By Colleen Miller
Photo credit: vasta
Have you noticed that about halfway into the school year, new ESOL (English for Speakers of Other Languages) students, who once seemed excited and energized, seem to hit a wall? Students who once were bright-eyed and cheerful come to school looking listless and detached. More than just the mid-year doldrums, they may be in the crisis stage of the powerful phenomenon of culture shock.
What is culture shock?
In the 1950s, a diplomat named Karl Oberg first used the term “culture shock” to describe the difficulties both he and his fellow expatriates experienced as they adjusted to their new lives overseas. He suggested that people depend on cues given by their familiar groups to define who they are and to support their self-concept. Without these cues, people are prone to anxiety and frustration, which can lead to physical ailments. Continue reading How to Help Students Survive Culture Shock
Do you remember dreading group projects when you were in school? Inevitably, our teacher would pair us up with someone we hardly knew and begrudgingly we participated in the activity. Of course, by the end of the project we knew our classmate better than ever while having had a wonderful time.
For English Language Learners, cooperative learning activities have been shown to help improve academic performance as well as increase motivation, strengthen self-esteem, encourage student bonding and promote literacy skills. Of course, there is always the fear that a shy student won’t participate fully when paired with more outgoing students. To solve this, teachers can create more equitable groupings or create activities that encourage participation from each student individually. When paired well, a student who has stronger language skills can help a student with weaker language skills improve through cooperative learning activities.
Below are 5 ways teachers can make cooperative learning an integral part of their curriculum: Continue reading The Value of Cooperative Learning Activities for English Language Learners
As we all know, reading comprehension is essential in today’s world. It is necessary for mastering subjects in school, working at jobs, and deciphering written communications. Without it, we might be able to pronounce words on the page but would not be able to make sense of what the words mean when put together.
Reading comprehension demands that we create images and connections in our head based on the combination of words that we are reading. The more familiar we are with the words on the page and how they apply to what we have already learned or experienced in our lives, the better will be our comprehension.
For English Language Learners (ELLs), this is especially challenging. Most ELLs do not have a strong English vocabulary from which to pull, so it is important that they are presented with text that includes a lot of context. Pictures, short sentences, words that are repeated again and again can be especially helpful. If recognizing individual words is difficult, it will interfere with a student’s overall ability to comprehend what is being read.
Continue reading Bilingual Books to Boost Reading Comprehension
As schools open their doors each fall, students from all walks of life enter. Each has the opportunity to share with other students in the amazing experience of education. Wide-eyed and anxious, children slowly lower their guard and allow themselves to get comfortable with their teachers, fellow students and surroundings. The hope is that this experience will be filled with joy and comfort for each and every student.
For many English Language Learners (ELLs), school is a place of laughter, fun and expansion. Bit by bit language and cultural elements are learned, shared and savored. For other ELLs it is a place of fear, humiliation and intimidation.
Continue reading 8 Tips to Protect English Language Learners from Bullying in Your Classroom and School
It’s free, it’s fun and it’s in your language: bilingual story time!
Across the United States libraries offer story times in a myriad of languages based on the demands of the community: Spanish, Russian, Gujarati, French, Japanese… just to name a few! Children sit wide-eyed in awe as an adult reads to them in their own language: Amazing! Someone other than my parents can speak and read my language – how exciting!
The only problem with story time for many children is that it is often targeted toward preschoolers and takes place in the middle of the day. What about school-age children? Wouldn’t they benefit from a bilingual story time as well?
Bilingual children in particular would benefit greatly from a bilingual story time in their school. Not only would such a story time offer children who speak the same language the chance to gather, it would help with literacy, cultural appreciation and a sense of community. As we discussed in Dual Language Books Benefit Bilingual Children, contrary to popular belief, reading out loud to children in their native languages does not negatively impact their English language literacy. In fact, it can help strengthen it in many ways.
Continue reading Bilingual Story Time at Your School Library
By guest author: Heather Leaman
Schools and families have acknowledged the importance of extending children’s learning beyond an understanding of our country to include an understanding of the world. While social studies is an ideal school subject to help children understand the world around them, many schools have significantly reduced their social studies instruction due in part to the influence of No Child Left Behind.
However, reducing class time for social studies instruction does not mean that teachers must eliminate instruction about our world for elementary school children. There are outstanding tools available for teaching social studies in tandem with instruction in reading, writing and math. In addition, there are many activities parents and families can engage in at home to supplement their children’s social studies education. Dual language books are an ideal example of a tool that can be used to introduce children to their world and to initiate deeper learning. Continue reading A Child’s Place in the World – PART II: Using dual language books to initiate social studies learning at home and at school
According to the US Census Bureau, over 20% of the US population is of “foreign stock” – that is, they are either foreign-born or have at least one parent who was born in another country. In 2000, 47 million people in the United States spoke a non-English language at home, an increase of over 45% in just one decade. The number of native-born Americans with close ties to another country is expected to grow even more over the next few decades.
While these demographic changes present many challenges for educators, they also offer terrific opportunities to teach children about our world. Rather than trying to “Americanize” the ethnic community, we should make efforts to better involve English-as-a-second-language (ESL) students and bilingual families in the classroom by encouraging them to share their language and culture. Continue reading Expand a Child’s World: Involving bilingual families and English language learners in the classroom and at home.