Implementation of Instructional Strategies for SLL ...



Implementation of Instructional Strategies for SLL BiLiteracy Skills

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Implementation of Instructional Strategies for SLL BiLiteracy Skills

Introduction:

Second Language Learners struggle with learning a language not of their native country. The earlier they begin to learn the second language the easier it is to teach them. There are many different strategies to implement when teaching a child a second language. In the following information we will analyze how these strategies can be implemented across the 3rd grade level of second language learners. The strategies discussed will be two way bilingual classrooms, utilizing information on the home culture of the first language, using sheltering techniques of gestures, and non verbal responses, utilizing small groups for instruction purposes, using a buddy system pairing one student with another where the first has knowledge of both languages, and positive reinforcement of progress students make. These strategies will help second language learners to become proficient in learning not lonely their second language but other aspects about the second language’s culture, history and society. The second language learner is put to learn what they learned in the years of their most absorbing time during their lifetime, in a shorter time with less exposure. This means that they are at a point where they understand what is happening around them but are hard pressed to assimilate that knowledge due to a language barrier.

Two Way Bilingual Classrooms:

Griego-Jones (1994) wrote an interesting article on the implementation of two way bilingual classrooms. In this setting students are learning second languages with students who are learning their native language. “The goal of most Two-Way programs is to bring Spanish speakers and English speakers to full bilingualism. In planning for instruction of Spanish and English speaking children who are part of Two-Way programs then, the same issues about students' attitudes toward language must be addressed. English speaking students in bilingual settings must also deal with attitudes they have acquired regarding the minority group language and their relative power status,” (Darder, Torres, & Gutíerrez, 1997, p. 362-369). The problem that most students have in this setting is that they must address how they feel not only about the second language they are learning but the culture that surrounds that language. The benefits to using this method are that there is a lot of opportunity for normal interaction and language building skills. Socialization is the key to learning a new language and by implementing this strategy across the grade level it would be the most effective means to building biliteracy skill in not just one second language but two. This method could be implemented by taking students in foreign language classes and those who are in English classes as a second language and mixing them up into several Two way Bilingual classrooms. Having teachers proficient in both languages will be more costly but worth the effort in gaining them.

Sheltering Techniques:

Sheltering techniques are used to insure that the Second Language Learner is absorbing what they are being taught and they are not feeling left behind or like they are in a world where no one understands them. It can be very frustrating to find yourself surrounded by people who are trying to teach you a new and different language, sometimes one so far removed from your own language it can seem almost alien in nature. In order to keep the student from feeling like this “… you and the other students can make use of sheltering techniques such as gestures, paraphrasing, and checking for understanding to help make lessons and routine activities more understandable to the newcomer (Peregoy & Boyle, 2004, p. 1-38). Gestures are extremely important as this is how the initial conversation will begin, especially if the student has no knowledge of the second language at all. Pointing to an object and saying the name of the object in both languages will help the student to further their understanding not only of the language but that you are trying to help them. Smiling and frequent reminders of encouragement go a long way in helping the student to know they are within a sheltering environment and will not be left in the dark. These non verbal reminders of encouragement can go a long way towards the student learning a second language. The student will learn more by observing body language and a feeling of inclusion than from simple observation from an outsiders view.

Small Groups for Instruction:

Learning a second language in a large group is often difficult because while one student may soar into understanding the new language, another will feel left behind. The smaller the group the more likely the students will help one another over hurdles in the learning process. They will work together more readily and this also leaves more room for one on one interaction with the teacher. Small groups allow for activities such as dubbing a TV show from their home, writing poems together, and show and tell. These are essential strategies to learning a new language at the 3rd grade level. Small groups are essential for activities. In a large classroom breaking the students into small groups for activities will instill a sense of competition and healthy competition is a powerful motivator in the learning process. When breaking down a class into groups a random method is often used. This is not productive to second language learners. Breaking the groups into ones that have varying degrees of proficiency within the individuals is important. Also having them use the same groups over and over provides a sense of security. The only downside is that they will rely on the more proficient students to “speak” for the group. Be sure to make sure the students who are at a less proficient level also are using their skills to learn the second language and are called upon to show the progress they have made. Students in small groups will benefit also from one on one instruction from the teacher. It is easier to explain something to a small group at a time and field questions than from a group where you have many faces of confusion and there is not enough time to field all the possible questions. In small groups the children learn to depend on each other and learn from one another. Social interaction is much easier in a small group and that is important to second language learning. If there are multiple small groups in a classroom also one can progress each group at a pace that is sufficient and progressive for that group. One group may be on simple identification while another may have progressed to syntax or grammar. This can help each child to feel as if he or she is progressing at a rate that is comfortable and they will not feel rushed or left behind and struggle to catch up.

Utilizing Information and Cultural References from First Language:

When teaching a student a second language it can be helpful to use references to the first language’s cultural background. For instance ask the students to describe something they love about their homeland or culture in the second language. When they reach a point of hardship ask them to explain what the concept or image they are trying to give you is about. If they are trying to describe the terra cotta pottery of Mexico and are having difficulty finding the terms, let them describe the pottery in simple details. It is round. It is brown. So on and so forth. The improvement will be phenomenal in nature. When someone is describing something they love or feel passionately about and teaching another about it they will go to great lengths to reach across the language barrier to do so. They may be hesitant at first and make many mistakes but refrain from trying to correct them. Let their passion about the subject shine through and overcome obstacles as a teacher you would take a long time to encourage them to overcome otherwise. Another activity this allows is the use of art in second language acquisition. The student can create art originally from their first language’s culture and document it in English. When the presentation is done for the art it should be in the second language to further implement this strategy. Referencing the students first culture when teaching a second language gives the student a feeling of respect for their culture and helps them to show others who may see their culture as less than it is a respect for the intricacies and beauty of it. A Spanish speaking student is often seen as a lesser person for their heritage, and will feel resentment towards learning a language of people who look down on him or her. “In short, students' feelings about their native language and second languages can't be separated from their feelings about self as learners and members of society. Attitudes toward language are an integral part of learning a second language and therefore should be an integral part of planning and teaching for second language learning. Students must be understood in terms of attitude as well as cognitive and linguistic processes in order to maximize biliteracy development in any and all bilingual classrooms,” (Darder, Torres, & Gutíerrez, 1997, p. 362-369). Using the culture of the students will help to cross these barriers of attitude and dislike.

The Buddy System:

Utilizing a buddy system where the first language is known by a pair of students and the second is known by at least one of them is a technique that shows some interesting results. “The buddy accompanies the newcomer everywhere throughout the school day, including to the bathroom, cafeteria, and bus stop,” (Peregoy & Boyle, 2004, p. 1-38). The buddy system allows for numerous attempts at socialization. The two will form a dependency and the second language learner will learn from example not only the second language but the culture they have been thrust into. They will learn what is socially acceptable and what is not and how to ask for simple things. This will lead to more and more opportunity to learn the second language and is often a better method of teaching than simple classroom instruction. “Your initial concern for beginners when they first arrive is to provide social emotional support by assigning new students to a home group and a buddy, preferably one who speaks the child’s home language,” (Darder, Torres, & Gutíerrez, 1997, p. 362-369). This ensures the new student will be secure in his or her surroundings and will have a guide to learn the ways of the system, culture, and learning environment as well as begin the process of acquiring a second language. The buddy system not only helps the second language learner at the beginning stages of development but also at the intermediate stages. The beginner having reached the intermediate level now becomes a buddy to another newcomer. This establishes positive reinforcement and the student is aware that they are responsible for the treatment and understanding of someone who is in a position they themselves were in not to long ago. They are more receptive to teaching the student and care about the outcome of the student’s lives while under their care. They know they will make a significant difference to the new student much like their mentor made a significant difference to them.

Positive Reinforcement:

Often the most important strategy is the one of positive reinforcement. It is important to encourage the students to continue to overcome the obstacles in learning a new language to them. The feel alone, left out and often frustrated at trying to grasp things that may seem outside their means. Positive reinforcement can include words of encouragement, physical rewards for a job well done, or non physical rewards. Words of encouragement in both languages to the student let them know you think they are doing well and working towards their goal. Non physical rewards can include anything from a break to use their first language to communicate, to bathroom breaks, or homework passes. Physical rewards can be an art project, a party for the class if they complete the course with an average above a certain expectation and other things. Rewards are important and encourage the students. Sometimes all one needs is a little something to look forward to.

Positive reinforcement is backed up by routine. If a child knows what to expect in a classroom and rules are clearly defined as well as rewards he or she is more likely to be in a more relaxed state to learn. It is stressful and frustrating enough to try to learn a second language without the added confusion of lack of routine. Every day explain what the day is going to be filled with right up at the front of the class, and at the end of the class go over homework assignments and what will happen in tomorrows class. This will insure the child knows what is going to happen each day and what is to be expected of them.

Implementing Across the Grade Level:

Many of the strategies and activities can be implemented across the grade level by making things like positive reinforcement and small groups the standard or status quo. Routine is expected by students and has been proven to help them to learn. If all students who are learning a second language go through the same process it will greatly increase the amount of learning they do outside the classroom where the information gained is most critical to their development.

Strategies like two way bilingual classrooms are more difficult to implement and takes some organization and reshuffling of students. The end result of the effort will be a system that is seamless when integrating newcomers into it. The newcomer will not feel as if they are in a sea of newness, but with people who can help them learn the ways of their new environment and the language they are required to learn. Learning a new language is daunting and the student needs to feel as if he or she is not alone. The buddy system implemented will help new students to become accustomed to their new language and the environment they are in which can be completely alien to them.

Time Line of Implementation of Strategies:

Introduction of New Language to Student- Assign a Buddy, Sheltering Techniques, Small Groups for Instruction

Beginner Second Language Learner- Positive Reinforcement, Continual use of sheltering techniques, Two Way Bilingual Classroom Introduction, Utilizing Cultural References from First Language

Intermediate Second Language Learner- More Positive Reinforcement, Introduce as Buddy to Newcomer, No use of sheltering techniques, Spoken to in Second Language Primarily

Fluency in Second Language – Instructing those who wish to Learn Second Language

This timeline will vary depending on the progression of each student. While some will progress fast, others will go at a much slower pace. It is important not to rush the child as much as possible. Time constraints may vary from school to school but within the regulations allow the student to progress at their own pace.

Conclusion:

The acquiring of a second language can be difficult but by using two way bilingual classrooms, utilizing information on the home culture of the first language, using sheltering techniques of gestures, and non verbal responses, utilizing small groups for instruction purposes, using a buddy system pairing one student with another where the first has knowledge of both languages, and positive reinforcement of progress students make, the student can learn a second language as effectively as they learned the initial language. The strategies and techniques and activities described within could help teachers to see a vast improvement of the effectiveness of their teaching a second language learner. The key element to keep in mind is that if the attitude of the student towards the second language is bad then the acquisition is all that much harder. It is the jobs of a biliteracy teacher to not only teach the language but to teach the students a respect for the culture behind that language and that is often the harder job. “Society at large also strongly influences children's attitudes and perceptions. The distinction between marked and unmarked languages in any given society may explain the pull toward English since studies suggest that both minority and majority children display a knowledge of which language is the normal, expected language of the institution,” (Edelsky &;Hudelson, 1980). “Children then act on this knowledge of the preferred language regardless of the designated dual language situation in bilingual classrooms,” (Griego-Jones, 1994). This behavior is important to circumvent when trying to teach a second language.

References

Darder, A., Torres, R., & Gutíerrez, H. (1997). Latinos and education :Routledge.

Edelsky, C., &;Hudelson, S. (1980). Language Acquisition and a Marked Language. NABE Journal, 5, 1-15.

Griego-Jones, T. (1994). Assessing students' perceptions of biliteracy in two way bilingual classrooms. The Journal of Educational Issues of Language Minority Students, 13(1), 79-93.

Peregoy, S. F., & Boyle, O. F. (2004). Reading, writing, and learning in ESL.: Allyn and Bacon.

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