Using Students’
Native Language in Content Area Classes
I was recently asked about how to support ELLs by using a native-language speaking aid. There seems to be a trend to use these invaluable people —what would we do without them? — as translators.
There is absolutely nothing wrong in using their expertise to translate. However, there are two powerful reasons why pedagogically speaking, we shouldn’t:
Students lose focus on the teacher and get used to waiting for the translation.- ELLs tune out the English version of the class and/or develop the acquisition of their second language (English, L2) much more slower than by language immersion.
The Basics
This technique has three
primary purposes:
- Activate prior knowledge
students may have.
- Introduce concepts in
the students’ native language—to facilitate their learning.
- Review the lesson and
clarify new concepts
Suggested Planning & Delivery
* Planning — approximate
time: 15 min
- Pick the
most difficult vocabulary or concepts to preview in the students’ first
language (L1, Spanish)—but don’t
make this a vocabulary lesson.
- Translate
the concepts (or have your aid
translate them for you).
- Incorporate other ELL techniques to enhance
understanding (pictures,
gestures, etc.)
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I.
Introduction (Preview) – approximate
time: 10 min
- Present —or
have your language aid present— the L1
introductory mini lesson at the beginning of the class, while the rest of the
class works on a do now or activates
prior knowledge in other ways (review of last lesson, KWL chart, materials preparation,
etc.).
Make sure to
introduce materials you can refer
to throughout your lesson. Visual aids can make a difference for a child with
no English production to make connections and understand concepts. You may
use: words w/ pictures, pictures w/ labels, sentence strips, or other
appropriate materials.
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II. Lesson (View) — approximate
time: 40 min
- Give your
lesson as you usually do (mini lesson, shared work, independent work).
- Make an
effort to refer to the visual aids:
cards, words, or other materials introduced earlier in the students’ native language
(L1); see above.
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III.
Closing (Review) —approximate time: 5 min
Allow your regular
students to process
their learning & evaluate
them as you usually do (exit slip, reflection, etc.) while you or your
language aid give a brief summary of the lesson’s main concepts in the
students’ native language (L1, Spanish or other). Check for understanding in
English (students’ L2).
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Here is a really cool website that has some more info about preview-view-review (they call it preview/review). Check it out!
By skyforbes