Title
Don't Stay in Your Lane: Meeting the Needs of Multilingual Learners Requires Collaboration.
Description
In this faculty/student breakout session, Ellen Skilton (faculty), Jennifer Gray, Francine Vollman, and Rachel Black (masters students in the School of Education) from the Teaching Multilingual/Multicultural Literacies class, share findings from semester-long teacher research projects working with English Language Learners.
One of the goals of the course is to think about how language and content can be taught simultaneously and that this work often requires collaboration with other teachers in various content areas and the learners themselves. Some of the projects occurred in classrooms and others as part of tutoring sessions with adults. The levels of education included middle school, high school, and adult learners in the Philadelphia area, and University Professors in Egypt. US learners are from Saudi Arabia, Mexico, Puerto Rico, Honduras, El Salvador, Guatemala, Liberia.
Research questions from these qualitative teacher/tutor inquiry projects include:
What happens when English language instruction is embedded in university and high school STEM classes in Egypt (hs/university)?
What happens when I utilize mutual knowledge when tutoring an English Language Learner (adult)?
What happens when teacher-student interaction increases (high school)?
What happens when the student leads the lesson (middle school)?
Findings include addressing the benefits of teacher/student relationships and possible strategies to support their development, understanding the cultural background of students better, the value of parent-child learning, ways to increase student leadership in English/math lessons, the usefulness of teaching learning strategies directly, and the importance of collaboration in teaching language and content at the same time.
Don't Stay in Your Lane: Meeting the Needs of Multilingual Learners Requires Collaboration.
In this faculty/student breakout session, Ellen Skilton (faculty), Jennifer Gray, Francine Vollman, and Rachel Black (masters students in the School of Education) from the Teaching Multilingual/Multicultural Literacies class, share findings from semester-long teacher research projects working with English Language Learners.
One of the goals of the course is to think about how language and content can be taught simultaneously and that this work often requires collaboration with other teachers in various content areas and the learners themselves. Some of the projects occurred in classrooms and others as part of tutoring sessions with adults. The levels of education included middle school, high school, and adult learners in the Philadelphia area, and University Professors in Egypt. US learners are from Saudi Arabia, Mexico, Puerto Rico, Honduras, El Salvador, Guatemala, Liberia.
Research questions from these qualitative teacher/tutor inquiry projects include:
What happens when English language instruction is embedded in university and high school STEM classes in Egypt (hs/university)?
What happens when I utilize mutual knowledge when tutoring an English Language Learner (adult)?
What happens when teacher-student interaction increases (high school)?
What happens when the student leads the lesson (middle school)?
Findings include addressing the benefits of teacher/student relationships and possible strategies to support their development, understanding the cultural background of students better, the value of parent-child learning, ways to increase student leadership in English/math lessons, the usefulness of teaching learning strategies directly, and the importance of collaboration in teaching language and content at the same time.