PRACTICAL INTERVENTION STRATEGIES AND MATERIALS FOR ELLS WITH

PRACTICAL INTERVENTION STRATEGIES AND MATERIALS FOR ELLS WITH LANGUAGE IMPAIRMENT

I. INCREASING FAMILY INVOLVEMENT IN STUDENTS’ LEARNING

Some educators tell parents to “speak only English at home”** • 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.

If a child is cut off from his home language, this…

I tell parents…** • 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

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

Here in the U. S. , we as professionals routinely expect families to be involved in their children’s learning** • Some cultures: school and related activities are the responsibility of professionals— families should not interfere • Thus, families may be offended at being asked to participate in educational decisions, carryover activities, etc.

• Cultural mediators** • Help families realize that in the U. S. , they are expected to be an integral part of the educational team.

Remember that in some cultures** • 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.

We can help families become more involved in their children’s learning and schooling…** • 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.

We can help parents understand what U. S. schools expect of them and their children** • Parents need to understand the academic/ curricular standards of their children’s schools. • If parents can volunteer in their children’s classrooms, they will understand the demands of the curriculum much better.

Parents and students need to understand basic school routines** • For example, 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!

Remember that some parents are nonliterate in English…

I started a literacy program called Love. Talk. Read** • lovetalkread. com We have collected over 117, 000 books to give to low-income and diverse families • We encourage them to daily love, talk to, and read with their children

Encourage students to read to their parents in English** • 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.

Research (Ron Gillam) was conducted:

Teach parents to CARE:

Youtube video on CARE** Youtube channel Celeste Roseberry Intervention for ELLs: Increasing Preliteracy Skills Through CARE and Wordless Books http: //www. youtube. com/watch? v=BNPWLWCp 98

Help parents find out** • About local adult literacy services and English classes. • For example, English classes are often offered at night through local educational agencies.

Many families are surviving…** • 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. • I often 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.

Help parents understand the relevance of talking to infants and small children**

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. • When a currently-recommended Western practice (e. g. , reading to or talking with children) is not found in a particular culture, we can recommend “functional equivalents. ”

Lastly, emphasize children’s good qualities…. ** • When I work with parents (or other caretakers), I discuss the child’s good, polite behavior (if this indeed the case!). • Families from many cultures highly value courtesy, obedience, and cooperativeness in children • If I can emphasize the positive, families are often more willing to cooperate in carrying out their children’s treatment plans.

Remember…

II. HOLISTIC STRATEGIES APPROACH

Components of the Holistic Strategies Approach On exam

III. STRAEGIES FOR MODIFYING THE PHYSICAL AND LINGUISTIC ENVIRONMENT FOR ELL STUDENTS WITH LI

1. Limit clutter and distractions in the environment** n 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

2. Do not give important information when the room is noisy. ** 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 L 2 under less-than-ideal conditions is a risk factor for ELLs with 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.

3. Make good seating arrangements in classroom settings: ** n Seat speakers of the same language together. In this way, they can provide assistance to each other, using L 1 for support in learning academic content. n ELL students with LI need to sit close to the front of the classroom.

4. Use Preparatory Sets** n Always begin an activity or therapy session with a preparatory set n Make ahead sure the students know what is n For example: “We will do the calendar, math, and then clean up and go to recess. So—calendar, math, and recess. ” n In this way, students know the “layout” and are prepared for what will follow.

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

6. Do a great deal of review—repeat information and rephrase it. ** n It is estimated that the average, monolingual Englishspeaking adult forgets 95% of what he heard within 72 hours of hearing it. n ELL students with LI benefit from hearing information repeated and reviewed often. n Rephrasing n “There is helpful. For example: 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. ”

7. Emphasize content words through increased volume and stress. ** n 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). n Increasing the auditory salience of content words through increased volume and stress can support low. SES ELL students with LI. For example: n “The ocean is a source of life for our planet. The ocean provides food, water, and other things that are important. ”

8. Give extra processing time.

9. Use a multimodal approach to instruction and intervention—Universal Design of Learning** n See, hear, touch to fully learn and retain material. n U. S. --auditory modality. We expect students to hear things once and remember them.

10. Incorporate movement and movement breaks

MOVEMENT BREAK!** n Cross crawls from Brain Gym—designed to increase communication between the right and left hemisphere n Wake up the brain!

How did you like this cute PPt background? ** Turn to the people next to you and describe how you felt having to take notes from these slides

IV. PRACTICAL STRATEGIES FOR A VARIETY OF SETTINGS** These can be used in therapy rooms (e. g. , pull-out), learning centers, and general education classrooms

Have students journal** About their experiences or about preplanned subjects

Have the students…** Engage in drama and role-playing activities in order to encourage expressive language and social interaction skills. Costumes and puppets help if they are shy! So do karaoke machines and microphones

With regard to notetaking, students often need to be explicitly taught to:

For example, students can underline or highlight the key/content words in sentences. ** 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.

Use visualization to help students form pictures of information that they read or hear. ** 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.

I have found that…** 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.

Youtube video** Youtube Channel Celeste Roseberry Go to Intervention for ELLs with Language Impairment: Using Visualization http: //www. youtube. com/watch? v=Jcae. Y 7 Mc. X r. Q

Use Total Physical Response (TPR)** 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)

TPR is an excellent strategy especially for LI students who are in the early stages of learning English