A new student in my class has a name that is very difficult to pronounce. Is it appropriate to call him/her by a nickname?
Children’s names are integral to their identity in most cultures, so it is important to learn to pronounce names correctly. For example, in the Vietnamese culture, the surname is first, followed by the middle name, and the given name is last. You should not Anglicize the names to make them easier to pronounce, nor should you give the students English names unless they and/or the parents request them. The students’ names may be all they have left when they arrive in this country, and both parents and students will appreciate your efforts to use their given names.
How important is body language in the classroom?
Body language differs greatly from culture to culture, and misunderstandings and embarrassment can result when gestures are misinterpreted. For example, the Canadian gesture used to beckon people is considered rude by the Vietnamese culture because it is used only for animals in Vietnam. The Vietnamese gesture for beckoning someone is made by extending the arm with the fingers pointing down and wiggling the fingers. Since there are so many variations of body language and their meanings vary so widely among cultures, it is always wise, as a classroom teacher, to familiarize yourself with your students’ cultural body language. It also helps to explain the meaning of some of our body language. In this way, we can avoid unintentional misunderstandings.
How do I build a better partnership with the parents of my students?
Most parents of ELL students care deeply about their children’s education. For many families, it’s an opportunity to give their children an advantage that they never had. It’s important for schools and classroom teachers to let the parent know that they are welcomed and that their input and concerns will be handled with care and respect.
Having said this, it must also be stated that communicating with parents of ELL students can be difficult. Not only is there a language barrier, but the parents may be unavailable due to extended work hours, having to take care of younger children, or a feeling of helplessness due to a lack of education. Also, there may exist cultural differences in the expectations around parent/school interactions. For example, in some countries, school and family life are separate. Parents may not be expected to take an active role in their children’s education. They may also be cautious of any governmental institution due to experiences in the native country. Whatever the underlying circumstance, parents must learn the new expectations required of them in the new country of residence. This will take time and patience. Here are some strategies that may help.
Strategies-
- Arrange to have a reliable translator present when speaking to the parents. ELL students themselves should not be used for this purpose. It might be embarrassing for the parent and the student might not relay your message accurately.
- Allow the parent to bring along a trusted family member or friend.
- Hold activities and plan assignments that include family members.
- When speaking to parents during conferences, speak clearly and express your regret that you don’t speak their language. Keep your speech simple, avoiding complex phrases (for example, “This is the book that Jean is reading” vs. “Jean is making tremendous progress, and I think it’s partly related to his enjoyment of reading, including rather complex texts”.
- Show samples of the students’ work.
- Make a list of talking points that parents can take home with them. They may want to review them later with another family member.
What is Sheltered Instruction?
What can I do to get my students to complete homework?
For this question, it might help to see techniques that have worked for other teachers. These examples were found at http://atozteacherstuff.com/Tips/Homework/. Remember that many ELL students have no one at home to help them with the homework, so it might be necessary to be a little flexible about homework and assignment deadlines. ELL students should also be given homework assignments that they can reasonably complete on their own or with minimal help.
Get More Kids to Complete Homework Assignments
Submitted by: Deb, 4th Grade
At my inner city school, I was having tremendous difficulty getting homework returned. I got a slim hanging file holder and put 5 files in it labeled Mon. – Fri. Each day I used a chart and marked off the names of the students who had turned in their work. On Friday, if a student had turned in all their work, they could go out with me for an extra recess. If they didn’t have their work in, they had to sit with another teacher (whose kids with completed homework went out with me) and finish their homework. We both increased our homework turn-ins by at least 75%.
Homework Accountability
Submitted by: Christy Flynn, 4th grade teacher
I have a homework board. It’s a white board that has each subject written on it. The kids have homework sheets to write the homework on each night. The sheet is done as a table and two sided with a total of 30 squares. (One for each day of the 6 weeks.) Each square has all 7 subjects
written in it. They are required to write all the homework that is assigned. Parents sign that they see homework was assigned. I stress to the kids and parents that it is the kids’ job to make sure the homework is done. This really limits the problems with homework. I also have small forms that they fill out each time they don’t do their homework. It states, “I did not do my homework on (date).” Then they have to sign it. I leave room for them to write a reason for them not having the homework.
What Homework? Who Turned in Homework?
Grade Level(s): 4-6
Submitted by: Jim Scott
On the end of my white board I have a chart with students names and two columns, one marked yes and the other no. I have magnets (Staples for $2.99). At the end of the day I explain the homework and make sure they understand it. If they do, they can leave and place their magnet under yes. If not, I explain it to them. In the morning I collect homework and if they have their homework I move their magnet by their name. If they don’t I place it in the “no” column. Any no marks results in doing homework during recess.
Free Sheltered Instruction Online Course
https://www.youtube.com/channel/UCL_e48z694tw9bqI1mUbHjg
Math and Language Arts Videos in Haitian Creole
Check out the following link to access frequently asked questions on ESL and Bilingual Law in New Jersey.
https://hctutorial.com/esl-and-bilingual-frequently-asked-questions/
Thank you for your comments. Feel free to let me know if there is information or specific topics you would like me to write about on this blog.