PRACTICAL STRATEGIES AND MATERIALS FOR MULTICULTURAL STUDENTS WITH LANGUAGE IMPAIRMENTS

I. INCREASING FAMILY I. INCREASING FAMILY INVOLVEMENT IN STUDENTS’ INVOLVEMENT IN STUDENTS’

LEARNINGLEARNING

Some educators tell parents to “speak only Some educators tell parents to “speak only English at home”**English at home”**• Because they believe that an ELL child Because they believe that an ELL child

with a LI will be confused by a dual with a LI will be confused by a dual language environment. However, language environment. However, research has shown that this is not research has shown that this is not true.true.

• Children with LI can and do learn 2 Children with LI can and do learn 2 languages effectively; being bilingual is languages effectively; being bilingual is not a disadvantagenot a disadvantage

• If a child is cut off from one of his If a child is cut off from one of his languages, it can have a negative languages, it can have a negative impact in many areas as we said impact in many areas as we said before. before.

If a child is cut off from his home If a child is cut off from his home language, this…language, this…

• ↓ ↓ his ability to communicate with family his ability to communicate with family members; leads to relationship problemsmembers; leads to relationship problems

• limits his educational and career limits his educational and career opportunities.opportunities.

I tell parents…**I tell parents…**• That being bilingual is That being bilingual is

a great advantage in a great advantage in today’s worldtoday’s world

• That if their child can That if their child can grow up bilingual, she grow up bilingual, she will be quite valuable will be quite valuable in the job marketin the job market

:• Parents of children who speak a minority

language should be encouraged to use this language at home**

Here in the U.S., we as professionals routinely Here in the U.S., we as professionals routinely expect families to be involved in their children’s expect families to be involved in their children’s learning**learning**

• Some cultures: school and related activities are Some cultures: school and related activities are the responsibility of professionals—families the responsibility of professionals—families should not interfereshould not interfere

• Thus, families may be offended at being asked to Thus, families may be offended at being asked to participate in educational decisions, carryover participate in educational decisions, carryover activities, etc. activities, etc.

• Cultural mediators** Cultural mediators**

• Help families realize that Help families realize that in the U.S., they are in the U.S., they are expected to be an integral expected to be an integral part of the educational part of the educational team. team.

Remember that in some cultures**Remember that in some cultures**• Older siblings take responsibility for younger Older siblings take responsibility for younger

ones. Thus, SLPs may have better success ones. Thus, SLPs may have better success engaging the support of older siblings for engaging the support of older siblings for things like carryover of homework things like carryover of homework assignments.assignments.

• Also, parents and grandparents may speak Also, parents and grandparents may speak little-no English. Older siblings usually do little-no English. Older siblings usually do speak English, and can be most helpful in speak English, and can be most helpful in assisting with homework assignments and assisting with homework assignments and other carryover activitiesother carryover activities..

We can help families become more involved in We can help families become more involved in their children’s learning and schooling…**their children’s learning and schooling…**

• Through the use of the services of Through the use of the services of cultural mediators as mentioned. cultural mediators as mentioned.

• We can also meet with parents at We can also meet with parents at the school site or conduct home the school site or conduct home visits.visits.

• During these visits, it is helpful to During these visits, it is helpful to show samples of their children’s show samples of their children’s work as well as pictures of their work as well as pictures of their children involved in school children involved in school activities.activities.

We can help parents understand what U.S. schools We can help parents understand what U.S. schools expect of them and their children**expect of them and their children**

• Parents need to understand the Parents need to understand the academic/curricular standards of their children’s academic/curricular standards of their children’s schools. For example, here in California, students schools. For example, here in California, students begin learning multiplication at the end of second begin learning multiplication at the end of second grade. I was raised in the Philippines, where we grade. I was raised in the Philippines, where we did not begin learning this information until third did not begin learning this information until third grade. grade.

• If parents can volunteer in their children’s If parents can volunteer in their children’s classrooms, they will understand the demands of classrooms, they will understand the demands of the curriculum much better. Parents who speak the curriculum much better. Parents who speak little English can still help with tasks such as little English can still help with tasks such as xeroxing, collating, and stapling assignments. xeroxing, collating, and stapling assignments.

Parents and students need to Parents and students need to understand basic school routines**understand basic school routines**

• For example, many parents don’t know that they need to For example, many parents don’t know that they need to send a lunch to school with their child or send money so send a lunch to school with their child or send money so their child can buy a lunch. their child can buy a lunch.

• Immigrant students may not realize that if they get a hall Immigrant students may not realize that if they get a hall pass to go to the bathroom, they need to come right back pass to go to the bathroom, they need to come right back to class. It is not acceptable to stop and spend ½ hour on to class. It is not acceptable to stop and spend ½ hour on the playground!the playground!

Remember that some parents are non-literate Remember that some parents are non-literate in English…in English…

• Encourage local Encourage local librarylibrary

• Garage sales and Garage sales and flea marketsflea markets

I started a literacy program called LoveTalkRead**

• lovetalkread.com

• We have collected over89,000 books to give to low-income and diverse

families

We encourage them to daily love, talk to, and read with their children

Encourage students to read to their parents in Encourage students to read to their parents in English**English**

• This helps develop This helps develop students’ literacy skills.students’ literacy skills.

• Many parents want to Many parents want to learn English, and they learn English, and they are helped by hearing are helped by hearing their children read to their children read to them in English.them in English.

Research (Gillam, 2011) was conducted:

• Low-SES (some bilingual) parents given wordless books to read; others—books with print

Wordless books generated richer lang during reading than print books!

• Parents ↑ animated, discussed wordless books more creatively

Teach parents to CARE:

• Comment

• Ask questions

• Respond

• Extend

Youtube video on CARE**• Youtube channel Celeste Roseberry

• Intervention for ELLs: Increasing Preliteracy Skills Through CARE and Wordless Books

• http://www.youtube.com/watch?v=BNPWL-WCp98

Help parents find out**Help parents find out**• About local adult literacy services and About local adult literacy services and

English classes.English classes.

• For example, English classes are often For example, English classes are often offered at night through local educational offered at night through local educational agencies.agencies.

Many families are surviving…**Many families are surviving…**

• Keep assignments short and simple.Keep assignments short and simple.

• When we do give homework, it needs to only When we do give homework, it needs to only take a few minutes to do, and it needs to be take a few minutes to do, and it needs to be understandable to families.understandable to families.

• I often tell the student what needs to be done, I often tell the student what needs to be done, make sure she has a parent sign the make sure she has a parent sign the assignment, and offer a sticker or small prize assignment, and offer a sticker or small prize for returning it. for returning it.

Invite parents to the school**Invite parents to the school**• To share recipes, talk about their countries, or even To share recipes, talk about their countries, or even

teach a language lesson.teach a language lesson.

• If this happens, parents feel more involved and If this happens, parents feel more involved and they and their children often feel greater pride in they and their children often feel greater pride in their rich cultural and linguistic heritage.their rich cultural and linguistic heritage.

• Some schools in my area have had World Some schools in my area have had World Languages Day, or World Feast Day where parents Languages Day, or World Feast Day where parents brought food and cultural activities to a festival-like brought food and cultural activities to a festival-like atmosphere for all children (both ELL and English atmosphere for all children (both ELL and English only) to enjoy. This benefits everyone!only) to enjoy. This benefits everyone!

Help parents understand the relevance of talking Help parents understand the relevance of talking to infants and small children**to infants and small children**

In many cultures, infants and young children are not In many cultures, infants and young children are not considered conversational partners**considered conversational partners**

• Many cultures value quietness in childrenMany cultures value quietness in children

• Thus, they may receive a great deal of love and Thus, they may receive a great deal of love and affection, but language stimulation may not be affection, but language stimulation may not be occurring at a level expected by mainstream society.occurring at a level expected by mainstream society.

• Johnston and Wong (2002) recommend that when a Johnston and Wong (2002) recommend that when a currently-recommended Western practice (e.g., reading currently-recommended Western practice (e.g., reading to or talking with children) is not found in a particular to or talking with children) is not found in a particular culture, we can recommend “functional equivalents.”culture, we can recommend “functional equivalents.”

• Use oral storytelling in place of readingUse oral storytelling in place of reading

Lastly, emphasize children’s good qualities….**Lastly, emphasize children’s good qualities….**

• When I work with parents (or other When I work with parents (or other caretakers), I discuss the child’s good, caretakers), I discuss the child’s good, polite behavior (if this indeed the case!).polite behavior (if this indeed the case!).

• Families from many cultures highly value Families from many cultures highly value courtesy, obedience, and cooperativeness courtesy, obedience, and cooperativeness in childrenin children

• If I can emphasize the positive, families are If I can emphasize the positive, families are often more willing to cooperate in carrying often more willing to cooperate in carrying out their children’s treatment plans.out their children’s treatment plans.

Remember…

• We are in the business of providing hope for a bright future

II. HOLISTIC STRATEGIES APPROACH Ultimate goal: vocational

success!

Components of the Holistic Strategies Approach

• On exam

III. STRAEGIES FOR MODIFYING III. STRAEGIES FOR MODIFYING THE PHYSICAL AND THE PHYSICAL AND

LINGUISTIC ENVIRONMENT LINGUISTIC ENVIRONMENT FOR ELL STUDENTS WITH LIFOR ELL STUDENTS WITH LI

1. Limit clutter and distractions in the 1. Limit clutter and distractions in the environment**environment**

Classrooms today have multiple Classrooms today have multiple auditory and visual stimuli. The phone auditory and visual stimuli. The phone rings, people come in and out, and the rings, people come in and out, and the walls and ceilings are often covered walls and ceilings are often covered with art projects—very distractingwith art projects—very distracting

Use the officeUse the office

Corner of room, nothing on wall—Corner of room, nothing on wall—like a library carrel/cubiclelike a library carrel/cubicle

Headphones--block out noiseHeadphones--block out noise

2. Do not give important 2. Do not give important information information when the room is when the room is

noisy.**noisy.**• Students often have difficulty with figure-ground Students often have difficulty with figure-ground

ability, or the ability to “pick out” the professional’s ability, or the ability to “pick out” the professional’s voice from other auditory stimuli.voice from other auditory stimuli.

• Even typically-developing ELL students may have Even typically-developing ELL students may have extra difficulty if there is a poor signal-to-noise ratio extra difficulty if there is a poor signal-to-noise ratio and the teacher is speaking rapidly using and the teacher is speaking rapidly using decontextualized language that is so typical of decontextualized language that is so typical of classrooms.classrooms.

Listening conditions in the classroom Listening conditions in the classroom need to be favorable.**need to be favorable.**

• Processing information in L2 under less-than-Processing information in L2 under less-than-ideal conditions is a risk factor for second ideal conditions is a risk factor for second language learners. Research shows that it is language learners. Research shows that it is even more of a risk factor for those who have even more of a risk factor for those who have LILI

• In some places, teachers are using FM units In some places, teachers are using FM units that make them 20-30 decibels louder; that make them 20-30 decibels louder; research shows that children perform better research shows that children perform better when the teacher’s voice is amplified. This is when the teacher’s voice is amplified. This is especially true of ELL students with LI.especially true of ELL students with LI.

Ryan (2009) conducted a study….

• Sound-field amplification systems very effective in ↓ amount of managerial time teachers needed to use

• Worked with middle school PE students!

Kelly R. (Iowa)**

• Califone brand

• Voice saver

• Personal amplification system--$100.00

• Radio Shack also has inexpensive units

3. Make good seating arrangements in 3. Make good seating arrangements in classroom settings:**classroom settings:** Seat speakers of the same language Seat speakers of the same language

together. In this way, they can provide together. In this way, they can provide assistance to each other, using L1 for assistance to each other, using L1 for support in learning academic content. support in learning academic content.

ELL students with LI need to sit close to ELL students with LI need to sit close to the front of the classroom. Many times, the front of the classroom. Many times, these students sit in the back. This these students sit in the back. This makes it more difficult for them to pay makes it more difficult for them to pay attention. If they sit close to the front, attention. If they sit close to the front, this will help them focus better; they will this will help them focus better; they will also hear the teacher better.also hear the teacher better.

4. Use Preparatory Sets**4. Use Preparatory Sets** Always begin an activity or Always begin an activity or

therapy session with a therapy session with a preparatory setpreparatory set

Make sure the students know Make sure the students know what is aheadwhat is ahead

For example: “We will do the For example: “We will do the calendar, math, and then calendar, math, and then clean up and go to recess. Soclean up and go to recess. So—calendar, math, and —calendar, math, and recess.”recess.”

In this way, students know In this way, students know the “layout” and are prepared the “layout” and are prepared for what will follow.for what will follow.

Esp. important for students not Esp. important for students not accustomed to structureaccustomed to structure

Many low-SES students have little Many low-SES students have little experience with structure—teach it experience with structure—teach it explicitlyexplicitly

5. Slow down your rate of 5. Slow down your rate of speech.**speech.**

Students benefit if we pause Students benefit if we pause frequently to give them processing frequently to give them processing time. Research shows that LI time. Research shows that LI students process more slowly than students process more slowly than typically-developing students. typically-developing students.

LI students—especially those who LI students—especially those who are ELLs—profit when professionals are ELLs—profit when professionals slow down and pause more often.slow down and pause more often.

6. Do a great deal of review—6. Do a great deal of review—repeat information and rephrase repeat information and rephrase it.**it.** It is estimated that the average, It is estimated that the average,

monolingual English-speaking adult forgets monolingual English-speaking adult forgets 95% of what he heard within 72 hours of 95% of what he heard within 72 hours of hearing it.hearing it.

ELL students with LI benefit from hearing ELL students with LI benefit from hearing information repeated and reviewed often. information repeated and reviewed often.

Rephrasing is helpful. For example:Rephrasing is helpful. For example:

““There are 8 planets in the solar system. There are 8 planets in the solar system. The earth is one of the planets closest to The earth is one of the planets closest to the sun. – the sun. – The earth, one of 8 planets in the The earth, one of 8 planets in the solar system, is close to the sunsolar system, is close to the sun.”.”

7. Emphasize content words through 7. Emphasize content words through increased volume and stress.** increased volume and stress.** Research has shown that LI students lack the Research has shown that LI students lack the

ability to identify the “big” words, or content ability to identify the “big” words, or content words and separate them out from the words and separate them out from the smaller words (function words).smaller words (function words).

Increasing the auditory salience of content Increasing the auditory salience of content words through increased volume and stress words through increased volume and stress can support low-SES ELL students with LI. For can support low-SES ELL students with LI. For example:example:

““The The oceanocean is a is a sourcesource of of lifelife for our for our planetplanet. The . The oceanocean provides provides food, waterfood, water, , and and other thingsother things that are that are importantimportant.”.”

8. Give extra processing time.8. Give extra processing time.

Give 4-5 seconds after asking a Give 4-5 seconds after asking a question.question.

Better performance if “wait time” to Better performance if “wait time” to process infoprocess info

9. Use a multimodal approach to 9. Use a multimodal approach to instruction and intervention—Universal instruction and intervention—Universal Design of Learning**Design of Learning**

See, hear, touch to fully See, hear, touch to fully learn and retain material.learn and retain material.

U.S.--auditory modality. We U.S.--auditory modality. We expect students to hear expect students to hear things once and remember things once and remember them.them.

10. Incorporate movement and 10. Incorporate movement and movement breaksmovement breaks

Fidget toys helpful— have a basket Fidget toys helpful— have a basket of themof them

Brief 20-second brain gym exercises Brief 20-second brain gym exercises such as cross-crawl, arm wave to such as cross-crawl, arm wave to “wake up the brain” and cross “wake up the brain” and cross midlinemidline

MOVEMENT BREAK!**MOVEMENT BREAK!**

Cross crawls from Cross crawls from Brain Gym—Brain Gym—designed to increase designed to increase communication communication between the right between the right and left hemisphereand left hemisphere

Wake up the brain!Wake up the brain!

How did you like this cute How did you like this cute PPt background?**PPt background?**

Turn to the people next to you and Turn to the people next to you and describe how you felt having to take describe how you felt having to take notes from these slidesnotes from these slides

IV. PRACTICAL STRATEGIES FOR A VARIETY OF SETTINGS**

• These can be used in therapy rooms (e.g., pull-out), learning centers, and general education classrooms

Have students journal**

• About their experiences

• Or pre-planned subjects

Have the students…**• Engage in drama and role-

playing activities in order to encourage expressive language and social interaction skills.

• Costumes and puppets help if they are shy!

• So do karaoke machines and microphones

Students can also be taught to:**

• Write down information and instructions in a notebook.

• Many students do not know how to take notes. As they become older, lack of notetaking skill has an increasingly negative impact on academics.

With regard to notetaking, students often need to be explicitly taught to:

• Write only key/content words—not function words

• Distinguish between content and function words—”big” and “little” words

For example, students can underline or highlight the key/content words in sentences. **

• The weather is hot in the summer.

• Abraham Lincoln was a president of the United States.

• Many people think that dogs are man’s best friend.

• When they learn to do this, they can then be taught to take notes, writing down just the key/content words.

Use visualization to help students form pictures of information that they read or hear. **

• Tell them that they can picture a TV in their brain/mind/head; when they hear or read things, they can make pictures on this TV.

• Help them with this process by beginning with familiar items in their homes (pet, sibling, living room). For example, I will ask a student to tell me about his dog. When he has done so, I will tell him that his dog is not present; he was able to describe the dog by using a picture in his brain.

• Nanci Bell--Visualize and Verbalize. Helps students learn to form detailed mental images to ↑skills in vocab, reading, writing.

I have found that…**• Students especially

benefit from visualizing, or making pictures in their brain as an adjunct to reading or listening. Visualizing helps information to be retained better, thus aiding in listening and reading comprehension.

Youtube video**• Youtube Channel Celeste

Roseberry

• Go to Intervention for ELLs with Language Impairment: Using Visualization

• http://www.youtube.com/watch?v=JcaeY7McXrQ

Use Total Physical Response (TPR)**

• Clinician: touch your chin (clinician alone does this)

• Clinician: touch your chin (clinician and children do this together)

• Clinician: touch your chin (children alone carry out the command)

TPR is an excellent strategy especially for LI students who are in the early stages of learning English

Great for silent period

•Helps students form stronger associations between words and their referents.