ELL Parent Communication by https://padlet.com/Padlet2018/e4mrtm3xit3v Made with a wish on a star en-us 2018-07-11 03:10:48 UTC 2026-01-20 15:11:54 UTC hello@padlet.com Question #1: How can I effectively support ELL students by communicating with parents besides solely relying on the use of translation technology such as Google Translate? Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/269907725 2018-07-11 03:46:22 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/269907725 In this article I read, I summarized the important points below: Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/269908216 1. Find a bilingual interpreter(e.g.,school employee, parent liaison, family member, friend, or community member) that can translate for any type of communication with parent/guradian.
2. Find a way to translate written communications that you send home.
3. Learn some of the language yourself(e.g.,greeting, common words/phrases)
4. Get parents in touch with bilingual staff within school/board and encourage them to reach out to other bilingual parents.]]> 2018-07-11 03:52:26 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/269908216 Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/269908750 When doing Activity 1.7, I realized that using already made available Board resources are one way of effectively and accurately communicating with parents. For example, within my board, reaching out to someone at the Newcomer Reception Centre can help if I don't have anyone who speaks the specific language at my school or within my community. I also discovered that we also have a WCDSB community website dedicated to many topics and amongst them are ESL. I'm sure there are also important documents that are translated in certain languages from the Board.]]> 2018-07-11 03:59:03 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/269908750 Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/269909067 While reading this paper on "Effective methods of parent-teacher communication for teachers of english language learners", I realized that in order to reinforce positive relationship building with an ELL parent, there is also the form of non-verbal  communication that can help when communicating to a parent in addition to the simple verbal communication. Using gestures such as waving hello/goodbye, smiling, nodding head yes or no, thumbs up are all ways to non-verbally communicate in addition to verbal communication between a parent/guarding (of course, keeping in mind certain cultural differences and doing research ahead of time if any of those are offensive to a culture). ]]> 2018-07-11 04:03:09 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/269909067 As I was reading this article, I picked up a few important points: Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/269916067 1. Regular, multimodal(written notes in agenda, email, phone calls) and open lines of communication are important
2. Seeing if my board offers bilingual workshops is a great way to help parents connect with the school community
3. Encourage ELL parents to volunteer in the classroom as well as at school events
4. Connect ELL parent with a parent buddy system (pairing parents of similar backgrounds together)
5. Create opportunities for parents to engage in sharing their home cultures and their own expertise because this will foster a positive attitude to ELL children about their first language and learning experiences. 
]]> 2018-07-11 05:55:23 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/269916067 My Interest in this area Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271577970 I found this area of communicating with ELL parents interesting because I thought that Google translate might not always be practical or accurate when trying to communicate with a parent. Therefore, I wanted to know if there were other ways or solutions to this scenario.]]> 2018-07-31 17:55:39 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271577970 How this research changed my knowledge or practice in teaching ELLs Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271578280 This research broadened my thinking in terms of communication with parents and resources available for teachers. I did not know that we had translators available within the WCDSB. I also learned that there are other ways that I can help myself like finding someone within the school or community to help translate.]]> 2018-07-31 17:59:15 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271578280 Question #2: What are some strategies I can use when Kindergarten ELL’s are in their silent phase? Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271581488 2018-07-31 18:41:06 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271581488 What did I learn? Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271581634 I learned that Kindergarten ELL’s use the following strategies as they acquire English as a Second Language: 
1.  They use their first language 
  •  they attempt to communicate, but if no one else speaks/understands their language, they tend to give up trying
  •  if others speak their language, they will identify those who they can go to for help

2.   No speaking at all (silent period either willingly or unwillingly can last a few days or more)
  •  they may be actively observing, listening, learning, and communicating using non-verbal strategies
  •  they may be whispering or speaking in a quiet tone, repeating what other children or adults are saying, as they explore the sounds of the new language
  •  they may also be imitating reading and writing behaviours modelled by the teacher
  •  they should not be forced to speak if they are not ready

3.     They use headlines and learned phrases 

4.     They produce more complex structures and vocabulary

Students generally follow these sequence of strategies and they are all interrelated, but they don’t always follow this order. Individuals can vary on how long they use a certain strategy or if they even use it at all. For most children, they move back and forth between strategies. In the silent period, there are additional factors that can contribute to it, such as having a shy or self-conscious personality, child may have special needs, cultural factors, etc., so we must take these into consideration as well.
]]> 2018-07-31 18:43:01 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271581634 How will I put theory into practice? Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271582087 When the Kindergarten ELL uses their first language or goes into their silent phase, I can have strategies as well to help them.

When children use their first language, I can:
• respond positively to children’s attempts
• respond by affirming the children’s attempts to communicate
• respond using a combination of gestures, words, and tone of voice
• speak with families to learn a couple words in the children’s first language
• display and highlight writing in a variety of languages

When children go into their silence phase, I can:
  • use movement, music, and visual representation
  •  observe children’s physical movements (e.g., standing close to something they may want
  •  provide hands-on manipulative experiences
  •  have concrete objects available for children to hold and explore (e.g., snow, when engaged in an inquiry about snow)
  •  have children point to picture symbols to express their needs
  •  invite children to participate by pointing to familiar objects in shared reading texts
]]> 2018-07-31 18:47:48 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271582087 What else do I need to know? Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271582315 I also need to be aware that ELLs in Kindergarten may have Special Education needs and I can have mistaken this for them being in their silent phase. I realized that ELL’s exhibit traits of exceptionalities just like English speaking learners. it is often hard to determine the nature of the ELLs’ exceptionality before they are fully fluent in English because characteristics of learning a second language may mimic characteristics of some learning exceptionalities. Therefore, I must be cautious and use my best professional judgement in observations when students are in their silent phase.

]]> 2018-07-31 18:50:07 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271582315 My Interest in this area Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271582478 I found this area with Kindergarten ELL's or and ELL's particularly interesting because I didn't know what to do if a child goes into a silent phase. I also always wondered about perhaps mistakingly referring a student to Special Education services when in fact it would just be a typical phase in the child's language acquisition. ]]> 2018-07-31 18:52:37 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271582478 How this research changed my knowledge or practice in teaching ELLs Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271582509 This research changed my practice in teaching ELL's because I now know some practical strategies of what to do now to help support students when in their silent phase. Burns' feedback also helped me in looking out for non-linguistic aspects of the child to see if they need Special Needs services.]]> 2018-07-31 18:52:54 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271582509 Resource Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271582629 2018-07-31 18:54:37 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271582629 Resource Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271582722 2018-07-31 18:56:26 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271582722 Burns Feedback Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271583868 One of the ways to tease out ESL needs from Special education needs is to observe particularly the non linguistic aspects of the child: 
  • gross motor skills
  • fine motor skills
  • pattern of play and choices made
  • who they seek to socialize with and 
  • how successful they are at socializing
  • drawing 
  • making things
& compare these to how the other kids are doing. Make lots of factual and non judgemental observations; be aware of and challenge your 'working hypotheses' about the child. 
]]> 2018-07-31 19:13:12 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271583868 Question #3: How can I help ELL students cope positively when going through cultural transitioning (acculturation)? Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271584076 2018-07-31 19:17:04 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271584076 My Interest in this area Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271586156 I found this area in regards to helping ELL students cope with cultural transitioning important because it's in my nature to help others as much as I can and when I can. I feel that I can somewhat relate to some of the transition process because I have experienced some of it as an adult, but in the context of moving to a new city instead of a new country. It was hard for me to adjust as an adult, so I can only imagine what it's like for children.]]> 2018-07-31 19:44:45 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271586156 How this research changed my knowledge or practice in teaching ELLs Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271586166 This research will change my practice in teaching ELL's because I will be better equipped to help a student when they are going through the transitioning phase by simply being informed about them and recognizing which stage they might be at. Also, by using this research I can apply practical strategies in my future classroom for my ELL students.]]> 2018-07-31 19:44:58 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271586166 Practical Tips for Helping ELL's in the Class Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271586716 1. Learn their names (take time to learn how to pronounce it properly and teach your class too)
2. Post a Daily Visual Schedule
3. Assign a peer partner (someone who truly wants to help others out and if possible, someone who speaks their language)
4. Invite their culture into classroom (have student share/teach their peers things from their culture)
5. Use materials related to your ELLs' cultures (this will help the child feel connected)
6. Help your ELLs follow established rules (model, use visuals and reward systems to communicate your expectations in a positive manner)
7. Teach students about culture shock. Knowing what to expect can give students a sense of recognition and control.
8. Encourage students to continue learning their native language.
9. Help students connect to activities that might interest them outside of school. Art classes, sports teams, and hobby programs can help students feel part of a new community.
10. Encourage students to find or form support groups with other students
11. Allow time for reflection. Teach students vocabulary for feelings. Using pictures of children showing different emotions can be helpful in teaching expression. If students are old enough, let them journal. 
]]> 2018-07-31 19:51:20 UTC https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271586716 Be Informed About The Phases of Acculturation and Recognize Signs (within our students) Padlet2018 https://padlet.com/Padlet2018/e4mrtm3xit3v/wish/271586798 1. Honeymoon – marked by enthusiasm and euphoria as students are stimulated by the novelty of their new situation.
2. Hostility – characterized by irritability and negativism as the excitement wears off, difficulties become realized, and self-confidence slips.
3. Crisis – typified by a deep sense of homesickness and/or hostility. Students may feel a sense of isolation and loss of control.
4. Humor – enthusiasm begins to return, especially if new language skills are acquired. Students will see the humor in their mistakes and stop being critical of themselves and of their adopted country.
5. Adjustment – characterized by gained biculturalism, and by a willingness to mentor new students. Culture shock subsides as students gain proficiency in the new language, become more familiar with their environment, and achieve greater success in their intercultural interactions.
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