Best Practices in ELL Best Practices in ELL Instruction:Instruction:Multimodal Multimodal

PresentationPresentation

Professional Development by: Professional Development by: Heather ThomsonHeather Thomson

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A Quick Video…A Quick Video…

““ESL Struggles and Strategies”ESL Struggles and Strategies”– http://www.youtube.com/watch?v=-bWU238PymMhttp://www.youtube.com/watch?v=-bWU238PymM

Are any of the struggles addressed in Are any of the struggles addressed in the video struggles which you the video struggles which you yourself have experienced with your yourself have experienced with your ELL students?ELL students?

Can you see yourself using any of the Can you see yourself using any of the strategies presented in the video?strategies presented in the video?

Discuss with group members.Discuss with group members.

““ESL Struggles and Strategies”ESL Struggles and Strategies”– http://www.youtube.com/watch?v=-bWU238PymMhttp://www.youtube.com/watch?v=-bWU238PymM

Are any of the struggles addressed in Are any of the struggles addressed in the video struggles which you the video struggles which you yourself have experienced with your yourself have experienced with your ELL students?ELL students?

Can you see yourself using any of the Can you see yourself using any of the strategies presented in the video?strategies presented in the video?

Discuss with group members.Discuss with group members.

Broad Overview of Best Broad Overview of Best Practices in ELL Practices in ELL

InstructionInstruction What every teacher needs to know What every teacher needs to know

about instructing English Language about instructing English Language Learners:Learners:– Language related knowledge and skillsLanguage related knowledge and skills– Effective teaching strategiesEffective teaching strategies– Issues in cultural diversity and cross-Issues in cultural diversity and cross-

cultural respectcultural respect– Collaboration with ESL specialistsCollaboration with ESL specialists

Language Knowledge Language Knowledge and Skillsand Skills

Teachers must gain knowledge bases in first- and Teachers must gain knowledge bases in first- and second- language acquisition theorysecond- language acquisition theory

ELLs with strong literacy skills in their first ELLs with strong literacy skills in their first language are more likely to succeed in gaining language are more likely to succeed in gaining literacy in a second languageliteracy in a second language

For ELLs, conversational language abilities are For ELLs, conversational language abilities are different from academic language abilitiesdifferent from academic language abilities

““A safe, welcoming classroom environment, with A safe, welcoming classroom environment, with minimal anxiety about performing in a second minimal anxiety about performing in a second language, is essential for ELLs to learn.” language, is essential for ELLs to learn.” (Li & Protacio, (Li & Protacio, pg. 363)pg. 363)

Source: Li, G., & Protacio, M. S. (2010). Best Practices in Professional Development for Teachers of Source: Li, G., & Protacio, M. S. (2010). Best Practices in Professional Development for Teachers of ELLs. In G. Li & P. A. Edwards (Eds.), ELLs. In G. Li & P. A. Edwards (Eds.), Best Practices in ELL Instruction Best Practices in ELL Instruction (pp. 353- 375). New York, NY: (pp. 353- 375). New York, NY: The Guilford Press.The Guilford Press.

Effective Teaching Effective Teaching StrategiesStrategies

Teachers must hold high expectations Teachers must hold high expectations for their ELL studentsfor their ELL students

Teachers must work to make content Teachers must work to make content (i.e. lessons/activities) comprehensible(i.e. lessons/activities) comprehensible

Teachers must engage ELLs in both Teachers must engage ELLs in both oral and written interactionsoral and written interactions

Teachers must create assessments Teachers must create assessments which are authentic in nature which are authentic in nature (Li & Protacio, (Li & Protacio, pg. 363)pg. 363)

Source: Li, G., & Protacio, M. S. (2010). Best Practices in Professional Development for Source: Li, G., & Protacio, M. S. (2010). Best Practices in Professional Development for Teachers of ELLs. In G. Li & P. A. Edwards (Eds.), Teachers of ELLs. In G. Li & P. A. Edwards (Eds.), Best Practices in ELL Instruction Best Practices in ELL Instruction (pp. 353- (pp. 353- 375). New York, NY: The Guilford Press.375). New York, NY: The Guilford Press.

Addressing Cultural Addressing Cultural DiversityDiversity

Create a classroom community which Create a classroom community which values student differencesvalues student differences

Incorporate students’ diverse Incorporate students’ diverse backgrounds and heritages into themes backgrounds and heritages into themes of studyof study

Recognize that student Recognize that student behaviorbehavior may be may be influenced by cultural beliefsinfluenced by cultural beliefs

Recognize that cultural identity may Recognize that cultural identity may affect student affect student learninglearning styles styles (Li & Protacio, pg. (Li & Protacio, pg. 366-368)366-368)

Source: Li, G., & Protacio, M. S. (2010). Best Practices in Professional Development for Teachers of Source: Li, G., & Protacio, M. S. (2010). Best Practices in Professional Development for Teachers of ELLs. In G. Li & P. A. Edwards (Eds.), ELLs. In G. Li & P. A. Edwards (Eds.), Best Practices in ELL Instruction Best Practices in ELL Instruction (pp. 353- 375). New York, (pp. 353- 375). New York, NY: The Guilford Press.NY: The Guilford Press.

Collaboration with ESL Collaboration with ESL SpecialistsSpecialists

Content area teachers are very Content area teachers are very knowledgeable about their subject, but knowledgeable about their subject, but may not know how to present their may not know how to present their material to ELLsmaterial to ELLs

ESL specialist understand how to make ESL specialist understand how to make content comprehensible to ELLs, content comprehensible to ELLs, however, they may not have in depth however, they may not have in depth content area expertisecontent area expertise

Working together creates the best Working together creates the best outcome for ELL students! outcome for ELL students! (Li & Protacio, pg. (Li & Protacio, pg. 365)365)

Source: Li, G., & Protacio, M. S. (2010). Best Practices in Professional Development for Source: Li, G., & Protacio, M. S. (2010). Best Practices in Professional Development for Teachers of ELLs. In G. Li & P. A. Edwards (Eds.), Teachers of ELLs. In G. Li & P. A. Edwards (Eds.), Best Practices in ELL Instruction Best Practices in ELL Instruction (pp. 353- (pp. 353- 375). New York, NY: The Guilford Press.375). New York, NY: The Guilford Press.

Teacher Self SurveyTeacher Self Survey

To what extent do you know about To what extent do you know about or use these best practices?or use these best practices?

Use the survey to reflect on your Use the survey to reflect on your own practices in ELL instruction.own practices in ELL instruction.

Click Click HEREHERE for Teacher Survey for Teacher Survey

Narrowing our focus to: Narrowing our focus to: Effective Teaching Effective Teaching

StrategiesStrategies One effective teaching strategy is to One effective teaching strategy is to

present content or lessons in multiple present content or lessons in multiple modesmodes- i.e. with visual, auditory, - i.e. with visual, auditory, and/or kinesthetic components.and/or kinesthetic components.

These multimodal presentations These multimodal presentations make the content more make the content more comprehensible for English Language comprehensible for English Language Learners.Learners.

What is multimodality?What is multimodality? ““A multimodal approach to learning A multimodal approach to learning

requires us to take seriously and requires us to take seriously and attend to the whole range of modes attend to the whole range of modes involved in representation and involved in representation and communication.” communication.” (Boyd & Thompson, pg. 152)(Boyd & Thompson, pg. 152)

““Multimodality refers to the modes of Multimodality refers to the modes of representation beyond print, representation beyond print, including such domains as the visual, including such domains as the visual, auditory, gestural, and kinesthetic.” auditory, gestural, and kinesthetic.” (Boyd & Thompson, pg. 154)(Boyd & Thompson, pg. 154)

Source: Boyd, F. B., & Thompson, M. K. (2008). Multimodality and Literacy Learning. In K. Source: Boyd, F. B., & Thompson, M. K. (2008). Multimodality and Literacy Learning. In K. A. Hinchman & H. K. Sheridan-Thomas (Eds.), A. Hinchman & H. K. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy Best Practices in Adolescent Literacy InstructionInstruction (pp. 151-163). New York, NY: The Guilford Press. (pp. 151-163). New York, NY: The Guilford Press.

Why are multimodal Why are multimodal presentations important presentations important

for ELLs?for ELLs? Simply reading a text may not be Simply reading a text may not be

enough for ELLs to fully comprehend the enough for ELLs to fully comprehend the content. content.

In order to aid ELLs in constructing In order to aid ELLs in constructing meaning, we must present the meaning, we must present the information to them in multiple modes.information to them in multiple modes.

“ “In comparison to native speakers, In comparison to native speakers, second language kids missed more second language kids missed more aspects of the storyline, nuances of aspects of the storyline, nuances of character, and key concepts. Multiple character, and key concepts. Multiple strategies increase comprehension.” strategies increase comprehension.” (Cary, (Cary, pg. 45-46)pg. 45-46)

Source: Cary, S. (2007). Source: Cary, S. (2007). Working with English Language Learners: Answers to Teachers’ Top Ten Working with English Language Learners: Answers to Teachers’ Top Ten Questions Questions (2(2ndnd ed.). Portsmouth, NH: Heinemann. ed.). Portsmouth, NH: Heinemann.

Examples of Multimodal Examples of Multimodal PresentationPresentation

ObjectsObjects PicturesPictures MovementMovement VideoVideo

Source: Cary, S. (2007). Source: Cary, S. (2007). Working with English Language Learners: Answers to Working with English Language Learners: Answers to Teachers’ Top Ten Questions Teachers’ Top Ten Questions (2(2ndnd ed.). Portsmouth, NH: Heinemann. ed.). Portsmouth, NH: Heinemann.

ObjectsObjects The use of real objects in the classroom is The use of real objects in the classroom is

what is known as what is known as RealiaRealia.. When presenting ELLs with new content, When presenting ELLs with new content,

vocabulary or texts, it is helpful to support the vocabulary or texts, it is helpful to support the information with Realia so that students have information with Realia so that students have a concrete idea of what you are talking about.a concrete idea of what you are talking about.

For example, if students are reading the book For example, if students are reading the book Stone FoxStone Fox, in which dog sledding takes place, , in which dog sledding takes place, bring in a sled for the students to see!bring in a sled for the students to see!

““Having a sense of what a sled is and how Having a sense of what a sled is and how much strength… is needed to pull one is much strength… is needed to pull one is critical to understanding critical to understanding Stone FoxStone Fox.” .” (Cary, pg. 42)(Cary, pg. 42)

Source: Cary, S. (2007). Source: Cary, S. (2007). Working with English Language Learners: Answers to Teachers’ Top Ten Working with English Language Learners: Answers to Teachers’ Top Ten Questions Questions (2(2ndnd ed.). Portsmouth, NH: Heinemann. ed.). Portsmouth, NH: Heinemann.

PicturesPictures

Pictures are another important aspect in creating Pictures are another important aspect in creating multimodal presentationsmultimodal presentations

““Images can help readers interpret texts, and Images can help readers interpret texts, and visual images can prove to be important tools in visual images can prove to be important tools in supporting students’ comprehension.” supporting students’ comprehension.” (Moje & Speyer, (Moje & Speyer, pg. 205)pg. 205)

““ELL kids need the visuals and the many details ELL kids need the visuals and the many details they contain to help them make better sense of they contain to help them make better sense of the read-aloud. For students with very low the read-aloud. For students with very low English proficiency, no picture often means no English proficiency, no picture often means no story.” story.” (Cary, pg. 43)(Cary, pg. 43)

Sources: Moje, E. B., & Speyer, J. (2008). The Reality of Challenging Texts in High School Science and Social Studies. Sources: Moje, E. B., & Speyer, J. (2008). The Reality of Challenging Texts in High School Science and Social Studies. In K. A. Hinchman & H. K. Sheridan-Thomas (Eds.), In K. A. Hinchman & H. K. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy InstructionBest Practices in Adolescent Literacy Instruction (pp. 185- (pp. 185-207). New York, NY: The Guilford Press.207). New York, NY: The Guilford Press.

Cary, S. (2007). Cary, S. (2007). Working with English Language Learners: Answers to Teachers’ Top Ten Questions Working with English Language Learners: Answers to Teachers’ Top Ten Questions (2(2ndnd ed.). ed.). Portsmouth, NH: Heinemann.Portsmouth, NH: Heinemann.

MovementMovement

““Whole-class physical involvement” Whole-class physical involvement” is a great way to help make concepts is a great way to help make concepts come to life for ELLs (Cary, pg. 42)come to life for ELLs (Cary, pg. 42)

Examples include:Examples include:– Games (i.e. grammar races)Games (i.e. grammar races)– Acting out scenes from booksActing out scenes from books– Moving letter tiles to spell wordsMoving letter tiles to spell words

Source: Cary, S. (2007). Source: Cary, S. (2007). Working with English Language Learners: Answers to Working with English Language Learners: Answers to Teachers’ Top Ten Questions Teachers’ Top Ten Questions (2(2ndnd ed.). Portsmouth, NH: Heinemann. ed.). Portsmouth, NH: Heinemann.

VideoVideo

Videos are a great example of Videos are a great example of multimodal presentation because they multimodal presentation because they include both visual and auditory include both visual and auditory elements.elements.

““A video’s images, speech, movement, A video’s images, speech, movement, and music provide a rich mix of and music provide a rich mix of meaning-building cues.” meaning-building cues.” (Cary, pg. 43)(Cary, pg. 43)

““Most teachers find their use of video Most teachers find their use of video increasing as their ELL numbers go up.” increasing as their ELL numbers go up.” (Cary, pg. 43)(Cary, pg. 43)

Source: Cary, S. (2007). Source: Cary, S. (2007). Working with English Language Learners: Answers to Teachers’ Top Ten Working with English Language Learners: Answers to Teachers’ Top Ten Questions Questions (2(2ndnd ed.). Portsmouth, NH: Heinemann. ed.). Portsmouth, NH: Heinemann.

Teacher CollaborationTeacher Collaboration How do you see yourself using these How do you see yourself using these

teaching strategies to create multimodal teaching strategies to create multimodal lessons for ELLs in your own classroom?lessons for ELLs in your own classroom?

Form groups according to either:Form groups according to either:– Grade level ORGrade level OR– Content AreaContent Area

In your group decide:In your group decide:– Which strategy you would like to try (Realia, Which strategy you would like to try (Realia,

pictures, movement, video/technology)pictures, movement, video/technology)– How each of you could incorporate the How each of you could incorporate the

strategy into an upcoming lesson to create a strategy into an upcoming lesson to create a multimodal presentation for your ELL studentsmultimodal presentation for your ELL students

ExtensionsExtensions As soon as you can, try actually As soon as you can, try actually

using the multimodal using the multimodal lesson/activity which you created lesson/activity which you created today in your own classroom!today in your own classroom!