# data[].attributes.body
1. Identify: Who are the different people involved in the dilemma? What challenge are they facing?

Home room Teachers, EAL teachers, PYP coordinator at school, parents, classmates, etc....The challenge they are facing is whether the assessments can measure the true learning level of EAL students.  And if they need to come up with a new assessment standards, or co-op the assessment with EAL specialist.

2) Feel: What do you think each person in the dilemma is
feeling? Why might they situation be hard or challenging for each of them?
Homeroom teacher: limited and frustrated, on one hand they may have to rethink the best way to assess the EAL students, on the other hand the new test won't simplify the test levels for English language speakers.
EAL Specialist: overwhelmed and limited, if home room teachers coop with EAL specialists on CBA, it may takes long time with EAL specialists on testing as they also have their own language test (WIDA) to run through the semester.
Students: limited, overwhelmed and confused: EAL students may not understand the test questions properly, they afraid of making mistakes, getting the scores, and peer pressure.

3) Imagine: Imagine option for how the situation could be handled. Come up with as many ideas as possible.

New assessments (EAL students friendly)

EAL PD for homeroom teachers.

More co-teaching and co-planning with EAL specialists, even in assessments.

4) Say: thinking more about the idea you chose for handling
the situation, what could the people involved say?
Homeroom teachers: "It's not fair for the students who already understand the assessments or familiar with it."
"I really want to know where my students are in this learning process, so I don't want to simplify the test just so they can past it anyway."
Students:"Now I know what do you mean."
"Oh, I get it. Let me show you my answers."

# data[].attributes.headline
Feelings and options on promise/deficit assessments

# data[].attributes.subject
Feelings and options on promise/deficit assessments

# data[].attributes.body
1. The teaching professional that try to create the best context for their students to learn optimally are often faced with the challenges of not having enough time and not having enough knowledge to create effective instruction and assessments, i.e. those that provide the student with sufficient scaffolding so that only success is an option.
2. The student who has a lack of success feels frustration, as does his teacher. In this case the responsibility for the negative emotion lies solely with the teacher.
3. The teacher needs to prioritize - make the time to create scaffolding first - and ask for help if they feels like they aren't able to. They could ask their peers, or go look online. They need to understand that it is a skill that can be learned, and one that will positively impact them and their students.
4. When the teachers understands the importance of providing adequate scaffolding, both they and their students will enjoy the learning process much more. Both will experience a sense of success.

# data[].attributes.body
1) Identify: Who are the different people involved in the dilemma? What challenges are they facing? Homeroom teachers, EAL teachers, Teaching Assistants and Administration. They are facing they fact that homeroom teachers are required to conduct “standardized” running records and collect and report data across the year. These F&P assessments cannot be rewritten. But how can homeroom teachers and EAL teachers and Teaching Assistants dismantle deficit lens assessments to promise lens assessments and still be “standardized”? Teaching Assistants are not able to speak all of the languages the children speak. Administrators want the data and want the conditions of the assessment to be consistent and reliable. Finally and most importantly, STUDENTS! They are not able to access their whole linguistic repertoires.

2) Feel: What do you think each person in the dilemma is
feeling? Why might they situation be hard or challenging for each of them?
Homeroom teacher: Frustrated, outside their comfort zone, stressed because now
they must rethink how to best assess learners whose mother tongue is not
English and if running records are required officially twice a year that could lead
to A LOT of extra time spent with each student. EAL Teacher: Frustrated and
overwhelmed because the scaffolding they provide to help ALL students are not
used. Also, the EAL teacher might not speak a child’s language and therefore
not able to help offer translanguaging without the support of the Teaching Assistant.
TA’s worried that they aren’t prepared or trained to do this kind of
assessment. Administration: Resistant because they need to make sure that testing
conditions are reliable and not different by each teacher. Administration must
spend time listening to what is best practice for Language learners and put it
into practice. Change takes time and there will always be lots of push back. Students: frustrated that they can’t communicate their understanding fully.

3) Imagine: Imagine option for how the situation could be
handled. Come up with as many ideas as possible.

- Professional development in creating “responsive adaptations” to standardized assessments like F&P running records.

- Put teachers in the shoes of students and have them complete an assessment in a language not their own.

- Offer students option to speak in a combination of languages and language modes – written or spoken responses

- Value translanguaging around the school in the classroom, during lessons, during read alouds, etc

- Provide teachers across grade levels with structured planning time to collaborate on how to scaffold standardized assessments and build agreements on how they will be conducted.

4) Say: thinking more about the idea you chose for handling
the situation, what could the people involved say?
“We have to be faithful to the assessment.”
“I don’t feel qualified to change a standardized assessment.”

“I don’t speak Chinese. How could I offer a combination of languages?”
“If we refuse to provide responsive adaptations, we cannot detect
and respond to the full span of our students’ reading abilities. So, our
assessments are already inaccurate.”

“I think I can answer that in my other languages. Do I have to speak only English?

# data[].attributes.headline
Scaffolding a Running Record through Responsive Adaptations

# data[].attributes.subject
Scaffolding a Running Record through Responsive Adaptations

# data[].attributes.body
1. Provide a choice of language - Including my TA in the comprehension portion of the running record and presenting the student with, "I want you to answer some questions - in Chinese or in English or both." (note: adjust to reflect the readers' languages)

2. Provide the student with the text - Refer back to the miscues to determine the potential reason - language-based? vocabulary-based?

3. Provide reader with an opportunity to show understanding in writing - again in their own languages or a combination to allow for multiple levels of meaning

4. Post-running record conversations - Leverage languages to offer feedback on goal-setting and ongoing development with vocabulary and reading

5. Read within bands - We can direct readers to books "a little above" and a "little below" offer flexibility and balance

# data[].attributes.body
Translanguaging and reading are a "unified process" where students draw on their entire linguistic repertoire.

Formative Reading Assessments (IRIs and running records)
- Challenge the belief that to be "faithful" to the assessment, reading assessments must be conducted mono-lingually.
- Consequence of limiting emergent bilinguals reading performance to one language = teachers cannot detect and respond to the full span of student's reading abilities which leads to partial and inaccurate assessment
- when EB are required to respond in only one language during an assessment, they are placed at a disadvantage because they only use a portion of their language abilities

Accomodations
- lessen the linguistic demand (include: extended time, translations, bilingual dictionaries)
- may be insufficient and ineffective if accommodations do not target unique linguistic profiles

Responsive Adaptations
- make room for students language practices through opportunities for translanguaging
- EB are capable and full of resources
- Strengths-based perspective

Running Record:
-follow up with student after miscue anyalsis
-with language -specific miscues, welcome use of language to clarify

Student Retell:
-tells students you can answer comprehension questions in English or Spanish or comobination of both
-provide students with copy of questions in both languages
- allows for written, oral expression to be used

# data[].attributes.headline
#34. Three Types of Scaffolding: There’s a Scaffold for That

# data[].attributes.subject
#34. Three Types of Scaffolding: There’s a Scaffold for That

# data[].attributes.body
While there are pictures or visuals for this on-demand, there is not sufficient scaffolding for students to access these "requirements".  Without a mentor text, an opportunity to identify areas of expertise, time to co-plan, support for how to elaborate, or what transition words are or how they function, students really struggle with what to write or draw.

# data[].attributes.body
1. Language support (translation in L1)
“Single language measures ignore the fact that bilingual children may choose to use different words depend- ing on the setting, interlocutor, and context”. A translanguaging lens on assessment can provide further assistance in directing teachers on how to adapt formative assessments for accuracy. Accord- ing to García et al. (2017), assessments of emergent bilinguals should be designed to capture students’ general linguistic and language-specific abilities; that is, teachers can note if students are “using all the features of his or her language repertoire and/or using language-specific features”.
2. Images or objects offered.
There is a large difference among teachers’ use of supportive materials, some teachers may consistently use body language to illustrate the meanings of words, whereas some uses instructional videos and pictures to illustrate. The use of pictures and real objects allows students to see what make connection of the questions.
3. Examples or prior knowledge presented by teachers.
Teachers give examples and make connections between the questions, prominent scaffolding strategies include asking students if they are familiar with the strategies, making explicit links to previous lessons, and using real objects or examples.

# data[].attributes.body
1. Deficit Lens
a. Fountas and Pinnell Running Record Reading Assessments – Errors are counted for dropped endings (bake/bakes); comprehension questions do not provide visual or language support. Readers are not given sentence stems or prompted to use the text to respond to within the text questions and beyond the text questions (retelling and inferences); specific vocabulary for feelings, connections, and text evidence may not yet be in a reader's repertoire in English. This assessment was selected because of its wide use to determine readers independent and instructional reading level. However, it does not provide for MLLs to receive scaffolds to access the texts; students may not have experience with content vocabulary or situations (ie a story about a rodeo, or an ‘army brat’). Students are not able to answer in their languages to show their understanding.

b. Information On-Demand Assessment to begin a writing unit. In a timed setting, students are asked to cycle through the writing process by crafting an organized teaching book including a lot of information, transitions, and an ending. Booklets are provided. This assessment was chosen as a deficit lens because all students are expected to produce an information book within the time and genre constraints. They are not only asked to write but do so quickly and follow the writing process. They are not able to pre-plan, have teacher support, or talk with partner during the on-demand.

2. Promise lens
c. UOI Preassessment – Students work collaboratively to unpack the central idea of a new unit of inquiry. The central idea is presented in English, Mandarin, and Korean according to the students' languages. Students use pictures, words, and sketches to detail their understanding of the words in the central idea on the table. Then students go on a gallery walk to see the different ideas from other groups. Class reflects on which parts or phrases to focus on first based on what they don't yet understand.

# data[].attributes.headline
Comprehension strategies in SLL scaffolding

# data[].attributes.subject
Comprehension strategies in SLL scaffolding

# data[].attributes.body
Academic language is present in all lessons, and the teachers employ many scaffolding strategies to support academic language development. All the teachers appear highly aware of academic language, and most lessons centre around terminology. Throughout the lessons, students must identify, define, and explain subject-specific terminology. The teachers strategically use L1 to provide bilingual translations.

# data[].attributes.body
There is a large difference among teachers’ use of supportive materials, some teachers may consistently use body language to illustrate the meanings of words, whereas some uses instructional videos and pictures to illustrate the phenomena.

# data[].attributes.body
Teachers consistently create connections between known and unknown material, prominent scaffolding strategies include asking students if they are familiar with concepts, making explicit links to previous lessons, and using real life or personal examples.

# data[].attributes.body
Identify: Who are the different people involved in the dilemma? What challenge are they facing?

The stakeholders in this dilemma of deficit-lens versus promise-lens for assessments are:  ELLs, L1 learners, EAL teachers, subject teachers, administrators, and parents; in effect, all constituents in the learning community.  For different reasons, each stakeholder faces the challenge of making sure that the assessment for the learning is valid, equitable, rigorous, meaningful, and anchored in promise instead of deficit-based.

Feel: What do you think each person in the dilemma is feeling? Why might the situation be hard or challenging for each of them?

I believe each constituent in this situation is feeling pressure to “get it right.” ELL learners want to succeed not only in terms of English-language proficiency but also in all content areas. They also feel pressure to perform as well as their L1 peers and may even find that challenging to impossible if not given the supports to access the content equitably. L1 learners may feel that promise assessments give an unfair advantage to ELLs, making it more difficult for them to succeed. Content teachers may feel ill-equipped to design and assess learning that supports all types of learners, or some may resent the need to make any changes at all to their instructional plan. Administrators may feel pressure from parents of both L1 and ELLs. In a deficit-lens environment, parents of ELLs may feel pressure to give meaningful support at home and/or pressure to secure tutors and outside class to provide access to the content. At the center often are the EAL teachers, who likely feel pressure to support not only their ELLs in language proficiency and deep content learning, but also all the other stakeholders as they advocate for equity of opportunity and access to curriculum for all learner differences.

Imagine: Imagine options for how the situation could be handled. Come up with ideas. Highlight or circle which option might lead to the most positive outcome, where most people feel good or taken care of.

One options that produces the most positive outcome for all stakeholders is to put in place practices that ensure that the entire community is involved and sees itself as a learning community where everyone participates fully according to their perspective and roles. This calls for a culture shift which can often be successful when carefully planned and when all peoples’ perspectives, opinions, feelings, wants, and needs are considered. Shifting from seeing ELLs as people for whom things need to be “simplified, dumbed down, removed, excluded” to seeing them as full participants in the learning community who bring unique strengths and assets to the entire community will pave the way for all the community members (parents included) to feel welcomed and respected.

Say: Think more about the idea you chose for handling the situation. What could the people involved say?

While I hope the people involved would all be receptive, I believe some might have reservations and/or complaints. Two concerns we often hear in education are: 1) the lack of money for training;  and 2)the lack of time available to train up the learning community in order to make such a shift.

(Erica)

# data[].attributes.body
Premise:

As population of ELLs(MLLs) grows (especially in my current school), these learners require resources that support as they develop proficiency in English as well as acquisition of deep content knowledge (1).

Further, college-readiness assumes understanding of both academic and disciplinary language and literacies (Moore et al 2018).

Therefore, it is up to educators to support ELLs and address their learning needs in the classroom across subject areas, looking at three focus areas.

This Brief’s Focus:

Three areas of instruction to support ELLs in classroom:

• scaffolding learning

• academic language

• disciplinary language and content knowledge

# data[].attributes.body
Focus Area One: Scaffolding

What it is:

-Teacher TEMPORARILY controls the more difficult aspects of the task

-Student uses what know and can do to address the parts of the task that are in their current range

-provides structure and targeted language support while students develop proficiency in both language and content understanding

-As student progresses, teacher removes supports

Why it matters:

-Supports strong instruction for all students through equitable access (not just ELLs)

-Sends supportive message that all students take ownership of learning, and that ALL students belong to and participate fully in learning community

-Addresses unique learning needs while setting the stage for independent learning as supports are systematically removed

-Bridges the gap between what a student can do now and will be able to do in the future

-When successful, it provides multiple opportunities to gain understanding, putting in place supports that address both language and concepts

2 Types of Scaffolds:

Verbal: prompts, questions, etc. that support thinking skills to improve language proficiency

Procedural: tools, resources and other supports used before, during, and after instruction

Six types of instructional scaffolding strategies we can use across disciplines:

Modeling: give a preview of appropriate performance, using academic language

Bridging: activate students’ prior knowledge and experience and show relevance

Contextualizing: embed materials in sensory contexts (film, realia, manipulatives)

Schema Building: encourage students to find how new information fits into their preexisting understanding of a concept

Re-Presenting Text: find ways for students to apply linguistic connections across genres and text types

Developing Metacognition: support students in developing learning strategies that can become part of their lifelong learning repertoire

# data[].attributes.body
Focus Area Two: Academic Language Knowledge

What it is:

-        Ways students are expected to use listening, reading, speaking, and writing to participate in tasks and show their learning (4)

-        Academic vocabulary: words used in science, history, geography, mathematics, language and literature, etc.

-        Words used frequently in discussions, essays, articles in academic settings

2 aspects of academic language knowledge are:

Language functions – how students use language for different purposes (explaining, informing, etc)

Language features – at word, sentence, and discourse levels

Why it matters:

Academic language is seen as the bridge that connects language development with academic achievement (4).

Therefore, we must…

-        explicitly teach academic English

-        consider how academic language impacts instruction during our planning process

-        notice, teach, use, and reinforce academic language across all disciplines

-        identify language demands in lesson tasks and devise supports for ELLs

Strategies for integrating English language instruction into different disciplines (according to the What Works Clearinghouse):

• Use instructional tools (videos, visuals, graphic organizers) to help students in meaning making

• Explicitly teach general academic vocabulary (Tier 2) and discipline-specific academic vocabulary (Tier 3)

• Provide daily opportunities for content-based discussions (low stakes)

• Provide writing opportunities where students can apply skills learned and extend understanding

Other Tips for Teaching Academic Language:

• Choose accessible, content-rich texts (such as newspaper articles) that include academic vocabulary

• Select and intensively focus on a small set of academic words to teach and reinforce over several lessons

• Teach word-learning strategies so ELLs can transfer to unknown words

• Employ extended discourse as a method to develop academic language knowledge

• Use mentor/model texts to examine academic language and how it is used

# data[].attributes.body
Focus Area 3: Developing Language and Content Across Disciplines

English Language Arts:

• Focus on vocabulary building

• Use more accessible texts to prepare students for more difficult texts within the same units (6)

• Focus on grammatical structures that help students to make meaning and translanguage

• Provide opportunities for students to practice individual, small group, whole class discussions

• Use collaborative tasks that use rich discussions

• Allow students to use strengths in home language when developing writing in English

• Expose students to a variety of text-types and genres

• Ensure students get and receive feedback on writing

Mathematics:

• Encourage full participation in mathematics instruction regardless of English proficiency

• support with mathematical reasoning

• support and scaffolding is especially important for word problems

• promote and encourage translanguaging

# data[].attributes.body
1) Identify: Who are the different people involved in the dilemma? What challenges are they facing? Specialist, and Administration. They are facing they fact that homeroom teachers and EAL specialist now must work together to rewrite assessments for students to provide “promise assessments”. Administration hasn’t provided enough training for homeroom teachers and EAL teacher to co-teach, provide scaffolding, and assess students.

2) Feel: What do you think each person in the dilemma is feeling? Why might they situation be hard or challenging for each of them? Homeroom teacher: Frustrated because now they must rethink how to best assess learners whose mother tongue is not English. Correcting work isn’t a one size fits all anymore and they can’t just dismiss those who can’t do the assessment because they don’t speak enough English. There are many HR teachers who have a deficit lens. Creating new assessments will be seen as “wasting time” because they already have something they believe works. EAL Specialist: Frustrated and overwhelmed because the scaffolding they provide to help ALL students are not used. There isn’t enough time in the day to work with HR teachers to effectively provide support for students. HR teacher refuses to listen to EAL specialist. It could be due to the fact that the HR teacher feel that he/she is more “experienced” in teaching. Not enough time to provide students with individual support for them to be successful. Administration: Frustrated. All the previous assessment that was used for so long must be changed. Administration must spend time listening to what is best practice for Language learners and put it into practice. Change takes time and there will always be lots of push back.

3) Imagine: Imagine option for how the situation could be handled. Come up with as many ideas as possible. - -Professional development in creating assessments that all language learners can do.
Put teachers in the shoes of students and have them. Complete an assessment in a language not their own.
Ask students how they would like to be assessed and then plan backwards. This will empower students.
Encourage
Translanguaging all around the school EVERYDAY
Provide teachers with structured planning time to collaborate on how to scaffold lessons

4) Say: thinking more about the idea you chose for handling the situation, what could the people involved say?
“This is my class, I will teach it my way and assess it my way”
“Who has time to listen and change assessments, we are busy enough as it is!”
“You might not see it right now, but the students we are teaching know more than we think they know. We just need to provide the best environment for them to show off what they can really do.”
“I’m surprised that by changing it to a “promise assessment” these students have come out of their shell. No more hiding and begin scared to try learning a language anymore”
“This way of assessing is new to me. Are you willing to show me how it is done?"

# data[].attributes.body
Possible scaffolding:
1. Active engagement strategies: teach all five steps of the research essay by providing an example. Since this is about content first, use accessible language.
2. Evidence-based instruction here suggests that this assignment is about learning how to write a research paper, not about the actual topic of the papers itself! Suggest teaching academic language required and providing topics and sources with lower lexile levels for the EAL students.
3. Procedures: This should be building on predictable, past knowledge and understandings which are still available and accessible to students.
4. Corrective feedback can be provided after each step op the process: choice of topic, choice of sources, planning of project, planning of essay... It should be about process, not product.
5. A step-by-step planning document provided by the teachers might make it much easier for the EAL students to understand what ie expected of them.
6. As was suggested in the article on dynamic assessment and SFL, the students should have regular and frequent moments of assessment allowing the teacher and the students to adjust the learning process. This feedback should focus on content and on academic language.

# data[].attributes.body
Students have to do independent research on a science question and have to write a 5 paragraph essay. They are given grade appropriate topics and sources (Grade 10). The expectations for EAL students are the same as of the students who are proficient in English. The students were not offered scaffolding.

# data[].attributes.body
1. Deficit Lens
a. Students have to complete a revision test at the end of a unit (summative). The students are tested on their skills (reading, writing, listening) as well as on their grammar and vocabulary development. Although the students have had the to practice everything on the test in class and at home, they have not had individualized feedback from the teacher and have not had the process adjusted to their specific needs (level, interest, learning style).
b. Students have to do independent research on a science question and have to write a 5 paragraph essay. They are given grade appropriate topics and sources (Grade 10). The expectations for EAL students are the same as of the students who are proficient in English. The students were not offered scaffolding.
2. Promise Lens
a. The students read articles at their lexile / proficiency levels (on readworks.org) and get individualized feedback that allows them to grow and improve next time. The receive a mark, but only for personal use.
The students have analyzed several songs together in class. They are asked to pick a song themselves and informally present an analysis to class. They have a week to prepare this, both in class and at home. The teacher guides them in their choice, and assists them during the presentation. Afterwards the students get peer feedback and teacher feedback in accordance with the 2 tops and 1 tip principle.

# data[].attributes.body
Identify:

Content Teachers – Centered on the comprehension of the content and not language improvement.

EAL Teachers- unfamiliar with the in-depth subject content and scarce

Learners – don’t know what they don't know, therefore need advocates on their behalf.

Feel: all the parties might feel unsupported and therefore frustrated at any time of the teaching or learning process.

Imagine: More planning time for teachers to collaborate and discuss cognitive development aims (both Content and Language)

Say – Yes, make the admin aware of the need for extra planning time incorporated in teachers’ schedules.

“I understand that you are frustrated with the student’s inability to do this Math task. Let's work together and discuss how we both can help Vittoria in her learning. I can provide the academic language support – math terms Quizlet and sentence patterns she can practice on her own or with me. Can you allocate enough time for Vittoria to go over the instructions esp when we are online and when it comes to the summative assessment? Vittoria does not have a voice in English to express her needs yet, and she is new and adapting to the new cultural and school environment. Can you please talk to her separately to make sure she is on task?”

Conversation with Victoria. I know the math stuff in Italian, but the teacher doesn’t know this. I do not understand the instructions are hard. I need help advocating for myself.

Bottom Line: Everybody is engaged to help Vittoria in her learning, including Vittoria herself and her counselor.

# data[].attributes.body
- One of the math assessments (see samples above) we give to kindergarteners is solve addition and subtraction word problems by using objects or drawings to represent the problem. No image or translation present in the questions, which could be difficult for EALs to understand.

Suggestion:
1. Language support (translation in L1)
2. Images or objects offered.
3. Examples or prior knowledge presented by teachers.

# data[].attributes.headline
Suggestions of Scaffolding for Verna (On-Demand Permformance)

# data[].attributes.subject
Suggestions of Scaffolding for Verna (On-Demand Permformance)

# data[].attributes.body
From Helen A and Ludivine  K

Suggestion for Intermediate multilingual learners:
1) Break the task down into several subtasks (not on-demand writing).
2) Make sure students are culturally aware of the concept of western essay (claim, opinion etc)
3) Have students discuss in their L1 first to activate their prior knowledge (if any) in order to build on it.
4) Start practicing paragraph writing first, then connect paragraphs in an essay. Use of graphic organizers (hamburger analogy), visuals and word walls.
5) Give students a word bank of transition words and explain how to use them in a paragraph.
6) Design several sessions of practicing Essay Writing before the summative assessment.

# data[].attributes.headline
Grade 10 MYP Language and Literature & Science IDU Reflection Task 

# data[].attributes.subject
Grade 10 MYP Language and Literature & Science IDU Reflection Task 

# data[].attributes.body
From Ludivine K and Helen A

Description of the task
Word Count: 500 – 800 words.

For the final task in the IDU Students will complete a written reflection of their interdisciplinary experience. For this task, they are required to demonstrate two specific things:

1) Evidence of how their interdisciplinary understanding has developed through completing this project

2) Evaluation of the strengths and weaknesses of interdisciplinary knowledge in anticipating the possibilities and consequences of innovation

Rationale for Deficit Lens :

This task didn’t provide any scaffold for the students. The length of writing (500 to 800 words) was too much for EAL students and there was no accommodation/modification.

# data[].attributes.body
Helen A and Ludivine K worked on this document
Deficit & Promise lense.docx

# data[].attributes.attachment_caption
Three Teacher guided reporting cycles in a Story Ending lesson.

# data[].attributes.body
The author of this article advocates the use of SFL and DA to scaffold feedback to students to allow them to understand how specific language works in specific (cultural) contexts. In the attached example, this would be the final row, i.e. step 4, 8 and 12 in a 12 step lesson.

# data[].attributes.body
2. Some definitions:
Poehner and Lantolf : “the express goal of DA [dynamic assessment] is to unify assessment and instruction into a single activity, the goal of which is learner development” (2005: 254)
Systemic Functional Linguistics (SFL), a theory of language as a social semiotic, is [...] a theory of language that can explain how language works in specific educational contexts for specific assessment purposes.

# data[].attributes.body
1. What is Systemic functional grammar (SFG)?
As part of a UK project on classroom-based assessment, I observed 6 and 7 year old learners of English as an additional language (EAL) following instructions from the teacher and having great fun making, then eating, a sandwich.12 As this was part of a unit on instructional texts, they were then asked to produce a recipe or instructions to tell someone else how to do the same. Here is a typed up version of Adam’s text:
Making a sandwich
1. Get a slice of bread.
2. Put a little bit of margarine.
3. x
2. get a little bit of margarine and spread it on my bread.
3. Then I put four pieces of cucumbere on my bread.
4. Then I folded the bread.
5. then I eated my bread.
... Systemic functional grammar (SFG) views language as a resource. We choose from a complex web of systems or sets of choices according to our functional purposes. Consider the system of possessive adjectives {my, your, his, her, its, one’s, our, their}. The choice of ‘my’ triggers a personal recount genre; the choice of ‘his’ or ‘her’ would change the function of the text from telling the reader how to make a sandwich, to telling the reader how to make a sandwich for a third party of a specific gender. The choice of ‘their’ brings in notions of largesse or maybe domestic service depending on the specific situation and cultural context.
There is much more that could be said about this text which was produced as part of a classroom- based assessment activity, but I hope I have shown how grammatical choices are important for meaning-making, and how a theory that makes the connections from lexico-grammar to genres in their cultural context can provide an invaluable linguistic lens for assessment in the classroom.

# data[].attributes.body
-For my grade 4 team's unsuccessful pre-assessment, I would include more choices and scaffolds to support all the learners.
-For starters, we should be trying to find out what students know and not seek out the deficits in their vocabulary, so I would propose to have students chose some scaffolded geographical natural disasters and landforms that they are already familiar.
-I will provide the following choice scaffolds:
1)Visuals and imagery - students can select picture to label, create a slide show or conduct a voice over.
2) Videos - students can watch a Padlet that features all the words in video and can interact with the Padlet. Students could also develop this into an interactive word wall throughout the unit by generating QR codes for and with their peers.
3) Audio slide shows - students can contribute collectively to various images in a shared slide show. The teacher could use visible learning observations like videos of the students working to collect data on what the students are choosing to discuss in the pre-assessment aspect. For instance, the second task involved students choosing one aspect to explain, which all students were very successful. Teachers could use this information to determine which topics were omitted to potentially highlight for explicit teaching topics.
-Overall, I feel that the use on many types of media as a form of immersion in the topic would be far more effective than isolating vocabulary.
*The vocabulary pre-assessment has already been removed from our Atlas planner*

# data[].attributes.body
As scaffolded learning is a possible way of overcoming challenges for second language learners in CLIL context, this study suggests a framework for how to empirically identify and classify scaffolding.

Definition summarized: Scaffolding is a type of teacher’s assistance/tailored support that helps students learn new skills and accomplish tasks, helps them gain autonomy and slowly transfer the responsibility of learning. from the teacher to the student.

Comprehension Strategies in Scaffolding:

1.     Linking the known with the unknown,

2.     The role of supportive materials (visual aids, graphic organizers etc),

3.     How to support academic language development so students use correct terminology – allowing students to use dictionaries for translation or letting them explain terms in their own words

Or

·      Linking concepts in L1 and L2,

·      defining and promoting students to use  subject-specific terminology

·      the use of visual aids.

Task-Solving Strategies in Scaffolding

1. Discourse
Strategies: revoicing a student's answer in academic language; repeating - echoing a student's response and elaboration - prompting a student to justify or lengthen their response
2. Metcognition - making students aware of their own learning processes

Strength of this study: it unifies understandings in SLL literature and cross-compares three subjects
Limitation of this study: no students' perspective is presented and the study is only limited to a few classroom experiences.  Not enough research of how content teachers scaffold learning for their students.

# data[].attributes.body
Deficit Lens:
- Solve addition and subtraction word problems by using objects or drawings to represent the problem. No image or translation present in the questions, which could be difficult for EALs to understand.
- Analyze and compare two- and three- dimensional shapes in different sizes and orientations by using informal language to describe their similarities. The shapes are printed on a paper - could be very confusing to EALs to differentiate 2D and 3D shapes; academic language (like vertices, corners, etc.) has no examples or explanation.

Promise Lens:
- UOI project. Student will choose a living thing and describe how the living thing's needs are met by its environment. Students have many ways to present their ideas, such as a diagram, diorama, storyboard, video, etc. They do research through books, Ipads, or asking adults. Plenty of tools and materials ( boxes, cottons, stones, light clay, etc.) are offered to support their project.
- How to book assessment. Student will complete a How-To book with guidance and support from adults participate in shared research and writing projects, and gather information from provide sources to answer a question.

# data[].attributes.body
Although this was used as a pre-assessment, it held no value. The use of "Scientific Vocabulary" and then "Meaning" on the other side served no purpose. When my team made the choice to do this assessment I was strongly against trying it, but the Team felt we could gain something from the data. In the end, after 10 minutes of watching most struggle, I scrapped the task and continued with another exercise. Shown here is a student in my class who receives some EAL support, but usually can be very successful with supports. Admittedly, I consider this a very low point, but thought it was a good model of WHAT NOT TO DO and I want to encourage my team to use a better pre-assessment to check for vocabulary knowledge next year though a better means. I think a pre-assessment should be fun and engage the learners, and this did the opposite.
Thanks

# data[].attributes.body
Being bilingual offers a variety of benefits, such as the capacity to interact with a range of people, the ability to connect to different cultures through language, as well as an understanding and appreciation of how different languages are structured and relate to each other (Bialystok, 2017).

# data[].attributes.body
- When emergent bilinguals are forced to use English only, they are at disadvantage because they are only using a portion of their language abilities. Their ability to comprehend, connect and express is visibly curtailed.

- Transforming assessment through a translaguaging lens is a matter of educational equity. One size does not fit all.

- Best practices and strenght-based assessment will allow teachers to uncover each learner's unique profile as a reader and user of language, as well as give essential information on the student's needs.

- Translanguaging can happen during retellings, activating students' previous knowledge, providing feedback... Possibilities are endless.

# data[].attributes.body
Ascenzi-Moreno (2018) refers to the shift in teachers' assessment strategies as RESPONSIVE ADAPTATIONS, aka modifications to the assessment that take into account students' language practices and aid teachers in constructing an accurate portrait of students' abilities by viewing their language repertoire as a source of strength rather than one of deficit.

# data[].attributes.body
The author tells the case of Yadira, a Spanish speaking girl, and how her teacher responsively adapted a reading comprehension assessment in two ways: 1) she turned the oral questions into written questions, so the student would have time to think, and also to obtain written information about her language development and 2) she provided Yadira with a choice of language, allowing her to prove that she had indeed understood the text she read. If Yadira had to answer these questions in English, she might not have been able to provide the amount of detail and therefore shown her reading development. Another interesting finding is that Yadira's written Spanish is not strong either, which gives a lot of hindsight on her bilingual literacy skills.

# data[].attributes.body
Identify:

Planners – they might not have experience planning, they lack a deep understanding of curriculum and unit development, they might be pressured by school or time constraints to cover certain content

Teachers – they might not have time to go through the lesson plans in depth, prepare scaffolded resources or they might have a deficit lens mindset that only helps the more advanced students in the group

Students – pressure from parents to get good grades, feeling of confusion when faced with assessment they are not familiar with in a language they are not fully proficient in

Parents – they might not have the time to support learners at home or do not know how to do it

Feel:

Planners – might feel overwhelmed by dealing with unit plans they are not familiar with, might feel irritated because they disagree with the way the curriculum is laid out

Teachers – tense because they cannot choose the assessment they are administering

Students – lost and confused, maybe embarrassed that they are unable to complete tasks efficiently while peers are completing them with no major problems

Parents – frustrated that the learner is not getting the results they expected from an international school setting

Imagine:

The most positive outcome would be to provide teachers and planners with quality training and PD that allows them to understand how planning and curriculum works in an inclusive environment with a focus on additive bi/multilingualism.

Say:

“This is not going to work because it is not the way we have done it in the past”

“I am scared to try this new assessment system because I have never done it before, but I am willing to learn”

“I am glad that we are finally using a fair assessment model where everyone is included and cared for”

# data[].attributes.headline
Isa's deficit example - scaffolding ideas

# data[].attributes.subject
Isa's deficit example - scaffolding ideas

# data[].attributes.body
CBA deficit lens:

-       Extended Writing (Literacy). Students explore other text types by producing a text in 30 minutes with no dictionaries or any kind of sentence starters. The prompts are not related to what they are covering in Literacy.

To scaffold this task, I think it is necessary to:

1) Add graphic organizers and guided questions in order to determine main idea/details/any required feature depending on text type. I have attached an example.

2) Prompts are translated to native languages to ensure comprehension.

3) Provide sentence starters cards with translations so they can move them around and decide which ones they want to use and where in their texts. Manipulatives can be really useful when organizing ideas.

4) Provide more time for those learners who might need it.

# data[].attributes.body
CBA deficit lens:

-       Extended Writing (Literacy). Students explore other text types by producing a text in 30 minutes with no dictionaries or any kind of sentence starters. The prompts are not related to what they are covering in Literacy.

The fact that the prompts are totally unrelated to what is currently being taught makes it harder for emergent bilinguals to make connections and be able to produce a text only in English. There are no sentence starters, no suggested vocabulary that they can rely on. The time limit and the fact that they have to work individually makes it really hard for EAL learners to succeed on this task.

# data[].attributes.body
CBA deficit lens:

-       Extended Writing (Literacy). Students explore other text types by producing a text in 30 minutes with no dictionaries or any kind of sentence starters. The prompts are not related to what they are covering in Literacy.

CBA promise lens:

-       Poverty vocabulary pre-assessment (Inquiry). Students receive a worksheet to work with key vocabulary that will appear in the unit later on. There are a few words with a picture that learners need to translate to their home language, as well as provide an example in English to consolidate vocabulary before moving onto more complex activities.

-       Innovation in Science assessment (Inquiry). After watching three videos with subtitles in Chinese and Korean about people with disabilities, students will work in groups to create a poster that displays a device that might be helpful for them to solve a particular problem.

# data[].attributes.body
Dilemma:  Some approach classroom base assessment tasks with a deficit lens and past practices (i.e. simplifying, modifying, ‘dummying down’) concept.  Others use the promise lens or scaffolding up concept.

1.       Identify:  Who are the different people involved in the dilemma?  What challenges are they facing?

a.     Those planning the assessments (classroom teachers, team level teachers (such as EAL), school leaders), those administering the assessment (any co-teachers involved), and those taking the assessment (students).

b.     Challenges that those planning the assessment face are push-down of skills that are not developmentally appropriate for the age cohort, lack of time and resources to develop and revise assessments to make them meaningful and well-scaffolded, and there might be a requirement by the school dictating what and how the assessments must be delivered.  Challenges facing those administering the assessment are that they might disagree with them but are required to still give or perhaps they were planned by others and do not fit the needs of the students in their class.  Challenges facing those taking the assessment are that the content within them was never taught or only briefly touched upon, the directions or lack of can be very confusing, there are too many or too few scaffolds to show what students really know, and after the assessment is taken there is no proper feedback to learn and grow from it.

2.     Feel:  What do you think each person in the dilemma is feeling?  Why might the situation be hard or challenging for each of them?

a.     Planners:  At our school, the unit planners rotate so everyone has the chance to plan for different units.  they would feel under pressure to create and submit assessments in time to the team.  It could be very hard or challenging because it was not their area of strength to plan for and it might be the first time to teach such a unit in their career.  There is also still a strong co-hort of educators who carry thick deficit lens glasses and are resistant to scaffolding or trying new ways to assess.

b.     Those administering:  They might be feeling their hands are tied.  The school requires certain assessments that they know are truly unfair or impractical, yet they must give them, waste time, and risk their students losing self-confidence or a feeling of happiness and safety in their classroom.

c.     Those taking:  They might feel that during weekly sessions they felt they were learning a lot and feeling very competent due to meaningful scaffolding.  However, when it came time to show what they learned or make connections they could feel that it is either out of reach and too challenging or too easy and “babied” down for them so they quickly complete it without feeling challenged.

3.     Imagine:  Imagine options for how the situation could be handled.  Come up with as many ideas as possible.  Highlight or circle which option might lead to the most positive outcome where most people feel good or taken care of.

a.     In house PD about scaffolding assessments           Looking at a variety of other high-quality assessments to model their own after      An example assessment is given to a few children with varying English proficiencie to determine their response to it.   The assessment is created together as a class.  Classes have more autonomy on how they assess the objectives.  Assessments give extra weight to formative ones and lesser to summative.  An asset lens based teacher with training in scaffolding assessments for all learners is always involved in the assessmsent making progress at the year level.

4.     Say:  Thinking more about the idea you chose for handling the situation, what could the people involved say?

a.     People involved might say:

i.     Great! Let that person handle all the work

ii.     I’m still going to do what I want in my own classroom and keep the old way

iii.     I’m so glad…this way all my students can show what they know.

iv.     What is an asset lens??? I’ve never heard of this.  Tell me more.

v.     Can you show me what that might look like?  I can picture how it would be different from our current assessments?

# data[].attributes.body
Traci's Y3 CBA examples:

Deficit Lens
1)    Ancient Civilizations- Diagnostic Assessment: This is an 8 question assessment, written only in English with academic and technical vocabulary, no photos and done in a limited time with a small group of peers that sit at their table and may or may not include translanguaging opportunities.

# data[].attributes.body
1. Identify: Who are the different people involved in the dilemma? What challenge are they facing? Teachers, EAL specialists, curriculum coordinator, administrators, peers (classmates), etc.... In many ways all stakeholders are involved in the dilemma given the fact that everyone needs to work together to have an inclusive community that supports all learners. Seeking deficits will have negative impacts on all spaces of learning when ‘promises’ are abundant. Simplifying and other aspects like this outdated practice will lead to the class being disjointed and ununified.

2. Feel: What do you think each person in the dilemma is feeling? Why might the situation be hard or challenging for each of them? Teachers may be challenged to provide the correct scaffolds for the students who need them; however, all students will benefit from the scaffolds in various ways as they can benefit different preferences and learner styles by differentiating all aspects of the learning. EAL teachers will be challenged to make time to meet all learners and they may be unsatisfied with the scaffolds the HR teacher is providing. Additionally, they need to adapt to different teaching styles classroom environments. Curriculum coordinators may be challenged to ensure there is appropriate complexity of the scaffolds being offered and increased challenge throughout the grades. They may also feel a crunch to ensure all standards are addressed while adding scaffolds to the learning. Administrators will need to be strong cheerleaders to all members by providing encouragement and providing opportunities for professional growth and development. Students and peers may feel anxiety if the scaffolds do not support their learning and they are constantly unsure of what to do. If their work looks different than their peers (‘dummying down’)      they could feel inferior to their peers. Therefore scaffolds should be the answer.

3. Imagine: Imagine options for how the situation could be handled. Come up with as many ideas as possible. Highlight or circle which option might lead to the most positive outcome, where most people feel good or taken care of. The best option is to view students through an asset lens and highlight what they can do and build up these strengths. Encouraging translanguaging would benefit the students who have good ideas and knowledge in their mother tongue. For instance, in PYP unit of inquiry (UoI) we try to use any language to communicate ideas. In this way, all students can work together, but also ensure to invite and support other languages.

4. Say: Thinking more about the idea you chose for handling the situation, what could the people involved say? Our students all have assets! Let’s work together to provide the scaffolds necessary to leverage and highlight their abilities.

# data[].attributes.body
True for Who?

Creative Questions

Feelings and Options

3-2-1 Bridge

Options Diamond

# data[].attributes.headline
Deficit-lens | Share 1, Comment 1 | from Erica

# data[].attributes.subject
Deficit-lens | Share 1, Comment 1 | from Erica

# data[].attributes.body
Individual 9-week cumulative project with 40+ slides filled with academic as well as discipline-specific technical vocabulary-laden instructions. Hard deadline. No scaffolding in place for MLL. One entry point.

# data[].attributes.body
Deficit-lens assessments:
1) Individual 9-week cumulative project with 40+ slides filled with academic as well as discipline-specific technical vocabulary-laden instructions. Hard deadline. No scaffolding in place for MLL.

This was selected due to its lack of three foci for instructional strategies for MLLs: no identifiable scaffolding strategies; no front loading of academic language; no instruction/frontloading of disciplinary language.

2)  A Socratic seminar where all students are given 15 minutes to read and mark up a short text. No front-loaded norms for discussion versus debate. Students are assessed on their speaking and then they reflect on their own participation.

This assessment was selected as deficit-lens in nature because it is a preparation- and participation-on-demand activity that  provides neither scaffolding of language particular to the discussion function, front loaded vocabulary for topic, audience, purpose.

Promise-lens Assessment:

1) OREO (opinion, reason, evidence, opinion) 5-paragraph opinion essay about heroes and values.

This assessment was selected because of its multiple entry points for MLLs of varying proficiency levels, use of model texts, clearly defined and practiced writing framework as well as linguistic patterns.

# data[].attributes.headline
Task-solving strategies in SLL scaffolding

# data[].attributes.subject
Task-solving strategies in SLL scaffolding

# data[].attributes.body
1. Discourse

· revoicing (repeating the student’s answer in academic language)

· repetition (echoing a student’s answer in class)

· elaboration (prompting the student to justify or lengthen their answer)

2. Metacognition, or ‘learning to learn’ (Coyle, Hood and Marsh 2010: 29).

· focuses on how teachers support students in completing tasks by making students aware of their own learning processes (Gaskins et al. 1997).

· one of the most effective ways of creating independent students is by showing them how to solve tasks (Gritter, Beers and Knaus 2013; van de Pol, Volman and Beishuizen 2010). Ranging from modelling and providing strategies to create tangible tasks.

In conclusion, scaffolding is a more comprehensive field in ELL literature than in CLIL (Gibbons 2015; Walqui 2006). CLIL is only now starting to look at the role of scaffolding to support learning, and there is a need for more systematic, empirical research to describe how CLIL teachers scaffold their students’ learning (Mahan, Brevik and Ødegaard 2018; Ruiz de Zarobe and Zenotz 2015).

# data[].attributes.body
Deficit Lens:
- On-demand writing prompt to conclude a writing unit. Students given a paper-based assessment at the end of the unit with limited opportunity for choice and the process is not linked to the process throughout the unit - could be very confusing to EAL students.
- Unit of inquiry assessment on vocabulary to start a unit - Asked the students to write definitions (in any language) to identify the words. However, only the word was present with no image.

Promise:
-Writing workshop - Provides students with lots of visuals throughout the mini-lesson and differentiation occurs during small group and one-to-one instruction.
-Reading workshop - Students provided with large classroom libraries and digital resources that have read-to-me functions and translation tools. Students are encouraged to utilize their languages and also encouraged to include others. Supported in book clubs with scaffolds (extra support, visuals, models).

# data[].attributes.body
-Students can use more than one language in their writing and transliterate. Many mentor texts are available that show authors doing this.
-Why do students translate and what are the advantages? Show students how this can be helpful.
-Important to flip positioning and perspective of translanguaging.
-*Image shows strategies to implement*

# data[].attributes.body
More scaffolds over time will lead to translanguaging as a norm.

# data[].attributes.body
-Translanguaging needs to be consistent and not just on a needs basis, i.e. translanguaging is not asking a students to say a word in their own language in isolation.
-Need to have consistent lessons and times to value translanguaging. Out of the blue translanguaging will not show students it is valued (p.4)
-Validate that languages are not only permitted but also helpful to literacy learning.

# data[].attributes.body
-Well designed scaffolding can help classroom communities translanguage consistently - seen as a norm (p.1)
-Having home languages present in classrooms is advantageous, as opposed to previous views of immersion and valuing English only environments.
-Learners should take advantage of their full language repertoires
-Teachers can support home languages and student attitudes through showing value to the languages. They can draw on their full linguistic repertoire.

# data[].attributes.body
This assessment is presented all in English and students are excepted to write in English. They are not allowed time to talk about this topic with a friend to help them better understand what is expected. EAL students write anything because they don't know what to do.

# data[].attributes.headline
Promise Lens- Inquiry: Explore Heat and how different things will cause ice to melt faster 

# data[].attributes.subject
Promise Lens- Inquiry: Explore Heat and how different things will cause ice to melt faster 

# data[].attributes.body
Students will be exploring 6 different stations: 1) Hair Dryer 2) Candle 3)Flashlight 4) Salt 5) Sugar 6) Heat Lamp. This formative assessment promotes students to speak in the home language and is translated into Chinese. Students worked in small groups and translanguaged the whole assessment.

# data[].attributes.body
This assessment is presented all in English and students are excepted to write in English. They are not allowed time to talk about this topic with a friend to help them better understand what is expected. EAL students write anything because they don't know what to do.

# data[].attributes.headline
Suggested Scaffolds at Each Proficiency Level

# data[].attributes.subject
Suggested Scaffolds at Each Proficiency Level

# data[].attributes.body
We are aware that a greater level of proficiency requires less scaffolding and vice versa.  This table requires teachers to have a sense of the linguistic demands of different instruction tasks to determine when and what scaffolding will best support students to engage and complete the academic task.

Fenner clarifies that while the table provides some general guidelines for selecting scaffolds for Els at different English language proficiencies, they are not hard and fast rules for selecting the most appropriate scaffolds.  She also mentions that some will be developmentally appropriate for all, no matter Els or English proficient students.

My personal reflection to this is that:
1) Each class widely varies in the proficiencies during my push-in sessions.  The pendulum of proficiency can swing wildly from class to class in any given year level.  Thus, my position requires me to plan and ensure scaffolding in a myriad of ways for in-person push-ins (in which all 3 scaffolds can be utilized) and for classroom teachers to follow from planning notes (in which even though explicit notes of instruction and grouping are given, it is often the resources and materials are usually the most consistent scaffolds used on days I am elsewhere).
2) Language scaffolds are really just like any other part of teaching moments. Something you have planned out, sourced, demonstrated, grouped, etc. can turn out to be more successful than you imagined or a complete miss. It is important that great teachers scaffold with flexibility to meet their students needs in the moments. A child might surprise you by bringing less experience and context than you thought they had about a topic and need more scaffolds. Another friend might show great proficiency in a task and need certain aspects of the scaffolding removed or modified to let them truly show what they know or can do.

# data[].attributes.attachment_link.title
Suggested Scaffolds at each proficiency level

# data[].attributes.body
1) Materials and Resources
2) Instructions
3) Student Grouping.

Most teachers are conscience of their materials and resources scaffolding, but unaware that they are often scaffolding through instruction and student groupings as well. My reasoning for this is because most teachers intuitively do this in any session with any learner and consider it to be an embedded part of the teacher lens rather than a specific EAL scaffold.

# data[].attributes.body
Traci's Y3 CBA examples:

Deficit Lens
1)    Ancient Civilizations- Diagnostic Assessment: This is an 8 question assessment, written only in English with academic and technical vocabulary, no photos and done in a limited time with a small group of peers that sit at their table and may or may not include translanguaging opportunities.

Promise Lens
1)    Setting Writing Goals- Mini-Formative Assessment:  Children examined their own piece of writing (or could choose to look at it with a partner) to set a next step writing goal.  Then they could choose to line up either in front of an English speaking teacher or a Mandarin Chinese speaking teacher to show their writing and explain the goal they have chosen for themselves.
2)    Inquiry Matter- Summative Assessment: After viewing six different matter experiments and taking notes, students will re-create one of the experiments and use any necessary resources and language to do so.

# data[].attributes.body
Please see individual notes two over to the right.

# data[].attributes.body
Is the "Feelings and Options" thinking routine okay with everyone?

# data[].attributes.attachment_link.title
Feelings and Options, Harvard Thinking Routine

# data[].attributes.body
All teachers are teachers of ELs and should incorporate scaffolding in their teaching

# data[].attributes.body
- Classroom material and/or resources provided to the student
- Instructional practices the teacher uses
- How students are grouped during instructions

# data[].attributes.body
KNOW YOUR STUDENTS!
- background?
- academic strengths?
- academic needs?

KNOW THE TASK TO COMPLETE
- linguistic demands?

=> You don't need to simply the task. You need to select the appropriate scaffold.
=> Scaffold for ELs students can support the other students too! Everyone wins… no one is disadvantaged

# data[].attributes.body
Despite some belief that scaffolded assessments advantage  ELs students, they in fact "increase the validity of the assessment"
All students don't have to be assessed the exact same way, what is important is to identify the best way a student can demonstrate their content knowledge

# data[].attributes.body
We want to encourage collaboration between ESOL teachers and content teachers:  ESOL teachers need to make themselves available to help content teachers scaffold their lesson

# data[].attributes.headline
Scaffolding to make translanguaging a classroom norm

# data[].attributes.subject
Scaffolding to make translanguaging a classroom norm

# data[].attributes.body
The students have many opportunities to speak, and the teachers often expand on their ideas. Teachers revoice student answers into academic language, prompt students to elaborate, and use student examples to further build on ideas and concepts. However, there is a noticeable difference between different subjects. It’s better for teachers to responds by building on student ideas and revoicing ideas in academic language.

# data[].attributes.body
Overall, CLIL students are provided little explicit and detailed instruction on strategies to help them complete tasks.

# data[].attributes.body
Modelling consists of walkthroughs in which the teacher asks students to define terminology and later models an answer. The teachers do not decompose features of modelling (i.e. point to specific features) to explicitly illustrate what they are doing.