A1 I’m Karen Nemeth, author/consultant specializing in supports for children who are ELLs/DLLs in #earlyed - tweeting from eastern PA. I’m co-host of #ELLCHAT celebrating our 8th anniversary of tweetiness!
And @CSchlessinger is also the successful chair of an extraordinary state conference that just happened last week! Congratulations from your friends at #ELLCHAT
And @CSchlessinger is also the successful chair of an extraordinary state conference that just happened last week! Congratulations from your friends at #ELLCHAT
A2: #ellchat language. I speak Spanish but the majority of our els don't. It's hard to make the connection with the families when we can't communicate. In my school we have about 160 different languages (so I was told).
A2 I have heard preK teachers say, “my students are not English learners, but I can’t understand a word their parents say!” They don’t understand that means the child has an additional language too AND they feel unconfident about related to families with diff languages #ELLCHAT
A2 - For families figuring out when/who to communicate with. Sometimes the parent won't speak on the phone because of language barriers. Students are embarrassed of their accents sometimes. I found that to be true if their the only ELL in the class. #ellchat
A2. Most commonly language barrier, but also communicating clearly school procedures, rules, & expectations. Often things like school events, parties, parent-teacher conferences, for example, are new for our families and require extra clarification. #ELLchat
A2: making sure my feedback on their child is clear and constructive. Depending on the family's background, certain type of feedback may come off as negative or insulting. #ellchat
A2 Also for young ones - so many are sad about being away from home, yet unable to communicate with caring adults. It is a language issue and so much more for early experiences :( #ELLCHAT
A2) Much of the social & academic activities in the classroom require that students participate orally. If ELLs don't speak, they are missing an important part of the learning that is going on. #ELLchat
A2: I’m getting ready to break fast. I can only answer this one. A lot of times our difficulties come from a lack of understanding our Ss and Ps #ellchat
A2: with parents, cultural differences in understanding of education and how language is acquired. For students, knowing how to really know whether or not the kids understand. At our school, most of our language learners’L1 is Korean, so translation is possible. #ELLCHAT
A3 Many instructors suggest #earlyed tchrs use gestures - but fail to be clear about what KINDS of gestures will be useful! You need to stop & think what the young ELL/DLL will understand and use #ELLCHAT
A3: lots of TPR, sign language, and photos! Attaching words to a picture or physical movement helps store/recall information in long term memory. #ellchat
A3 Many #preK tchrs use props, but misunderstand how they work. Like - if you read book about feelings with cat on cover, using a cat puppet doesn’t help ELLs/DLLs understand the words or meaning of story #ELLCHAT
A3) I think gestures are an important part of communication. However we do want to be sure that the gestures we use are culturally appropriate. #ELLCHAT
A3 Many instructors suggest #earlyed tchrs use gestures - but fail to be clear about what KINDS of gestures will be useful! You need to stop & think what the young ELL/DLL will understand and use #ELLCHAT
A3 - I use non-verbal communication all the time. I introduce hand movements for specific topics and continue to use them throughout the year. For example when talking about the past tense I point behind me. This has worked really well for me with beginners. #ellchat
A3: #ELLCHAT by using hand gestures, pictures and body language, it really translates to any language and is a tool that teachers don't use as often as they should. On their read aloud books, I place pictures on top of the words to help or draw faces (emoji) to show feelings.
A3: #ELLCHAT by using hand gestures, pictures and body language, it really translates to any language and is a tool that teachers don't use as often as they should. On their read aloud books, I place pictures on top of the words to help or draw faces (emoji) to show feelings.
A3 Sign language can be great or bad for young children. Using signs for familiar words is great. Trying to teach finger spelling with kids who don’t know the alphabet is wrong. Here’s a start: https://t.co/gc9p6mxjwa#ELLCHAT
I used to teach at a language school and we had a whole professional development about this! I take advantage of the fact that I'm Latina so I may know if something was offensive to my latinx students. #ellchat
A3 I also think photos are better for communication than cartoony pictures. So often cartoons or line drawings mean something to adults because of prior experience - but not for young children #ELLCHAT
A3. I often catch myself acting things out when I’m reading aloud to my students or attempting to show something with my hands and body when I’m talking. I usually think on the spot but realize afterwards that I would probably more effective if I planned ahead. #ellchat
A4. Modeling conversations or the expected langue first, paired with sentence or discussion stems for student reference. Consistency and routine is key. #ellchat
Wong Fillmore's model of SLA identified 3 components that contribute to student progress: interest from the learners, proficient speakers who support and interact with the learners, and an environment that supports relationships between learners and proficient speaker. #ELLchat
A4 - I've used sentence stems for academic language. Practice using the sentence stems before starting the academic conversation. I've found this useful for all students. #ellchat
A4) Clarity, wait time, higher order thinking, and higher expectations are factors that influence the quality of teacher interactions with all students. So necessary for ELLs. #ELLchat
A3 How images can go wrong in supporting communication - this is a great report but the images make no sense for young ELLs/DLLshttp://hechingerreport.org/speaking-kids-home-language-in-pre-k-could-provide-a-lifelong-advantage/ But please DO read the excellent report! #ELLCHAT
A4: Build in time for individual thought/preparation with sentence frames or a model, practice with a partner or small group, & then whole class sharing #ELLChat
A3: We changed our school gesture of the ASL sign for toilet out of respect for an ELL family. They taught us that the "T"sign was a rude, crude gesture in their culture. We switched to the ASL sign for "R" for restroom.
a4 Scaffold language in #earlyed by changing the way you use classroom labels. Instead of useless label on chair that says “chair”, try these ideas to turn labels into conversation starters! https://t.co/JE8BdgSY6A#ELLCHAT#NAEYC
A hundred times this, photos over cartoons for English language. Another reason: I teach adults and teens and many cartoon sets are too young in style for them. Photos work at all levels.
A4 I’m going out on a limb here. I do not like TPR. Sorry, friends. I think it is too gimmicky, not deep enough - like a fad. But I’m sure some people have found ways to use it effectively. #ELLCHAT
A4: strategically using sentence frames and photos to help ELs start their ideas. Also, being able to use their first language can help them articulate thought of they are still building their vocabulary and confidence. #ellchat
A5 - In the technology class I used to screencast my instructions, so students could refer back to them whenever they needed. A lot of teachers I found don't realize how overwhelming listening to instructions can be for an EL, especially if your rushing. #ellchat
A5. This might seem obvious but I really emphasize the difference between slowing down speech for ELLs & talking louder. I think sometimes teachers mistake them for being one and the same. Developing and improving English does not mean a student can’t hear you! #ellchat
A6 Technology to the rescue! @RemindHQ and @ClassDojo and @TalkingPointsEd all allow families to receive message in their chosen language - easy for tchr, connection with home! #ELLCHAT
A6 But - above all - PHOTOS and VIDEO! Oh my goodness - think of the difference between mom of toddler who has no idea what he did in preK all day and mom who receives photos of child happily playing! #ELLCHAT
A3 Agreed. There is a need for intentionality. How educators make input comprehensible and use non-verbal comm is key, but let's focus equally on noticing and naming childrens full communicative repertoire and how THEY use nonverbal strategies to effectively communicate #ELLCHAT
A6 and here’s a mic dropper - Google Translate Mobile app - not the website - you use the camera on your iPad or android device or phone and see the print appear in DIFFERENT LANGUAGE! #ELLCHAT
A5: at the moment, I'm encouraging all teachers to use differentiation strategies because it helps all students, not just those who require support. #ellchat
A5. This might seem obvious but I really emphasize the difference between slowing down speech for ELLs & talking louder. I think sometimes teachers mistake them for being one and the same. Developing and improving English does not mean a student can’t hear you! #ellchat
A3 Agreed. There is a need for intentionality. How educators make input comprehensible and use non-verbal comm is key, but let's focus equally on noticing and naming childrens full communicative repertoire and how THEY use nonverbal strategies to effectively communicate #ELLCHAT
