Veronica Aguiñaga, Southwestern Oklahoma State University, Weatherford, OK, USA

Supporting ELs and Understanding Their Needs

For as long as I can remember, I have had a heart for ELs. Maybe it is because I was an EL (still somewhat consider myself as one) and feel I can relate to their thoughts, fears, and challenges. I believe it is that same passion that guided me to obtain my Master’s in Teaching English as a Second Language/Bilingual Education while I was teaching Spanish and English at a middle school in Oklahoma. I saw their daily struggles with all their teachers and knew we should be doing more for them. Sadly, no accommodations or modifications were given to the students in most of the classrooms and with no ESL program in place, many times students were just expected to sink or swim. One would think that if you were an EL and understood what these students were going through, you should have no problem teaching them as well as acquiring resources for yourself and colleagues to ensure ELs are successful in the classroom. However, it is simply not that easy and that is the reason why I am such a huge advocate for ELs. As with all students, ELs come from all walks of life. So, how can we best prepare future teachers to teach ELs to ensure their needs are met?

We know that the number of ELs in public schools continues to increase throughout the United States. Therefore, it is crucial for preservice teachers to understand how to use a variety of approaches and teaching styles to address the individual needs of culturally and linguistically diverse students. In addition to having a deep understanding of the subject matter, preservice teachers must understand how and why ELs learn the way they do and recognize the different factors that influence student learning to effectively reach and teach ELs with diverse academic abilities, cultural backgrounds, learning styles, languages, and English language proficiencies.

The Value of Understanding Differentiating Instruction in Teacher Education Programs

To produce high-quality teachers, teacher education programs must focus on preparing preservice teachers to differentiate instruction for ELs throughout their preparation. Tomlinson (2001) described differentiation as ““shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.” Teacher educators should do just that so preservice teachers know how to differentiate instruction once they are in the classroom. This means including courses in preservice teacher education programs that include multiple options to teach content, explore curriculum to make sense of information and ideas, and demonstrate their learning. The key is to be able to adapt curriculum and instruction to maximize student learning.

As a teacher educator, I have learned to embrace the importance of differentiating instruction for all learners because traditional instruction aims down the middle, leaving some students unchallenged and bored while others are lost and confused. By proactively planning a variety of ways to access, create, and share information and ideas, preservice teachers can demonstrate content learning, understand the process of learning and the product or outcome to be achieved. In turn, as a teacher they will be able to recognize and understand the Content (what their students need to learn), the Process (how their students will gain and access the information), and the Product or Outcome (how students show what they have learned).

What should preservice teachers know about differentiating instruction?

To address their students’ needs, preservice teachers must know that they will need to know their students. Before learning can occur, teachers must make connections with the students and build a relationship with them. By knowing their students’ readiness, interests, and learning profiles or abilities, students will be motivated and willing to learn. As John C. Maxell once said, “Students don’t care how much you know until they know how much you care.” In addition, teachers must be equipped with a variety of instructional strategies and classroom materials as listed below. Above all, teachers must include ELs in all classroom activities and create a classroom environment that is conducive to learning for all students and modify assignments and activities as needed.

Student Readiness, Interest, and Learning Profiles

• Know students’ backgrounds and developmental levels.
• Know students’ interests, cultures, and native language.
• Know students’ learning strengths and areas of improvement.

Instructional Strategies

• Use instructional strategies that meet the students’ learning styles, build background, and make connections. Some examples include:
• Manipulatives
• Cooperative learning groups
• Graphic organizers
• Multiple types of assessments (formative and summative)
• Authentic experiences (field trips, guest speakers, simulations)
• Learning centers
• Technology (Prezi or powerpoint presentations)
• Computers and iPads (educational apps and videos for classroom use)
• Visuals or realia (authentic items)
• Flexible grouping (independently, with a partner, in a small group, or as a class).

Other Classroom Materials

• Use other classroom materials to enhance student learning, such as the following:
• Posters
• Books
• Music
• Websites
• Library resources
• Magazines
• Photos

Preparing Preserving Teachers to Meet the Needs of ELs

In summary, teacher leaders must share and foster best practices that strengthen services and instruction for ELs. By equipping our preservice teachers with effective teaching methods and strategies (i.e., differentiating instruction for ELs), we will increase awareness and inspire commitment that supports the success of all ELs. As teacher leaders, we must be the change we wish to see and promote effective EL instruction and assessment practices through professional development and other learning opportunities for preservice teachers. This includes, but not limited to, helping preservice teachers understand how to 1) meet their students’ social, emotional, and academic needs, 2) embrace their students’ individuality and uniqueness, 3) create an encouraging and welcoming learning environment, 4) and provide teaching tools and strategies for culturally and linguistically diverse learners.

References

Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in Preservice teacher education. Theory Into Practice, 52(2), 98-109. https://doi.org/10.1080/00405841.2013.770327

Oliveira, L. C., & Burke, A. (2015). Preparing teachers to work with English language learners in mainstream classrooms. IAP.

Samson, J. F., & Collins, B. A. (2012). Preparing all teachers to meet the needs of English language learners: Applying research to policy and practice for teacher effectiveness.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.