Supporting
English Language Learners
Through Visual Art
Melissa Raymer
Icebreaker
Think-Pair-Share
* Introduce yourself to a stranger.
* Discuss techniques artists use to create
the illusion of 3D space on 2D surfaces.
* Prepare to share one technique with
whole class...
Icebreaker
Think-Pair-Share
*...in RUSSIAN!
*You may not use electronics.
*This is a grade.
Introduction
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*
*
*
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Middle school art teacher, Fayette County, 21 years
Visual Art CCP, 10 years
Master’s Degree in Art Ed, Georgia State, 2000
Educational Leadership, 2005
ESOL Endorsement, 2016
- Designed for ELA teachers,
probably not art teachers!
Agenda
* Statistics and Cultural Differences
* Second Language Learning Basics
* Instructional Strategies to support ELLs
* Enhancing Literacy Through Visual Art
* Photo Essay Activity
= ELLs
Statistics
* Most ELLs in the U.S. and state of Georgia are
Mexican (United States Census Bureau, 2014).
* The population of Mexicans in this country is
projected to grow rapidly (Populations Projections
Program, 2000).
* By 2030, Hispanic students will comprise one-fourth
of the total public school population (Ferrer, 2007).
* ELLs are held to the same standards as native Englishspeaking students.
* Teachers and ELLs must invest 150% in order for their
literacy and academic skills to develop at the same
pace as native students.
Mexican Culture
* In Mexican culture, the family is the most important social
unit and not only consists of the nuclear family, but also
the extended family (Clutter & Nieto, n.d.).
* Many Mexican people are cooperative rather than
competitive and place the family ahead of the individual.
They often work together, clean up together, and make
decisions together (Mount-Cors, 2005).
* In many Latino immigrant families, possessions, including
clothing, can be shared. Sharing is the norm and personal
property is the exception.
Mexican Culture
* Many Mexican families came to the U.S. to improve the
educational opportunities of their children (Mount-Cors,
2005). They are highly interested in the education of their
children and would like to be involved (Gasbarra &
Johnson, 2008).
* Hispanic students have the highest drop-out rate of any
group in the U.S. and identify lack of parent involvement
as the leading cause for lack of achievement (Ferrer, 2007).
* Parent involvement is crucial for all students, especially
ELLs (Ferrer, 2007).
* Therefore we must welcome families into schools, involve
them in the education of their children (Nieto, 2010), and in
the planning of school events (Greenfield, Rothstein-Fisch
& Trumbul, 2008).
Two Languages Are Better Than One
* Being bilingual is an asset resulting in greater brain tissue
density in areas related to language, memory, and
attention (Espinosa, 2008).
* The most effective method for improving English
proficiency is for ELLs to continue learning in their primary
languages (Krashen, 2000)(Espinosa 2008).
* Contrary to popular belief, intensive support of the
primary language enhances, not hinders, second language
acquisition.
* The mental/emotional state of learner plays a critical role in
how well and fast a second language is acquired. If the
process of learning a second language causes anxiety and
fear, then less, if any, new language will be acquired.
(Krashen, 2000).
Conversational
&
Academic Language
* In order for students to succeed, they must be
competent in both conversational and academic
language.
* Conversational language is the starting point for fully
acquiring a language, does not require a high level of
cognition, and requires anywhere from 2-5 years to
master.
* Conversational language is relatively easy to
understand because it is face to face, takes place
within a context in which the learner knows what to
expect, and often includes visual clues such as
objects, gestures, and facial expressions. (Cummins,
1999).
Conversational
&
Academic Language
* Formal academic language is highly complex, abstract, and
incorporates very few contextual clues. It includes
listening, speaking, reading, and writing about subject area
content, and is necessary for success in school.
* Achieving formal academic language proficiency can take
4-7 years and requires time and support.
* Some ELLs have very strong conversational language, but
weak academic language, which can be misleading.
* In order to improve language skills, expose students to
language that is slightly beyond their current level of
understanding (Krashen, 2000).
Proper vs. Improper English
* Prescriptive grammarians emphasize strict rules, resist
change, and condemn irregularities.
* Descriptive grammarians describe language as it exists and
do not make judgments labeling variations as correct or
incorrect.
* Language is constantly evolving. What is now considered
incorrect, may not always be.
* Language variations may be acceptable in casual
conversation, but may not be suitable in academic settings.
Help students identify when and where certain variations
are appropriate (Finegan, 2012).
* Model “proper” English rather than drawing attention to
errors by correcting and embarrassing students.
Teach Art and English?
* To help ELLs be successful, teach the target
language alongside academic content (Harper
and de Jong, 2005).
* Incorporate the four language skills:
Teach Art and English?
*How?
*Incorporate Instructional Strategies
that support English Language
Learners (and all students).
Strategies to Motivate
* Engage ELLs in challenging, theme-based curriculum,
which they select and develop themselves drawing
from their background experiences, cultures, and
languages (Freeman, Freeman & Mercuri, 2012).
* Integrate students’ areas of interest (Brauhn,
Dahlman, Hoffman, 2008).
* Link new information to previous cultural, personal,
or academic knowledge, (Haynes, 2004).
* Infusing technology can enhance language
acquisition, motivation, and confidence (Brozek &
Duckworth, 2011).
Strategies to Motivate
* Engage students in activities that address social
justice issues, such as racism, sexism, and prejudice
(Gorski, n.d.) (Koppelman , 2011).
* Discuss stereotypes and different world-views openly
(Rees, 2002).
Jaune Quick-to-See Smith
“Gifts for Trading Land With White People,” 1992
Personal Problem Collage
Other Peoples’ Shoes
Student Interaction
* The most effective method for learning vocabulary,
language, and other concepts is through conversation
(Greene, 2013).
* ELLs must have frequent, multiple opportunities to
speak about content material in English with small
groups of peers.
* Encourage verbal interactions between ELLs and
native English speakers.
* Group ELLs with native English speakers (Coleman &
Goldenberg, 2012).
Student Interaction
* Think-Pair-Share is less stressful as it allows students
to practice speaking in small groups before speaking
to whole group (Guccione, 2009).
* Think-Write-Pair-Share provides students with time
to process their learning in preparation for written
and oral language. Pose a question, problem, or
prompt, ask students to THINK and then WRITE their
responses in English. Students are PAIRed with
partners to discuss and revise the written response
and SHARE their responses.
* Utilize peer tutors (Lafond, n.d.).
Student - Teacher Interaction
* Allow ELLs to preview relevant vocabulary
- improves comprehension and confidence during
instruction.
* Simplify the language of instruction and focus on
essential information (Haynes & O’Loughlin, 1999).
* Avoid idiomatic expressions (Avad, King, Pitoniak, and
Young, 2012).
* Repeat instructions, paraphrase with synonyms.
* Write key words on board.
Student - Teacher Interaction
* Engage ELLs in conversation.
* Question students and ask them to
elaborate on and clarify answers.
* Ticket out the door - ask simple, low
stress questions that all students can
answer easily. ELLs should know
answers, but should be challenging for
them to answer in English.
Incorporate Visual Aids
* Visual aids can help many of our
students, including Visual Learners
(Gardner, 2010) and ELLs, to understand
and organize information (Haynes,
2004), remember concepts more easily
(FluentU, 2015), and can eliminate the
need for translation (Herr, 2003).
Modeling/Demonstrations
Signal Responses
* Gestures such as nodding or thumbs up.
Artifacts
* Menus
* Weather reports
* Newspapers
* Maps
* Train timetables
* Movie schedules
* Student examples
Word/Picture Banks
* Use illustrations, symbols, synonyms/antonyms,
translations, definitions to illuminate meaning.
Pictoral Guide
Diagrams
Graphic Organizers
* Facilitate comprehension through illustrations of
key terms, vocabulary, ideas, and the relationship
between them.
* Make content area material more accessible.
* Convert complex information into manageable
chunks.
* Are most useful when presented in small groups.
Venn Diagram
Concept Maps
Spider Concept Map
Compare/Contrast
KWL Chart
Storyboard
Timeline
Photos & Movies
Art
Incorporate Sound
* “Moo” to communicate concept of cow.
* Incorporate music
improves concentration and memory
creates a sense of community
motivates learning
relaxes people
makes learning fun (Gray and Widmayer, n.d.).
Collaboration
* Many cultures, including the Hispanic culture, value
shared work and decision making more than we do in
the Unites States.
* American and Japanese businesses complain that
workers often lack the ability to collaborate
effectively.
* Therefore, incorporate group work often.
* Collaboration helps students feel included and less
intimidated than individual work. (Freeman, Freeman,
& Mercuri, 2012) (Greenfield, Rothstein-Fisch &
Trumbul , 2008).
Differentiated Instruction
Key principles (Robb, n.d.):
* Ongoing formative assessment
* Recognition of diverse learners
* Individualized instruction and assessment
- Prioritize standards, identify essential, focus on those.
- Scaffold - provide background information to which new
material can be related.
* Student collaboration
* Problem solving
* Project/task choice
- Having a choice of materials and activities can allow
students to highlight their individual learning styles, give them a
sense of empowerment, and increase motivation (Brauhn,
Dahlman, Hoffman, 2008).
Sheltered Instruction
* A set of teacher practices that help ELLs develop
grade-level content area knowledge, academic skills,
and English language proficiency (The Education
Alliance, n.d.).
* Benefits all students, not only ELLs (Haynes, 2004).
* Practices include:
- setting clear expectations
- employing visuals
- using primary languages for support
- incorporating familiar content
- providing time for additional practice
(Coleman & Goldberg, 2012).
Enhancing Literacy
Through
Visual Art
* 8th grade unit
* 6 sequential lessons
* Art and ELA objectives
* Mexican Artists
* Differentiated Instruction
- project choice – technology option
- collaboration
Action Verb Animation
Idiom Illustration
Kahlo Surrealism
Surreal Self-portrait Collage
Family Tradition
Painting or Photo Essay
America the Beautiful Mural
Artist’s Statement
More Lessons
to Enhance Literacy
Dictionary Illustration
Altered Books
Compound Word Illustration
Mexican Retablos
Florian Poems & Paintings
Mo Willems/Knuffle Bunny
Faith Ringgold Story Quilts
References
* Alvarez, L., Ananda, S., Rabinowitz, S., Sato, E., & Walqui, A.
(2014). Focusing Formative Assessments on the Needs of ELLs.
Retrieved from: http://www.wested.org/wpcontent/files_mf/1391626953FormativeAssessment_report5.pdf
* Ayad, E., King, T., Pitoniak, M. & Young, J. (2012). Smarter
Balanced Assessment Consortium: Guidelines for Accessibility for
ELLs. Retrieved from: https://www.ets.org/s/.../ell_guidelines.pdf
* Brauhn, S., Dahlman, A., Hoffman, P. (2008). Classroom
Strategies and Tools for Differentiating Instruction in ESL
Classroom. Retrieved from:
http://conservancy.umn.edu/handle/11299/109954
* Brain, C. (2013). Visual Aids for English Language Learners.
Retrieved from:
https://www.youtube.com/watch?v=zzlBMLLDA1I
* Brozek, E. & Duckworth, D. (2011). Supporting English Language
Learners through Technology. Educator’s Voice, Volume IV, pp. 10.
References
* Clutter, A.W., & Nieto, R. D. (n.d.) Understanding the Hispanic
culture. The Ohio State University fact sheet. Retrieved from:
http://ohioline.osu.edu/hyg-fact/5000/5237.html
* Coleman, R. & Goldenberg, C. (2012). The Common Core
Challenge for ELLs. Retrieved from:
http://ell.nwresd.org/sites/ell.nwresd.org/files/u6/The%20Commo
n%20Core%20Challenge%20for%20ELLs.pdf
* Cummins, J. (1999). BICS and CALP Clarifying the Distinction.
Retrieved from: http://files.eric.ed.gov/fulltext/ED438551.pdf
* de Jong, E. & Harper, C. (2005). Preparing Mainstream Teachers
of ELLs. Is Being a Good Teacher Enough? Retrieved from:
13dejong&harper (3).pdf
* Espinosa, L. (2008). Challenging Common Myths about Young
ELLs. Retrieved from: http://www.casenex.com/casenex
MythsOfTeachingELLsEspinosa.pdf
References
* Ferrer, L. (2007). Why is Hispanic parental involvement a serious
issue? Retrieved from:
http://www.abcarticledirectory.com/Article/Why-is-HispanicParental Involvement-a-Serious-Issue-/117748
* Finegan, E. (2012). What is ‘Correct’ Language? Retrieved from:
http://www.linguisticsociety.org/resource/what-correct-language
* Fluent U English Educator Blog (2015). 7 Simple Visual Aids to Use in
Your ESL Classroom. Retrieved from:
http://www.fluentu.com/english/educator/blog/esl-visual-aids/
* Freeman, D., Freeman, Y. & Mercuri, S. (2012). Helping middle and
high school aged learners achieve academic success. Retrieved
from:
http://www.utb.edu/vpaa/coe/Documents/CI%20Yvonne%20Freeman
%20Documents/YFreeman_high.pdf
* Gasbarra, P., & Johnson J.(2008). A matter of trust: Ten key insights
from recent public opinion research on attitudes about education
among Hispanic parents, students and young adults. Retrieved
from: http://files.eric.ed.gov/fulltext/ED501558.pdf
References
* Gorski, P. (n.d.). 7 Key characteristics of a multicultural education
curriculum. Retrieved from:
http://www.edchange.org/multicultural/resources/ct_characteristics
.html
* Gray, H.; & Widmayer, S. (n.d.). English Pronunciation. Retrieved
from: http://www.englishclub.com/pronunciation/index.htm
* Greene, R. (2013). Five Key Strategies for ELL Instruction. Retrieved
from: https://www.teachingchannel.org/blog/2013/10/25/strategiesfor-ell-instruction/
* Greenfield, P.M., Rothstein-Fisch, C., & Trumbul, E. (2008). Bridging
cultures in our schools, New approaches that work. Retrieved from:
http://www.wested.org/online_pubs/lcd-99-01.pdf
* Guccione, L. (2009). Oral Language Development and ELLs: 5
Challenges and Solutions. Retrieved from:
http://www.colorincolorado.org/article/oral-language-developmentand-ells-5-challenges-and-solutions
References
* Haynes, J. & O’Loughlin, J. (1999). Organizing and Assessing in the
Content Area Class.
* Retrieved from:
http://www.everythingesl.net/inservices/judith2.php
* Haynes, J. (2004). SIOP: Making Content Comprehensible for ELLs.
Retrieved from:
http://www.everythingesl.net/inservices/using_siop_model_08621.p
hp.php
* Haynes, J. (2004). Graphic Organizers for Content Instruction.
Retrieved from:
http://www.everythingesl.net/inservices/graphic_organizers.php
* Haynes, J. (2007). Tips for Teaching ELLs to Write. Retrieved from:
http://www.everythingesl.net/inservices/tips_teaching_ells_write_1
0803.php
* Herr, N. (2003). Strategies for Teaching Science to English Language
Learners. Retrieved from:
https://www.csun.edu/science/ref/language/teaching-ell.html
References
* Koppelman, K. (2011). What are the goals of multicultural education?
Retrieved from: http://www.ascd.org/ascd-express/vol6/615koppelman.aspx
* Krashen, S. (2000) Bilingual Education, the Acquisition of English, and the
Retention and Loss of Spanish. Retrieved from:
http://www.languagepolicy.net/archives/Krashen7.htm
* Lafond, S. (n.d). Common Core and ELLs: Key Shifts in Language Arts and
Literacy (Part II). Retrieved from:
http://www.colorincolorado.org/article/common-core-and-ells-key-shiftslanguage-arts-and-literacy-part-ii
* Levine, L. N., Lukens, L. & Smallwood, B. A. (2013). The GO TO strategies:
Scaffolding options for teachers of English language learners, K-12. For Project
EXCELL, a partnership between the University of Missouri- Kansas City and
North Kansas City Schools, funded by the US Department of Education, PR
Number T195N070316.
* Mount-Cors, M.F., (2005). Bridging the differences: Cultural background of
Mexican students entering U.S. schools. Learn NC, Bridging Spanish Language
barriers in Southern Schools, UNC School of Education. Retrieved from:
http://www.learnnc.org/lp/editions/brdglangbarriers/4486
References
* Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student
Learning Through Online Faculty Development. Retrieved from:
http://jolt.merlot.org/vol1no1/mueller.htm
* Nieto, S. (2010). Language, diversity, and learning: Lessons for education in
the 21st century. Retrieved from: www.cal.org
* Population Projections Program, Population Division. (2000). U.S. Census
Bureau projections of the resident US population by race, Hispanic origin, and
nativity: Middle series 2075 to 2100. accessed April 2015, retrieved from:
http://www.census.gov/population/projections/files/natproj/summary/np-t5h.pdf
* Rees, D. K. (2002). Facing up to stereotypes in the second language
classroom. Retrieved from: http://iteslj.org/Articles/Rees-Stereotypes.html
* Robb, L. (n.d.). What Is Differentiated Instruction? Retrieved from:
http://www.scholastic.com/teachers/article/what-differentiated-instruction
* The Education Alliance, Brown University. (n.d.). Sheltered English
Instruction. Retrieved from: https://www.brown.edu/academics/educationalliance/teaching-diverse-learners/strategies-0/sheltered-english-instruction0
* United States Census Bureau. (2014). Georgia QuickFacts from the U.S. Census
Bureau, accessed April 2015, retrieved
from:http://quickfacts.census.gov/qfd/states/13000.html
Summary
Ticket Out the Door
With your partner use a cell
phone camera to create a Photo
Essay illustrating at least 3 ways to
support ELLs in your class.