.d.). What Is Differentiated Instruction? Retrieved from: http://www.scholastic.com/teachers/article/what-differentiated-instruction * The Education Alliance, Brown University. (n.d.). Sheltered English

• Instruction. Retrieved from: https://www.brown.edu/academics/education-

alliance/teaching-diverse-learners/strategies-0/sheltered-english-instruction- * United States Census Bureau. (2014). Georgia QuickFacts from the U.S. Census Bureau, accessed April 2015, retrieved from:http://quickfacts.census.gov/qfd/states/13000.html

References

With your partner use a cell phone camera to create a Photo Essay illustrating at least 3 ways to support ELLs in your class.

Summary

Ticket Out the Door