Language
Since we had to read two texts this week from a variety, the ones that I chose were:
- Mathematics, the Common Core, and Language & Appendix (Moschkovich, 2012)
- Language Demands and Opportunities in Relation to Next Generation Science Standards for English Language Learners: What Teachers Need to Know (Quinn, Lee, & Valdes, 2012)
For simplicity, I will refer to the text by following acronyms: MCCLA and LDORNGSSELL.
Overall, the readings' content as a whole focuses on strategies that teachers should think about and use in their classrooms, specifically when there are English Language Learners (ELLs). One of the main points mentioned in both MCCLA and LDORNGSSELL is that instructions / learning should encourage reasoning and understanding of disciplinary language rather than accuracy of spoken language.
Now, this goes back to what we have been discussing in class as language is not just spoken language but the ways that someone of a certain discipline reads, writes, and thinks. In the articles, it is often mentioned that the best teaching methods, either in science or math, are not the ones focus on the accuracy of the English language when explaining content but instead ones that encourage reasoning and sense-making of concepts. For example, in MCCLA the author compares two phrases, the first is that "Multiplication makes bigger" and the second is "When does multiplication make the result bigger? Multiplication makes the result bigger when you multiply by a number greater than 1"(p.6). The first phrase is simple and easy to understand but does not explain the why multiplication makes something bigger and when does this happen. The same applies in LDORNGSSELL where in science classroom's instruction or learning will put an emphasis on learning vocabulary rather than developing and refining their own ideas of concepts taught. In both cases, I agree that we as teachers should not be trying to focus on flaws in English proficiency, in terms of our content area, but instead do they understand the concepts and how do student's create their own reasoning of these concepts.
MCCLA and LDORNGSSELL both address including multiple modes of presentation to instruction for better student learning and creating environments that include a student's culture, be it language or otherwise. There is so much more to the articles that I would like to address based on the multiple modes presentation and including native language to instruction, for now though, I want to leave that up for discussion. Instead I want to ask the class what is something you agree with in the articles that is either lacking in teacher instruction or overall? Have any of the suggestion in the articles proven helpful towards your success in learning and how?
I haven't read either the math or science article, but I did find that the "categorizing information" by subject/verb/object in the history article was a useful technique for both teaching core classes to ESL students but also teaching literacy to anyone reading in a different language than their L1. The other article on translanguaging also focused on using all of a student's language abilities to explore and find their own voice. While the term "translanguaging" is a relatively new one for me, I liked how the teachers in that article allowed students to use whatever linguistic tools they had to voice their ideas. A few weeks back when we read content-specific articles, mine was also about translanguaging and it brought up the relationship between language and power. "Do you have any idea how smart I am in Spanish?" is a quote from Sofia Vergara's character in Modern Family that I think about a lot when it comes to students labeled as "ELL/ESL". Students are not deficient in complex thought because they may not have the same lexicon in both languages. If anything, translanguaging is an opportunity for students to show their understanding as for many multilingual students some translations don't carry the same exact connotation(s) or feelings. For example "to be" in Spanish is divided into "ser" and "estar" and while they are interchangeable in certain contexts, they carry different connotations where the former has a connotations of "to intrinsically be" (like a definition or characteristic) while the latter carries connotations of "non-intrinsically being" (like a condition, emotion). When it comes to language arts, this distinction gives students another language tool to shape their thoughts that a single-language classroom wouldn't be able to replicate.
ReplyDeleteCombatting linguistic purism was a big theme in the Machado piece and one that clearly resonated with the both of us. It also ties into some of the themes of out of school knowledge students possess, and how educators should use hone into those banks of knowledge, utilize it as a tool to bridge gaps and incorporating those banks into exercises being used in classrooms. The linguistic purity that's observed in curricula is just another example of an imbalance of power and how it's used against students (mainly of color) and we see this even in Spanish language classes. Instead of using it to denigrate students, it should be used as a tool and asset which enriches classroom experience.
DeleteOne thing that I found interesting while reading Moschkovich(2012) was the contradiction about vocabulary. On pg. 3 it's stated that the best way for ELLs to learn vocabulary is in language-rich instructional contexts where students are actively using the words. However, as stated in your post, they later go on to say that best teaching methods for ELLs include not focusing on language accuracy but rather the understanding of concepts. Although I agree with the second claim, I think completely throwing language accuracy out the window is ineffective. I think in these situations the student should get full credit for understanding concepts and doing the math correctly but as their math teacher we have to help improve their math language, giving them constructive corrections in their spoken explanation so they can start connecting their understanding of the concept to math vocabulary. And I don't mean this in a way were we should be correcting everything our students say in English, obviously if someone has a very limited understanding of English and can only speak in broken sentences I want to make sure they get credit for their mathematical knowledge. It's more of if they do use mathematical vocabulary in the wrong context, I want to fix it before they have an incorrect understanding of the word and related concepts.
ReplyDeleteIn the science article "Language Demands and Opportunities in Relation to Next Generation Science Standards for English Language Learners: What Teachers Need to Know" by Quinn, Lee, and Valdes, 2012, the point that stood out to me was how in science there is a learning curve for reading science textbooks and papers. This is very true, and even science textbooks or articles about science can be difficult for students to read. Scientific papers are only for college-level students to read; even then, it is very difficult. The paper's vocabulary, scientific information, and concepts are hard to digest. This is why scientists read only what they have to in scientific papers. I also agree that for students reading science textbooks, it is important for us as educators to help them through reading since it is difficult for them at a middle school or high school level. Appropriate textbooks for their grade level should be provided. They could also just be assigned a few pages instead of reading a whole chapter. I also agree from the reading that science articles should be used in the classroom for the students to make sense of them and then create a presentation on what they gathered from it in order to help them develop comprehension skills in scientific writing.
ReplyDeleteI wholeheartedly agree with your last statement made about how do the students understand the concepts we teach them. When I used to TA, I realized at times they would not understand it in the way that I learned how to solve the problem they need help/guidance with. So I have to be able to adjust how I phrase the questions and explanations so that they can understand it in their own way better. So I would ask them how do they understand it so I can have guide them towards how the solve, and eventually they will have a better understanding how to solve it and know how to solve it. Phrasing is important for how students learn and interpret information.
ReplyDeleteYour summary of MCCLA and LDORNGSSELL highlights a crucial aspect of supporting ELL students, prioritizing reasoning and conceptual understanding. Its great to see an emphasis on students ability to be critical thinkers, especially in subject matters other than literature. Allowing them to have a deeper understanding in other subject matters as well. I agree with creating multiple ways to present information and allowing students to use their language resources enriches learning and helps build more meaningful engagement. The approach of integrating students native language and everyday knowledge will not only make concepts more engaging but can also build the student confidence. By implementing and embracing these methods we can create classrooms that supports the verity of students whole simultaneously validating their unique backgrounds.
ReplyDeleteI think you gave a very contemplative analysis of MCCLA. As I was reading the text, a quote on page 7 stood out to me which states, "Rather than debating whether an utterance, lesson, or discussion is or is not mathematical discourse, teachers should instead explore what practices, inscriptions, and talk mean to the participants and how they use these to accomplish their goals." I agree with this in that like math itself, the English language can be a daunting boundary to ELs which will discourage them from demonstrating any mathematical skills they're already able to express. I like how the article warned against lessons which fail to encompass each student's unique interpretation of math regardless of English proficiency. My main takeaway from the article is that students must be shown that their lack of English proficiency does not have to translate to a lack of mathematical proficiency. I also liked the emphasis on the use of different modalities of communication in an academic math setting which gives ELs a chance to showcase their knowledge in creative ways.
ReplyDeleteFrom this reading, I really enjoyed reading through the "Multiplication makes bigger" example because it truly emphasizes the main point being that understanding the disciplinary language is far more important than the accuracy of spoken language. Teachers should re-package the information that's being taught in textbooks in order for their students to better understand what's happening. I think back to my experiences as a student in STEM, and rarely did I ever come across a professor who didn't simply regurgitate what was being said in the textbook during lecture. Piggybacking off what Maya said earlier in this thread, science articles and other pieces of science literature should be used to teach science, but also students should be encouraged to teach each other the content by re-packaging the information themselves, as well!
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