Inspiring Success Stories of Emergent Bilingual Learners in Middle School
When I think about the success stories of my middle school emergent bilingual learners, I can’t help but smile. What about you? Sure, there were...
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3 min read
Dr. Almitra Berry Jan 17, 2024 1:41:00 PM
Do you ever have one of those days where you ponder, “What on Earth am I doing, and am I doing it right???” I did. Often. And they were often accompanied by tears and the heavy consumption of caffeinated beverages to get me through the day. Teaching English to middle school learners who are also emergent bilingual learners presents unique challenges if one of your goals is to ensure success, equitable outcomes or to leave no learning unfinished.
Over the years, I’ve found these challenges fall into four big buckets: classroom culture, instructional methods, curriculum content, and assessment. Let’s dig into each of these buckets and identify some of the most common challenges - it’s not you, it just is - and some strategies to address them.
In the first bucket, classroom culture, three challenges deserve our attention: cultural and linguistic diversity, socio-emotional states, and academic confidence levels. As educators, we must be prepared to create an inclusive learning environment that responds to learners from diverse cultural backgrounds in a manner that respects, affirms, and validates not only who those learners are but all that they bring to the classroom. But how?
My two big bucket strategy recommendations here are to
I’ll address this in detail in the March blog, so stay tuned for more on socio-emotional support and inspiring progress via inclusive classroom culture.
There’s a lot of overlap between the buckets that contain instructional methods and curriculum content. So, let’s consider them a super bucket. Digging into this, we find significant challenges often categorized as building BICS (basic interpersonal communication skills) and developing CALP (cognitive academic language proficiency).
You may have learners across various language proficiency levels in their primary language and English. You may have learners of varying levels of literacy development in their primary language, influencing their development in English literacy. Yet, we expect them to read, write, and respond using academic language like that in their grade-level texts. I know; the struggle is real!
Evidence-validated strategies for tackling this bucket would have you:
Those four are robust instructional practices, so much so that they took entire chapters in my upcoming book. I can’t cover all that in this post, so I’ll devote the May blog to those vocabulary and writing strategies.
Our last bucket contains two items regarding assessment that warrant consideration: placement issues and navigating standardized assessments. Proper formative and summative assessment is crucial but often challenging. Most general education and content area assessments are not developed with emergent bilingual learners in mind.
Assessments contain significant bias when developed without considering a learners’ culture and lived experience. Too often, assessment outcomes reflect the learner’s English proficiency rather than their actual knowledge or intelligence. Imagine having to take tests in a language we were learning! So, what’s a middle school educator to do?
I suggest beginning with these two strategies that you can implement in your classroom:
Dr. Almitra L. Berry is an educational consultant, author, and podcaster. She contributed to the review of emergent bilingual supports in Connections: English Language Arts. Dr. Berry extensively covers emergent bilingual learners in her book Effecting Change for Culturally and Linguistically Diverse Learners and several episodes of the Educational Equity Emancipation podcast.
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