Modifying Instruction for ELs

One of the most difficult tasks for mainstream and ELD teachers is receiving a newcomer student who doesn't speak any English at all. How do we include these students in daily learning activities? How do we ensure that their day is spent in meaningful learning activities? How do we help the student acquire English? It is possible to provide instruction that allows your newcomer to not only participate but also to learn.

What is a newcomer?

In this blog, newcomers will refer to students who have a very low level of proficiency in English.  Our state uses the WIDA screener and ACCESS test to determine proficiency on a scale of 1 to 6.  Newcomers generally enter our schools with a score of 2.0 or below, though it is possible that they have had previous English instruction and higher proficiency levels.  Every student is unique. We used to identify these students as those who were new to the country and new to English, however, many of the newcomers in our schools today are second-generation language learners born in the United States.

One of the most important first steps is determining the student's previous educational background. This can help you plan the most effective instruction possible. Upon enrollment, families are required to complete a language usage survey which answer such questions as:

• When did the student first attend school?
• How many years of schooling has the student had?
• Have there been any periods (other than holidays) when the student did not attend school?
• Is the child a refugee or suffered trauma prior to coming to the US?
• Is the student literate in their home language?
• What is the student's home language?
• Has the student ever been diagnosed with a learning disability?

Knowing these answers will help you better understand the needs of the student and where they may struggle socially and academically. In addition, Missouri requires schools to maintain records (an IAP) for every student to document demographics, proficiency levels, accommodations, and goals for every identified English language learner.

Once we understand the student's background, we can begin to look at the instructions we provide. So, if newcomers possess a proficiency below a 2.0 what does that mean? What are these students realistically able to process and produce at this level? 

In order for instruction to be appropriate for students at this level of proficiency, we need to modify the input we provide to students so that it is comprehensible, and we need to modify our expectations for student expression. As you can see, for our newcomer students that means providing very simple input with simple sentences, common phrases, and basic words and expressions. Our expectations regarding production should be based on learned words and phrases, small chunks of language, and basic vocabulary usage.

When working with newcomers I recommend keeping it simple and modifying instruction in 7 basic ways:

1. scaffolds and supports
2. comprehensible input
3. chunking
4. alternative response and assessment
5. extended time
6. modeling
7. environment

See my next post to learn more about scaffolds and supports.

Modifying Instruction for Newcomers: Comprehensible Input

What is Comprehensible Input?

Stephen Krashan introduced the concept of comprehensible input in the early 1980's. Krashen's hypothesis states that ELs learn and acquire language when they receive input (oral or written) that is only slightly about their current level (i+1). This means that the oral and written input we provide students should be mostly understandable, with only a few words or structures that are unknown or new to the students. Students will be able to understand the message and learn additional language in the process. 

At the newcomer level, comprehensible input is made up of short, simple sentences with known or learned words and phrases, with a few new words or language structures, added to get the +1 in the i+1.

The following video is an excellent example of how a teacher can take unknown information and make content comprehensible in the target language for ANY language learner.

Why is comprehensible input important?

This example demonstrates how much a newcomer might be able to understand if attention is not given to making input comprehensible. As you can see, the student is only understanding high-frequency words, some numbers, and some articles and common prepositions. Is the newcomer in this scenario able to learn the new information? Is the newcomer understanding enough to even know what they are being asked to do? At best, we can tell that it seems like some sort of math problem.

When the input a newcomer is being asked to understand is not comprehensible, they will most likely just shut down. When the student shuts down, no further learning of language or content is possible.

How do I make my input comprehensible?

There are many ways to make input comprehensible for students. Some of these include:

              Appropriate Speech

              * Moderate speed
              * Free from figurative language
              * Moderate volume
              * Use consistent vocabulary (e.g.: restroom and bathroom)

             

              Simplified Language/Text

              * Free from figurative language
              * Simple sentences
              * Highlighted text
              * First language (L1) clarification

You can also provide visuals with oral or written input. Do you know how to find images with Explore while using Google docs or slides? It is very easy. Just click Tools - Explore- type in the object you want a picture of - click Image. You should get a display of images to pick from. I like this method rather than using Insert - Image, because Explore documents the source of the image and most images are from Creative Commons. I suggest creating a folder in your Google drive of images you will use again.  It would be great to share these with fellow content area teachers. 

To make oral language comprehensible, Total Physical Response (TPR) is a great tool. For TPR you use gestures, body language or act things out for the students.

Comprehensible input is NOT 'dumbing things down'!

When you focus on comprehensibility you are simplifying the language, not the content.  It is possible to convey complex ideas in simple language, especially if you are using appropriate scaffolds and supports.