M2U1A2-reflect

Reflections 1:2

ELL/ ML and SCAFFOLD CONVERSATIONS

As a kindergarten teacher in an immersive English school, I face the challenge of teaching students who come from diverse linguistic and cultural backgrounds. Many of my students are native Mandarin speakers who are learning English as a new language. 

I want to support their language development and academic achievement, as well as honor their identity and heritage. That is why I plan to use an English Language Learner’s (ELL) /Multilingual Learner’s (ML) home language (Mandarin) in the classroom as well as scaffold conversations with language learners to improve comprehension. In this article, I will share three specific examples of how I will implement this in my own classroom.

EXAMPLE 1 – TRANSLATE VOCABULARY
First, I will use Mandarin translations and explanations to clarify key vocabulary and concepts in English. This will help the Mandarin-speaking students understand the meaning and usage of new words and ideas, as well as bridge the gap between their home language and the target language.

For example, when I introduce the word “rectangle”, I will also say “长方形” (chángfāngxíng) and explain that it is a shape with four sides and four right angles.

EXAMPLE 2 – BILINGUAL Q+A
Second, I will enlist the help of my Taiwanese co-teacher to use Mandarin questions to check for understanding and encourage participation. This will help the Mandarin-speaking students demonstrate their comprehension and express their opinions, as well as boost their confidence and motivation.

For example, when I read a story aloud, I will ask some questions in English and have my TA ask the same questions in Mandarin to check if the students can recall the main events and characters, such as “这个故事的主人公是谁？” (Zhège gùshì de zhǔréngōng shì shéi?) or “Who is the main character of this story?”. 

EXAMPLE 3 – STUDENT CENTERED LEARNING
Third, I will use Mandarin peer interactions and collaborations to facilitate communication and learning. This will help the Mandarin-speaking students practice their language skills and share their knowledge, as well as foster a sense of community and belonging.

For example, I will pair up or group the students with different language abilities and assign them to play some simple games that require them to use both Mandarin and English. Sometimes I’ll get them to do collaborative activities such as making a team poster about their favorite animal, interviewing each other about their hobbies, or playing a matching game with words and pictures.

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Reflections 2:2

Teaching academic vocabulary and content to English Language Learners/Multilingual Learners is a crucial part of their language development and academic success. As a kindergarten teacher in an immersive English school, I want to provide my students with effective and engaging instruction that will help them learn new words and concepts in English, as well as build on their prior knowledge and experiences in Mandarin.

I will describe three instructional practices that I will and do use to teach academic vocabulary and content to my students, and how I plan to implement them in my own classroom.

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VISUAL + GESTURES

The first instructional practice is using visuals and gestures to support word meaning and comprehension. Visuals and gestures are powerful tools that can help students associate words with images and actions, as well as activate their background knowledge and schema.

For example, when I teach the word “plant”, I will show a picture of a plant, point to its parts, such as the stem, the leaves, and the roots, and act out how a plant grows from a seed. I will also ask the students to repeat the word, point to the picture, and mimic the gesture. This way, the students will have multiple ways of remembering and understanding the word.

SENTENCE FRAMES + WORD BANKS

The second instructional practice is using sentence frames and word banks to scaffold oral and written expression. Sentence frames and word banks are helpful strategies that can help students use academic vocabulary and content in meaningful contexts, as well as structure their sentences and paragraphs.

For example, when I teach the concept of addition, I will provide the students with a sentence frame, such as “__ plus __ equals __.”, and a word bank with numbers and symbols, such as “one”, “two”, “three”, “+”, “=”. I will also model how to use the sentence frame and word bank to create sentences, such as “One plus two equals three.”. I will then ask the students to use the sentence frame and word bank to create their own sentences, either orally or in writing.

COOPERATIVE LEARNING

The third instructional practice is using cooperative learning activities to promote interaction and collaboration. Cooperative learning activities are beneficial for students to practice their language skills and content knowledge, as well as learn from each other and develop social skills.

For example, when I teach the topic of animals, I will assign the students into small groups and give them a task that requires them to use academic vocabulary and content, such as creating a Venn diagram to compare and contrast two animals, or making a presentation about their favorite animal. I will also provide them with guidelines and expectations for working together, such as taking turns, listening respectfully, and helping each other.

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CONCLUSION

These are some of the instructional practices that I will use to teach academic vocabulary and content to my English Language Learners/Multilingual Learners. I believe that by using these practices, I will be able to provide my students with meaningful and differentiated instruction that will meet their needs and interests, as well as foster their language development and academic achievement.

Articles consulted: 
Scaffolding Strategies for ELLs
What Is an ELL?
ELL Strategies & Best Practices
How to Develop a Lesson Plan that Includes ELLs

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Here are some infographics you might find useful:
InfoGraph 💐: Classroom Behavior Strategies (M4U2A1)
InfoGraph 💐: Everyone Learns Differently (M5U4A2)
InfoGraph 💐: Reading Activities Resource for Families (M5U4A2)
InfoGraph 💐: Digital Citizen Poster (M2U1A3)

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