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Effective Teaching in a Multilingual Classroom



The same effective teaching strategies that work for English speaking students should also be used for English learners, though perhaps with even greater vigilance.  It makes sense that proven methods for teaching new material to students will work for all students.  The trick is to present these strategies with such care and mindfulness that students who are still learning English will also “get it”.  Modeling, scaffolding, allowing peer collaboration and tutoring, giving clear instruction, building on prior knowledge, and so on are all techniques that serve all students well.  A good teacher, as demonstrated by Ms. Liten-Tejadas in the video, will integrate all of these strategies.   
Of course, putting these teaching methods into action is not simple, nor is it easy.  When using them with an English learner a teacher must take extra time and care to make sure that what is meant to be communicated is actually getting through.  I had experience with a first grade student who had moved to the United States from Mexico.  Her family spoke only Spanish, and she was in her first year at an English speaking public school.  She was receiving English language learning intervention, but it was difficult to assess her English speaking skills because she was shy by nature.  This girl’s teacher (my cooperating teacher) gave the whole class daily opportunities to share what they had going on in their home lives.  This was always done with the students seated together on the floor and with the teacher seated on a low chair with them.  The atmosphere was gentle and encouraging, but the little girl never shared.  She was just too shy and too intimidated.
One day, though, the teacher delicately prodded the girl to share with the class about the birthday celebration she had over the weekend.  The teacher asked encouraging, guided questions to get the girl to give details about the party she had.  The girl whispered about the piñata she had and the students took it from there!  They were excited to hear that piñatas were full of candies and treats, and the girl was so happy to be able to talk about something the other kids were unfamiliar with, she lost her inhibition and talked and talked.  I remember looking at the teacher and her smiling back at me.  That teacher deliberately drew on that shy little girl’s background, to get her to speak up and share her English language skills.   
This girl remained generally quiet in class, but from that day on, she was far less scared and participated more.  It was very powerful to witness that moment when a caring teacher was able to really get a student motivated to engage despite the student's hesitancy with English language.  When I have my own classroom, I will strive to be as mindful as my cooperating teacher and Ms. Liten-Tejadas to incorporate many teaching strategies to help encourage all students, including English language learners.


"Profile of Effective Teaching In a Multilingual Classroom" Video

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