INTRODUCTION

As an ESL teacher, I often have the challenge of communicating to monolingual teachers what it feels like to be an English language learner (ELL) in a general education classroom. The module Teaching English Language Learners: Effective Instructional Practices (IRIS Center for Training Enhancements, n.d.-b), developed by the Idea and Research for Inclusive Settings (IRIS) Center, includes a simulation in which the ELL instructor can listen to and observe a teacher describe the requirements for a science lesson—in another language. Viewing and doing the activities of this module can be helpful to teachers who are developing their instructional practices to support ELLs.

This ELL module uses the Software Technology for Action and Reflection (STAR) Legacy model, which was developed by the IRIS Center to introduce, integrate, and balance the different ways of designing effective learning environments, whether centered on the learner, on knowledge, on assessment, or on the community. These areas are part of the How People Learn framework developed by Bransford and his colleagues (IRIS Center for Training Enhancements, n.d.-e).

The five-point STAR model presents a cycle that begins with (1) a realistic challenge to invite inquiry, (2) initial thoughts about the challenge, (3) accessing multimedia resources relevant to the challenge, (4) an assessment to test learning, and (5) a final wrap-up to review final thoughts.

Figure 1. The STAR Legacy Cycle
Source: IRIS Center for Training Enhancements (n.d.-b). Figure courtesy of the IRIS Center, Peabody College.

IRIS Center Star Legacy Module: Teaching English Language Learners

The Teaching English Language Learners module includes a video in which viewers listen to and observe a teacher describe, in Portuguese, the safety rules students must follow during a science lab lesson. After the 4-minute simulation, viewers are led through activities that apply principles of second language acquisition and teaching English in the content areas.

By clicking on Challenge, viewers watch a video clip and are guided through professional development tasks and reflections after a brief lesson taught in the non-English language. The purpose of the opening activity is to help viewers “step into the shoes” of an ELL in a science classroom. The challenge becomes three questions:

• What do teachers need to know about students who are learning to speak English?
• What are some general instructional practices that can be beneficial to students who are learning to speak English?
• What should teachers consider when testing students who are learning to speak English? (IRIS Center for Training Enhancements, n.d.-c)

From this opening experience, the viewer goes to Thoughts and is asked to jot down initial thoughts about the three questions. Next, with Perspectives and Resources, information and examples of ways to teach content and English are explained step by step to help answer the questions. The multimedia elements of this component make it very useful for teachers to better understand concepts such as basic interpersonal communication skills (BICS), referring to social language, and cognitive academic language proficiency (CALPS), referring to academic language. Several videos of ELLs using language in classroom settings are provided.

In the Assessment component, viewers gauge their own learning and think about assessing ELLs before moving to the Wrap-Up or summary to review the module’s content. This includes watching a remake of the original video in which the teacher has modified her instruction based on the English language learning principles discussed.

An outline of the module is available at http://iris.peabody.vanderbilt.edu/module_outlines/ell.pdf (IRIS Center for Training Enhancements, n.d.-d).

Review

In addressing a topic as broad as teaching ELLs, the module does not focus on ELLs from any one particular language group culture. This helps it have value for a wider group of viewers but at the same time limits its usefulness for addressing questions related to specific populations. The module focuses on instruction. It does not provide information about state-specific requirements or other obligations related to teaching ELLs (e.g., Lau v. Nichols [civil rights]; Plyler v. Doe [immigration]). However, the module does provide overviews of types of programs that may be implemented for ELLs (e.g., two-way immersion, developmental bilingual education, transitional bilingual education, ESL). I was left looking for specific examples of the different programs elsewhere, but I understand that more detailed information might be difficult to include and be outside of the goals of the IRIS Center. This module could be improved upon by including even more multimedia examples that demonstrate effective instructional and assessment strategies that promote English language learning and take into account developing students’ home languages.

This module does not focus on young children who are learning English, but it could be useful as a general overview pertaining to most ELLs in the United States with its discussion of the stages of language acquisition, BICS and CALPS, and how to provide more effective instruction and practice in the general education classroom. It is one of three modules in the Diversity series that address teaching ELLs (IRIS Center for Training Enhancements, n.d.-a):

Cultural and Linguistic Differences: What Teachers Should Know

Teaching and Learning in New Mexico: Considerations for Diverse Student Populations

Teaching English Language Learners: Effective Instructional Practices

ABOUT THE IRIS CENTER

Funded by the U.S. Department of Education’s Office of Special Education Programs and associated with the Peabody College of Vanderbilt University, the IRIS Center develops training enhancement materials to be used by faculty and professional development providers for the preparation of current and future school personnel. The Center works with experts from across the nation to create and test challenge-based interactive modules, case study units, and a variety of activities to provide research-validated information about working with students with special needs or disabilities in inclusive settings. All IRIS materials are available free of charge through the IRIS website.

References

IRIS Center for Training Enhancements. (n.d.-a). IRIS resource locator. Retrieved from http://iris.peabody.vanderbilt.edu/resources.html

IRIS Center for Training Enhancements. (n.d.-b). Teaching English language learners: Effective instructional practices. Retrieved from http://iris.peabody.vanderbilt.edu/ell/chalcycle.htm

IRIS Center for Training Enhancements. (n.d.-c). Challenge. Retrieved from http://iris.peabody.vanderbilt.edu/ell/challenge_trans.html

IRIS Center for Training Enhancements. (n.d.-d). Teaching English language learners: Effective instructional practices—Outline. Retrieved from http://iris.peabody.vanderbilt.edu/module_outlines/ell.pdf

IRIS Center for Training Enhancements. (n.d.-e). The “how people learn” framework and the STAR Legacy inquiry cycle. Retrieved from

http://iris.peabody.vanderbilt.edu/instructors/IRIS_HPL_framework.pdf

Donna M. Villareal is an instructor in the Department of Curriculum and Instruction at Ashland University. She teaches courses to preservice teachers in the TESOL endorsement and intervention specialist programs.