I found Deb Hanson, teacher, who is posting on Rachel’s blog as a guest. She gives Top 10 Tips for a teacher that all of a sudden finds themselves with a non-English speaking student/s. I found the article generally most helpful, especially if the teacher has not had any coursework that frames how to instruct students who are culturally and linguistically diverse. I am writing with the following in mind: economy, flow/organization/pacing, writing.
Economy–The overall economy was good for basic purposes, but there were some stray informative topics; I understand how they are easily mentioned, but perhaps a separate link could’ve been provided for the reader to go to. I am thinking of when she mentioned to be careful when doing a Google search. It rather became a new topic vs. staying true to the Top Ten Tips for ELLs. The list began with 10 and ended with 1. I checked the Dave Letterman idea, thinking it came from there, and those began with 1. That was a bit confusing to me, just as to why?
Flow/organization/Pacing–From my observations in economy, I’d have to conclude that the organization could be better. Some areas were very verbose while other areas were sparse and could have used better explanations along with a concrete example or for instance.
Writing–Judging…it seems as though it was not edited multiple times for refinement. The writing was not up to a professional quality, at times lacking succinctness. I read a lot of passive voice. Here is an example “If you have the opportunity, model the correct way to say a phrase.” As the teacher, you WILL have the opportunity. A better way to state the idea would be: “When working with ELLs, model the correct way to say a phrase.” She used the term “a newly-arrived student” while not horrid, it certainly is not the best choice of words or grammatical order. Here is the sentence: Writing is a tough subject for a newly-arrived student who doesn’t speak English. Rather: Writing will be a challenge for your new ELL student. (then proceed…) Here are a few ideas that will help your student begin to write.
She did include a variety of visuals which is beneficial for the teacher that may find themselves in that very situation. I do not know if she has her degree in CLDs, Culturally & Linguistically Diverse learners. If she does, I am surprised that she did not add a link to a few of the experts in the field so that the reader could go on to read more that would help them transition into supporting the new student/s. The term is SIOP, which is stands for Sheltered Instruction Observation Protocol. This is the heartbeat of working with language learners. It will provide the teacher with a multitude of strategies.
As I think about a grade for this work, I’d have to say C+ or B-. I’d go C+ if she does in fact hold a degree or an endorsement for English Language Instruction!