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STRATEGIES TO FACILITATE AND ENHANCE ELLS’ PEER-INTERACTIONS IN THE CLASSROOM
Include handouts in teacher manual
Gorman, B.K. (2014)
Opening Group Brainstorm
What promotes ELLs’ language development in the classroom?
With whom is it more beneficial for children to communicate and why?
With whom is it easier for ELLs to communicate and why?
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Communicative Interactions
With the teacher or teaching assistant Large group interactions Small group interactions Individual 1:1 interactions
Without the teacher or teaching
assistant Peer Interactions
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Peer Interactions
Not limited to where the teacher is
Children learn by listening to and interacting with each other.
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Listening and Learning
Children learn not only from speech directed to them, but also from observing/listening in on others (Crago, 1992; Forrester, 1988; Rogoff,
Paradise, Mejia-Arauz, Correa-Chavez, & Angelillo, 2003; Saffran, Newport, Aslin, Tunick, & Barrueco, 1997)
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Listening and Learning
Research showed that that 2-year-olds were equally good at learning novel words that they overheard as those that were directly addressed to them. (Akhtar, Jipson, & Callanan, 2001)
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Enhancing Peer Interactions
However, merely putting ELLs with other children is insufficient
ELLs may have more difficulty interacting with peers due to their English proficiency.
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Additional Variables
What other factors may influence the interactions ELLs have with their peers?
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Enhancing Peer Interactions9
PLANNING TO SUPPORT PEER INTERACTIONS
Include handouts in teacher manual
Pre-Planning Analysis11
Where do you see the ELLs in your classrooms play?
Block center Water and sand table Library Art center Dramatic play center Computer center Others
Pre-Planning Analysis12
How do these particular children play? What type of play?
Parallel play beside each other, not necessarily
interactive
Associative play shared materials
Cooperative play Interactive play, planning, assigning roles
Brainstorming13
Imagine that you are hosting an event, and you are inviting a mix of family, friends, and co-workers.
How do you encourage interactions, so that guests mingle and no one is excluded?
Planning14
Increasing the likelihood of positive interactions
Enabling context/environment Strategic groupings Activities Teacher support
Enabling context/environment
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Some locations within classrooms are more suitable for sustained communicative interactions than others Why?
Consider arranging the physical and social environments to increase opportunities for peer interactions
Strategic Grouping16
Think of a particular ELL in your classroom. With whom it is difficult/easier for the
child to communicate? How many peers in a center is optimal?
Activities17
In which interactive activities is the ELL student most interested? e.g., exploring, building, playing
structured game, dramatic play
Pre-Teaching to Support ELLs’ Comprehension
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Pre-teaching words and concepts before storybook reading or initiation of activities is a beneficial instructional strategy for ELLs
This pre-teaching strategy, using a variety of cues (e.g., visual, gestural, graphic), may help support ELLs comprehension of the language that their English-speaking peers will be using in play.
Teacher Support/Scaffolding to Support ELLs’ Production
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Assign roles or props to promote the student’s inclusion that are central to the activity to promote inclusion (Bunce & Watkins, 1995).
Give child some key phrases
“Two dollars please” Prompts to help express
Tell Sarah, “Blocks please”. Sometimes stay to support interaction and turn-
taking, sometimes fade presence
Routines
The predictable sequence of routines supports ELLs’ language comprehension.
Routines support children’s learning and recall of new information.
Routines provides multiple opportunities for children to practice and expand on new skills.
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ACTION PLAN
Which 3 will you try tomorrow/next week?
Lesson plan: objective, activity, outcome measure
LARGE GROUP SHARING
Summary
Teacher-child conversation enriches children's’ language skills
Peer interactions and observation also enrich children’s language skills
Optimal instruction for ELLs includes planning to facilitate and support ELLs’ peer-interactions in the classroom
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Optional
Assignment Three-month follow-up reflection and
trouble-shooting
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Contact Information
Facilitator’s contact information
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References
Akhtar, N. (2005). The robustness of learning through overhearing. Developmental Science, 8, 199-209.
Akhtar, N., Jipson, J., & Callanan, M.A. (2001). Learning words through overhearing. Child Development, 72, 416-430.
Bunce, B. H., & Watkins, R. V. (1995). Language intervention in a preschool classroom: Implementing a language-focused curriculum. In M. L. Rice & K. A. Wilcox (Eds.), Building a language-focused curriculum for the preschool classroom: Vol. I. A foundation for lifelong communication (pp. 39-71). Baltimore: Paul H. Brookes Publishing Co.
Crago, M. B. (1992). Communicative interaction and second language acquisition: An Inuit example. TESOL Quarterly, 26, 487-505.
Forrester, M.A. (1988). Young children's polyadic conversation monitoring skills. First Language, 8, 201-225.
Rogoff, B., Paradise, R., Mejia-Arauz, R., Correa-Chavez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54, 175-203.
Saffran, J. R., Newport, E. L., Aslin, R. N., Tunick, R. A., & Barrueco, S. (1997). Incidental language learning: Listening (and learning) out of the corner of your ear. Psychological Science, 8, 101-105.
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