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English Learners (EL) Program / Overview

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District 214 Community Education is one of the longest running public high school community education programs in the state of Illinois. Started in 1947, our program has had over 75 years of experience in bringing high-quality youth and adult enrichment programs and continuing education classes to the residents of Arlington Heights, Buffalo Grove, Des Plaines, Elk Grove Village, Mount Prospect, Prospect Heights, Rolling Meadows, Wheeling, and beyond.

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Using Google Translate in the Classroom 

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Using Google Translate in the Classroom 

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When Is It OK to Use Google Translate in the English-Learner Classroom? (Opinion)

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Students need to be encouraged to believe they’re smarter than the translation tool.

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Language & Content: Making Content Comprehensible

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Language & Content: Making Content Comprehensible

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Rooted Linguistics: Serving Teachers of Multilingual Learners

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​What does it mean to make content comprehensible?
Imagine for a moment that you are sitting in a classroom in a foreign country surrounded by new classmates and a teacher speaking a language that you don't speak. Keep in mind, you have to stay all day and you are expected to follow directions, do the work, and understand the language.

How would you do? Would you become frustrated? Would you get off task? Maybe begin to fidget, doodle, or get mad? Sometimes when our ELLs experience this, they react in ways that we may not understand. Learning a new language, culture, and content is not an easy task by any means. It's important that we respect the job they are doing and support them through it.

The best way to support their content needs is to make content comprehensible.

​Let's begin by watching this short video that will help to explain what that means. You will experience what your ELLs go through when they don't know the language in the classroom.

​So after watching the video, hopefully you've come away with at least 2 things:
1. a feeling for what your ELLs experience when they don't speak the target language yet they are expected to do everything that everyone else is doing in class--Empathy
2. you get the gist of comprehensible input--making language accessible to students even when they know the language yet--it's doable even if the two of you speak completely different languages!

How do achieve this in our classrooms on a daily basis?
There are many ways and not all of them will work all of the time for every student.

1. Top of the list, #1 for sure is to know each student individually, their needs, their assets, and their language levels. Find out about their proficiency level in English as well as their academic history in their native language. Then you can leverage that in your classroom.

2. Used slowed speech to enunciate words and make clear distinctions between words. Have you ever heard someone speaking a language your not familiar with and it sounds like just a blob of sounds? If we don't enunciate, we sound like that too. We can end up sounding like Charlie Brown's teacher if we aren't careful with our speech.

3. Point to objects while we talk about them. If I want my students to take out a pencil, then I'll grab one and demonstrate. If I want them to turn to page 358, then I'll write that on the board or open my book to that page and show them. The power of pointing and talking is endless. So simple yet effective and minimal planning necessary.

4. Repeat and rephrase as needed. Once may not be enough for most of the students in your class, but for ELLs it probably won't do justice. Multiple opportunities to hear vocabulary or instructions helps students internalize and recall it.

5. Use tons of visuals or real objects. The more the better! Research has found that our brain processes visuals 60,000X faster than text. Visuals enhance recall and storing of information. The more modalities we can incorporate into our instruction, the more successful our students will be.

Making content comprehensible doesn't take a great deal of prep work. We just have to be intentional about it. We have to remember that our students who are learning language, learning new content, or struggling with content benefit from comprehensible input. The biggest mistake we make is assuming our students don't need it.
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Language & Content: Making Content Comprehensible

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​What does it mean to make content comprehensible? Imagine for a moment that you are sitting in a classroom in a foreign country surrounded by new classmates and a teacher speaking a language that...

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Language Scaffolds: Lowering the Barriers to Comprehension

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Language Scaffolds: Lowering the Barriers to Comprehension

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One of my most viewed posts is on the three main types of scaffolding: sensory, interactive, and graphics . Galina (Halla) Jmourko commented on the post saying that I actually left out two other important forms of scaffolding: language and emotional scaffolding.

Jmourko was right!

These two additional forms of scaffolding further help ELs access content, communicate their understanding, and feel safe being a part of our schools. I'll describe language scaffolding in more detail today and will explore emotional scaffolding next week.

Jmourko's detailed list of these two scaffolds is included below. What she calls "Verbal and Textual Supports" can be grouped under what I call "Language Scaffolding". Though our terminology is different, the concept is the same: make the language more accessible to empower ELs to communicate.

I adapted her list and organized the scaffolds into two categories:

language scaffolds for Beginning ELs and

language scaffolds for Developing ELs.

Because Beginning ELs are learning language at the vocabulary and phrase level, there are particular scaffolds used for them. Developing ELs are learning language at the sentence level, so they also get specific scaffolds that are not appropriate for Beginning ELs.

Language Scaffolding: Beginning MLs

Oftentimes, the language we speak or the texts we give students are significantly beyond some ELs' current ability to comprehend. Therefore, to scaffold challenging language for Beginning ELs, we can:

Use labeling: connect key words with visuals

Use repetition: develop familiarity with the words by having ELs repeat them

Provide word banks: take the guesswork out for students by identifying key words

Incorporate a student's home language: let ELs process content in their native language

Because the first three strategies are widely used, I will zoom in on one of the most shunned yet most effective practices for ELs at any stage - incorporating their home languages.

Home Language: A valuable tool

When working with students who are brand new to English, I reach for the asset they already bring with them from their home countries: their home languages . There's no English-only policy in my classroom! All languages are welcomed at anytime.

I like to think of allowing ELs to use their home languages as being like swimming with both our arms and legs. Conversely, English-only policies are like trying to swim with your just arms. It's possible to swim with just your arms... but it's tiring, less effective, and frustrating.

Don't assume that your content teachers will automatically be opposed to this strategy either. Using students' home languages is appealing to content teachers because it helps ELs quickly access content without a language barrier. ELs can process content in any language!

For example, Mr. James (a 7th grade Individuals and Society teacher - IB language for social studies teacher) wanted students to watch a video about the that was, understandably, narrated in English. However, we have several Beginning ELs who would not be able to understand the complex language used in it. So we allowed them to watch the video using subtitles from their own language to scaffold their understanding and make sure they were getting a fair shot at comprehending what was actually going on.

Doing this allowed our Beginning EL students to:

1. learn the same content as other students and

2. feel that they are like other students - capable of understanding complex information.

Teachers who use this asset-based approach to supporting ELs believe that ELs can learn grade-level content and that home languages are a powerful tool that facilitates learning.

Language Scaffolding: Developing MLs

Once our ELs have progressed further in English, we should still continue to offer language scaffolds that foster their academic language skills . While scaffolds for Beginning ELs mainly focus on building vocabulary, Developing ELs need more guidance on communicating in sentences and extended texts.

The following five types of scaffolding help Developings ELs:

Understand complex ideas in written and spoken texts, and

Communicate complex ideas in writing and in speech

1. Modified Texts

Some texts have more information than is really needed, while others don't provide enough context. When modifying a text, teachers can add in the missing context or omit details that aren't essential to the main idea.

I sometimes like to modify the language of the text to be more EL-friendly. This includes restructuring overly complex sentences filled with dependent clauses that overwhelm an ELs reading skills. If ELs have developed academic language skills in their home languages, then I leave sentences with complex structures intact to give them a chance to read in academic English.

Additionally, when there is a challenging vocabulary word, I might add a short definition or provide a synonym beside it. This keeps the academic register of the text at a high level, while also making it easy for new academic language to be incorporated into an EL's lexicon.

For example, the image below is taken from a text by NPR called " This scientist aims high to save the world's coral reefs ". I copied the entire article into a Google Doc and added "waste from companies, factories" behind the term "industrial waste" to make the concept more understandable.

We provide modified texts so that ELs can have greater access to the content. Texts in content classes should not be reading assessments for ELs. Instead, they should be sources of information. In short, if ELs don't understand the text, they won't gain any information so it is more important in content classes to make the language accessible to them so they can understand the highest level content possible.

2. Guiding Questions

ELs with developing academic language skills also benefit from having guiding questions as they watch a video, read an article, or engage in a discussion. Guiding questions help narrow in on the details that the ELs have to focus on. For example, when the ELs were reading the above article about coral reefs, I asked the students to look for the consequences of a highly acidic ocean.

3. Leveled Questions

Jmourko also suggests using probing and clarifying questions. I have housed these two types together under the category "Leveled Questions".

After students watch a video or read a text and are about to engage in a discussion, we can ask identifying and describing questions, such as those that begin with , , , , and . After students correctly answer these questions, we can move to more higher-order questions, such as those that begin with .

If I notice that my ELs are struggling to answer the identifying questions, I stop to clarify their understanding by re-watching or re-reading a selected section. The magic of Leveled Questions is that it has this built-in formative assessment feature that can double as differentiation.

4. Sentence Starters

Academic language has a particular way of structuring sentences which is quite different than social language. The example below illustrates the difference:

When we use sentence starters with ELs, we model the language of academic writing. Sentence starters provide just the first part of the response; ELs are expected to pick up where it leaves off.

Without sentence starters, ELs might know the answer but not know how to start it off or become stuck on how to form the sentence. If your ELs say they don't know how to communicate an idea, that's a sign to use a sentence starter.

5. Sentence Frames

The ability to logically string ideas together like pearls on a necklace is an indicator of deep understanding and critical thinking. ELs are highly critical thinkers but often need some support. And one such form of support is Sentence Framing. A sentence frame provides the beginning of an idea and also contains a transition to another related idea. The transition is what ELs often omit in their writings or discussions and is what distinguishes this scaffold from sentence starters.

The example below is from Mr. Arno's science lab report template . We designed sentence frames so that students could use science-specific language correctly. Additionally, these sentence frames steered students' thinking as they designed their experiments.

Takeaways

When we scaffold language for ELs, we create a bridge between language and content. Teachers who expect ELs to learn grade-level content and master content-specific skills scaffold language to make this possible. Contrary to popular perception, scaffolding language is not about lowering the rigor of a task. Instead, it's about providing lots of support to maintain high academic standards.

How do you scaffold language in your class? Leave a comment below.

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#91. Language Scaffolds: Lowering the Barriers to Comprehension - ELL Strategies | TanKHuynh

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Maintain high academic expectations by reducing the language barrier by providing specific language scaffolding for Beginning to Developing ELs.

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How to Provide Effective Scaffolding Instruction to Support Multilingual Learners

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How to Provide Effective Scaffolding Instruction to Support Multilingual Learners

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How to Provide Effective Scaffolding Instruction to Support Multilingual Learners

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How to provide Effective Scaffolding Instruction to Support Multilingual Learners. Question & answer from ML expert Diane Staehr Fenner, PhD.

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Comprehensible Input: What Teachers Can Do

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Comprehensible Input: What Teachers Can Do

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Part 8 of WIDA's Essential Action Series. Click here to return to the first article in the series.

Did you get to read about Ayaka's story in the previous article? It illustrates how Entering ELs can engage in critical thinking activities even though they are completely new to English. In Ayaka's case, we focused on what we could do to help her learn and ignored all the rest until later. As I worked with Ayaka, I only had two priorities - first develop comprehensible input, then foster engagement.

This is teacher speak for: Students can participate if they understand the content and the instructions.

My first priority was to help Ayaka comprehend the instructions so that she can engage with the content. As her content knowledge grew, my role switched from translator to conductor - helping her communicate and apply her understanding. Ayaka's story demonstrated how these priorities directed my work with Entering ELS, and now we'll use the same framework to learn how to instruct ELs along a spectrum of language development.

The Diagram

The diagram below, divided into two sections, is the visual embodiment of these two priorities. The sky blue section represents the strategies that cultivate comprehensible input, which is the belief that students must understand what is being communicated in order to learn (Krashen, 1981). Comprehensible input is broken down into categories based on teacher involvement: Direct Instruction, Joint Construction, Coached Construction, and Monitoring. The most involved teaching occurs during Direct Instruction and is gradually reduced over the next three phases until students can independently use strategies to understand content and instruction.

The turquoise section denotes ways students themselves can demonstrate understanding, known as comprehensible output (Haynes, n.d), which I'll explain in the next post. This section categorizes ELs into four groups: Beginning, Developing, Expanding, and Bridging. This sequence also represents ELs' increasing mastery of English. The more skills an EL has internalized, the less teacher involvement is needed.

Comprehensible Input: What Teachers Can Do

Direct Instruction

At this phase of involvement, teachers are demonstrating strategies that develop comprehension. It's often called "Watch Me Do" or modeling.

My favorite strategy is using ELs' home languages to build understanding of the content and instructions. Teachers can use Google Translate as a tool that uses ELs' home languages like in the image below.

When our history teacher needed Zhang Ho, an Entering EL from China, to understand a project, I used Google Translate to make the directions accessible for him.

I directly taught Zhang Ho to use Google Translate as a temporary crutch to aid his comprehension. Although he watched as I modeled the strategy, I didn't ask for or incorporate his input.

Joint Construction

Once the teacher demonstrates these strategies, his role shifts from modeling to inviting students to participate in developing understanding. It's often referred to as "We Do".

This joint venture of constructing meaning is most appropriate for Developing ELs because they have cultivated enough social language to follow somewhat complex instructions but still require the guidance of an educator.

The main tool used in this phase is prompting. As a strategy is being demonstrated, the teacher gradually invites the students to contribute ideas. I use Joint Constructing to teach students reading strategie s. Below is a dialogue of what that sounds like:

[reading aloud a text] Women in Athens generally had no legal or political rights such as the right to own land and to vote. To summarize a sentence, we have to use our NVD strategy. What does the "N" stand for?
Student: It stands for noun. Mr. Tan: What is the most important noun in this sentence? Student: I think it's women in Athens.
Joint construction is key to an ELs' development because it shows them how to apply the strategies, and it weans them off their dependence on teachers to construct meaning.

Coached Construction

In this phase, the teacher coaches students to practice constructing meaning by reinforcing the strategies they have already learned. This phase is often called, "You do; I observe".

Coached Construction is most appropriate for Expanding ELs because they're capable of making meaning with growing independence.

By observing direct instruction and practicing joint construction over and over again, they've begun to internalize the need to use these comprehension strategies. Now, the teacher observes the students applying strategies on their own and offers suggestions only as needed.

Let's return to the guided reading from above. As students read the next section in pairs or small groups and work together to construct meaning, I observe and prompt them of strategies they could use. It might sound like this:
Airy: Wait, I'm confused by this sentence: "They could not hold (have) public office (work for the government) or go shopping. Dexter: Yeah, me too. I don't understand this symbol " ( ) ". Mr. Tan: Before you worry about the parentheses, let's focus Airy: Oh yeah, we have to find what "they" means. Dexter: Mr. Tan said we have to go back to the last sentence Airy: [reading the previous sentence]. Oh, I think the "they" means "Athenian women". to find the "they". on the word "they".
Monitoring

In contrast to Beginning, Developing, and Expanding ELs, Bridging ELs only need to be reminded of the strategies that establish comprehension. It can also be called, "You do; I check in".
Mr. Tan: Hi, Jessica and Jake. Can you tell me how your reading is going? Jessica: We're at this point in the text. Jake: It's about the housing in Athens. Mr. Tan: What part is challenging? Jessica: The words are easy but there's lots of details. Jake: Yeah. It's like hard to see all the details. Mr. Tan: What strategy did you use to "see" all the details. Jessica: We drew a picture of what the house to show all the details. Mr. Tan: How effective was that strategy? Jake: It helped us understand the details better.
No longer requiring constant supervision, Bridging ELs are usually the most independent ELs and can apply solutions to help cultivate understanding.

I use two methods to monitor Bridging ELs' understanding: 1) Quick Writes and 2) mini-conferences. Both of these approaches provide data on the ELs' progress, and both emphasize the need to provide daily, mini-opportunities for checking in. I'll return to the reading example above to explain what mini-conferences look like.

Takeaway

Nothing robs students of their enthusiasm for school more than the inability to understand instructions. Schools become isolating and disempowering places when students are unable to participate in activities with their peers.

No student should be stranded on an island surrounded by a sea of unfamiliar words.

As English language teachers, we can send liferafts their way. These liferafts are the strategies that make instructions understandable and content accessible. Every time we teach these strategies, ELs are less adrift in a sea of confusion. No matter how far an EL might seem from fully understanding English, we can light their way by making instruction comprehensible.

Next Post

In the next article, we'll explore the second priority when working with ELs - fostering engagement that honors the language skills they do have. I'll return to the diagram to describe the differences between what a Beginning EL can do compared to a Bridging EL and provide specific examples for helping them communicate.

References

Krashen, S. D. (1981). Second language acquisition and second language learning . Oxford: Pergamon Press.

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#27. Comprehensible Input: What Teachers Can Do | ELL Strategies | TanKHuynh

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Part 8 of WIDA's Essential Action Series. Click here to return to the first article in the series. Did you get to read about Ayaka's story in the previous article? It illustrates how Entering ELs can engage in critical thinking activities even though they are completely new to English.

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Comprehensible Output: What Students Can Do

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Comprehensible Output: What Students Can Do

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Last week, I described strategies that empower ELs to understand instructions. This is one of two priorities for an EL teacher; scaffolding student engagement is the second. The first focus enables ELs to understand what we expect of them, while the second one propels them to communicate to their fullest ability.

Comprehensible Output: The Hypothesis

Merrill Swain , the originator of the comprehensible output hypothesis, suggested that people learn language by noticing that one uses it incorrectly. The learner then corrects herself and uses language that correctly follows the grammatical rules (1985). (1998) strongly disagrees with Swain's hypothesis.

When I talk comprehensible output, I am not referring to Swain's hypothesis. Instead, I see comprehensible output to mean anything the student is doing to demonstrate understanding. This can mean engaging in learning experiences or completing assessments. I borrowed the term "comprehensible output" because content teachers usually need help in two areas:

1. getting the EL to understand instruction (comprehensible input) and

2. determining if the EL understands the instruction (comprehensible output).

The output produced by ELs indicates the degree to which they comprehend the instructions and content. With this formative information, teachers can modify instruction.

Comprehensible Output: What Students Can Do

Comprehensible output is (Haynes, n.d). the belief that ELs can communicate at the level of their language proficiency ELs and non-ELs can demonstrate similar understandings in different ways. Indeed, forcing an EL to communicate in ways that are beyond their current language capabilities often frustrates them and creates an emotional distance between them and school - further widening the education gap. After ELs understand the instructions, I offer differentiated tasks that allow them to communicate their understanding in alternative forms and in ways that honor their current language development.

The bottom turqouise section of the diagram below represents the variety of ways ELs can signal that they understand. It is broken up into four sections based on increasing language proficiency starting with Beginning and proceeding to Developing, Expanding, and ending at Bridging. The sequence of these categories also denotes the quantity of words ELs can produce orally and in writing.

For Beginning ELs, maybe all they can do is gesture and repeat a few words, while Bridging ELs can independently merge written text, voice, and images together to create something new and sophisticated.Housed in this menu of options is the belief that communication isn't limited to printed or spoken words - gestures, images and videos also have a valid place within any classroom.

You will find a fully completed diagram at the end of this blog. It's a free downloadable PDF.

Beginning MLs

Even though Beginning ELs are not as proficient in English compared to other ELs, they can still point, label, match, and gesture to show understanding. Though these forms of output are not as linguistically sophisticated as writing extended pieces of text, they do demonstrate comprehension.

Beginning ELs, for example, can be expected to produce oral or written words or simple phrases. Watch this video of me working with Zhang Ho, a 7th grader from China. The science teacher wanted him to know some specific science vocabulary. Based on Zhang Ho's English skills, gesturing while saying the vocabulary words was sufficient evidence of his understanding.

The newer the EL is to English, the more I lean on technology as a crutch to produce comprehensible output. Google Translate is an EL teacher's best friend - always there to help but sometimes adding to the confusion. By providing easy rewordings that simply teacher instructions, Google Translate explicitly honors the importance of students' home languages and frees ELs to display intelligence when their current English level betrays them.

Here's a screenshot from Zhang Ho's history project created in Google Slides . He was expected to analyze the impact of dams. Notice the academic quality of his writing, which he initially wrote in Chinese and then used Google Translate to communicate in English. Zhang Ho's use of the before and after images were additional tools that communicated his analytical thinking. These pictures carried us along his analysis when his words no longer could.

I also recommend watching this by , a passionate, experienced education consultant specializing in EL instruction and author of Carol Salva Boosting Achievement: Reaching Students with Interrupted or Minimal Education. She describes what Beginning ELs can do in a secondary setting even when students have interrupted educations or no prior educational experience. Carol works miracles!

Developing MLs

Developing ELs can transition from gesturing basic ideas to communicating through graphs and images that incorporate simple text. These ELs can be expected to produce text at the sentence level because they have a growing stockpile of basic and content-specific words. They can stitch these words together to form simple - though often grammatically inaccurate - sentences.

Here is a series of images Ayaka drew to demonstrate her understanding of the main ideas in this World Vision's video on access to clean water . Notice how she produced simple sentences with basic vocabulary words to communicate her ideas. Ayaka is morphing from an EL who used to point, label, and gesture to a student who can use images combined with simple sentences to communicate her ideas.

I again depend on technology to scaffold Developing ELs' communication of ideas. Google Slides , Adobe Spark , , and are FANTASTIC ways for ELs to demonstrate their content knowledge and create from their understanding. The video and voice functions in these programs augment the limited text that ELs can produce.

Here's a video that Ho Jung created using Adobe Spark (there's a 10-sec intro). His fellow classmates were writing mini-reports in history class to describe early human life. Because Ho Jung was only able to create simple sentences, his history teacher and I honored his level of English by allowing him to produce basic sentences enhanced by the creative use of voice recording, images, and animation.

More importantly, these freemium programs promote critical thinking - requiring students to evaluate what content to use and how to communicate it. No longer just consumers of content, ELs become prosumers, people who consume and create content.

Expanding MLs

These ELs have sophisticated control of the English language. Educators can expect Expanding ELs to sew sentences together to form a coherent paragraph. Expanding ELs are able to learn text structures such as describe, sequence, cause-effect, problem-solution, and argument . Jennifer Gonzalez, one of my favorite education bloggers, explains how teaching text structures can increase students' comprehension of nonfiction texts.

Gonzalez suggests that as students are reading a text that describes an object, we can outline the traits and details of that object on a diagram. Doing so helps students see how a descriptive text structures sentences and paragraphs. I produced a mini-poster series called Bathroom Brief 18-23 that depicts each of the text structures.

Bridging MLs

Bridging ELs possess a heightened ability to switch from social to formal language on command. They're skilled enough to communicate divergent and analytical thoughts with precision, sophistication, and accuracy. Because of their ability to communicate connections between ideas, Bridging ELs should be expected to produce a central written message with multiple paragraphs and organize a coherent oral presentation aided by visuals, videos, graphs, charts, texts.

Service-learning is an appropriate output for Bridging ELs because of the rigorous demands on literacy needed to conduct research, organize findings, make suggestions, take actions, collaborate with others and reflect on the results. One notable example of service-learning is taken from Matt Colley's history class.

Students were to research a social issue they cared about such as LGBT rights, police brutality, and access to healthy foods. They then analyzed the root causes of the issue. Students were instructed to plan actions they could take to address the problem. After identifying how their social issue is manifested in their own communities , they started planning actions such as creating a petition, meeting with the mayor, and working with the school cafeteria to provide more access to healthier meals.

Service-learning bridges social and academic language because students have to be conscious about using the appropriate register. They use social language to plan and collaborate with classmates, but they shift to academic language when drafting their petition letter, writing an analysis of their survey to send to the superintendent, and organizing their presentation to a potential donor.

Takeaway

Now that I've adopted these two priorities - 1.) develop comprehensible input, then 2.) foster engagement - I see my work from a completely different perspective. I search from the menu of strategies for approaches that can develop comprehension, and I offer a rainbow of options to demonstrate their ideas in a way that honors the language they can produce. With these two lenses, I walk hand-in-hand with ELs as they learn to master English.

Next Post

I hoped you've enjoyed this short detour from WIDA's Essential Actions, though it is a tangent of Action 8's. Please visit the blog again next week when I'll share WIDA's Action 9 and describe ways to create a language-rich classroom. When ELs are creating with language and immersed in language, then they'll truly develop mastery and control of English.

Krashen, S. (1981). Second language acquisition and second language learning . Oxford: Pergamon Press.

Krashen, S. (1998). A Comprehensible Universe. 175-182. doi:10.1007/978-3-540-77626-0.

Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. and Madden, C. (Eds.), Input in Second Language Acquisition, pp. 235-256. New York: Newbury House.

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#28. Comprehensible Output: What Students Can Do - ELL Strategies | TanKHuynh

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Comprehensible Output is how ELLs show they understand your content and instructions. Explore the output you should expect from ELLs at every level.