IT TAKES A VILLAGE TO RAISE A CHILD
The Issues and Strategies in dealing with English S. Language (ESL)
Hodman Mahamed
“….students may require five to seven years to develop the ability to understand the academic language used in textbooks and to use English to express the increasingly complex and abstract concepts encountered in the higher grades.” Ministry of Education - The Ontario Curriculum-Grade 1-8 ESL and English Literacy Development, 2001, p, 6.
Where the gaps exist:
Many studies found that students with limited English proficiency have a higher likelihood of being placed in special education classes, in self-contained settings, in comparison to students who have a higher proficiency in the English language (Artiles, Rueda, Salazar & Higareda, 2002). The overrepresentation and under representation of English language learners can be alluded to possibly: 1) Inadequate assessment procedures that can differentiate special education language problems versus language problems of an immigrant and/or low-income child; 2)
Cultural differences between school personnel, minority parents and their surrounding community (Harry, 1992; Harry, Allen, & McLaughlin, 1995; Harry, Kalyanpur & Day, 1999); and 3) Lack of translators and formal courses to educate immigrant parents about the education system (Harry and Klingner, 2006). In order to achieve the best instructional practices, a comprehensive approach to narrow the gap between current realities facing students, families, and the community in relation to the Canadian educational system must be achieved.
In researching numerous instructional practices and interventions outlined in a variety of studies regarding English Language Learners (ELL), there appears to be great emphasis placed on pedagogical approaches that focus on developing students’ meta-cognitive skills and higher-order thinking in English requisite for academic learning (Walter, 2004; Gersten & Baker, 2000; Cummins, 2000) as well as promoting cultural diversity and encouraging the strategic use of their first language within the context of the classroom (Meyers, 1993; Artiles & Ortiz, 2002; Community Social Planning, 2005). Also important is the metaphorical tenet of “It takes a village to raise a child” that must be deeply embedded in the ways in which educational professionals design, accommodate, and modify instruction so that the importance of the holistic development of the child and the family involvement in the community is sustained.
Effective Instructional Practices in the Classroom
In general, strategies that utilize differentiated instruction (e.g. utilizing visuals; longer wait times; graphic organizers) as well as providing a culturally diverse environment (e.g. multi-lingual signs, different language books, encouraging students to speak in their primary language) all promote best practice in formulating instruction and interventions for ELL within the classroom (Walter, 2004; Gersten & Baker, 2000; Artiles & Ortiz, 2002; Walqui, 2000). However, instruction that particularly focuses on developing students’ CALP (Cognitive Academic Language Proficiency) and takes into account the issue of “transferability” (as mentioned above) and the strategic use of students’ first language will better assist the student in building up proficiency in both his or her first language and in the English language (the second language).
Cultural-Responsive Pedagogy: Involving the Community
Success in the practices used in classroom instruction requires the educational professionals to be aware and knowledgeable of the community-based approaches that focus on the issues encountered by families of ELL. Several community-based research/interventions in Toronto offered by relevant organizations such as the Parent Engagement Programming and Pathways to Education address the gaps in services for these families and their surrounding community. In addition, educational professionals must be culturally self-aware (understand cultural influences on their own behaviours, values, and beliefs, as well as those reflected by in educational practices and assessments). Educational professional should have knowledge of cultural differences and similarities in order to accurately interpret behaviours, understand the underlying values reflected in conversations with parents, and respond in ways that promote successful intercultural communication.
Hodman Mahamed
Public Relations,
Immigrant Post |
