LLED 360307 Fall 2017 Dr. Lorna Ramsay
Reading Analysis Reflection Template for Presenter Date: Oct 26
Facilitator name: Danielle Dar Juan
Text Chapters: 8
Name of Outside source:
McCloskey, M. L. (2005). Visual scaffolding to support ell reading. Keeping the Promise, 1-7.
Main Themes:
The over arching theme across both readings is scaffolding and how a teacher should implement it in the classroom and through their own actions.
Coelho:
- what is scaffolding
- ways to implement scaffolding in order to promote authentic interactions within the classroom
- the importance and benefits if authentic interactions
- checking for comprehension and giving feedback
- benefits of group work and how to implement it
- classroom environment and culture/fear and anxiety
- careful construction of scaffolding
- examples of scaffolding activities
McCloskey:
- focused on visual scaffolding, how to use visual scaffolding/the physical presentation of content
- how to manipulate texts/fonts for understanding
- what images are most effective for understanding
My Critical Argument or Thesis: Carefully constructed scaffolding will produce authentic interactions if the ELL students are given the tools to reduce fear and anxiety, and attitudes of teachers and non-ELL students are constructive and positive.
New Vocabulary:
- Scaffolding
- Visual scaffolding
- Authentic interaction
- Authentic language
- Graphic Organizer (will be addressed in next chapter)
- Silent period
- Manipulatives
- Sociolinguistic
Educational Implications:
- Insights and connections to educational themes and theories or more global issues
- A traditional teaching style may promote fear and anxiety, decreasing the motivation to participate in conversation
- Being respectful of and offering encouragement through the silent period
- Drawing from different cultures for understanding
- Recognizing and respecting individual learning styles and progressions
- The necessity of authentic interaction and language for language learning
- Insights and connections on practical teaching strategies
- benefits of group work
- engaging non-ELL peers to give constructive feedback
- creative but comprehensive presentation of the material to gauge constructive understanding
- draw from students’ cultures and interests to make content more applicable/easier to make connections
- simplicity of language
- limited teacher talk/giving more opportunities to engage in conversation
- necessary reminder that L2Ls are not being taught how to read a second language
Questions
- Given the plethora of inclusive activities, benefits of engaging in conversation, and the necessity of non-ELL student feedback, should we continue to implement segregated ELL classes?
- How much should the teacher be engaged in conversation with the students?
- How can we ensure that practice in the classroom is translated outside of the classroom?
- What are other methods to reduce fear and anxiety to increase participation? (already mentioned: teacher talk and attitudes, respecting the silent period/when the student feels ready, group work/interaction with peers)
Reflection: There are a plethora of methods and activities to assist ELL students in both an integrated and segregated settings. We agreed that group work will be most affective. Not only will they be given opportunities to receive peer feedback, group work models the environment outside the classroom, such that students are constantly interacting with each other and the environment around them; it is necessary to build those skills in the class room. The students are also given the opportunity to build relationships and learn how to build relationship. We constantly talk about the necessity of belonging, and teacher-student and student-student relationship. Group work and opportunities to interact allows those in the classroom to foster those needs and relationships; addresses social objectives. We do believe that segregated ELL classes are necessary due to varying abilities and previously known vocabulary. There need to be a balance of developmentally appropriate language within a unit and the actually content that needs to be addressed. While exercises like these can be used for student across the language spectrum, they may not benefit those on either far end of the spectrum. As Coelho suggested, smaller groups allow for more growth, participation and learning.
Comments on discussion:
Critical considerations of the reading analysis presentation:
- Could have looked at an article that refutes scaffolding methods
- Looked at scaffolding in low SES areas/the implementation of scaffolding
Further consideration?
- While there are various methods to address active participation for authentic interaction, we need to consider more methods to reduces fear and anxiety to encourage participation before true implementation of active/authentic participation.
- Interactions with the counsellor to help increase participation
- Are there going to be peer tutors that are comfortable/willing to interact with someone they are having difficulty communicating with