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Title: Seven Steps to Ensure English Learners Aren’t Left Out of STEM
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Seven Steps to Ensure English Learners Aren’t Left Out of STEM
By Emily Tate
February 14, 2019
As demand for professionals in science, technology, engineering and math (STEM) fields continues to surge, a significant population of potential workers is being left out of these career opportunities: English learners.
This population is large and fast-growing, representing 4.6 million students, or about 9.4 percent of the school-aged population, according to a report from the National Academies of Sciences, Engineering and Medicine.
Obstacles to English learners participating in STEM subjects and careers do not include lack of interest or ability, according to the report, “English Learners in STEM Subjects: Transforming Classrooms, Schools and Lives.” Rather, it stems from a lack of access to rigorous, age-appropriate instruction in the field. The problem can be attributed to a variety of reasons; one is that many schools assume English learners cannot participate in rigorous STEM content learning before reaching a certain level of English proficiency—an assumption that research has disproven, according to the authors.
Read the full article, which includes steps that educators and policymakers can take to ensure more opportunities and representation in STEM fields for English learners, at https://www.edsurge.com/news/2019-02-14-seven-steps-to-ensure-english-learners-aren-t-left-out-of-stem
The full report is available at https://www.nap.edu/read/25182/chapter/1
Source: EdSurge
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Title: Leveling Up Language Learners’ 21st-Century Skills with Minecraft
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David Dodgson writes of his English learners' use of Minecraft, "How could a game featuring so little language drive this much language learning? In addition to the language generated by the students themselves in their projects, I found that a huge amount of English was being generated as students shared tips, accessed online guides and built a common understanding. The game had given them a reason and a context, not only for using English, but also for activating 21st-century skills."
Read Dodgson's full article for an elaboration of the higher-order thinking skills that his students developed through their game-based learning: collaboration, critical thinking, initiative and creativity, digital literacy, communication, and productivity.
The article along with links to additional resources for using Minecraft with language learners is available at https://www.edsurge.com/news/2019-02-18-leveling-up-language-learners-21st-century-skills-with-minecraft
Source: EdSurge
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Title: 10 Ways to Encourage Learner Autonomy
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From https://onthesamepageelt.wordpress.com
Our InterCom theme for February is student-centered learning. Here's a helpful blog post with suggestions for building learner autonomy, a critical component of learner-centered instruction.
The suggested strategies are as follows:
1. Build upon the students’ prior knowledge
2. Choose engaging contexts and topics
3. Create flexible tasks
4. Keep it active!
5. Go cooperative
6. Encourage students to take risks
7. Allow choice
8. Get students to reflect on their learning…
9. …so that they can assess themselves
10. Explain why you do what you do
Read the full blog post for a fuller explanation of each point: https://onthesamepageelt.wordpress.com/2019/02/11/10-ways-to-encourage-learner-autonomy/
Source: On the same page
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Title: Being Bilingual May Be A Plus for Kids with Autism
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From https://www.disabilityscoop.com/2018/01/16/being-bilingual-plus-autism/24597/
Being Bilingual May Be A Plus for Kids with Autism
by Michelle Diament
January 16, 2018
Speaking more than one language may offer a significant advantage for children with autism that goes well beyond communication, a new study suggests.
Kids on the spectrum who are bilingual appear to be able to switch gears more quickly than their peers who speak only a single language, according to findings published recently in the journal Child Development.
“This is a novel and surprising finding,” said Aparna Nadig of McGill University in Montreal who is a senior author of the study. “Some researchers have argued convincingly that living as a bilingual person and having to switch languages unconsciously to respond to the linguistic context in which the communication is taking place increases cognitive flexibility. But no one has yet published research that clearly demonstrates that this advantage may also extend to children on the autism spectrum.”
Read the full article at https://www.disabilityscoop.com/2018/01/16/being-bilingual-plus-autism/24597/
Here are some resources for teaching students with autism: https://www.educatorstechnology.com/2019/02/some-excellent-resources-for-teaching.html
Source: Disability Scoop
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Title: Podcast: Meta-Reflection, Assessment, and ePortfolios
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In Episode 92 of the We Teach Languages podcast series, Elena Mangione-Lora of the University of Notre Dame talks about her use of e-portfolios as a final assessment in her language classes. Listen to the podcast and access examples of e-portfolios along with other resources at https://weteachlang.com/2019/02/15/ep-92-with-elena-mangione-lora/
Source: We Teach Languages
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Title: Community Building in Class
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From https://kidworldcitizen.org
In this episode of the Language Latte podcast series, Latin teacher John Bracey talks with Becky Morales about building a sense of community in a language class: why it's important for all students and for language learning, and strategies for community building.
Listen to the podcast and read a transcript at https://kidworldcitizen.org/importance-community-building-in-class/
Source: Kid World Citizen
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Title: Getting Feedback from Students
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From https://workingtowardproficiency.blogspot.com
Timothy Chavez writes, "We give our students feedback on a daily basis in our classrooms with our opening activities, assessments, quizzes, classroom conversations, etc. They are so used to getting feedback from us, but how often do we elicit feedback from them? And I mean TRUE feedback." He goes on to discuss the importance of asking open-ended questions, and he provides a list of the questions he has asked of his Spanish students, along with some of their responses.
Read the full blog post at https://workingtowardproficiency.blogspot.com/2019/02/the-importance-of-getting-feedback-from.html
Source: Working Toward Proficiency
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Title: Techniques to Spark Deeper Insights and Learning
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From https://www.edutopia.org/article/ramping-student-performance
Mark Wise summarizes several mid-lesson techniques for encouraging student inquiry, including introducing new information in the middle of a lesson so that students must adjust their opinions, incorporating formative assessment throughout the lesson, and allowing time for self-reflection., For example, he says, "in a Spanish class, prior to a 'speed dating' activity in which students have successive conversations centered on a topic like immigration, the class can review an interpersonal rubric while the teacher sets expectations about what she’s looking for during the activity, such as comprehensibility and vocabulary use. Midway through the activity, the teacher pauses and offers students time to reflect on how well they are being understood, sustaining the conversation, and incorporating recently introduced vocabulary. Students then set new individual goals before resuming the activity. This opportunity to pause, reflect, and set new goals against the desired criteria enables students to make improvements in their language form and function."
Read the full article at https://www.edutopia.org/article/ramping-student-performance
Source: Edutopia
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Title: Redesigning the Classroom Board Game
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Jeff Kuhn says of teacher-created board games, "This workhorse of the language classroom gets students involved, gets them communicating, and provides an opportunity for language review." Read his recent blog post for tips on game design that increase games' complexity as the age of its players increases: http://blog.tesol.org/redesigning-the-classroom-board-game/
Source: TESOL Blog
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Title: Fine Art as Authentic Text
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From https://passion4theprofession.com/
In the past, we have covered many resources and articles about the importance of using visuals in the language classroom, such as:
Visuals in the World Language Class, at http://caslsintercom.uoregon.edu/content/viewContent/24094?searchUrl
Visuals and Games for Language Learning and Teaching, at http://caslsintercom.uoregon.edu/content/viewContent/14620?searchUrl
Connecting Visuals and Language for Learning, at http://caslsintercom.uoregon.edu/content/viewContent/26021?searchUrl
In this article, also read about using fine art as authentic text, visual literacy, visual thinking strategies, and some ideas for how to “read” pictures in the classroom and how to use “picture description frame”!
For more information, visit https://passion4theprofession.com/2019/02/18/fine-art-as-authentic-text/
Source: Passion4theprofession
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