Chapter 7: Teaching Academic Language & Subject-Area Content

I apologize for not blogging about chapters 5 & 6, this book is very dense with information from student narratives, teaching strategies, and class assignment examples that it makes it incredibly difficult to read, reflect on, concise and blog.
I am especially sorry because I was on a time crunch due to my trip last week to Washington D.C. for a Student Civil Rights Leaders event commemorating the 50th Anniversary of the Civil Rights Act being signed into law. This event was held at the Office of Civil Rights at the U.S. Department of Education. (So naturally I geeked and while I did all of the reading, I got a little behind on my blogging.)

In chapter 7, Freeman and Freeman begin with a discussion on the student population of their university and how some of these students even at the graduate level still struggle with academic language. This resonates with me because it applies very closely to me. 

“Results showed that 62.4 percent of all high school students who were passed, but only 33.1 percent of all high school students of the LEP students passed. In contrast, about 24 percent of the general population who were tested failed while nearly 50 percent of the LEP population failed.”

It's not difficult to understand why these students are failing exit exams considering these assessment are composed of impersonal, authoritative, academic language these ELLs have not yet mastered. This failure is largely attributed to inadequate primary language support and inadequate instructional support but it could also just be that the ELL hasn't had enough time to develop the language proficiency. (As we know it takes up to seven years to develop academic language in a second tongue.) 

Then, the authors consider several factors that contribute to these results such as: 

The Freemans use Barwell’s framework when considering teaching academic language and content: 

1. The policy and curriculum dimension
2. The institutional dimension
3. The classroom interactional dimension; and 
4. The theoretical-methodological dimension.

ELLs and struggling readers are successful when teachers plan lessons to build engagement, motivation, and identity. 

Effective Practices by Short and Fitzsimmons:

1. Integrate all four language skills-reading, writing, speaking and listening-into instruction from the beginning.
2. Teach the components and processes of reading and writing
3. Teach reading comprehension strategies
4. Focus on vocabulary development
5. Build and activate background knowledge
6. Teach language through content and themes
7. Use native language strategically
8. Pair technology with existing interventions
9. Motivate ELLs through choice

Reasons to teach both Language and Content:

• Students learn both language and content
• language is kept in the natural context
• students have reasons to use the language
• Students learn the academic vocabulary of the content areas

Finally, the Freemans provide several examples and two strategy suggestions for improving academic performance in ELLs and LEPs using culturally relevant texts and following a preview, view and review format for lessons. By teaching culturally relevant curriculum teachers are sending a message to their students that their background, their culture, and their knowledge is valued which creates confidence and a positive sense of identity. When teachers teach academic language and content in organized integrated units based on big questions students benefit from both language and content because the language is kept in natural context and student shave real purpose for using the language. Although ELLs face twice the work, they can succeed when their teachers support them by using effective instructional strategies and teach language and content to all students. 

My favorite are listed below. 

Identify Connections with Favorite Quotes Assignment

1. Look through the chapters and pick your favorite part
2. Copy a sentence or a couple of sentences (a passage) from that part of the story.
3. Paraphrase: Write what it is about in your own words.
4. Why was this quote your favorite? 
5. Compare this part of the story to something in your life. 
6. Make a drawing or symbol to represent this part of the story.

Review

first language

Teacher gives an overview of the lesson/activity in the students’ first language

View 

second or target language (English)

The teacher teaches the lesson or directs the activity in the students’ second language

Review

first language

The teacher or the students summarize key ideas and raise questions about the lesson in their first language