4/24- Practical Strategies & Materials for Multicultural students with LI

Question 1

Why do some educators tell parents to “speak only English at home?” And what do we know is wrong about this statement?

Answer 1

• Because they believe that an ELL child with a LI will be confused by a dual language environment. However, research has shown that this is not true.
• Children with LI can and do learn 2 languages effectively; being bilingual is not a disadvantage
• If a child is cut off from one of his languages, it can have a negative impact in many areas as we said before.

Question 2

What happens if a child is cut off from his home language?

Answer 2

• decreases ability to communicate with family members; leads to relationship problems
• limits educational and career opportunities

Question 3

What does Dr. R tell parents about being bilingual?

Answer 3

• That being bilingual is a great advantage in today’s world

- That if their child can grow up bilingual, she will be quite valuable in the job market

Question 4

t/f

Parents of children who speak a minority language should be encouraged to use this language at home

Answer 4

True

Question 5

Here in the U.S., we as professionals routinely expect families to be involved in their children’s learning, but in some cultures…?

Answer 5

• school and related activities are the responsibility of the professionals - families should not interfere (asian, some hispanic)
• Thus, families may be offended at being asked to participate in educational decisions, carryover activities, etc.

Question 6

In cases where some cultures feel that the responsibility of school and related activities lies in our hands, what must we utilize?

Answer 6

Services of cultural mediators

Question 7

What do cultural mediators help with and where can they be found?

Answer 7

• They help families realize that in the U.S., they are expected to be an integral part of the educational team.
• Can be found in churches, other parent volunteers

Question 8

In other cultures, who besides the parents may be responsible for the children? And what does this mean for the SLP?

Answer 8

Older siblings. Thus, SLPs may have better success engaging the support of older siblings for things like carryover of homework assignments.

Also, parents and grandparents may speak little-no English. Older siblings usually do speak English, and can be most helpful in assisting with homework assignments and other carryover activities.

Question 9

How do we help families become more involved in their children’s learning and schooling?

Answer 9

• Through the use of the services of cultural mediators as mentioned.
• We can also meet with parents at the school site or conduct home visits.
• During these visits, it is helpful to show samples of their children’s work as well as pictures of their children involved in school activities.

Question 10

How can we help parents understand what U.S. schools expect of them and their children?

Answer 10

• Parents need to understand the academic/curricular standards of their children’s schools. For example, here in California, students begin learning multiplication at the end of second grade. I was raised in the Philippines, where we did not begin learning this information until third grade.
• If parents can volunteer in their children’s classrooms, they will understand the demands of the curriculum much better. Parents who speak little English can still help with tasks such as xeroxing, collating, and stapling assignments.

Question 11

What are some basic school routines that parents and students might need to understand?

Answer 11

• many parents don’t know that they need to send a lunch to school with their child or send money so their child can buy a lunch.
• Immigrant students may not realize that if they get a hall pass to go to the bathroom, they need to come right back to class. It is not acceptable to stop and spend ½ hour on the playground!

Question 12

Because some parents are non-literate in English, what simple things can we educate them on regarding their community?

Answer 12

• Encourage local library (some countries don’t have libraries, so they may not be familiar)
• Garage sales and flea markets (may also not be familiar)
• About local adult literacy services and English classes.
• For example, English classes are often offered at night through local educational agencies.

Question 13

What does encouraging student to read to their parents in English do?

Answer 13

• This helps develop students’ literacy skills.

- Many parents want to learn English, and they are helped by hearing their children read to them in English.

Question 14

What did Gillam, 2011 say regarding low SES parents and wordless books and books with print?

Answer 14

• Low SES (some bilingual) parents given wordless books to read; others were given books with print
• Wordless books generated richer language during reading than print books
• Parents are more animated, discussed wordless books more creatively

Question 15

What does CARE stand for?

Answer 15

Comment

Ask questions

Respond

Extend - taking what the child says and adding to it

Question 16

Some families are just surviving, what can we do to encourage them to work on their skills but not overwhelm them?

Answer 16

• Keep assignments short and simple.
• When we do give homework, it needs to only take a few minutes to do, and it needs to be understandable to families.
• tell the student what needs to be done, make sure she has a parent sign the assignment, and offer a sticker or small prize for returning it.

Question 17

Why should we invite parents to the school?

Answer 17

• To share recipes, talk about their countries, or even teach a language lesson.
• If this happens, parents feel more involved and they and their children often feel greater pride in their rich cultural and linguistic heritage.
• Some schools in my area have had World Languages Day, or World Feast Day where parents brought food and cultural activities to a festival-like atmosphere for all children (both ELL and English only) to enjoy. This benefits everyone!

Question 18

We need to help parents understand the relevance of talking to infants and small children, why don’t people talk to their babies?

Answer 18

Not part of culture, don’t understand the importance of lang exposure, its uncomfortable. In many cultures, infants and young children are not considered conversational partners

• Many cultures value quietness in children
• Thus, they may receive a great deal of love and affection, but language stimulation may not be occurring at a level expected by mainstream society.

Question 19

What did Johnston and Wong (2002) recommend using?

Answer 19

Functional equivalents

Question 20

On the exam…

Page 323 - y
325 - y
326 - n
331 - ceasar and nelson 2013 - YES
336 - table is NOT on the exam
334 - y
345 - n
354 - n
358 - n
361 - n
366 -n
368 - n
table of site words not on exam
372 - n
396- n (stats/numbers are not on the exam)

Answer 20

.

Question 21

What is one functional equivalents Dr. R likes?

Answer 21

Oral storytelling in place of reading to build narrative skills if books aren’t available.

Question 22

What are some things we can discuss with the parents about their children’s good qualities and why?

Answer 22

• polite behavior
• Families from many cultures highly value courtesy, obedience, and cooperativeness in children
• If the positive is emphasized, families are often more willing to cooperate in carrying out their children’s treatment plans.

Question 23

t/f

we are in the business of providing hope for a bright future. :)

Answer 23

TRUE

Question 24

Review holistic strategies approach picture on slide 28

Answer 24

.

Question 25

What is our ultimate goal with ELL kids?

Answer 25

We want them to have competent language and success.

Question 26

What are some strategies for modifying the physical and linguistic environment for ELL students with LI?

Answer 26

1. Limit clutter and distractions in the environment
2. Do not give important information when the room is noisy.
3. Make good seating arrangements in classroom settings
4. Use Preparatory Sets
5. Slow down your rate of speech.
6. Do a great deal of review—repeat information and rephrase it.
7. Emphasize content words through increased volume and stress.
8. Give extra processing time.
9. Use a multimodal approach to instruction and intervention—Universal Design of Learning
10. Incorporate movement and movement breaks

Question 27

In regards to strategies for modifying the physical and linguistic environment for ELL students with LI, what does it mean by “limit clutter and distractions in the environment?”

Answer 27

• Classrooms today have multiple auditory and visual stimuli. The phone rings, people come in and out, and the walls and ceilings are often covered with art projects—very distracting
• Use the office
  • Corner of the room with nothing on the wall, like a library carrel/cubicle
  • kids could go there upon request (not the time out corner)
  • sometimes they’d have headphones to block out the noise

Question 28

In regards to strategies for modifying the physical and linguistic environment for ELL students with LI, what does it mean by “do not give important information when the room is noisy?”

Answer 28

• Students often have difficulty with figure-ground ability, or the ability to “pick out” the professional’s voice from other auditory stimuli.
• Even typically-developing ELL students may have extra difficulty if there is a poor signal-to-noise ratio and the teacher is speaking rapidly using decontextualized language that is so typical of classrooms.
• Listening conditions in the classroom need to be favorable.
  
  • Processing information in L2 under less-than-ideal conditions is a risk factor for second language learners. Research shows that it is even more of a risk factor for those who have LI
  • In some places, teachers are using FM units that make them 20-30 decibels louder; research shows that children perform better when the teacher’s voice is amplified. This is especially true of ELL students with LI.

Question 29

In regards to strategies for modifying the physical and linguistic environment for ELL students with LI, what did Ryan (2009) say in his study?

Answer 29

• Sound-field amplification systems very effective in decreasing the amount of managerial time teachers needed to use
• Worked with the middle school PE Students!

Question 30

In regards to strategies for modifying the physical and linguistic environment for ELL students with LI, what is “make good seating arrangements in classroom settings” mean?

Answer 30

• Seat speakers of the same language together. In this way, they can provide assistance to each other, using L1 for support in learning academic content.
• ELL students with LI need to sit close to the front of the classroom. Many times, these students sit in the back. This makes it more difficult for them to pay attention. If they sit close to the front, this will help them focus better; they will also hear the teacher better.

Question 31

In regards to strategies for modifying the physical and linguistic environment for ELL students with LI, what does “use preparatory sets” mean?

Answer 31

• Always begin an activity or therapy session with a preparatory set
• Make sure the students know what is ahead
• For example: “We will do the calendar, math, and then clean up and go to recess. So—calendar, math, and recess.”
• In this way, students know the “layout” and are prepared for what will follow.
• Especially important for students not accustomed to structure
• Many low-SES students have little experience with structure - teach it explicitly
• Behavior mod/structure (group ideas): games like red light/green light; rules to follow in therapy and they get positive reinforcement/prizes

Question 32

In regards to strategies for modifying the physical and linguistic environment for ELL students with LI, what does “slow down your rate of speech” mean?

Answer 32

• Students benefit if we pause frequently to give them processing time. Research shows that LI students process more slowly than typically-developing students.
• LI students—especially those who are ELLs—profit when professionals slow down and pause more often.

Question 33

In regards to strategies for modifying the physical and linguistic environment for ELL students with LI, what does “do a great deal of review–repeat information and rephrase it” mean?

Answer 33

• It is estimated that the average, monolingual English-speaking adult forgets 95% of what he heard within 72 hours of hearing it.
• ELL students with LI benefit from hearing information repeated and reviewed often.
• Rephrasing is helpful. For example:
• “There are 8 planets in the solar system. The earth is one of the planets closest to the sun. – The earth, one of 8 planets in the solar system, is close to the sun.”

Question 34

In regards to strategies for modifying the physical and linguistic environment for ELL students with LI, what does “emphasize content words through increased volume and stress” mean?

Answer 34

• Research has shown that LI students lack the ability to identify the “big” words, or content words and separate them out from the smaller words (function words).
• Increasing the auditory salience of content words through increased volume and stress can support low-SES ELL students with LI. For example:
  
  • “The ocean is a source of life for our planet. The ocean provides food, water, and other things that are important.”

Question 35

In regards to strategies for modifying the physical and linguistic environment for ELL students with LI, what does “give extra processing time” mean?

Answer 35

• Give 4-5 seconds after asking a question

- Kids perform better if “wait time” is given to process info

Question 36

In regards to strategies for modifying the physical and linguistic environment for ELL students with LI, what does “use a multimodal approach to instruction and intervention–Universal Design of Learning” mean?

Answer 36

• See, hear, touch to fully learn and retain material

- US - Auditory modality. We expect students to hear things once and remember them

Question 37

In regards to strategies for modifying the physical and linguistic environment for ELL students with LI, what does “incorporate movement and movement breaks” mean?

Answer 37

• Fidget toys are helpful - have a basket of them (stress balls, play-dough, pipe-cleaners)
• Brief 20-second brain gym exercises such as cross-crawl, arm wave to “wake up the brain” and cross midline

Question 38

what can students journal about?

Answer 38

• Their experiences

- pre-planned subjects

Question 39

What are some activities we can encourage the child to do to work on their expressive language and social interaction skills?

Answer 39

• engage in drama and role-playing activities
• costumes and puppets help if they are shy
• Karaoke machines and microphones

Question 40

t/f

Lack of note taking skill has an increasingly negative impact on academics?

Answer 40

True

Encourage children to write down information and instructions in a notebook

Question 41

In regards to notetaking, what do students often need to be explicitly taught to do? Give examples.

Answer 41

• write down only key/content words - not function words
• Distinguish between content and function words - “big” and “little” words
• Dr. R starts this around 5th grade

Examples:
* The weather is hot in the summer.

• Abraham Lincoln was a president of the United States.
• Many people think that dogs are man’s best friend.
• When they learn to do this, they can then be taught to take notes, writing down just the key/content words.

Question 42

What could you teach to help students form pictures of information that they read or hear?

Answer 42

Visualization

• Tell them that they can picture a TV in their brain/mind/head; when they hear or read things, they can make pictures on this TV.
• Help them with this process by beginning with familiar items in their homes (pet, sibling, living room). For example, I will ask a student to tell me about his dog. When he has done so, I will tell him that his dog is not present; he was able to describe the dog by using a picture in his brain.

Question 43

What is the program for visualizing that was developed by Nanci Bell and what did it say?

Answer 43

Visualize and Verbalize. helps students learn to form detailed mental images to increase skills in vocabulary, reading, and writing

Question 44

What does Dr. R say about visualizing?

Answer 44

Students especially benefit from visualizing, or making pictures in their brain as an adjunct to reading or listening. Visualizing helps information to be retained better, thus aiding in listening and reading comprehension.

Question 45

What does TPR stand for? Give examples

Answer 45

Total Physical Response

Clinician: touch your chin (clinician alone does this)

Clinician: touch your chin (clinician and children do this together)

Clinician: touch your chin (children alone carry out the command)

Question 46

What is TPR especially good for?

Answer 46

• LI students who are in the early stages of learning English
• Great for silent period
• Helps students form stronger associations between words and their referents