Supporting English Language Learners Through Visual Art Melissa Raymer
Icebreaker Think-Pair-Share * 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.
Introduction * 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!
Agenda * Statistics and Cultural Differences * Second Language Learning Basics * Instructional Strategies to support ELLs * Enhancing Literacy Through Visual Art * Photo Essay Activity
= ELLs
Statistics * 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 of 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.
Mexican Culture * 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).
Two Languages Are Better Than One * 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).
Conversational & Academic Language * 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 objects, 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).
Proper vs. Improper English * 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.
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:
Teach Art and English? * How? * Incorporate Instructional Strategies that support English Language Learners (and all students).
Strategies to Motivate * 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, or 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).
Jaune Quick-to-See Smith “Gifts for Trading Land With White People,” 1992
Personal Problem Collage
Other Peoples’ Shoes
Student Interaction * 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 - Teacher 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. * W rite 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.
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
Signal Responses * Gestures such as nodding or thumbs up.
Artifacts * Menus * Weather reports * Newspapers * Maps * Train timetables * Movie schedules * Student examples
Word/Picture Banks * Use illustrations, symbols, synonyms/antonyms, translations, definitions to illuminate meaning.
Pictoral Guide
Diagrams
Graphic Organizers * 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.
Venn Diagram
Concept Maps Spider Concept Map
Compare/Contrast
KWL Chart
Storyboard
Timeline
Photos & Movies
Art
Incorporate Sound * “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.).
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