Inclusive Pedagogies for

Multilingual Students�

A synthesis of research, stats and

teacher-created modifications��Clinton Public Schools�December 8, 2022

�

Marisa Ferraro, Ed.S., Ph.D.

Sheltered Instruction Training

• Module 1: Laying the Foundation (today)
• Module 2: Making Content Comprehensible (today & 1/13*)
• Module 3: Creating Opportunities for Interaction (3/16*)
• Module 4: Putting it All Together (5/11*)

*Workshops are from 12:30-2:30

​

Module 1 Learner Outcomes

1. Describe the fears and frustrations of a language minority student.

2. Explain why common second language learner myths are myths.

3. Describe three ingredients for SLA and discuss how long it takes to develop proficiency in academic language.

4. Identify student behaviors in stages of second language development.

5. Explain why academic language is more complex than conversational language.

6. Experience and identify teaching strategies that make it possible to engage in an academic content lesson in a new/foreign language.

​

Page 3 in workbook

Think I know Want to know

10 minutes, 1 min/table to report out

​

1. Multilingual students (MLs) and education in general

2. How to make content comprehensible for MLs

3. How to get MLs to engage with the content, the teacher, and the students

​

​

1. Multilingual students (MLs) and education in general

2. How to make content comprehensible for MLs

3. How to get MLs to engage with the content, the teacher, and the students

​

Myths & Facts About MLs

Myths About Multilingual Students

1. MLs learn English easily and quickly simply by being exposed to native speakers.

BICS, 1-2 years

CALP, 6-10 years

Ss need instruction that allows them to develop language skills needed for cognitively demanding content.

Pages 5-7 in workbook

Myths About Multilingual Students

2. In earlier times immigrant children learned English rapidly and assimilated into American life.

​

​

Many immigrant students did not learn English quickly or well. Times have changed - current jobs demand literacy and higher language skills.

​

​

Myths About Multilingual Students

3. Students immersed in English-only classrooms do better than students taught in bilingual classrooms.

Classic Debate - The more English the better. More is more is not true with regard to language development.

Myths About Multilingual Students

4. To teach ESL, you have to know the students’ languages.

ESL teachers use English to teach English - which is accomplished through sheltered instructional strategies (target L + visuals, manipulatives, gestures, etc.)

Myths About Multilingual Students

5. Promoting use of a student’s NL hinders English language development and academic achievement.

English immersion = English submersion

Using NL is extremely valuable in developing first literacy skills & validating culture.

Numbers Tell All

Drop Out Rates by Ethnic Group

• 4.8% of all White, non-Hispanic
• 9.9% of all Black, non-Hispanic
• 18.3% of all Hispanic
• 4.4% Asian/ Pacific Islander, non-Hispanic
• 14.6% of all American Indian/ Alaska Native, non-Hispanic

​

• 38.3% of all immigrants
• 32.8% Hispanic, 5.5% non-Hispanic

Pages 8-9 in workbook

Dropout Rates by Ethnicity/Race

Connecticut’s English Learners

MLs with a dominant language other than English

22% from multilingual homes

Growth by grade and district

21% 8^th grade current/former

17% 7^th grade

27% 6^th grade

22% 5^th grade

22% - K-5 average

By 2030 ~

…and sooner if present trends continue…

​

40% of all US school-age children will speak a home language other than English

Numbers Tell All

Connecticut: Schools & Staffing Survey

​

• 41,971 teachers
• 44% taught ELs
• 4.7% had 8+ hours of training in best practices in how to teach ELs

-NCES

Programs in CT

Empowerment

• The problem:
• Hasn’t been enough PD for educators working with MLs.
• The solution:
• You are here. Commitment from your administrators. That’s a powerful message

Second Language Acquisition

1. Theory: input & output
2. Rate of acquisition: proficiencies
3. Social vs. academic

SLA Theory

• Three ingredients:
1. Comprehensible Input
2. Language Acquisition Device (LAD)
3. Opportunities for Output

​

Our goal ~

To cognitively challenge our MLs and to teach them at grade level. Engage our MLs with self, with teachers, with peers, and with content.

Page 10 in workbook

Student Proficiencies

• Puzzle activity: 2 minutes (in groups)

​

Debrief:

• Why do we need to know these stages exist?

​

• How can we learn our students’ stages?

​

Page 11 in workbook

BICS vs CALP

24

BICS vs CALP

25

Preview a Lesson (original)�Break into 4 groups

5^th grade

Science

Light Energy

Page 6 in workbook

9^th grade

Social Studies

Spain’s Overseas Empire

​

10^th grade

Language Arts

Identifying symbolism in L. Hughes’ Mother to Son Poem

​

10^th grade

Algebra 1

Representing Patterns with Hydrocarbons

K

Fairytales

3rd grade

Plants & Roots

​

Analysis of original lessons

1. Look first ONLY at the intro and the original lesson. From a first-take, broad perspective, what aspects of the lessons will be difficult for the ELs to understand? �

2a. What vocabulary will be particularly difficult for ELs? 2b. What aspects of the reading text will be difficult to understand? 2c. What aspects of the classroom talk will be difficult to understand?�

3. What particular difficulties will the EL students in talking in the group discussions and writing any writing assignments?

Analysis of Modified Lessons

​

​

4. Now review the modified lesson, using our Sheltered Instruction Checklist as a guide. (This Checklist is found in Module 1, p. 15)

​

4a. What particular strategies did the teacher use to make the course content comprehensible: the vocab, the texts, the talk?

4b. What particular strategies did the teacher use to create opportunities for students to produce output: that is, to: a) talk about content, and b) write about their ideas?

​

10 minute break

Experiential Lesson

​

Wilkommen zu unsere

Deutsch-Unterichtstunden!

​

• Lesson, Debrief, Discussion of strategies

​

​

Pages 14-15 in workbook

Unangekunigter Test

1. Welche Objekte sind schwerer als Wasser?

Der Pfennig

​

2. Warum sank der Knopf?

Der Knopf ist schwerer als das Wasser.

​

3. Warum schwamm das Papier?

Das Wasser ist schwerer als das Papier.

Unangekunigter Test

4. Der Amerikanische Fussball wird…

schwimmen

Warum?

Das Wasser ist schwerer als der amerikanische Fussball.

​

5. Die zweite Stufe ist….

die Vorhersage

Yes, but…

• How can I apply this to my mainstream class?
• How can I slow my pace while keeping my mainstream Ss engaged?
• We were all GLs (beginners). How do I differentiate for beginner MLs, intermediate MLs, and mainstream Ss?
• How can I be expected to cover the same material with my beginner MLs as I do with my more advanced MLs?

Moving onto…Module 2

​

Making YOUR Content

Comprehensible

Musical Chairs

• Select a new seat when you return.
• Choose one of six lessons
• No more than 6 educators to a table.
• Vary grade levels at each table

Module 2 Learner Outcomes

1. Make entire lessons comprehensible through contextualization: adding visuals, creating/activating background knowledge, and creating opportunities for students to negotiate meaning.

2. Introduce, contextualize and teach vocabulary.

3. Make text comprehensible by using graphic organizers or modifying text by: highlighting or summarizing in margins, rewriting text, and cutting and pasting.

4. Make classroom talk comprehensible by using listening guides (including graphic organizers), pacing speech, framing main ideas, and checking for understanding.

5. Apply these ideas to one of their own lessons.

​

​

Page 2, Module 2

The Rouche Test

If you have too much rouche, it won’t function properly.��If you don’t have enough rouche, it won’t work at all.��You need just the right amount of rouche for it to work properly

This is a story about a kite.

Contextualize Whole Lessons

​

How to shift from context-reduced to context-embedded:

​

• Create a shared history/build background
• Use visuals
• Negotiate meaning

Building Background Knowledge�KWL Charts

Modified KWL�Level 3

Melissa Mazzaro, Water Cycle

Modified KWL�Levels 1/2

Melissa Mazzaro, Water Cycle

Building Background Knowledge

Semantic Maps

Building Background Knowledge�Semantic Maps/Concept maps

Building Background Knowledge�Semantic Maps/Concept maps

8^th Grade Science, Mitosis

Leah Dalton, Stamford

Prophase

Metaphase

8^th Grade Science, Mitosis

Anaphase

Telophase

Leah Dalton, Stamford

8^th Grade Science, Mitosis

Cytokinesis, 2 identical daughter cells

Leah Dalton, Stamford

Creating Opps to Negotiate Meaning

• Often teachers activate lessons by having students talk about something. But Level 3-1 ELs cannot understand oral message streams of a class conversation.

​

• NEED for plenty of visuals, realia, manipulatives, videos – ways to start a lesson, so students have a shared starting place before the new lesson content begins.�
• If a class uses visuals; and if they DO and TALK ABOUT while DOING 🡪 access 🡪 engagement

Use Visuals & Gestures

Imagine a lesson that contains the objective of students’ writing a letter a government official about global warming. What visuals might we use as an intro to and during this class?

1. Videos of polar bears and shrinking ice caps.

2. an actual experiment in class about water evaporation

3. pictures of air pollution

4. Tables of world average temps over the years.

​

What about the task of writing a letter. What visuals would you need to add on to make the whole lesson comprehensible?

5. Samples of business letters

6. Samples of how to address an envelope

7. perhaps a graphic illustration of parts of the body of a letter.

​

​

Use Visuals & Gestures

In grade/content groups

• Compare how Native Americans lived then and how we live now, #1
• Synthesize immigration patterns, differences between voluntary & forced migration, #2
• Craft opinion/persuasive letter to principal about recycling efforts in your school, #1 or 2
• Identify signs of global warming, illuminate with local effects, #3
• Compare and contrast mitosis and miosis, #4
• Explain popular injuries to bones & joints related to sports (health)
• RAPresenting yourselves through multimedia (art & music)

​

​

Contextualize whole lesson

​

Exercise grouping ~

1. Learning to Read group (K-3)

2. Reading to learn group (Grades 4 +)

​

Making Text & Talk Comprehensible

A. Phonemic Awareness and Phonics, Directions 1 & 2 (pp. 4-6)

1. Develop Vocabulary, pps. 11-25, Directions 3 (p. 7)

2. Use of Graphic Organizers, pps. 25-38

3. Modification of Text, pps. 38-47
4. Amplify Number of Activities Per Text, pps. 48-52

B. Reading Fluency & Reading Comprehension, Directions 4 & 5

(pps. 8-10)

20 minutes to prepare your piece

3 minutes to share your expertise with group

Jigsaw Groups 1-6

1. Develop Vocabulary, pps. 11-25 (8/group)
2. Use of Graphic Organizers, pps. 25-38
3. Modification of Text, pps. 38-47
4. Amplify Number of Activities Per Text, pps. 48-52

(no more than 5 educators)

20 minutes to prepare your piece

3 minutes to share your expertise with group

Making Text & Talk Comprehensible

Jigsaw Groups 1-4

Phonemic Awareness

• Phonemes not shared btwn English & NL
• Words and sounds must have meaning
• Sounds are grouped by L1 phonemes (may not be the same in L2)
• Songs and poems with rhythm and repetition and rhyme

Phonics

• Are Ss familiar with “functions of print” (L1 and L2)
• Different writing systems

Mandarin squiggles represent ideas while English

squiggles represent sounds

• Start with similar sounds, then move to conflicting sounds

Word Square

Strategies for Using the Dictionary

1. Locate the unknown words in the glossary or dictionary.
2. Tell yourself what the text is about.
3. Read each definition and select the best one.
4. Try the possible meaning in the sentence.
5. Ask yourself, “Does this make sense?”

Argüelles

M. Ferraro

Word Pairs

Adapted from Word Power: What Every Educator Needs to Know About Teaching Vocabulary. Steven Stahl and Barbara Kapinus. Copyright © 2001

M. Ferraro

Metalinguistic Skills ~ Cognates

Bilingual Kindergarten, Martinez School, New Haven

Bilingual 1^st grade

Book Wall

Leslie Lopez, 2^nd grade bilingual, Columbus Family Academy

How well do you know these words?

Beck, McKeown, & Kucan, 2002

M. Ferraro

Word awareness: Word generation

69

http://www.janaechevarria.com/?p=969

Word awareness: Concept maps I

70

Word awareness: Concept maps II

71

Word awareness: Concept maps III

72

Vocabulary out of Context ☹

M. Ferraro

Vocabulary in Context ☺

Beck, McKeown, & Kucan, 2002

M. Ferraro

Attention to

Transitions

75

Reading Fluency

• Traditionally done thru guided oral reading and independent silent reading.
• ELs need to see and hear hundreds of books read to them each year
• Speak about topic before reading
• Accent is not a measure of fluency

Comprehension

• Develop literacy in their L1
• Pay attention to figurative language

e.g. crocodile tears, Amelia Bedelia

• Expose to authentic texts and challenge our ELs to think critically
• Use GOs
• Model think alouds
• Stop often to question and summarize

10 minute break

Graphic Organizers:

79

Modifications “In Action”

• Refer to Health Lesson, The Skeleton, to see modifications to text and effective use of graphic organizers.

Checking for Understanding

• Do you understand? X

​

:)

• Retell
• Frequent Q & A
• Tickets out of the room, “exit” cards
• Thumbs up, thumbs down

Page 54, workbook, mod 2

Checking for Understanding

• Having learned what you just learned in the last hour, how would you as educators check for understanding?

​

• Brainstorm ideas

Page 54, workbook, mod 2

Review of Module 2

​

​

​

Where we’ve been and where we’re headed:

Sheltered EL Strategies Checklist�

Think of at least two ways you can use in your lesson in the immediate future.

​

​

​

​

​

My invitation to you ~

Apply new learnings to your practice

• November 19: Interdepartmental mtgs (49 min)
• December 15: Interdepartmental mtgs (49 min)
• January 7: Full PD, Output
• February 23: Full PD, Workshop/Share
• March 4: Interdepartmental mtgs (49 min)
• April 13: Interdepartmental mtgs (49 min)
• May 11: Interdepartmental mtgs (49 min)

​

Exit Card

1. One thing you have learned thus far.

​

_____________________________

​

2. One wonderment you have after today.

​

_____________________________