Tagged: multilingual learners
When students can clearly see the path before them and how to get there, they can achieve the highest expectations, says language specialist Tan Huynh. His S.P.E.N.D learning tool (statistics, places, events, names, dates) brings clarity to research and writing.
A culturally sustaining and relevant pedagogy for multilingual students assures grade-level academic progress, strengthens first-language usage and sustains cultural connections. Dual language programs are the best path forward, writes language specialist Tan Huynh.
First and foremost, writes EL expert Valentina Gonzalez, new teachers need to view multilingualism as a student asset. Learn her five proven strategies to achieve teaching success with multilinguals, who need to be valued, respected and supported to master academic content.
Teaching academic content is less about receiving students who are ready to learn and more about creating conditions to support learning. Tan Huynh shares a geography lesson he designed to meet three conditions multilinguals need to learn content and language simultaneously.
Language specialist Tan Huynh offers a framework called the 3 C’s of Equity – Community, Curriculum and Culture – to guide schools on the journey to provide an equitable learning experience for their multilingual learners. To start, avoid deficit-based models that segregate.
Culturally Responsive Teaching is not a fad. It’s not one more thing we have to do for multilinguals, writes Tan Huynh. It’s a way of designing instruction for ML/EL/ESL learners that’s grounded in the assets of students, their families, and their communities.
When teaching ELLs using a culturally responsive-sustaining pedagogy, write Larry Ferlazzo and Katie Hull-Sypnieski, centering student voice is critical to creating the conditions for student success. The teacher asks for, listens to, and acts on student ideas and feedback.
Culturally responsive and sustaining teaching needs to underlie and guide all our classroom practices, write Ferlazzo and Sypnieski. When we validate the cultural learning tools that diverse learners bring, we can leverage them to produce positive outcomes for all students.
Language specialist Tan Huynh shares the process he’s developed to plan a unit for multilingual learners (and all students). Begin with the assessment – the global “forest” view of the unit – then the trees (lessons) and leaves (tasks). Tan walks you through each stage.
Bouncing off a family session of Scattergories gone wrong, Curtis Chandler considers how to tap into multilingual learners’ interest in games and competition – including challenging tasks – by offering opportunities to play with and practice new skills in collaborative settings.