No Series: The Multilingual Classroom

The Multilingual Classroom

Lesson Objective: Observe a variety of strategies to support English Language Learners
All Subjects / All Grades / ELL

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Discussion and Supporting Materials

Thought starters

  1. Note how a literacy objective can easily be developed based on the content objective See how Mr. Tran combines kinesthetic and verbalization techniques to help students with punctuation Try the "character hats" activity to help students with language development?

8 Comments

Private message to Sherry Short
I love the uniqueness and simplicity of all three techniques! The student focus is incredible and it works!! Thank you!
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Private message to Jessalyn Lofton
I think this is a great video to show to new teachers because it can give us an idea. I like that this video gives us the view point of teachers and the students. I like that the teachers gives us an insight on the classroom and how the children interact with the activities. I also like that this video is from students who are diverse and they learn differently.
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Private message to tracey shaw
Tracey Shaw June 1. 2015 4:14 p.m. The Multilingual classroom is a wonderful video full of opportunities for ell students to flourish in the classroom. I learned that it takes 7-10 years for the student to become academically fluent. You must combine kinesthetic learning with verbalization to impact the students. In the classroom there must be an emphasis on speaking and listening to the language. Speaking frames can be used with young children to incorporate voice inflection in reading. I love the idea of "character hats" I want to try this in my classroom. I wonder how a student new to this country could best be taught when entering the elementary enviornment.
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Private message to Kevin Culleton
Beautiful video. Some fantastic teaching going on in htose clases. I myself teach EFL, but this video has inspired me, Thanks.
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Private message to Lauren Kennedy
This post helped me understand how to better teach Common Core Standards for fluency because the first teacher used a familiar text that students had used for a week and had the chance to practice at home. The teacher also used a relatable, high interest, authentic topic (a student wanting a role in a school play). The use of props and character puppets helped the students feel more comfortable in assuming the role of the character and experimenting with prosody, pitch, and intonation. The teacher highlighted portions of the text on her SMART board and modeled reading with expression. She labeled the expressions and emotions the students were to convey, thus increasing their vocabulary by embedding this in an authentic, high interest task. The second teacher used kinesthetic, total physical response methods to help his students learn punctuation. There was a lot of student input, language, and sharing. Students were learning from each other, themselves, and the instructor. Finally, the third instructor's lesson addressed several standards including: character traits, differentiating shades of meaning between closely related adjectives, and describing characters in depth. His use of role play was engaging, memorable, and meaningful. Students are connecting with characters in literature and one another. This type of lesson is bound to help students make text-to-self, text-to-self, and text-to-world connections. These three classrooms helped me understand how to better use modeling, familiar texts, engaging activities, technology, role play, and props to better serve all students, particularly those acquiring English.
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External Resource Materials

Transcripts

  • Summary

    Teachers at St. Stephen's Primary School in Newham, London, use a range of classroom techniques to teach the curriculum to

    Summary

    Teachers at St. Stephen's Primary School in Newham, London, use a range of classroom techniques to teach the curriculum to children who speak English as an additional language.
    Anne Clayden, EAL coordinator, stresses the importance of giving children with EAL lots of opportunities for speaking and listening. She also highlights the need to model the language they require and to allow other children to do the same.
    The children also get the chance to work in their home language. Nicola Coupland uses reading examples and peer modelling to encourage her Year 2 class to act out the roles in the story "Amazing Grace".
    Tam Van Tran uses the guise of a Kung Fu grand master to help his Year 6 class hone their punctuation skills, while Ken Davies has his Year 5 class dressing up and wearing hats from around the world to inspire their descriptive writing.

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