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Family Involvement Strategy (Nash et. al. 2020)

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Family Involvement Strategy (Nash et. al. 2020)

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This strategy centers around the family involvement in the classroom. This could be students interviewing their families about their heritage, having families sit in on a class, etc. This strategy helps students learning a second language feel more comfortable with their families involved. It could be used for any level, but could be most effective for younger students. I would use this in my classroom by possibly keeping a family newsletter that keeps families up to date on what is happening in the classroom, or have parents come in to talk about their families heritage to the class.

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Contrastive analysis is essentially finding the similarities and differences between a first language (L1) and a second (or other) language (L2). This includes syntax, words themselves, sentence structure, etc. This has helped me when learning Spanish, because while there are many differences there are also many similarities that helped me further understand the language. I would use this in my future classrooms to explain differences in past tense forms. This strategy can be used at any level, but would probably be best introduced at an intermediate level.

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Syntax Surgery (Herrell & Jordan pg. 137)

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Syntax Surgery (Herrell & Jordan pg. 137)

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This strategy is helpful in terms of English language learning, for the syntax of the English language is hard to understand and formulate. With syntax surgery, a sentence is split up into the different syntaxes and then rearranged into a sentence that can be easily understood by the reader. While doing this, the instructor explains the elements of the sentence, which helps the learner further understand writing and speaking elements. If I were an ESL teacher, I would use this in my classroom when explaining grammar.

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Close reading is a strategy to build reading comprehension and critical thinking abilities in the target language. I have seen this strategy used mostly in higher levels of language acquisition, because expressing those types of intentions typically requires a high level of skill. However, for more beginner levels, the reading comprehension could be simple enough for readers to understand. I would use this in all levels of my Spanish classes because it does help with reading skills and therefore comprehension.

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Story Reenactment (Herrell & Jordan pg. 181)

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Story Reenactment (Herrell & Jordan pg. 181)

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Story reenactment is a strategy that has learners play out stories they have read or heard with the use of props or crafts, to further language understanding. This strategy builds skills in reading, reading comprehension, and speaking. This strategy can be used at any level of language acquisition, but would be difficult for those who are starting out. I have used this strategy in my extracurricular Spanish courses, and it has been a fun interactive activity for my students, and I will definitely be using it in my future classrooms.

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Total Physical Response (TPR) (Herrell & Jordan pg. 28)

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Total Physical Response (TPR) (Herrell & Jordan pg. 28)

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Total physical response (TPR) is a strategy widely used in second language teaching. With the same direction as model talking, TPR is the use of exaggerated physical movement while communicating in the target language. It begins with commands, for example telling students to stand, standing, and then having the students stand. If an instructor gives commands and does not do the commend themselves, but the students do it, this shows that the repetition of the command has stuck with the students. While this direction of TPR is basic, advanced TPR in the form of storytelling has shown great promise in more advanced language acquisition. TPR is used at any language level, but I have seen it mostly used for beginner courses, as I would use for my novice classes.

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Graphic Organizers (Herrell & Jordan pg. 198)

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Graphic Organizers (Herrell & Jordan pg. 198)

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Graphic organizers are a visual aid used to represent thoughts, ideas, and connections made for a subject. Examples could be Venn diagrams, concept maps, K-W-L charts, any type of chart that gives a visual representation of information. I have used these many times in my Spanish classes, mostly Venn diagrams to differentiate certain grammar rules (por vs. para, imperfect vs. preterit, etc.). These are good aids for novice language levels because it gives them a visual approach to organize their thoughts and ideas on subjects, and they usually use little words.

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Learning Centers (Herrell & Jordan pg. 149)

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Learning Centers (Herrell & Jordan pg. 149)

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Learning centers are places or programs students can attend to strengthen their language abilities through the use of activities, group work, and further instruction outside of their original academic setting. Here students can work on their individual skills through the use of reading, writing, speaking, etc., with the focus being solely on the acquired language. Learning centers have courses built for any level of speaker, so anyone can go. They have benefits for any learner to grow their language abilities.

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Modeled talk is the use of physical communication while simultaneously using verbal communication. An example of this is demonstrating individual steps of a project while verbally communicating the steps at the same time. This strategy is very common in second (or other) language acquisition, because students are able to pick up words that are being used while seeing the physical demonstration. This would require little language knowledge, because students would be able to see instruction as well as hear it. In my language classroom, modeled talk will be used a lot for my beginner classes.

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Vocabulary Roleplay (Herrell & Jordan pg. 47)

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Vocabulary Roleplay (Herrell & Jordan pg. 47)

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Vocabulary roleplay is used when new vocabulary is introduced, the students act out a skit that utilizes the new vocabulary. This gives students the ability to practice the new vocabulary by writing it out in the form of a skit, and verbal practice while the skit is being acted out. This can be used for any language proficiency, but needs to be accustomed to the specific level the students are at. In my classroom, vocabulary roleplay would be useful for students to practice their speaking and hearing.

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Manipulatives are physical objects that students can use to further their learning with visual stimulation. An example is the use of beads or blocks used in mathematics to help with counting. This strategy can be used with little to no language proficiency because the students are using them as visual help. In my classroom, I could use manipulatives to help students learn numbers in Spanish.

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Predictable Routines (Herrell & Jordan pg. 23)

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Predictable Routines (Herrell & Jordan pg. 23)

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Predictable routines are set routines in the classroom that students are able to follow without the use of verbal communication. These routines can easily be followed and signaled by the use of non-verbal communication, the 50 Strategies text suggests the use of flashing lights or hand signals to signify the end or beginning of an activity. This strategy would work well for instructors with little knowledge of the heritage language, but would need to work on explaining the routines to the students in a way they can comprehend. In my classroom, I would use predictable routines by having a space on the board sectioned off that describes what we would be doing for the day, homework that would be assigned, and any upcoming information that would be important. This way, my students would have the routine of looking to the board to see what work is expected in our class.

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Cooperative Learning (Herrell & Jordan pg. 273)

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Cooperative Learning (Herrell & Jordan pg. 273)

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Cooperative learning happens when students are joined to perform a task in which each member works together to accomplish said task. This gives students the ability to use each of their personal skills while accomplishing their task and build their relationship as a team. In an ESL classroom, students would be grouped based off of their English proficiency, but together as they work their skills would be challenged, making progress. I would use this in my secondary Spanish classroom to have students work on their verbal abilities in the target language.

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Multicultural Education (Nash et al. 2020 pg. 19)

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Multicultural Education (Nash et al. 2020 pg. 19)

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Multicultural education used in the classroom includes the instructor knowing the diversity of their classroom then representing the diversity of their students into their curriculum. This can be utilized with multiple cultural aspects: language, clothing, food, etc. The instructor would need to get to know their students' cultural heritage in order to implement it into their lessons, but basic searches can be done in order to do so. No language proficiency is necessarily needed unless the instructor intends to include the language into the curriculum, but if that is the case then novice proficiency could be used.

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In-the-Moment Translanguaging Practices and Curriculum (Nash et al. 2020)

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In-the-Moment Translanguaging Practices and Curriculum (Nash et al. 2020)

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With translanguaging practices, the instructor inserts their students' heritage language in the instruction while mixing the second language. As a whole, translanguaging makes students be in touch with their heritage language (therefore their culture) rather than making their academic course solely English/Western centered. Students are able to use their language skills in both languages fluidly, showing comprehension and understanding. In order to utilize this, the instructor would need at least novice or intermediate (according to ACTFL standards) knowledge of students' heritage language, which could be multiple in some cases. I would use this in my classroom for my ESL students to make them feel more comfortable about learning English and establishing a trust that I am able to understand they are skilled (or learning skills) in both languages.

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Herrell, Adrienne, and Michael Jordan. 50 Strategies for Teaching Language Learners. 6th ed.,
     Pearson, 2020.
Toward Culturally Sustaining Teaching. Edited by Kindel Turner Nash et al., 2021.