Teaching language structures is one of the most important things we do with our English learners. Embedding academic vocabulary into the language structures is key to their academic success. Making it interactive, engaging, and fun bumps it up ten notches! The Sentence Patterning Chart (a GLAD strategy) that I wrote about last January is an excellent way to build content knowledge and help students acquire language structures through authentic shared writing.
So if you haven't tried it yet, I highly suggest it. And if you have tried it, here's your next move!
Often I'm inspired to write by something I've encountered either through reading a professional book, visiting a campus or classroom, or through conversation (in person or online). This post was inspired by recent conversation online. Let me set it up for you.
A teacher wanted advice regarding a student she has who is new to the United States. The student's primary language is Spanish and the teacher is having difficulty serving the student in a main stream English classroom while also serving the other English only students. The teacher mentioned that she had yet to have a conversation with the student. Many other teachers responded giving advice. Some said it's impossible to help this child. Others said that the student first must learn English before she can learn grade level content. Some said the other students in the class will suffer if the teacher employs techniques to support the one beginner.
This post was completely deficit based and many of the comments to it really touched a nerve. "I see no benefit in having her..."
So if you feel that you're in a similar situation or you know someone who is, here's some advice: