Before I offer some strategies for making English Language Arts (ELA) content more accessible for Emergent Bilinguals (EBs), I need to say a few words on the stance I’ve developed during my time at Michigan State University.
Emergent Bilinguals and the experiences they bring to the classroom are as diverse as the infinite variations of being in this world. Even the catch-all term, I will use throughout this post, does not properly address the multi-lingualism that many students will bring to their classroom. Knowledge of other languages is a part of the students’ identity and should never been rebuked, but rather should be the basis for fostering a culturally sustaining approach to pedagogy, assessment, and relationships.
- Use Diverse Texts
The literary canon of Shakespeare, Steinbeck, Huxley, Bradbury, Golding, Miller, Orwell, Paulsen, etc. carries a commonality that needs to be reassessed (or perhaps its the water we swim in that needs to be brought under scrutiny). Old, dead white men write great literature sure, but how many K-12 students are old white men?
English Language Arts is more accessible not only to EBs, but students of color, differently-abled students, female students, non-gender-conforming students, and LGBTQ students, when books written by authors that identify as not-white or not-male are considered. It’s not a radical conclusion that everyone benefits when diverse perspective and identities are explored.
2. Plan Lessons Backwards
Instead of, “I’ve got a great activity that will help students better understand (INSERT ELA CURRICULUM REQUIREMENT),” try “What do I need students to learn in this (UNIT/LESSON), and how will I assess if they understand it?”
Much like strategy one, this is not specific to EBs only, but is sound pedagogy for all students. When approaching a lesson from what the students need to take away from it, there is a better focus and conscientious process of decision making when developing activities and lecture content. If EBs are present, or if teaching a ESL class, backward planning allows for us as educators to identify any accommodations that may need to be included in the lesson for individual EBs.
3. Google Translate
Even though Google is developing AI for the Department of Defense, they’re resources in the classroom are inescapable and entirely helpful. Maybe a better resource for translating words is the student. Not only do we not give our Google overlords the benefit of using their services, but we highlight and uplift students by using them as classroom resources.
4. Rely on Gestures
Before Google Image, there was the educators ability to pantomime. Using hand gestures not only to emphasize important details, but also to provide multiple approaches to presenting content.
5. Check for Understanding, then Rephrase and Check for Understanding Again
For EBs with low-English proficiency, especially at the 6-12 level, there is a tendency to use non-verbal gestures to avoid further questions. What educators need to understand is that it’s an overwhelming situation for any young person to be in a setting where the language is unfamiliar. The exertion of mental energy to remain calm when being directly addressed in a language that one does not know well is immense. Often times, shaking ones head up and down is a good way to appear to know what’s going on in order for the teacher to move on. Some teachers may move on, but at some point it becomes imperative for the teacher to read through the habitual gesture of affirmation when checking for understanding and really, make sure that the student is on the same page. This is how positive relationships form. This is the extra effort that students notice a teacher providing. This is sound pedagogy, and that’s what all students need all of the time!
Critical Education and TESOL 