How could Syrian refugees transform a school in Los Angeles from 7,500 miles away?
Technology has truly opened classroom doors and communication between students in different schools or districts — whether nearby or across the country. Opportunities to engage with peers who may have different perspectives are becoming more and more common. For example, Jo Paraiso uses Google Hangouts with her students so they can talk with peers across the country.
However, it’s not so often, if ever, that you hear about students in South Los Angeles, Jordan, and Syria having the opportunity to speak to one another, and most definitely not about difficult issues impacting their respective communities. Through the Global Nomads Group’s Pulse program, Syrian and Jordanian students in Amman connected with peers in Los Angeles for a live conversation to do just that.
Sharing a virtual reality experience, curricular resources, and live dialogue, the students learned about one another, the Syrian Refugee crisis, the challenges each community faced, and how they could take action in their own communities.
We know the saying “two heads are better than one.” And we know that our English Language Learner (ELL) students benefit from both content and language instruction. Now, how can we put our heads together to form and sustain effective collaborative teaming for ELLs?
Below we share three tips that can support teams, whether you’re new to working alongside another educator, or if you’ve been doing it for years. Remember, no matter how long we’ve been teaching, we’re never finished learning!
As educators, we know the value of collaboration. We ask our students to do it daily, and we hopefully get to do it ourselves. In this new series, The Power of Collaboration for ELLs, we have a chance to see both teacher and student collaboration in action, supporting the learning of all students.
In this set of videos, we’re back in Waukesha, Wisconsin, where we first showed you co-teaching in a bilingual classroom at Banting Elementary. This time we visit Horning Middle School, where we get to learn from the collaboration between two content area teachers and an ELL specialist. Teachers Meredith Sweeney, Shannon Kay, and Chris Knutson create a learning environment that embraces the social nature of middle schoolers, while fostering simultaneous language and content learning for all their students, especially ELLs.
Did you ever wonder who works at Teaching Channel and what we’re up to?
Well, now you can have the chance to meet us and learn more about the supports we provide for educators.
We attend a range of conferences throughout the country and host a few of our own, so check out our schedule! And, if you have questions or want to learn more right now, contact us here.
Whether this is your first, tenth, or maybe even your last year of teaching, you’re probably still settling into your classroom and getting to know your learners. Each year, a new set of students brings new challenges and opportunities. Most likely, your class has at least one English Language Learner (ELL). In fact, one out of every ten students in public schools is an English Language Learner. And, in reality, all of your students are learners of language!
Teaching Channel is here to support you by adding more new video series about teaching and learning with ELLs to our library and our ELL Deep Dive. In this first series, we take you to Banting Elementary in Waukesha, Wisconsin, where Jessica Hegg and Kris Carey co-teach in a fifth grade, dual language classroom. They open up the walls between their two rooms and share the teaching of 45 students in a class where 75% are ELLs. Watching Jessica and Kris in action, we not only see effective strategies for bridging content and language, but also a model for how two teachers collaborate and share their strengths to create an amazing learning environment.
Spanish, Somali, Hmong, and Telugu are a few of the 48 languages spoken in the School District of Waukesha (SDW). At SDW, we’re proud to say that our student population brings many assets and global experiences to a suburb west of Milwaukee, Wisconsin. However, our largest population of students is Spanish speaking.
This has proven to be an opportunity for bilingual education in SDW. The research from Wayne P. Thomas and Virginia P. Collier, 1997, 2010, shows that students who participate in high quality, dual language programming for five to seven years, where at least 50% of learning is in the partner language (in this case Spanish), outperform their peers academically.
Have You Tried Number Talks?
What strategies are you planning for building number sense and problem-solving skills this year?
Check out our Number Talks collection to see a daily, short, structured way for students to talk about math with their peers.
Last spring, as I renewed my National Board Certification, I was struck by how much has changed in the landscape of public education since I was first certified ten years ago. In 2007, I passed the testing center components of the NBPTS process just fine, but I remember being concerned initially about the component related to teaching English Language Learners. As a regular classroom teacher, I taught EL students in my high school English classrooms, but I had no specific training for doing so. I reached out to colleagues for support and dove into any available resources in an era before Teaching Channel and other numerous resources now at our disposal.
The standards for National Board certification for ELA/AYA emphasize equity and fairness, and we understand that equitable and fair situations are those which ensure ALL students receive the support they need to be successful in the classroom. This includes instructional settings that promote rigorous learning for everyone. For me, this was one of the very reasons I pursued the NBCT process in the first place.
I want consistent equitable learning experiences for all students, as do most teachers I know. For those of us without specialized training for teaching ELLs, we rely on colleagues for co-teaching situations or for support in other settings. Jamie Ponce’s article about co-teaching led me to a slew of other Tchers’ Voice posts about how to meet the needs of EL Learners.
I read Lisa Kwong’s and Jacqueline Fix’s recent blog posts about how the San Francisco Unified School District (SFUSD) approaches instruction for ELLs with intentionality district-wide, through the Five Essential Practices for teaching ELLs. I also watched a few videos in the accompanying playlists demonstrating elementary and secondary ELL strategies.
Curiosity prompted me to revisit an instructional unit created by colleagues for a project I’ve been involved with for the past several years to explore if/how the work we created meets the guidelines suggested by SFUSD.
50,000 words by high school graduation.
That’s the challenge English Language Learners (ELLs) face if they want to catch up to their native English-speaking classmates. That’s almost 4,000 new words a year if a student begins school as a kindergartner!
But what about the English Language Learners who don’t enroll until middle school or high school? For these students, the vocabulary challenge is even more demanding. To meet it, teachers must learn and use the most effective strategies. Over the years, I’ve tried many different approaches and techniques and compiled the following list of my top five favorite vocabulary strategies for ELLs.
Students at San Francisco International High School (SFIHS) come to us from all over the world. They come from the megalopolises of Hong Kong and Mexico City, from the deserts of Yemen and the high steppe of Mongolia. They come speaking the ancient indigenous languages of Central America, as well as the cosmopolitan slang of bustling cities of Asia, Europe, and South America.
Some students come to us alone, without parents or family to support them in their new lives in the United States. Some come after attending prestigious schools in their home countries, while others enter school for the first time in their lives the day they walk through our doors.
SFIHS has served hundreds of immigrant and refugee students over the past eight years; even though each brings their own experience from their distinct corner of the world, they have one thing in common: they come to us to learn English and to graduate from high school.