Lecture 14 Intervention Practical Txt Strategies

Question 1

Some educators tell parents to “speak only English at home,” why?

Answer 1

Because they believe that an ELL child with a LI will be confused by a dual language environment. However, research has shown that this is not true.

Children with LI can and do learn 2 languages effectively; being bilingual is not a disadvantage

If a child is cut off from one of his languages, it can have a negative impact in many areas as we said before.

Question 2

If a child is cut off from his home language, this can cause negative impacts… like what?

Answer 2

Decrease his ability to communicate with family members; leads to relationship problems

Limits his educational and career opportunities.

Question 3

What should we tell parents about bilingualism

Answer 3

That being bilingual is a great advantage in today’s world

That if their child can grow up bilingual, she will be quite valuable in the job market

Question 4

T/F Parents of children who speak a minority language should be encouraged to use this language at home

Answer 4

True

Question 5

we as professionals routinely expect families to be involved in their children’s learning. But some may not and feel…

Answer 5

families may be offended at being asked to participate in educational decisions, carryover activities, etc.

Some cultures: school and related activities are the responsibility of professionals – families should not interfere

Question 6

If families may be offended at being asked to participate in educational decisions, carryover activities, etc. what can you do ?

Answer 6

utilize services of cultural mediators

They help families realize that in the U.S., they are expected to be an integral part of the educational team.

Question 7

What are family considerations in relation to culturally linguistically diverse families?

Answer 7

Older siblings take responsibility for younger ones. Thus, SLPs may have better success engaging the support of older siblings for things like carryover of homework assignments.

Also, parents and grandparents may speak little-no English. Older siblings usually do speak English, and can be most helpful in assisting with homework assignments and other carryover activities.

Question 8

We can help families become more involved in their children’s learning and schooling…

Answer 8

Older siblings take responsibility for younger ones. Thus, SLPs may have better success engaging the support of older siblings for things like carryover of homework assignments.

Also, parents and grandparents may speak little-no English. Older siblings usually do speak English, and can be most helpful in assisting with homework assignments and other carryover activities.

Question 9

We can help families become more involved in their children’s learning and schooling by….

Answer 9

Through the use of the services of cultural mediators as mentioned.

We can also meet with parents at the school site or conduct home visits.

During these visits, it is helpful to show samples of their children’s work as well as pictures of their children involved in school activities.

Question 10

We can help parents understand what U.S. schools expect of them and their children. What can we do and offer them?

Answer 10

Parents need to understand the academic/curricular standards of their children’s schools.

For example, here in California, students begin learning multiplication at the end of second grade. I was raised in the Philippines, where we did not begin learning this information until third grade.

If parents can volunteer in their children’s classrooms, they will understand the demands of the curriculum much better.
—Parents who speak little English can still help with tasks such as xeroxing, collating, and stapling assignments.

Question 11

Parents and students need to understand basic school routines

Answer 11

For example, many parents don’t know that they need to send a lunch to school with their child or send money so their child can buy a lunch.

Immigrant students may not realize that if they get a hall pass to go to the bathroom, they need to come right back to class. It is not acceptable to stop and spend ½ hour on the playground!

Question 12

What are some school routines that may be misunderstood by students and families?

Answer 12

For example, many parents don’t know that they need to send a lunch to school with their child or send money so their child can buy a lunch.

Immigrant students may not realize that if they get a hall pass to go to the bathroom, they need to come right back to class. It is not acceptable to stop and spend ½ hour on the playground!

Question 13

Remember that some parents are non-literate in English. Where can we encourage them to get little to nothing for books?

Answer 13

Encourage local library

Garage sales and flea markets

Question 14

Why should we encourage students to read to their parents in English?

Answer 14

This helps develop students’ literacy skills.

Many parents want to learn English, and they are helped by hearing their children read to them in English.

Question 15

Recent research (Gillam, 2011) was conducted with word and wordless books. What did they find?

Answer 15

Low-SES (some bilingual) parents given wordless books to read; others – books with print

Wordless books generated richer lang during reading than print books!

Parents were more animated, discussed wordless books more creatively

Question 16

Teach parents to CARE

Answer 16

Comment

Ask questions

Respond

Extend

Question 17

What can we do to help parents to learn english ?

Answer 17

About local adult literacy services and English classes.

For example, English classes are often offered at night through local educational agencies.

Question 18

Many families are surviving… so what should HW look like?

Answer 18

Keep assignments short and simple.

When we do give homework, it needs to only take a few minutes to do, and it needs to be understandable to families.

I often tell the student what needs to be done, make sure she has a parent sign the assignment, and offer a sticker or small prize for returning it.

Question 19

Invite parents to the school. What can they do to be more involved?

Answer 19

To share recipes, talk about their countries, or even teach a language lesson.

If this happens, parents feel more involved and they and their children often feel greater pride in their rich cultural and linguistic heritage.

Some schools in my area have had World Languages Day, or World Feast Day where parents brought food and cultural activities to a festival-like atmosphere for all children (both ELL and English only) to enjoy. This benefits everyone!

Question 20

Help parents understand the relevance of talking to ________ and _________

Answer 20

infants and small children

Question 21

T/F In many cultures, infants and young children are not considered conversational partners

Answer 21

True

Many cultures value quietness in children

Thus, they may receive a great deal of love and affection, but language stimulation may not be occurring at a level expected by mainstream society.

Question 22

Johnston and Wong (2002) recommend that when a currently-recommended Western practice (e.g., reading to or talking with children) is not found in a particular culture, we can recommend what?

Answer 22

“functional equivalents.”

Question 23

Use ______ in the place of reading

Answer 23

oral storytelling

Question 24

T/F emphasize children’s good qualities

Answer 24

When I work with parents (or other caretakers), I discuss the child’s good, polite behavior (if this indeed the case!).

Families from many cultures highly value courtesy, obedience, and cooperativeness in children

If I can emphasize the positive, families are often more willing to cooperate in carrying out their children’s treatment plans

Question 25

Recreate the components of the holistic strategies chart

Answer 25

(:

Question 26

What are the 10 STRATEGIES FOR MODIFYING THE PHYSICAL AND LINGUISTIC ENVIRONMENT FOR ELL STUDENTS WITH LI

Answer 26

1. Limit clutter and distractions in the environment
2. Do not give important information when the room is noisy.
3. Make good seating arrangements in classroom settings
4. Use preparatory sets
5. Slow down your rate of speech
6. Do a great deal of review—repeat information and rephrase it
7. Emphasize content words through increased volume and stress.**
8. Give extra processing time
   9: Use a multimodal approach to instruction and intervention—Universal Design of Learning

Question 27

How can we limit clutter and distractions in the environment?

Answer 27

Classrooms today have multiple auditory and visual stimuli. The phone rings, people come in and out, and the walls and ceilings are often covered with art projects—very distracting

use the office

Corner of room, nothing on wall – like a library carrel/cubicle

Headphones – to block out noise

Question 28

Explain strategy 2:Do not give important information when the room is noisy

Answer 28

Students often have difficulty with figure-ground ability, or the ability to “pick out” the professional’s voice from other auditory stimuli.

Even typically-developing ELL students may have extra difficulty if there is a poor signal-to-noise ratio and the teacher is speaking rapidly using decontextualized language that is so typical of classrooms.

Question 29

Listening conditions in the classroom need to be favorable..how?

Answer 29

Processing information in L2 under less-than-ideal conditions is a risk factor for second language learners. Research shows that it is even more of a risk factor for those who have LI

In some places, teachers are using FM units that make them 20-30 decibels louder; research shows that children perform better when the teacher’s voice is amplified. This is especially true of ELL students with LI.

Question 30

Explain strategy 3: Make good seating arrangements in classroom settings

Answer 30

Seat speakers of the same language together. In this way, they can provide assistance to each other, using L1 for support in learning academic content.

ELL students with LI need to sit close to the front of the classroom. Many times, these students sit in the back. This makes it more difficult for them to pay attention. If they sit close to the front, this will help them focus better; they will also hear the teacher better.

Question 31

Explain 4: Use Preparatory Sets

Answer 31

Always begin an activity or therapy session with a preparatory set

Make sure the students know what is ahead

For example: “We will do the calendar, math, and then clean up and go to recess. So—calendar, math, and recess.”

In this way, students know the “layout” and are prepared for what will follow.

Question 32

Who is prepatory sets Esp. important for?

Answer 32

students not accustomed to structure

Many low-SES students have little experience with structure – teach it explicitly

Question 33

Explain strategy 5: Slow down your rate of speech

Answer 33

Students benefit if we pause frequently to give them processing time. Research shows that LI students process more slowly than typically-developing students.

LI students—especially those who are ELLs—profit when professionals slow down and pause more often.

Question 34

Explain strategy 6: Do a great deal of review—repeat information and rephrase it

Answer 34

It is estimated that the average, monolingual English-speaking adult forgets 95% of what he heard within 72 hours of hearing it.

ELL students with LI benefit from hearing information repeated and reviewed often.

Rephrasing is helpful. For example:

“There are 8 planets in the solar system. The earth is one of the planets closest to the sun. – The earth, one of 8 planets in the solar system, is close to the sun.”

Question 35

Explain strategy 7: Emphasize content words through increased volume and stress

Answer 35

Research has shown that LI students lack the ability to identify the “big” words, or content words and separate them out from the smaller words (function words).

Increasing the auditory salience of content words through increased volume and stress can support low-SES ELL students with LI. For example:

“The ocean is a source of life for our planet. The ocean provides food, water, and other things that are important.”

Question 36

Explain how we can Give extra processing time

Answer 36

Give 4-5 seconds after asking a question

Better performance if “wait time” to process info

Question 37

Explain strategy 9: Use a multimodal approach to instruction and intervention—Universal Design of Learning

Answer 37

See, hear, touch to fully learn and retain material

U.S. – auditory modality. We expect students to hear things and remember them.

Question 38

Explain strategy 10: Incorporate movement and movement breaks

Answer 38

Fidget toys helpful – have a basket of them

Brief 20-second brain gym exercises such as cross-crawl, arm wave to “wake up the brain” and cross midline

Question 39

What do movements breaks do for the brain?

Answer 39

Cross crawls from Brain Gym—designed to increase communication between the right and left hemisphere

Wake up the brain!

Question 40

Ryan (2009) conducted a study and found what about amp systems?

Answer 40

Sound-field amplification systems very effective in decreasing amount of managerial time teachers needed to use

Worked with middle school PE students!

Question 41

Kelly R. (Iowa) said which brand was good for amplification?

Answer 41

Califone brand

Voice saver

Personal amplification system–$100.00

Radio Shack also has inexpensive units

Question 42

How can having students journal be a practical strategy for a variety of settings?

Answer 42

About their experiences

Or about pre-planned subjects

Question 43

What are some other practical strategies for a variety of settings?

Answer 43

Engage in drama and role-playing activities in order to encourage expressive language and social interaction skills.

Costumes and puppets help if they are shy!

So do karaoke machines and microphones

Write down information and instructions in a notebook.

Many students do not know how to take notes. As they become older, lack of notetaking skill has an increasingly negative impact on academics.

Question 44

With regard to notetaking, students often need to be explicitly taught to

Answer 44

Write only key/content words – not function words

Distinguish between content and function words – “big” and “little” words

Question 45

T/F When they learn to notetake, they can then be taught to take notes, writing down just the key/content words.

Answer 45

True

students can underline or highlight the key/content words in sentences

Question 46

Use visualization to help students form _____ of information that they ________ or ______

Answer 46

pictures; they read or hear

Tell them that they can picture a TV in their brain/mind/head; when they hear or read things, they can make pictures on this TV.

Question 47

How can we help students form pictures of information?

Answer 47

Help them with this process by beginning with familiar items in their homes (pet, sibling, living room). For example, I will ask a student to tell me about his dog. When he has done so, I will tell him that his dog is not present; he was able to describe the dog by using a picture in his brain.

Question 48

What did Nanci Bell say about visualization and verbalization?

Answer 48

Visualize and Verbalize.

Helps students learn to form detailed mental images to increase skills in vocab, reading, writing.

Question 49

Roseberry has found that Students especially benefit from _____________

Answer 49

Students especially benefit from visualizing, or making pictures in their brain as an adjunct to reading or listening. Visualizing helps information to be retained better, thus aiding in listening and reading comprehension.

Question 50

What does TPR stand for?

Answer 50

Total Physical Response

Question 51

What is an example of TPR?

Answer 51

Clinician: touch your chin (clinician alone does this)

Clinician: touch your chin (clinician and children do this together)

Clinician: touch your chin (children alone carry out the command)

Question 52

TPR is an excellent strategy especially for LI students who are

Answer 52

in the early stages of learning English

Great for silent period

Helps students form stronger associations between words and their referents