English language learningEnglish language learning
Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education
As Schools Embrace the Science of Reading, Researchers are Criticizing an Overemphasis on Auditory Skills
Heritage Languages in Schools: A Story of Identity, Belonging and Loss
It took 20 years for this author to reunite with the teacher who changed his life
Tools That Help English Language Learners Online and In Person
Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy
Coming To America: Our Best Student Podcasts About Immigration
How to Use Oral Presentations to Help English Language Learners Succeed
Using Music And Rhythm To Help Kids With Grammar And Language
Sponsored
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Families that don’t fall into these identities often lack the social and cultural capital to effectively advocate for their children within a bureaucratic system. For example, families who have access to resources like attorneys or legal advocates may be better able to \u003ca href=\"https://www.kqed.org/mindshift/58633/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs\">ensure their children receive the special education services\u003c/a> they need. “There are free and low-cost advocacy and attorneys, but their bandwidth is totally spread thin,” Vogel-Campbell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, even though all parents and families have the \u003ca href=\"https://sites.ed.gov/idea/regs/b/d/300.322/e\">right to qualified interpretation\u003c/a>, schools can have difficulty finding interpreters that can accurately convey academic language during meetings about a student’s individualized education plan (IEP). According to Vogel-Campbell, not providing proper interpretation services during communication between educators and parents can break trust and delay the implementation of an IEP.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though not all of these issues are within individual educators’ control, when special education teachers recognize these barriers, they can \u003ca href=\"https://twitter.com/MindShiftKQED/status/1751597264210911576/photo/1\">think creatively\u003c/a> about how to connect with and support families who speak languages other than English. Jeremy Jarvi and Ben Simson, two special education teachers who work with Vogel-Campbell in California’s San Mateo-Foster City School District, shared some of their strategies for doing just that. From using Google Translate, to creating systems of outreach and advocacy, Jarvi, Simson and Vogel-Campbell are dedicated to fostering a welcoming environment for the families of students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Overcoming language barriers during the IEP process\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Vogel-Campbell, the IEP process is very structured, and doesn’t provide parents an opportunity to share their specific hopes for their children. Language barriers and lack of trust can exacerbate this issue. For example, when a teacher makes eye contact only with an interpreter, rather than the parent, this doesn’t communicate respect towards the families of the students being discussed, said Vogel-Campbell.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vogel-Campbell’s school district obtains Spanish interpreter services relatively quickly, and is required to offer no-cost interpretation for all non-English speaking parents, she said that it may take up to a month to coordinate an interpreter of languages less frequently spoken in the area. \u003c/span>Vogel-Campbell suggested that educators make small efforts throughout the school year to reach out to parents in their preferred language. For instance, teachers can introduce themselves or greet a family in their native language, even if the rest of the meeting relies on an interpreter. Doing so communicates respect and eagerness to connect with those parents, said Vogel-Campbell. She urged educators to recognize that even if parents don’t understand the dominant language spoken by the teacher it “doesn’t mean that they’re not a source of knowledge and information for their students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson both regularly use \u003ca href=\"https://translate.google.com/\">Google translate\u003c/a> to communicate with non-English speaking parents. Jarvi, whose classroom consists of nine kindergarten through third graders with moderate to severe disabilities, tries to translate all IEPs using Google Translate. He said that translating it himself for parents is often faster than sending it through the district for a translation, which he said can take up to two weeks to complete. \u003ca href=\"https://edsource.org/2023/immigrant-parents-report-faulty-slow-translation-of-special-education-documents/700531\">Monthslong waits for IEP translations, as well as poor translations, are common across California\u003c/a>, according to EdSource. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi said that the longer parents have to wait for the IEP document, the more drawn out the process is for parental consent, signature and implementation. “We want it to have a quick turnaround for consent and implementation, because the longer it takes for the parent to consent, the less time the child has to meet the goals,” he said. Without an IEP signed by a parent, the educator has to continue curriculum based off of the most recently signed IEP, which can be a year out of date. The quicker special education teachers can sit down with parents with an agreed upon IEP, the less likely students are to fall behind in meeting their curriculum goals whether those are academic or functional life skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Communicating effectively with families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson have implemented similar strategies to close the communication gap between themselves and their students’ parents. Simson, who works with middle school students, uses Google Translate to send and receive text messages and emails to and from parents. His classroom consists of families that speak English and Spanish. He tells parents that he has no problem translating on his end and he lets them take the lead on which language to use. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi also uses Google Translate as much as he can to communicate with parents of his students that might speak a primary language at home other than English. Over the years, he has worked with families who speak Khmer, Cambodian, Japanese and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Continuing to build those relationships with parents, Simson approaches IEP meetings wondering how he can foster an authentic connection with the family to solidify the partnership between educator and parent. He also texts or calls parents every couple of days with positive news about their student and encourages parents to praise their children. If the student has an obstacle to overcome, Simson makes sure to collaborate with parents to come up with a redirection or constructive solution to the problem. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers might interpret parental deference to educators’ ideas as disengagement, but in her book Vogel-Campbell highlighted a diversity of non-Western cultural beliefs that may shape parents’ interactions with the school system. She said it’s important to recognize those differences and emphasize ways that parents can advocate for their children in the U.S. education system. Jarvi, who often speaks with parents who are new to the IEP process, makes sure to \u003ca href=\"https://www.kqed.org/mindshift/52468/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool\">create lasting relationships with parents\u003c/a> in the hopes that they continue advocacy for their children after they leave his classroom. In his weekly communications home, he offers a variety of messaging styles from a traditional email to text messages that consist of a smiley face or frowny face. Although he said it can take some trial and error, Jarvi works to tailor his communication to a parent’s bandwidth and to smooth out any challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Translation resources and multilingual services for families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogel-Campbell also shared some resources that her district uses for communicating with families speaking different languages. One is \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a communication tool designed for use in K-12 education that educators, administrators and district officials use to translate memos into more than 100 languages. Some teachers in Vogel-Campbell’s district also use \u003c/span>\u003ca href=\"https://www.remind.com/\">\u003cspan style=\"font-weight: 400\">Remind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an education communication platform with two-way texting translation capabilities. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents ask educators for resources regarding support and advocacy, Vogel-Campbell recommended the organization \u003c/span>\u003ca href=\"https://supportforfamilies.org/\">\u003cspan style=\"font-weight: 400\">Support For Families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based in San Francisco but offers many online resources, such as introductions to different diagnoses. Vogel-Campbell also recommended connecting families to parent centers that offer multilingual services and resources to families of children with disabilities. Parent centers can be found by location at \u003c/span>\u003ca href=\"https://www.parentcenterhub.org/find-your-center/\">\u003cspan style=\"font-weight: 400\">https://www.parentcenterhub.org/find-your-center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Vogel-Campbell’s district also has recently partnered with \u003c/span>\u003ca href=\"https://www.footsteps2brilliance.com/\">\u003cspan style=\"font-weight: 400\">Footsteps To Brilliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a bilingual app that can be used by families to continue literacy lessons at home.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","status":"publish","parent":0,"modified":1712330187,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1279},"headData":{"title":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education | KQED","description":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education","datePublished":"2024-03-06T11:00:54.000Z","dateModified":"2024-04-05T15:16:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63148/creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In her recent book, \u003c/span>\u003ca href=\"https://rowman.com/ISBN/9781538180365/Partnering-with-Culturally-and-Linguistically-Diverse-Families-in-Special-Education\">\u003ci>\u003cspan style=\"font-weight: 400\">Partnering with Culturally and Linguistically Diverse Families in Special Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Kristin Vogel-C\u003c/span>\u003cspan style=\"font-weight: 400\">a\u003c/span>\u003cspan style=\"font-weight: 400\">mpbell\u003c/span>\u003cspan style=\"font-weight: 400\"> notes the difficulties that parents of students with disabilities face when there is a language barrier. \u003c/span>\u003ca href=\"https://www.smfcsd.net/our-district/communication/news/default-board-post-page/~board/suptcommsboard-district-news/post/kristin-vogel-campbell-of-smfcsd-recognized-with-national-award-for-equity-in-education\">\u003cspan style=\"font-weight: 400\">Vogel-Campbell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 20-year veteran of special education, has seen a higher level of agency, access and knowledge of the \u003ca href=\"https://www.kqed.org/mindshift/tag/special-education\">special education system\u003c/a> among white and English-speaking parents of children with disabilities. Families that don’t fall into these identities often lack the social and cultural capital to effectively advocate for their children within a bureaucratic system. For example, families who have access to resources like attorneys or legal advocates may be better able to \u003ca href=\"https://www.kqed.org/mindshift/58633/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs\">ensure their children receive the special education services\u003c/a> they need. “There are free and low-cost advocacy and attorneys, but their bandwidth is totally spread thin,” Vogel-Campbell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, even though all parents and families have the \u003ca href=\"https://sites.ed.gov/idea/regs/b/d/300.322/e\">right to qualified interpretation\u003c/a>, schools can have difficulty finding interpreters that can accurately convey academic language during meetings about a student’s individualized education plan (IEP). According to Vogel-Campbell, not providing proper interpretation services during communication between educators and parents can break trust and delay the implementation of an IEP.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though not all of these issues are within individual educators’ control, when special education teachers recognize these barriers, they can \u003ca href=\"https://twitter.com/MindShiftKQED/status/1751597264210911576/photo/1\">think creatively\u003c/a> about how to connect with and support families who speak languages other than English. Jeremy Jarvi and Ben Simson, two special education teachers who work with Vogel-Campbell in California’s San Mateo-Foster City School District, shared some of their strategies for doing just that. From using Google Translate, to creating systems of outreach and advocacy, Jarvi, Simson and Vogel-Campbell are dedicated to fostering a welcoming environment for the families of students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Overcoming language barriers during the IEP process\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Vogel-Campbell, the IEP process is very structured, and doesn’t provide parents an opportunity to share their specific hopes for their children. Language barriers and lack of trust can exacerbate this issue. For example, when a teacher makes eye contact only with an interpreter, rather than the parent, this doesn’t communicate respect towards the families of the students being discussed, said Vogel-Campbell.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vogel-Campbell’s school district obtains Spanish interpreter services relatively quickly, and is required to offer no-cost interpretation for all non-English speaking parents, she said that it may take up to a month to coordinate an interpreter of languages less frequently spoken in the area. \u003c/span>Vogel-Campbell suggested that educators make small efforts throughout the school year to reach out to parents in their preferred language. For instance, teachers can introduce themselves or greet a family in their native language, even if the rest of the meeting relies on an interpreter. Doing so communicates respect and eagerness to connect with those parents, said Vogel-Campbell. She urged educators to recognize that even if parents don’t understand the dominant language spoken by the teacher it “doesn’t mean that they’re not a source of knowledge and information for their students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson both regularly use \u003ca href=\"https://translate.google.com/\">Google translate\u003c/a> to communicate with non-English speaking parents. Jarvi, whose classroom consists of nine kindergarten through third graders with moderate to severe disabilities, tries to translate all IEPs using Google Translate. He said that translating it himself for parents is often faster than sending it through the district for a translation, which he said can take up to two weeks to complete. \u003ca href=\"https://edsource.org/2023/immigrant-parents-report-faulty-slow-translation-of-special-education-documents/700531\">Monthslong waits for IEP translations, as well as poor translations, are common across California\u003c/a>, according to EdSource. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi said that the longer parents have to wait for the IEP document, the more drawn out the process is for parental consent, signature and implementation. “We want it to have a quick turnaround for consent and implementation, because the longer it takes for the parent to consent, the less time the child has to meet the goals,” he said. Without an IEP signed by a parent, the educator has to continue curriculum based off of the most recently signed IEP, which can be a year out of date. The quicker special education teachers can sit down with parents with an agreed upon IEP, the less likely students are to fall behind in meeting their curriculum goals whether those are academic or functional life skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Communicating effectively with families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson have implemented similar strategies to close the communication gap between themselves and their students’ parents. Simson, who works with middle school students, uses Google Translate to send and receive text messages and emails to and from parents. His classroom consists of families that speak English and Spanish. He tells parents that he has no problem translating on his end and he lets them take the lead on which language to use. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi also uses Google Translate as much as he can to communicate with parents of his students that might speak a primary language at home other than English. Over the years, he has worked with families who speak Khmer, Cambodian, Japanese and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Continuing to build those relationships with parents, Simson approaches IEP meetings wondering how he can foster an authentic connection with the family to solidify the partnership between educator and parent. He also texts or calls parents every couple of days with positive news about their student and encourages parents to praise their children. If the student has an obstacle to overcome, Simson makes sure to collaborate with parents to come up with a redirection or constructive solution to the problem. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers might interpret parental deference to educators’ ideas as disengagement, but in her book Vogel-Campbell highlighted a diversity of non-Western cultural beliefs that may shape parents’ interactions with the school system. She said it’s important to recognize those differences and emphasize ways that parents can advocate for their children in the U.S. education system. Jarvi, who often speaks with parents who are new to the IEP process, makes sure to \u003ca href=\"https://www.kqed.org/mindshift/52468/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool\">create lasting relationships with parents\u003c/a> in the hopes that they continue advocacy for their children after they leave his classroom. In his weekly communications home, he offers a variety of messaging styles from a traditional email to text messages that consist of a smiley face or frowny face. Although he said it can take some trial and error, Jarvi works to tailor his communication to a parent’s bandwidth and to smooth out any challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Translation resources and multilingual services for families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogel-Campbell also shared some resources that her district uses for communicating with families speaking different languages. One is \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a communication tool designed for use in K-12 education that educators, administrators and district officials use to translate memos into more than 100 languages. Some teachers in Vogel-Campbell’s district also use \u003c/span>\u003ca href=\"https://www.remind.com/\">\u003cspan style=\"font-weight: 400\">Remind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an education communication platform with two-way texting translation capabilities. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents ask educators for resources regarding support and advocacy, Vogel-Campbell recommended the organization \u003c/span>\u003ca href=\"https://supportforfamilies.org/\">\u003cspan style=\"font-weight: 400\">Support For Families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based in San Francisco but offers many online resources, such as introductions to different diagnoses. Vogel-Campbell also recommended connecting families to parent centers that offer multilingual services and resources to families of children with disabilities. Parent centers can be found by location at \u003c/span>\u003ca href=\"https://www.parentcenterhub.org/find-your-center/\">\u003cspan style=\"font-weight: 400\">https://www.parentcenterhub.org/find-your-center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Vogel-Campbell’s district also has recently partnered with \u003c/span>\u003ca href=\"https://www.footsteps2brilliance.com/\">\u003cspan style=\"font-weight: 400\">Footsteps To Brilliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a bilingual app that can be used by families to continue literacy lessons at home.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63148/creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education","authors":["11759"],"categories":["mindshift_21512","mindshift_21385","mindshift_21579","mindshift_193"],"tags":["mindshift_21250","mindshift_21036","mindshift_21471","mindshift_21718","mindshift_20851","mindshift_397","mindshift_21416","mindshift_21707","mindshift_21230","mindshift_163","mindshift_231","mindshift_20934"],"featImg":"mindshift_63153","label":"mindshift"},"mindshift_63241":{"type":"posts","id":"mindshift_63241","meta":{"index":"posts_1591205157","site":"mindshift","id":"63241","score":null,"sort":[1708945251000]},"guestAuthors":[],"slug":"as-schools-embrace-the-science-of-reading-researchers-are-criticizing-an-overemphasis-on-auditory-skills","title":"As Schools Embrace the Science of Reading, Researchers are Criticizing an Overemphasis on Auditory Skills","publishDate":1708945251,"format":"audio","headTitle":"As Schools Embrace the Science of Reading, Researchers are Criticizing an Overemphasis on Auditory Skills | KQED","labelTerm":{"site":"mindshift"},"content":"\u003ch2>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/h2>\n\u003cp>Educators around the country have embraced the “science of reading” in their classrooms, but that doesn’t mean there’s a truce in the reading wars. In fact, controversies are emerging about an important but less understood aspect of learning to read: phonemic awareness.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s the technical name for showing children how to break down words into their component letter sounds and then fuse the sounds together. In a phonemic awareness lesson, a teacher might ask how many sounds are in the word cat. The answer is three: “k,” “a,” and “t.” Then the class blends the sounds back into the familiar sounding word: from “kuh-aah-tuh” to “kat.” The 26 letters of the English alphabet produce \u003c/span>\u003ca href=\"https://www.readingrockets.org/sites/default/files/migrated/the-44-phonemes-of-english.pdf\">\u003cspan style=\"font-weight: 400\">44 phonemes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which include unique sounds made from combinations of letters, such as “ch” and “oo.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools have purchased scripted oral phonemic awareness lessons that do not include the visual display of letters. The oral lessons are popular because they are easy to teach and fun for students. And that’s the source of the current debate. Should kids in kindergarten or first grade be spending so much time on sounds without understanding how those sounds correspond to letters? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.tandfonline.com/eprint/AN2XIWFWJ3YZDJ3SIFPZ/full?target=10.1080/10888438.2024.2309386\">\u003cspan style=\"font-weight: 400\">new meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> confirms that the answer is no. In January 2024, five researchers from Texas A&M University published their findings online in the journal Scientific Studies of Reading. They found that struggling readers, ages 4 to 6, no longer benefited after 10.2 hours of auditory instruction in small group or tutoring sessions, but continued to make progress if visual displays of the letters were combined with the sounds. That means that instead of just asking students to repeat sounds, a teacher might hold up cards with the letters C, A and T printed on them as students isolate and blend the sounds.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meta-analyses sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. This newest 2024 synthesis follows three previous meta-analyses on phonemic awareness in the past 25 years. While there are sometimes shortcomings in the underlying studies, the conclusions from all the phonemic meta-analyses appear to be pointing in the same direction. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC3050981118&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you teach phonemic awareness, students will learn phonemic awareness,” which isn’t the goal, said \u003c/span>\u003ca href=\"https://understandingreading.home.blog/\">\u003cspan style=\"font-weight: 400\">Tiffany Peltier\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a learning scientist who consults on literacy training for teachers at NWEA, an assessment company. “If you teach blending and segmenting using letters, students are learning to read and spell.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Phonemic awareness has a complicated history. In the 1970s, researchers discovered that good readers also had a good \u003c/span>\u003ca href=\"https://www.jstor.org/stable/23769540\">\u003cspan style=\"font-weight: 400\">sense of the sounds that constitute words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This sound awareness helps students map the written alphabet to the sounds, an important step in learning to read and write. Researchers proved that these auditory skills could be taught and early studies showed that they could be taught as a \u003c/span>\u003ca href=\"https://www.jstor.org/stable/748042\">\u003cspan style=\"font-weight: 400\">purely oral exercise without letters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But science evolved. In 2000, the National Reading Panel outlined the five pillars of evidence-based reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. This has come to be known as the science of reading. By then, more studies on phonemic awareness had been conducted and oral lessons alone were not as successful. The reading panel’s meta-analysis of \u003c/span>\u003ca href=\"https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf\">\u003cspan style=\"font-weight: 400\">52 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed that phonemic awareness instruction was almost twice as effective when letters were presented along with the sounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools ignored the reading panel’s recommendations and chose different approaches that didn’t systematically teach phonics or phonemic awareness. But as the science of reading grew in popularity in the past decade, phonemic awareness lessons also exploded. Teacher training programs in the science of reading emphasized the \u003c/span>\u003cspan style=\"font-weight: 400\">importance of phonemic awareness\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://heggerty.org/curriculum/?utm_term=heggerty&utm_campaign=(D)+Branded+-+Search+(CORE)&utm_source=adwords&utm_medium=ppc&hsa_acc=8080130874&hsa_cam=10845962543&hsa_grp=105585801103&hsa_ad=473028550698&hsa_src=g&hsa_tgt=kwd-315916039120&hsa_kw=heggerty&hsa_mt=e&hsa_net=adwords&hsa_ver=3&gad_source=1&gclid=CjwKCAiA_tuuBhAUEiwAvxkgTrb7QXk6Q-sfzjdjbXZ0Slz4rS0CvAY10pE_vHsD2ggQe_OxB4Z-gxoCtAUQAvD_BwE\">\u003cspan style=\"font-weight: 400\">Companies sold phonemic programs to schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and told teachers to teach it every day. Many of these lessons were auditory, including chants and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=UDSGFUhCxjI\">\u003cspan style=\"font-weight: 400\">songs without letters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers worried that educators were overemphasizing auditory training. A 2021 article, “\u003c/span>\u003ca href=\"https://osf.io/preprints/psyarxiv/ajxbv\">\u003cspan style=\"font-weight: 400\">They Say You Can Do Phonemic Awareness Instruction ‘In the Dark’, But Should You?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by nine prominent reading researchers criticized how phonemic awareness was being taught in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twenty years after the reading panel’s report, a \u003c/span>\u003ca href=\"https://pubs.asha.org/doi/10.1044/2022_LSHSS-21-00160\">\u003cspan style=\"font-weight: 400\">second meta-analysis came out in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with even fresher studies but arrived at the same conclusion. Researchers from Baylor University analyzed over 130 studies and found twice the benefits for phonemic awareness when it was taught with letters. A \u003c/span>\u003ca href=\"https://www.triplesr.org/sites/default/files/uploads/draft_program_6-18-2022.pdf\">\u003cspan style=\"font-weight: 400\">third meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was presented at a poster session of the 2022 annual meeting of the Society for the Scientific Study of Reading. It also found that instruction was more effective when sounds and letters were combined.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the surface, adding letters to sounds might seem identical to teaching phonics. But some reading experts say phonemic awareness with letters still emphasizes the auditory skills of segmenting words into sounds and blending the sounds together. The visual display of the letter is almost like a subliminal teaching of phonics without explicitly saying, “This alphabetic symbol ‘a’ makes the sound ‘ah’.” Others explain that there isn’t a bright line between phonemic awareness and phonics and they can be taught in tandem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors of the latest 2024 meta-analysis had hoped to give teachers more guidance on how much classroom time to invest on phonemic awareness. But unfortunately, the classroom studies they found didn’t keep track of the minutes. The researchers were left with only 16 high-quality studies, all of which were interventions with struggling students. These were small group or individual tutoring sessions on top of whatever phonemic awareness lessons children may also have been receiving in their regular classrooms, which was not documented. So it’s impossible to say from this meta-analysis exactly how much sound training students need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lead author of the 2024 meta-analysis, Florina Erbeli, an education psychologist at Texas A&M, said that the 10.2 hours number in her paper isn’t a “magic number.” It’s just an average of the results of the 16 studies that met her criteria for being included in the meta-analysis. The right amount of phonemic awareness might be more or less, depending on the child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Erbeli said the bigger point for teachers to understand is that there are diminishing returns to auditory-only instruction and that students learn much more when auditory skills are combined with visible letters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I corresponded with Heggerty, the market leader in phonemic awareness lessons, which says its programs are in 70% of U.S. school districts. The company acknowledged that the science of reading has evolved, and that’s why it revised its phonemic awareness program in 2022 to incorporate letters and introduced a new program in 2023 to pair it with phonics. The company says it is working with outside researchers to keep improving the instructional materials it sells to schools. Because many schools cannot afford to buy a new instructional program, Heggerty says it also explains how teachers can modify older auditory lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The company still recommends that teachers spend eight to 12 minutes a day on phonemic awareness through the end of first grade. This recommendation contrasts with the advice of many reading researchers who say the average kid doesn’t need this much. Many researchers say that phonemic awareness continues to develop automatically as the child’s reading skills improve without advanced auditory training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NWEA literacy consultant Peltier, whom I quoted earlier, suggests that phonemic awareness can be tapered off by the fall of first grade. More phonemic awareness isn’t necessarily harmful, but there’s only so much instructional time in the day. She thinks that precious minutes currently devoted to oral phonemic awareness could be better spent on phonics, building vocabulary and content knowledge through reading books aloud, classroom discussions and writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another developer of a \u003c/span>\u003ca href=\"https://www.equippedforreadingsuccess.com/\">\u003cspan style=\"font-weight: 400\">phonemic awareness program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aimed at older, struggling readers is David Kilpatrick, professor emeritus at the State University of New York at Cortland. He told me that five minutes a day might be enough for the average student in a classroom, but some struggling students need a lot more. Kilpatrick disagrees with the conclusions of the meta-analyses because they lump different types of students together. He says severely dyslexic students need more auditory training. He explained that extra time is needed for advanced auditory work that helps these students build long-term memories, he said, and the meta-analyses didn’t measure that outcome.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reading expert, Susan Brady, professor emerita at the University of Rhode Island, concurs that some of the more advanced manipulations can help some students. Moving a sound in and out of a word can heighten awareness of a consonant cluster, such as taking the “l” out of the word “plant” to get “pant,” and then inserting it back in again.* But she says this kind of sound substitution should only be done with visible letters. Doing all the sound manipulations in your head is too taxing for young children, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brady’s concern is the misunderstanding that teachers need to teach all the phonemes before moving on to phonics. It’s not a precursor or a prerequisite to reading and writing, she says. Instead, sound training should be taught at the same time as new groups of letters are introduced. “The letters reinforce the phoneme awareness and the phoneme awareness reinforces the letters,” said Brady, speaking at a 2022 teacher training session. She said that researchers and teacher trainers need to help educators shift to integrating letters into their early reading instruction. “It’s going to take a while to penetrate the belief system that’s out there,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I once thought that the reading wars were about whether to teach phonics. But there are fierce debates even among those who support a phonics-heavy science of reading. I’ve come to understand that the research hasn’t yet answered all our questions about the best way to teach all the steps. Schools might be over-teaching phonemic awareness. And children with dyslexia might need more than other children. More importantly, the science of reading is the same as any other scientific inquiry. Every new answer may also raise new questions as we get closer to the truth. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC3050981118&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-controversies-within-the-science-of-reading/\">\u003ci>\u003cspan style=\"font-weight: 400\">phonemic awareness\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cem>*Clarification: An earlier version of this story suggested a different example of removing the “r” sound from “first,” but “r” is not an independent phoneme in this word. So a teacher would be unlikely to ask a student to do this particular sound manipulation.\u003c/em>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to MindShift where we explore the future of learning and how we raise our kids. I’m Ki Sung.\u003c/p>\n\u003cp>Today we’re going to talk about a really important skill that’s at the root of learning how to read, phonemic awareness. How it’s taught in schools is hotly debated and reading is something too many students and adults still struggle with.\u003c/p>\n\u003cp>Our guest is education journalist Jill Barshay of the Hechinger Report. She has a weekly column about education research called “Proof Points.” She’s here to discuss her latest piece about phonemic awareness. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill Barshay I’m so glad you’re here.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> It’s a pleasure to be here.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Your article about phonemic awareness is the most viewed on MindShift right now.\u003c/p>\n\u003cp>So clearly, there’s a lot of interest in this topic.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Really?! [laughs]\u003cbr>\n\u003cstrong>\u003cbr>\nKi Sung:\u003c/strong> I mean, literally tens of thousands of people are reading about phonemic awareness right now.\u003c/p>\n\u003cp>I’d like to start by asking you to establish a glossary of terms related to learning how to read. Three terms I’d like for you to explain very simply are phonics, phonemes and phonemic awareness. And on phonemes, can you also spell the word out for us?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Sure, phone name, phoneme phoneme.\u003cbr>\nSo it’s sort of like the word phone with em at the end.\u003cbr>\nAnd what that is, I had a hard time grasping it for many years. It’s sort of sound awareness that you understand the sounds that words are made up of. So, for example, in the word cat, there are three phonemes and they are Cuh, aa, tuh. Phonics is about the letters that we see and what sounds they make. So when you see the circle shape that you know, that’s an O and that it makes the o sound like, as in pot.\u003c/p>\n\u003cp>Now, phonemic awareness is this awareness that words are made up of sounds. So just like I did cat before, that would be a segmenting or isolating skill cuh, aa , tuh. And then another phonemic awareness skill would be blending them back together, going from cuh aa, tuh to cat.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> There are also some other fancy schmancy phonemic awareness skills, but maybe we’ll talk about those later.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I appreciate how you said it took you some time to understand these because it took me some time to understand this too because it is so complex.And maybe that speaks to the fact that there are more phonemes than there are letters in the alphabet. And that makes learning how to teach kids how to read all the more challenging.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Right, I just learned in reporting this story that while there are 26 letters to the English alphabet, there are 44 phonemes.\u003c/p>\n\u003cp>So every letter has a sound like, R is err, but IR is its own phoneme and CH makes the chuh sound that’s a phone name, OO, oooh, that’s a phoneme.\u003c/p>\n\u003cp>And so yes, there’s more.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> So, what did you learn about how phonemic awareness is being taught in schools, especially for kids, age 4 to 6?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I had become aware from a bunch of reading researchers and also reading advocates that schools were embracing phonemic awareness lessons with the whole rise of the science of reading. And they’re spending many, many minutes in kindergarten and first grade, especially, with all kinds of oral exercises. There are songs that they can do to segment and blend the sounds. And there was a concern that maybe schools are going a little bit overboard with phonemic awareness. Maybe students don’t need so much.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Can you explain what educators’ understanding of phonemic awareness was? Was it just auditory or was it also how it connects to the visual experience of reading?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> My understanding is that many teachers were trained that there are two separate things to teach kids. One is phonemic awareness and another thing is phonics and in many teacher training sessions, they were saying this is auditory, an oral only skill and you don’t need letters to teach it.\u003c/p>\n\u003cp>And one of the leading vendors of phonemic awareness lessons was encouraging teachers to teach it as an auditory only lesson. And the instructional materials were largely auditory until very recently.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what problem does that introduce when it’s just auditory?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> In my research, I learned that when phonemic awareness was first being talked about by education or reading experts, they first thought that it could be taught as an oral only exercise.\u003c/p>\n\u003cp>And so there were experiments in the 1970’s showing that students who were explicitly taught phonemic awareness became better readers just through these kind of songs and chants.\u003c/p>\n\u003cp>But then more and more researchers started to do studies in it. And by 2000, one of the first meta analysis, this is a kind of study where you sweep up lots of studies together and you use statistics to say where the evidence lies, Already over 20 years ago, they said it was much more effective if you combine these phonemic awareness exercises like Cuh aah tuh Cat, with visible displays of the letters.\u003c/p>\n\u003cp>So like a teacher could hold up a card or write it on the chalkboard and then the students would see the letters as they say the sounds and become aware of the sounds in their brains.\u003c/p>\n\u003cp>But what was funny was how even as this research was building and building, many schools weren’t teaching much phonemic awareness at all or phonics, phonics again, is putting the sounds to the visible letters.\u003c/p>\n\u003cp>And many, many schools around the country were ignoring this and using different methods to teach reading, things that you may have heard of like balanced literacy or the reader’s workshop, reading recovery. And those were methods that didn’t emphasize phonemic awareness or phonics.\u003c/p>\n\u003cp>Then more recently, like in the last five years, the science of reading has really gained traction around the country and schools have been really embracing phonemic awareness and that’s where the concern came, that maybe they’re doing too much of it without the letters while all this research is showing, dating back to the year 2000, that if you do phonemic awareness with the letters, it’s much more effective.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what was the connection you found or maybe the advice around how much time to spend on phonemic awareness?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Well, that was the study that really caught my attention. Just earlier this year, a group of researchers from Texas A&M University, they were really trying to like nail down the dosage.\u003cbr>\nLike how many minutes of this stuff do the kids really need? Is it two? Is it five, is it 10?\u003c/p>\n\u003cp>And they collected all the studies that they could find that measured the minutes and they were so frustrated because none of the classroom studies documented the minutes well. And instead they were just left with 16 studies that looked at the amount of time that struggling kids were spending on phonemic awareness in extra sessions.\u003c/p>\n\u003cp>So these might be like a special small group session for a child who’s at risk of dyslexia or a 1 to 1 tutoring session and there they measured the minutes and what they noticed was after 10 hours, phonemic awareness, the auditory only phonemic awareness topped out. Kids weren’t benefiting at all anymore after 10 hours of it.\u003c/p>\n\u003cp>But if the tutors or the small group teachers, if they combined it with letters, the kids kept getting better and better and better. And so it showed the researchers that if you combine phonemic awareness with the display of the letters, it’s so much more effective.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> So it sounds like just the auditory lessons for this sample, 10 hours was fine, though like even just settling on that number is questionable because of the data the researchers have to work with.\u003cbr>\nOverall, the takeaway is connect the sound with the visual letters.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Right. What they found is phonemic awareness, oral only can be effective in say a small dose or a medium dose of it, 10 hours, right? But if you want to keep children learning and if you want them to keep improving, that it needs to be connected with the letters after a certain amount of time.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> You’ve explained a lot about phonemic awareness and we’ve talked about 4 to 6 year olds. But what, I guess there are also advanced phonemic awareness techniques that we should also be aware of.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> This is where I thought I had went really deep down the rabbit hole. I couldn’t believe advanced phonemic awareness.\u003c/p>\n\u003cp>So in addition to the segmenting cuh aa tuh and blending cat that I discussed before, there are all these other manipulations like you could subtract a sound.\u003c/p>\n\u003cp>So instead of plant, you get pant and then you can add a sound. Let’s say you can add L back into pant and make it plant. Then there are substitutions. So you can take mat and, and substitute the M with a P and make it pat. And can you imagine doing all these in your head? They’re really hard. And so it, it actually takes many…That’s one of the reasons that so much class time is being spent on these advanced phonemic awareness skills.\u003c/p>\n\u003cp>And what the research literature shows is that the two very simple ones of segmenting and blending, they give you the biggest benefits and some experts say just focus on those and just do them as a quick warm up exercise.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> But there are other people, particularly experts in helping children with dyslexia that say no, these really, these advanced phonemic awareness skills can be really helpful in building long term memories.\u003c/p>\n\u003cp>And others have said to me, you know, it can really heighten awareness of a consonant cluster like the difference between Puh and Pula. But they say really these are very complicated exercises, they should only be done with letters, not as oral, only exercises and probably best for struggling students in you know, maybe a pull out session or a tutoring session.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I hear a lot about the term phonological awareness. I know we’re adding a lot of we’re adding another term to our glossary list. But can you explain what phonological awareness is and its role in learning how to read?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I was really confused about this. And I personally used to use phonological awareness and phonemic awareness interchangeably. And in researching this story, I learned that they’re separate and that phonemic awareness is really the important ingredient in learning to read. And that this phonological awareness is not as important.\u003c/p>\n\u003cp>Phonological awareness is a much broader category that includes not just the sounds that letters and clusters of letters make, but also syllables like pantry that you would clap [claps] pan-try 1, 2 or rhymes like flight, night, sight.\u003c/p>\n\u003cp>And there are probably zillions, more of these various sound exercises that are really disconnected from the letters and the sounds that they make. And the researchers are very concerned that teachers who have embraced the science of reading have been told to do too much of these broader phonological awareness exercises that are, you know, great for a poetry unit but not essential building blocks to read.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I want to ask you about curriculum because at the root of a lot of these issues, you know, you can maybe even call them mistakes, is curriculum. And ultimately teachers have to go along with the curriculum, the district purchases and sometimes it’s not up to date or not correct or not caught up with the latest research. So what can teachers do when they come across curriculum that goes against what they know works with students?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I am not an expert in teaching and I don’t feel like my role is to give advice.\u003c/p>\n\u003cp>But what I can say is that the leading purveyor of phonemic awareness lessons and curriculum, if you, you can call it, it’s called Haggerty and they themselves responded to the science and in 2022 they added letters to their phonemic awareness lessons. And then in 2023 they added a a phonics approach to show how to combine phonemic awareness and phonics together in the classroom.\u003c/p>\n\u003cp>There, there’s a misunderstanding, that a lot of teachers have, that you need to teach phonemic awareness first and students need to master it first before you move on to phonics. And the reading researchers, I talked to say, no, you kind of do them in tandem, like you can have a group of letters and simultaneously be teaching the phonemic awareness with them and the phonics with them and then move on to another group of letters. And you just, you keep teaching both together.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> And so I was impressed that this leading seller of phonemic awareness programs has, has moved on and is now combining it with letters and also with phonics and it says for, it knows that many teachers in many schools cannot afford to buy brand new lesson plans and curriculum. And it says that it offers ideas on how teachers can modify their old books and their old printed lessons, and to do things better.\u003c/p>\n\u003cp>I don’t know if that’s a good answer.I mean, it’s probably hard to do these modifications on the fly. And as a journalist from the outside it seems like if, like, when a company says our products not working well and they recall it and they, they put out a new product, they should probably, like, just give you the new product, I’m thinking.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what have you heard from people, you know, especially on social media or maybe they’re reaching out to you by email, like what have people been telling you about your reporting?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I’ve seen two reactions to it. One is people are grateful that the science of reading isn’t a cult and that just because someone says you need a lot of phonemic awareness in order to do the science of reading, right, that isn’t necessarily correct. You have to look at what the studies actually say and also the science evolved. So we, we have more meta analysis now, more syntheses of the research confirming that auditory alone is not as effective today. Whereas in the seventies, it seemed like it was the best way to do it.\u003c/p>\n\u003cp>And we, I think people who are you know, hold up signs, science of reading, science of reading need to understand that the science of reading, like any science evolves.\u003c/p>\n\u003cp>The other reaction I’ve seen are for people who have been critics of the science of reading and say, “see the, the researchers are arguing. Who knows what’s right? This shows we should go back to something called balanced literacy.”\u003cbr>\nAnd so I’ve also, I’ve also seen people taking this as ammunition that,, the whole science of reading is perhaps misguided.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And where’s the truth?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Well, I think I tried to just express that, that science evolves. I mean, it, it, I think about it like, oh, masking and COVID, remember how first when COVID broke out, the federal authorities were saying, “well, you don’t need to wear masks. It’s not so important.”\u003c/p>\n\u003cp>And then later, more studies came out and said, you know what, “we should really wear masks,” and I think we need to be comfortable with science evolving.\u003c/p>\n\u003cp>And so so maybe there was a time almost 50 years ago that oral only phonemic awareness was the way to go. And now we have a ton of confirmation that we need to combine it with letters and there are still questions out there. We still don’t know the exact right dosage in the classroom for example.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill, thank you for taking the time to talk through this complex issue.\u003c/p>\n\u003cp>Well, thanks for talking this through. It’s a complicated area and I appreciate another chance to talk about it.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill Barshay is a journalist with the Hechinger report. She has a weekly column about education research called Proof Points. Her latest piece is about phonemic awareness research. We’ll bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> The MindShift team includes me, Ki Sung, Nimah Gobir, Kara Newhouse, Marlena Jackson-Retondo and Jennifer Ng.\u003c/p>\n\u003cp>Our editor is Chris Hambrick, Chris Hoff is our sound designer.\u003c/p>\n\u003cp>Additional support from Jen Chien and Katie Sprenger, Cesar Saldaña and Holly Kernan.\u003c/p>\n\u003cp>MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED.\u003c/p>\n\u003cp>Thanks for listening.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Four meta-analyses conclude that it’s more effective to teach phonemic awareness with letters, not as an oral-only exercise.","status":"publish","parent":0,"modified":1713290773,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":98,"wordCount":4875},"headData":{"title":"As Schools Embrace the Science of Reading, Researchers are Criticizing an Overemphasis on Auditory Skills | KQED","description":"Four meta-analyses conclude that it’s more effective to teach phonemic awareness with letters, not as an oral-only exercise.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Four meta-analyses conclude that it’s more effective to teach phonemic awareness with letters, not as an oral-only exercise.","schema":{"@context":"http://schema.org","@type":"Article","headline":"As Schools Embrace the Science of Reading, Researchers are Criticizing an Overemphasis on Auditory Skills","datePublished":"2024-02-26T11:00:51.000Z","dateModified":"2024-04-16T18:06:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC3050981118.mp3?updated=1710227310","sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63241/as-schools-embrace-the-science-of-reading-researchers-are-criticizing-an-overemphasis-on-auditory-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch2>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/h2>\n\u003cp>Educators around the country have embraced the “science of reading” in their classrooms, but that doesn’t mean there’s a truce in the reading wars. In fact, controversies are emerging about an important but less understood aspect of learning to read: phonemic awareness.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s the technical name for showing children how to break down words into their component letter sounds and then fuse the sounds together. In a phonemic awareness lesson, a teacher might ask how many sounds are in the word cat. The answer is three: “k,” “a,” and “t.” Then the class blends the sounds back into the familiar sounding word: from “kuh-aah-tuh” to “kat.” The 26 letters of the English alphabet produce \u003c/span>\u003ca href=\"https://www.readingrockets.org/sites/default/files/migrated/the-44-phonemes-of-english.pdf\">\u003cspan style=\"font-weight: 400\">44 phonemes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which include unique sounds made from combinations of letters, such as “ch” and “oo.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools have purchased scripted oral phonemic awareness lessons that do not include the visual display of letters. The oral lessons are popular because they are easy to teach and fun for students. And that’s the source of the current debate. Should kids in kindergarten or first grade be spending so much time on sounds without understanding how those sounds correspond to letters? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.tandfonline.com/eprint/AN2XIWFWJ3YZDJ3SIFPZ/full?target=10.1080/10888438.2024.2309386\">\u003cspan style=\"font-weight: 400\">new meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> confirms that the answer is no. In January 2024, five researchers from Texas A&M University published their findings online in the journal Scientific Studies of Reading. They found that struggling readers, ages 4 to 6, no longer benefited after 10.2 hours of auditory instruction in small group or tutoring sessions, but continued to make progress if visual displays of the letters were combined with the sounds. That means that instead of just asking students to repeat sounds, a teacher might hold up cards with the letters C, A and T printed on them as students isolate and blend the sounds.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meta-analyses sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. This newest 2024 synthesis follows three previous meta-analyses on phonemic awareness in the past 25 years. While there are sometimes shortcomings in the underlying studies, the conclusions from all the phonemic meta-analyses appear to be pointing in the same direction. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC3050981118&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you teach phonemic awareness, students will learn phonemic awareness,” which isn’t the goal, said \u003c/span>\u003ca href=\"https://understandingreading.home.blog/\">\u003cspan style=\"font-weight: 400\">Tiffany Peltier\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a learning scientist who consults on literacy training for teachers at NWEA, an assessment company. “If you teach blending and segmenting using letters, students are learning to read and spell.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Phonemic awareness has a complicated history. In the 1970s, researchers discovered that good readers also had a good \u003c/span>\u003ca href=\"https://www.jstor.org/stable/23769540\">\u003cspan style=\"font-weight: 400\">sense of the sounds that constitute words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This sound awareness helps students map the written alphabet to the sounds, an important step in learning to read and write. Researchers proved that these auditory skills could be taught and early studies showed that they could be taught as a \u003c/span>\u003ca href=\"https://www.jstor.org/stable/748042\">\u003cspan style=\"font-weight: 400\">purely oral exercise without letters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But science evolved. In 2000, the National Reading Panel outlined the five pillars of evidence-based reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. This has come to be known as the science of reading. By then, more studies on phonemic awareness had been conducted and oral lessons alone were not as successful. The reading panel’s meta-analysis of \u003c/span>\u003ca href=\"https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf\">\u003cspan style=\"font-weight: 400\">52 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed that phonemic awareness instruction was almost twice as effective when letters were presented along with the sounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools ignored the reading panel’s recommendations and chose different approaches that didn’t systematically teach phonics or phonemic awareness. But as the science of reading grew in popularity in the past decade, phonemic awareness lessons also exploded. Teacher training programs in the science of reading emphasized the \u003c/span>\u003cspan style=\"font-weight: 400\">importance of phonemic awareness\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://heggerty.org/curriculum/?utm_term=heggerty&utm_campaign=(D)+Branded+-+Search+(CORE)&utm_source=adwords&utm_medium=ppc&hsa_acc=8080130874&hsa_cam=10845962543&hsa_grp=105585801103&hsa_ad=473028550698&hsa_src=g&hsa_tgt=kwd-315916039120&hsa_kw=heggerty&hsa_mt=e&hsa_net=adwords&hsa_ver=3&gad_source=1&gclid=CjwKCAiA_tuuBhAUEiwAvxkgTrb7QXk6Q-sfzjdjbXZ0Slz4rS0CvAY10pE_vHsD2ggQe_OxB4Z-gxoCtAUQAvD_BwE\">\u003cspan style=\"font-weight: 400\">Companies sold phonemic programs to schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and told teachers to teach it every day. Many of these lessons were auditory, including chants and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=UDSGFUhCxjI\">\u003cspan style=\"font-weight: 400\">songs without letters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers worried that educators were overemphasizing auditory training. A 2021 article, “\u003c/span>\u003ca href=\"https://osf.io/preprints/psyarxiv/ajxbv\">\u003cspan style=\"font-weight: 400\">They Say You Can Do Phonemic Awareness Instruction ‘In the Dark’, But Should You?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by nine prominent reading researchers criticized how phonemic awareness was being taught in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twenty years after the reading panel’s report, a \u003c/span>\u003ca href=\"https://pubs.asha.org/doi/10.1044/2022_LSHSS-21-00160\">\u003cspan style=\"font-weight: 400\">second meta-analysis came out in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with even fresher studies but arrived at the same conclusion. Researchers from Baylor University analyzed over 130 studies and found twice the benefits for phonemic awareness when it was taught with letters. A \u003c/span>\u003ca href=\"https://www.triplesr.org/sites/default/files/uploads/draft_program_6-18-2022.pdf\">\u003cspan style=\"font-weight: 400\">third meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was presented at a poster session of the 2022 annual meeting of the Society for the Scientific Study of Reading. It also found that instruction was more effective when sounds and letters were combined.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the surface, adding letters to sounds might seem identical to teaching phonics. But some reading experts say phonemic awareness with letters still emphasizes the auditory skills of segmenting words into sounds and blending the sounds together. The visual display of the letter is almost like a subliminal teaching of phonics without explicitly saying, “This alphabetic symbol ‘a’ makes the sound ‘ah’.” Others explain that there isn’t a bright line between phonemic awareness and phonics and they can be taught in tandem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors of the latest 2024 meta-analysis had hoped to give teachers more guidance on how much classroom time to invest on phonemic awareness. But unfortunately, the classroom studies they found didn’t keep track of the minutes. The researchers were left with only 16 high-quality studies, all of which were interventions with struggling students. These were small group or individual tutoring sessions on top of whatever phonemic awareness lessons children may also have been receiving in their regular classrooms, which was not documented. So it’s impossible to say from this meta-analysis exactly how much sound training students need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lead author of the 2024 meta-analysis, Florina Erbeli, an education psychologist at Texas A&M, said that the 10.2 hours number in her paper isn’t a “magic number.” It’s just an average of the results of the 16 studies that met her criteria for being included in the meta-analysis. The right amount of phonemic awareness might be more or less, depending on the child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Erbeli said the bigger point for teachers to understand is that there are diminishing returns to auditory-only instruction and that students learn much more when auditory skills are combined with visible letters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I corresponded with Heggerty, the market leader in phonemic awareness lessons, which says its programs are in 70% of U.S. school districts. The company acknowledged that the science of reading has evolved, and that’s why it revised its phonemic awareness program in 2022 to incorporate letters and introduced a new program in 2023 to pair it with phonics. The company says it is working with outside researchers to keep improving the instructional materials it sells to schools. Because many schools cannot afford to buy a new instructional program, Heggerty says it also explains how teachers can modify older auditory lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The company still recommends that teachers spend eight to 12 minutes a day on phonemic awareness through the end of first grade. This recommendation contrasts with the advice of many reading researchers who say the average kid doesn’t need this much. Many researchers say that phonemic awareness continues to develop automatically as the child’s reading skills improve without advanced auditory training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NWEA literacy consultant Peltier, whom I quoted earlier, suggests that phonemic awareness can be tapered off by the fall of first grade. More phonemic awareness isn’t necessarily harmful, but there’s only so much instructional time in the day. She thinks that precious minutes currently devoted to oral phonemic awareness could be better spent on phonics, building vocabulary and content knowledge through reading books aloud, classroom discussions and writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another developer of a \u003c/span>\u003ca href=\"https://www.equippedforreadingsuccess.com/\">\u003cspan style=\"font-weight: 400\">phonemic awareness program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aimed at older, struggling readers is David Kilpatrick, professor emeritus at the State University of New York at Cortland. He told me that five minutes a day might be enough for the average student in a classroom, but some struggling students need a lot more. Kilpatrick disagrees with the conclusions of the meta-analyses because they lump different types of students together. He says severely dyslexic students need more auditory training. He explained that extra time is needed for advanced auditory work that helps these students build long-term memories, he said, and the meta-analyses didn’t measure that outcome.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reading expert, Susan Brady, professor emerita at the University of Rhode Island, concurs that some of the more advanced manipulations can help some students. Moving a sound in and out of a word can heighten awareness of a consonant cluster, such as taking the “l” out of the word “plant” to get “pant,” and then inserting it back in again.* But she says this kind of sound substitution should only be done with visible letters. Doing all the sound manipulations in your head is too taxing for young children, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brady’s concern is the misunderstanding that teachers need to teach all the phonemes before moving on to phonics. It’s not a precursor or a prerequisite to reading and writing, she says. Instead, sound training should be taught at the same time as new groups of letters are introduced. “The letters reinforce the phoneme awareness and the phoneme awareness reinforces the letters,” said Brady, speaking at a 2022 teacher training session. She said that researchers and teacher trainers need to help educators shift to integrating letters into their early reading instruction. “It’s going to take a while to penetrate the belief system that’s out there,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I once thought that the reading wars were about whether to teach phonics. But there are fierce debates even among those who support a phonics-heavy science of reading. I’ve come to understand that the research hasn’t yet answered all our questions about the best way to teach all the steps. Schools might be over-teaching phonemic awareness. And children with dyslexia might need more than other children. More importantly, the science of reading is the same as any other scientific inquiry. Every new answer may also raise new questions as we get closer to the truth. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC3050981118&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-controversies-within-the-science-of-reading/\">\u003ci>\u003cspan style=\"font-weight: 400\">phonemic awareness\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cem>*Clarification: An earlier version of this story suggested a different example of removing the “r” sound from “first,” but “r” is not an independent phoneme in this word. So a teacher would be unlikely to ask a student to do this particular sound manipulation.\u003c/em>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to MindShift where we explore the future of learning and how we raise our kids. I’m Ki Sung.\u003c/p>\n\u003cp>Today we’re going to talk about a really important skill that’s at the root of learning how to read, phonemic awareness. How it’s taught in schools is hotly debated and reading is something too many students and adults still struggle with.\u003c/p>\n\u003cp>Our guest is education journalist Jill Barshay of the Hechinger Report. She has a weekly column about education research called “Proof Points.” She’s here to discuss her latest piece about phonemic awareness. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill Barshay I’m so glad you’re here.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> It’s a pleasure to be here.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Your article about phonemic awareness is the most viewed on MindShift right now.\u003c/p>\n\u003cp>So clearly, there’s a lot of interest in this topic.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Really?! [laughs]\u003cbr>\n\u003cstrong>\u003cbr>\nKi Sung:\u003c/strong> I mean, literally tens of thousands of people are reading about phonemic awareness right now.\u003c/p>\n\u003cp>I’d like to start by asking you to establish a glossary of terms related to learning how to read. Three terms I’d like for you to explain very simply are phonics, phonemes and phonemic awareness. And on phonemes, can you also spell the word out for us?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Sure, phone name, phoneme phoneme.\u003cbr>\nSo it’s sort of like the word phone with em at the end.\u003cbr>\nAnd what that is, I had a hard time grasping it for many years. It’s sort of sound awareness that you understand the sounds that words are made up of. So, for example, in the word cat, there are three phonemes and they are Cuh, aa, tuh. Phonics is about the letters that we see and what sounds they make. So when you see the circle shape that you know, that’s an O and that it makes the o sound like, as in pot.\u003c/p>\n\u003cp>Now, phonemic awareness is this awareness that words are made up of sounds. So just like I did cat before, that would be a segmenting or isolating skill cuh, aa , tuh. And then another phonemic awareness skill would be blending them back together, going from cuh aa, tuh to cat.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> There are also some other fancy schmancy phonemic awareness skills, but maybe we’ll talk about those later.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I appreciate how you said it took you some time to understand these because it took me some time to understand this too because it is so complex.And maybe that speaks to the fact that there are more phonemes than there are letters in the alphabet. And that makes learning how to teach kids how to read all the more challenging.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Right, I just learned in reporting this story that while there are 26 letters to the English alphabet, there are 44 phonemes.\u003c/p>\n\u003cp>So every letter has a sound like, R is err, but IR is its own phoneme and CH makes the chuh sound that’s a phone name, OO, oooh, that’s a phoneme.\u003c/p>\n\u003cp>And so yes, there’s more.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> So, what did you learn about how phonemic awareness is being taught in schools, especially for kids, age 4 to 6?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I had become aware from a bunch of reading researchers and also reading advocates that schools were embracing phonemic awareness lessons with the whole rise of the science of reading. And they’re spending many, many minutes in kindergarten and first grade, especially, with all kinds of oral exercises. There are songs that they can do to segment and blend the sounds. And there was a concern that maybe schools are going a little bit overboard with phonemic awareness. Maybe students don’t need so much.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Can you explain what educators’ understanding of phonemic awareness was? Was it just auditory or was it also how it connects to the visual experience of reading?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> My understanding is that many teachers were trained that there are two separate things to teach kids. One is phonemic awareness and another thing is phonics and in many teacher training sessions, they were saying this is auditory, an oral only skill and you don’t need letters to teach it.\u003c/p>\n\u003cp>And one of the leading vendors of phonemic awareness lessons was encouraging teachers to teach it as an auditory only lesson. And the instructional materials were largely auditory until very recently.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what problem does that introduce when it’s just auditory?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> In my research, I learned that when phonemic awareness was first being talked about by education or reading experts, they first thought that it could be taught as an oral only exercise.\u003c/p>\n\u003cp>And so there were experiments in the 1970’s showing that students who were explicitly taught phonemic awareness became better readers just through these kind of songs and chants.\u003c/p>\n\u003cp>But then more and more researchers started to do studies in it. And by 2000, one of the first meta analysis, this is a kind of study where you sweep up lots of studies together and you use statistics to say where the evidence lies, Already over 20 years ago, they said it was much more effective if you combine these phonemic awareness exercises like Cuh aah tuh Cat, with visible displays of the letters.\u003c/p>\n\u003cp>So like a teacher could hold up a card or write it on the chalkboard and then the students would see the letters as they say the sounds and become aware of the sounds in their brains.\u003c/p>\n\u003cp>But what was funny was how even as this research was building and building, many schools weren’t teaching much phonemic awareness at all or phonics, phonics again, is putting the sounds to the visible letters.\u003c/p>\n\u003cp>And many, many schools around the country were ignoring this and using different methods to teach reading, things that you may have heard of like balanced literacy or the reader’s workshop, reading recovery. And those were methods that didn’t emphasize phonemic awareness or phonics.\u003c/p>\n\u003cp>Then more recently, like in the last five years, the science of reading has really gained traction around the country and schools have been really embracing phonemic awareness and that’s where the concern came, that maybe they’re doing too much of it without the letters while all this research is showing, dating back to the year 2000, that if you do phonemic awareness with the letters, it’s much more effective.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what was the connection you found or maybe the advice around how much time to spend on phonemic awareness?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Well, that was the study that really caught my attention. Just earlier this year, a group of researchers from Texas A&M University, they were really trying to like nail down the dosage.\u003cbr>\nLike how many minutes of this stuff do the kids really need? Is it two? Is it five, is it 10?\u003c/p>\n\u003cp>And they collected all the studies that they could find that measured the minutes and they were so frustrated because none of the classroom studies documented the minutes well. And instead they were just left with 16 studies that looked at the amount of time that struggling kids were spending on phonemic awareness in extra sessions.\u003c/p>\n\u003cp>So these might be like a special small group session for a child who’s at risk of dyslexia or a 1 to 1 tutoring session and there they measured the minutes and what they noticed was after 10 hours, phonemic awareness, the auditory only phonemic awareness topped out. Kids weren’t benefiting at all anymore after 10 hours of it.\u003c/p>\n\u003cp>But if the tutors or the small group teachers, if they combined it with letters, the kids kept getting better and better and better. And so it showed the researchers that if you combine phonemic awareness with the display of the letters, it’s so much more effective.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> So it sounds like just the auditory lessons for this sample, 10 hours was fine, though like even just settling on that number is questionable because of the data the researchers have to work with.\u003cbr>\nOverall, the takeaway is connect the sound with the visual letters.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Right. What they found is phonemic awareness, oral only can be effective in say a small dose or a medium dose of it, 10 hours, right? But if you want to keep children learning and if you want them to keep improving, that it needs to be connected with the letters after a certain amount of time.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> You’ve explained a lot about phonemic awareness and we’ve talked about 4 to 6 year olds. But what, I guess there are also advanced phonemic awareness techniques that we should also be aware of.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> This is where I thought I had went really deep down the rabbit hole. I couldn’t believe advanced phonemic awareness.\u003c/p>\n\u003cp>So in addition to the segmenting cuh aa tuh and blending cat that I discussed before, there are all these other manipulations like you could subtract a sound.\u003c/p>\n\u003cp>So instead of plant, you get pant and then you can add a sound. Let’s say you can add L back into pant and make it plant. Then there are substitutions. So you can take mat and, and substitute the M with a P and make it pat. And can you imagine doing all these in your head? They’re really hard. And so it, it actually takes many…That’s one of the reasons that so much class time is being spent on these advanced phonemic awareness skills.\u003c/p>\n\u003cp>And what the research literature shows is that the two very simple ones of segmenting and blending, they give you the biggest benefits and some experts say just focus on those and just do them as a quick warm up exercise.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> But there are other people, particularly experts in helping children with dyslexia that say no, these really, these advanced phonemic awareness skills can be really helpful in building long term memories.\u003c/p>\n\u003cp>And others have said to me, you know, it can really heighten awareness of a consonant cluster like the difference between Puh and Pula. But they say really these are very complicated exercises, they should only be done with letters, not as oral, only exercises and probably best for struggling students in you know, maybe a pull out session or a tutoring session.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I hear a lot about the term phonological awareness. I know we’re adding a lot of we’re adding another term to our glossary list. But can you explain what phonological awareness is and its role in learning how to read?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I was really confused about this. And I personally used to use phonological awareness and phonemic awareness interchangeably. And in researching this story, I learned that they’re separate and that phonemic awareness is really the important ingredient in learning to read. And that this phonological awareness is not as important.\u003c/p>\n\u003cp>Phonological awareness is a much broader category that includes not just the sounds that letters and clusters of letters make, but also syllables like pantry that you would clap [claps] pan-try 1, 2 or rhymes like flight, night, sight.\u003c/p>\n\u003cp>And there are probably zillions, more of these various sound exercises that are really disconnected from the letters and the sounds that they make. And the researchers are very concerned that teachers who have embraced the science of reading have been told to do too much of these broader phonological awareness exercises that are, you know, great for a poetry unit but not essential building blocks to read.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I want to ask you about curriculum because at the root of a lot of these issues, you know, you can maybe even call them mistakes, is curriculum. And ultimately teachers have to go along with the curriculum, the district purchases and sometimes it’s not up to date or not correct or not caught up with the latest research. So what can teachers do when they come across curriculum that goes against what they know works with students?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I am not an expert in teaching and I don’t feel like my role is to give advice.\u003c/p>\n\u003cp>But what I can say is that the leading purveyor of phonemic awareness lessons and curriculum, if you, you can call it, it’s called Haggerty and they themselves responded to the science and in 2022 they added letters to their phonemic awareness lessons. And then in 2023 they added a a phonics approach to show how to combine phonemic awareness and phonics together in the classroom.\u003c/p>\n\u003cp>There, there’s a misunderstanding, that a lot of teachers have, that you need to teach phonemic awareness first and students need to master it first before you move on to phonics. And the reading researchers, I talked to say, no, you kind of do them in tandem, like you can have a group of letters and simultaneously be teaching the phonemic awareness with them and the phonics with them and then move on to another group of letters. And you just, you keep teaching both together.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> And so I was impressed that this leading seller of phonemic awareness programs has, has moved on and is now combining it with letters and also with phonics and it says for, it knows that many teachers in many schools cannot afford to buy brand new lesson plans and curriculum. And it says that it offers ideas on how teachers can modify their old books and their old printed lessons, and to do things better.\u003c/p>\n\u003cp>I don’t know if that’s a good answer.I mean, it’s probably hard to do these modifications on the fly. And as a journalist from the outside it seems like if, like, when a company says our products not working well and they recall it and they, they put out a new product, they should probably, like, just give you the new product, I’m thinking.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what have you heard from people, you know, especially on social media or maybe they’re reaching out to you by email, like what have people been telling you about your reporting?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I’ve seen two reactions to it. One is people are grateful that the science of reading isn’t a cult and that just because someone says you need a lot of phonemic awareness in order to do the science of reading, right, that isn’t necessarily correct. You have to look at what the studies actually say and also the science evolved. So we, we have more meta analysis now, more syntheses of the research confirming that auditory alone is not as effective today. Whereas in the seventies, it seemed like it was the best way to do it.\u003c/p>\n\u003cp>And we, I think people who are you know, hold up signs, science of reading, science of reading need to understand that the science of reading, like any science evolves.\u003c/p>\n\u003cp>The other reaction I’ve seen are for people who have been critics of the science of reading and say, “see the, the researchers are arguing. Who knows what’s right? This shows we should go back to something called balanced literacy.”\u003cbr>\nAnd so I’ve also, I’ve also seen people taking this as ammunition that,, the whole science of reading is perhaps misguided.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And where’s the truth?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Well, I think I tried to just express that, that science evolves. I mean, it, it, I think about it like, oh, masking and COVID, remember how first when COVID broke out, the federal authorities were saying, “well, you don’t need to wear masks. It’s not so important.”\u003c/p>\n\u003cp>And then later, more studies came out and said, you know what, “we should really wear masks,” and I think we need to be comfortable with science evolving.\u003c/p>\n\u003cp>And so so maybe there was a time almost 50 years ago that oral only phonemic awareness was the way to go. And now we have a ton of confirmation that we need to combine it with letters and there are still questions out there. We still don’t know the exact right dosage in the classroom for example.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill, thank you for taking the time to talk through this complex issue.\u003c/p>\n\u003cp>Well, thanks for talking this through. It’s a complicated area and I appreciate another chance to talk about it.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill Barshay is a journalist with the Hechinger report. She has a weekly column about education research called Proof Points. Her latest piece is about phonemic awareness research. We’ll bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> The MindShift team includes me, Ki Sung, Nimah Gobir, Kara Newhouse, Marlena Jackson-Retondo and Jennifer Ng.\u003c/p>\n\u003cp>Our editor is Chris Hambrick, Chris Hoff is our sound designer.\u003c/p>\n\u003cp>Additional support from Jen Chien and Katie Sprenger, Cesar Saldaña and Holly Kernan.\u003c/p>\n\u003cp>MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED.\u003c/p>\n\u003cp>Thanks for listening.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63241/as-schools-embrace-the-science-of-reading-researchers-are-criticizing-an-overemphasis-on-auditory-skills","authors":["byline_mindshift_63241"],"categories":["mindshift_21504","mindshift_21130","mindshift_193"],"tags":["mindshift_397","mindshift_444","mindshift_21132","mindshift_21335","mindshift_550","mindshift_21616"],"featImg":"mindshift_63242","label":"mindshift"},"mindshift_59864":{"type":"posts","id":"mindshift_59864","meta":{"index":"posts_1591205157","site":"mindshift","id":"59864","score":null,"sort":[1663056801000]},"guestAuthors":[],"slug":"heritage-languages-in-schools-a-story-of-identify-belonging-and-loss","title":"Heritage Languages in Schools: A Story of Identity, Belonging and Loss","publishDate":1663056801,"format":"audio","headTitle":"Heritage Languages in Schools: A Story of Identity, Belonging and Loss | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Two days after finding out her mother had cancer, journalist Melissa Hung took a walk in San Francisco’s Chinatown. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I didn’t grow up in a Chinatown. It is not my home,” Hung writes. “Yet when I think of my mother in Texas, I feel pulled towards Chinatown’s tightly packed stores and no-frills restaurants.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her piece, “\u003c/span>\u003ca href=\"https://longreads.com/2019/08/05/towards-chinatown/\">\u003cspan style=\"font-weight: 400\">Towards Chinatown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Hung describes her experiences on a bus ride, walking through the streets and seeing people shop, eat and move throughout their day. She moves around the city feeling a sense of loss. The journey is meant to take her closer to her mother, and it inevitably has her reflecting on her mother tongue: Cantonese. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">“Some words come easily. Others I grasp for,” she writes. “They exist just beyond my reach the way the details of a dream tease the waking mind.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hung’s parents immigrated from Hong Kong, and she and her brother were born and raised in the U.S. They grew up speaking Cantonese in the house and English in school – Hung was placed in English as a Second Language classes as a kid – and when she was about eight years old, her parents made a conscious decision to switch to English-only. “My Cantonese freezes in time,” she writes, and English takes over. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Today, Hung’s Cantonese is just enough to get by, but she’s not able to have nuanced conversations – to follow a newscast, or talk art and politics, as she says. And she wonders what has been lost as a result of not being fluent in Cantonese. “I fear that some fundamental part of me has been displaced, that my inability to speak fluently renders me incomplete,” she writes. And beyond that, her connection to her family, “By losing my relationship to Cantonese, what have I lost in my relationship with my parents?” \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>WHAT’S LOST WHEN YOU LOSE A HERITAGE LANGUAGE?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to 2019 data, there are nearly \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgf/english-learners\">\u003cspan style=\"font-weight: 400\">5.1 million English learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> enrolled in public schools in this country, and that number has steadily increased in the past two decades. Similar to Hung’s school experience, many students are taken out of class and placed in separate ESL learning rooms. Often parents are faced with a choice that involves investing more in English language learning than their heritage language. It’s a common experience for recent immigrants to the U.S. or children of immigrants. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision is usually made out of necessity. English is often viewed as a requirement of successful assimilation into this country. But it does not come without a cost, and in the case of many people who haven’t been able to keep up with their heritage language, or who never learned their family language in the first place, it can have a significant impact on identity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Language shapes you. It shapes how you think,” Hung says, referring to language structure and the way we form thoughts. “So if language shapes how we’re thinking, and I’m not able to think primarily in my native language, does that make me less of a Cantonese person and less Chinese?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of a heritage language can also affect how people learn because fluency in your first language greatly increases your ability to learn a second language; not having that first language as a solid foundation to learn from can be a barrier to fluency in all language learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, one’s heritage language is greatly connected to a sense of self, and can determine the way one moves throughout the world and the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>WHEN WE BELONG, WE LEARN BETTER\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">sense of belonging — being seen, valued and feeling connected in school — can go a long way for students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It can be a profound motivator, and impact education success for students inside the classroom and in the greater community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of fostering that sense of belonging relies on a school’s approach to language learning and its embrace of non-English speaking students, as well as a diverse set of cultural heritages and backgrounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re not going to be able to center the voices and identities of students in your classroom if you don’t see those voices and those identities as precious and important to you,” says \u003c/span>\u003ca href=\"https://davidbowles.us/\">\u003cspan style=\"font-weight: 400\">David Bowles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author and professor at the University of Texas, Rio Grande Valley, where he teaches the next generation of educators. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bowles is dedicated to teaching his preservice teachers about the value of embracing student’s cultural identity and heritage, particularly by embracing languages beyond English in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that schools ought to be preserving heritage language and that they ought to be using students’ home language as the primary vehicle for literacy instruction in those early years,” says Bowles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While language immersion schools have recently gained popularity, it wasn’t always that way. In the 1980s and 1990s, California banned all bilingual education programs as they were deemed a “threat to English,” and it took nearly \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/california-voters-repeal-ban-on-bilingual-education/2016/11\">\u003cspan style=\"font-weight: 400\">two decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to bring it back. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=f0ZsIr1D5ro\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, establishing bilingual education programs often require a lot of work and determination by educators, advocates and community members pushing for more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was told in order for me to finish the essays on time I had to stop thinking in Arabic,” says Nour Bouhassoun, the youth coordinator with the Arab Resource and Organizing Center (AROC), about her time in U.S. schools supporting the idea that in order to succeed, it needed to be in English. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not just a language, it’s my being, my culture. It’s the language I grew up speaking,” she says of Arabic. “So that language wasn’t validated. And I was feeling that I was not being my full self, not able to be my full self at school or in the school system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bouhassoun’s school experience helped motivate her to step into community organizing and working with AROC to impact change, including bringing an Arabic language pathways program to San Francisco.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important, she says to “reclaim that sense of identity and sense of belonging, and feel that I am able to be proud of who I am, my family history and my language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Language is essential to identity. It can determine the way people live in the world, and in turn, it shapes world views. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As student populations in the U.S. become more diverse, so does the call for better bilingual education – which includes acknowledging the role of a heritage language in all learning processes. “Teachers have to get to know their students,” Bowles says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research will continue to show \u003c/span>\u003ca href=\"https://digitalcommons.wayne.edu/cgi/viewcontent.cgi?article=1021&context=honorstheses\">\u003cspan style=\"font-weight: 400\">maintaining a heritage language has profound benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but a big challenge lies in creating the kind of bilingual learning environments needed for students to really thrive in, especially because students require a lot of one-on-one time with teachers and they’re in a system that’s already really taxing on teachers. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s worth it, says Bowles. “We need to learn about each one of them and the particularities of their heritage language situation so that we can best support them in both the acquisition of English and the preservation of their heritage language, which I would argue should be the responsibility of U.S. schools.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Cultivating the heritage language of English language learners can have a positive impact on English mastery and student belonging, but finding a school that can offer immersive, bilingual education still has a ways to go after overcoming decades of criticism. ","status":"publish","parent":0,"modified":1700528860,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1315},"headData":{"title":"Heritage Languages in Schools: A Story of Identity, Belonging and Loss | KQED","description":"Cultivating the heritage language of English language learners can have a positive impact on English mastery and student belonging, but finding a school that can offer immersive, bilingual education still has a ways to go after overcoming decades of criticism. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Heritage Languages in Schools: A Story of Identity, Belonging and Loss","datePublished":"2022-09-13T08:13:21.000Z","dateModified":"2023-11-21T01:07:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC2994938442.mp3?updated=1663010679","nprByline":"Kyana Moghadam ","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59864/heritage-languages-in-schools-a-story-of-identify-belonging-and-loss","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Two days after finding out her mother had cancer, journalist Melissa Hung took a walk in San Francisco’s Chinatown. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I didn’t grow up in a Chinatown. It is not my home,” Hung writes. “Yet when I think of my mother in Texas, I feel pulled towards Chinatown’s tightly packed stores and no-frills restaurants.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her piece, “\u003c/span>\u003ca href=\"https://longreads.com/2019/08/05/towards-chinatown/\">\u003cspan style=\"font-weight: 400\">Towards Chinatown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Hung describes her experiences on a bus ride, walking through the streets and seeing people shop, eat and move throughout their day. She moves around the city feeling a sense of loss. The journey is meant to take her closer to her mother, and it inevitably has her reflecting on her mother tongue: Cantonese. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">“Some words come easily. Others I grasp for,” she writes. “They exist just beyond my reach the way the details of a dream tease the waking mind.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hung’s parents immigrated from Hong Kong, and she and her brother were born and raised in the U.S. They grew up speaking Cantonese in the house and English in school – Hung was placed in English as a Second Language classes as a kid – and when she was about eight years old, her parents made a conscious decision to switch to English-only. “My Cantonese freezes in time,” she writes, and English takes over. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Today, Hung’s Cantonese is just enough to get by, but she’s not able to have nuanced conversations – to follow a newscast, or talk art and politics, as she says. And she wonders what has been lost as a result of not being fluent in Cantonese. “I fear that some fundamental part of me has been displaced, that my inability to speak fluently renders me incomplete,” she writes. And beyond that, her connection to her family, “By losing my relationship to Cantonese, what have I lost in my relationship with my parents?” \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>WHAT’S LOST WHEN YOU LOSE A HERITAGE LANGUAGE?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to 2019 data, there are nearly \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgf/english-learners\">\u003cspan style=\"font-weight: 400\">5.1 million English learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> enrolled in public schools in this country, and that number has steadily increased in the past two decades. Similar to Hung’s school experience, many students are taken out of class and placed in separate ESL learning rooms. Often parents are faced with a choice that involves investing more in English language learning than their heritage language. It’s a common experience for recent immigrants to the U.S. or children of immigrants. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision is usually made out of necessity. English is often viewed as a requirement of successful assimilation into this country. But it does not come without a cost, and in the case of many people who haven’t been able to keep up with their heritage language, or who never learned their family language in the first place, it can have a significant impact on identity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Language shapes you. It shapes how you think,” Hung says, referring to language structure and the way we form thoughts. “So if language shapes how we’re thinking, and I’m not able to think primarily in my native language, does that make me less of a Cantonese person and less Chinese?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of a heritage language can also affect how people learn because fluency in your first language greatly increases your ability to learn a second language; not having that first language as a solid foundation to learn from can be a barrier to fluency in all language learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, one’s heritage language is greatly connected to a sense of self, and can determine the way one moves throughout the world and the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>WHEN WE BELONG, WE LEARN BETTER\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">sense of belonging — being seen, valued and feeling connected in school — can go a long way for students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It can be a profound motivator, and impact education success for students inside the classroom and in the greater community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of fostering that sense of belonging relies on a school’s approach to language learning and its embrace of non-English speaking students, as well as a diverse set of cultural heritages and backgrounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re not going to be able to center the voices and identities of students in your classroom if you don’t see those voices and those identities as precious and important to you,” says \u003c/span>\u003ca href=\"https://davidbowles.us/\">\u003cspan style=\"font-weight: 400\">David Bowles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author and professor at the University of Texas, Rio Grande Valley, where he teaches the next generation of educators. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bowles is dedicated to teaching his preservice teachers about the value of embracing student’s cultural identity and heritage, particularly by embracing languages beyond English in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that schools ought to be preserving heritage language and that they ought to be using students’ home language as the primary vehicle for literacy instruction in those early years,” says Bowles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While language immersion schools have recently gained popularity, it wasn’t always that way. In the 1980s and 1990s, California banned all bilingual education programs as they were deemed a “threat to English,” and it took nearly \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/california-voters-repeal-ban-on-bilingual-education/2016/11\">\u003cspan style=\"font-weight: 400\">two decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to bring it back. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/f0ZsIr1D5ro'\n title='//www.youtube.com/embed/f0ZsIr1D5ro'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">However, establishing bilingual education programs often require a lot of work and determination by educators, advocates and community members pushing for more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was told in order for me to finish the essays on time I had to stop thinking in Arabic,” says Nour Bouhassoun, the youth coordinator with the Arab Resource and Organizing Center (AROC), about her time in U.S. schools supporting the idea that in order to succeed, it needed to be in English. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not just a language, it’s my being, my culture. It’s the language I grew up speaking,” she says of Arabic. “So that language wasn’t validated. And I was feeling that I was not being my full self, not able to be my full self at school or in the school system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bouhassoun’s school experience helped motivate her to step into community organizing and working with AROC to impact change, including bringing an Arabic language pathways program to San Francisco.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important, she says to “reclaim that sense of identity and sense of belonging, and feel that I am able to be proud of who I am, my family history and my language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Language is essential to identity. It can determine the way people live in the world, and in turn, it shapes world views. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As student populations in the U.S. become more diverse, so does the call for better bilingual education – which includes acknowledging the role of a heritage language in all learning processes. “Teachers have to get to know their students,” Bowles says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research will continue to show \u003c/span>\u003ca href=\"https://digitalcommons.wayne.edu/cgi/viewcontent.cgi?article=1021&context=honorstheses\">\u003cspan style=\"font-weight: 400\">maintaining a heritage language has profound benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but a big challenge lies in creating the kind of bilingual learning environments needed for students to really thrive in, especially because students require a lot of one-on-one time with teachers and they’re in a system that’s already really taxing on teachers. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s worth it, says Bowles. “We need to learn about each one of them and the particularities of their heritage language situation so that we can best support them in both the acquisition of English and the preservation of their heritage language, which I would argue should be the responsibility of U.S. schools.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59864/heritage-languages-in-schools-a-story-of-identify-belonging-and-loss","authors":["byline_mindshift_59864"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21250","mindshift_20734","mindshift_397"],"featImg":"mindshift_59868","label":"mindshift_21847"},"mindshift_59717":{"type":"posts","id":"mindshift_59717","meta":{"index":"posts_1591205157","site":"mindshift","id":"59717","score":null,"sort":[1660887961000]},"guestAuthors":[],"slug":"it-took-20-years-for-this-author-to-reunite-with-the-teacher-who-changed-his-life","title":"It took 20 years for this author to reunite with the teacher who changed his life","publishDate":1660887961,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Talk about a storybook ending.\u003c/p>\n\u003cp>Author Jamil Jan Kochai searched for more than a decade for Susan Lung — the second-grade teacher who had changed his life over 20 years earlier. And on Saturday night, in one of those \"life is better than fiction\" twists, the two were finally reunited at one of his book-reading events.\u003c/p>\n\u003cp>\"I pretty much learned how to read and write in English because of her, and if it wasn't for Mrs. Lung, I don't know what would have happened to me,\" Kochai, who still finds it difficult to call his former teacher by her first name, told NPR.\u003c/p>\n\u003cp>\"I feel like everything that I've done up to this point — all the success that I've had, the fact that I'm a novelist today — it all started with Mrs. Lung all the way back in 1999, when I was 7 years old,\" he added.\u003c/p>\n\u003cp>Kochai is the author of \u003cem>99 Nights in Logar\u003c/em>, a finalist for the Pen/Hemingway Award for Debut Novel. He is currently promoting his second book, \u003cem>The Haunting of Hajji Hotak and Other Stories. \u003c/em>His work has been published and praised in many of the nation's most esteemed publications. But for much of his early life, he could hardly speak English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The writer was born in a refugee camp for Afghans in Peshawar, Pakistan, and his family moved to California when he was just a year old. At home, they spoke mostly Pashto and some Farsi, so by the time he reached first grade, Kochai said, he was at a total loss.\u003c/p>\n\u003cp>As a result, he said, \"I associated school and learning with punishment and with exclusion.\"\u003c/p>\n\u003cp>He fell further behind during the summer of 1999, when the family spent several months in Afghanistan.\u003c/p>\n\u003cp>\"I fell in love with my parents' home village in Logar, but pretty much everything that I learned in first grade, I ended up forgetting by the time the summer was over,\" Kochai explained.\u003c/p>\n\u003cfigure id=\"attachment_59719\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg class=\"wp-image-59719 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg\" alt=\"Photo of author Jamil Jan Kochai as a second grader. \" width=\"720\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg 720w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78-160x120.jpg 160w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Author Jamil Jan Kochai in a photo for a class assignment he made in teacher Susan Lung's class in 1999. (Jamil Jan Kochai)\u003c/figcaption>\u003c/figure>\n\u003ch2>The magic of Mrs. Lung — and all the devoted teachers out there\u003c/h2>\n\u003cp>Then came Mrs. Lung, who quickly realized that Kochai was deeply struggling at Alyce Norman Elementary School, both academically and socially.\u003c/p>\n\u003cp>\"I could see he was sharp as a tack, but it was hard for him,\" Lung told NPR.\u003c/p>\n\u003cp>\"Not only did he have to deal with forgetting all the English that he knew, but he had to deal with the kids who couldn't understand him.\"\u003c/p>\n\u003cp>The two got to work, meeting for one-on-one lessons nearly every day after school. By the end of the school year, Kochai said, he was winning reading-comprehension competitions.\u003c/p>\n\u003cp>Thinking back on the experience, Lung said it's not an especially unique situation.\u003c/p>\n\u003cp>\"There are many thousands of teachers doing the same thing all over, and they're doing it for the love of it. Not for any kind of kudos but because we have a passion for it,\" she said.\u003c/p>\n\u003cp>Lung added: \"It's just incredible to see their literacy grow by leaps and bounds. To see when they're able to communicate with their little friends, which I think is a big part of learning English or any other language.\"\u003c/p>\n\u003ch2>The problem with not being on a first-name basis with your elementary school teachers\u003c/h2>\n\u003cp>Lung and Kochai lost touch at the end of their year together. Kochai's father got a job in another city and the boy moved on, albeit with a voracious new love of reading and writing. By the time he reached high school, Kochai's parents encouraged him to find his former teacher to thank her. But despite his efforts, he failed to track her down.\u003c/p>\n\u003cp>\"Part of it was that I didn't know her first name. She was always just Mrs. Lung to me, so when I called places to ask about her, they couldn't find any records of her,\" he said, laughing.\u003c/p>\n\u003cp>But Kochai kept trying through college and afterward. Still, he came up empty.\u003c/p>\n\u003cp>Then, while promoting his first novel, he wrote an essay for Literary Hub magazine touching on the transformative impact that Lung had on his life. Lung's neurosurgeon happened to read it, and during her next visit, the physician asked the now-retired educator, \"Did you ever teach at Alyce Norman Elementary School?\"\u003c/p>\n\u003cp>It was Lung's husband who ultimately found Kochai. \"He found me on Facebook and reached out to me out of the blue,\" Kochai said.\u003c/p>\n\u003cp>They made plans for a phone call that same night.\u003c/p>\n\u003cp>\"I finally got the chance after all these years to express to her how much I still thought of her and how much she meant to me,\" Kochai said, adding that he also managed to get both of his parents on the call. \"She was just the same Mrs. Lung. Just as sweet and kind and warm as ever. And we were all tearing up. It was a really emotional, lovely night,\" he said.\u003c/p>\n\u003cp>It was the height of the coronavirus pandemic, and they promised to meet in person as soon as things returned to normal. But as life does, Kochai said, one thing after another seemed to get in the way, and the reunion never materialized.\u003c/p>\n\u003ch2>Reunited and it feels so good\u003c/h2>\n\u003cp>\"Again, it was my husband who had the idea, to go to the reading on Saturday,\" Lung said.\u003c/p>\n\u003cp>Lung's husband had seen a Facebook post about Kochai's new book and suggested they make the drive to a reading in Davis, California.\u003c/p>\n\u003cp>\"I had no idea they were going to be there,\" Kochai said, sounding absolutely delighted.\u003c/p>\n\u003cp>\"I don't know how I didn't see her before, but Mrs. Lung was sitting in the front row. I mean, it had been 20 to 22 years since the last time I'd seen her,\" he reasoned.\u003c/p>\n\u003cp>They hugged and he gushed, and she asked him to sign her copy of his first novel.\u003c/p>\n\u003cp>\"And I got to leave a little note for her explaining how much she meant to me. And it was a really lovely evening,\" Kochai added.\u003c/p>\n\u003cp>They exchanged numbers again, and now they've made a new plan. \"We're going to have a big family dinner next week!\" Kochai said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In the meantime, Lung has some homework: \"I am part of the way through his first book and I just got his second book at the reading, so I'll be reading that when I'm finished.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=It+took+20+years+for+this+author+to+reunite+with+the+teacher+who+changed+his+life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The writer searched for more than a decade for Susan Lung, who taught him to read and write English when he was a 7-year-old in 1999. On Saturday, she surprised him at one of his book readings.","status":"publish","parent":0,"modified":1660887961,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1125},"headData":{"title":"It took 20 years for this author to reunite with the teacher who changed his life - MindShift","description":"The writer searched for more than a decade for Susan Lung, who taught him to read and write English when he was a 7-year-old in 1999. On Saturday, she surprised him at one of his book readings.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"It took 20 years for this author to reunite with the teacher who changed his life","datePublished":"2022-08-19T05:46:01.000Z","dateModified":"2022-08-19T05:46:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59717 https://ww2.kqed.org/mindshift/?p=59717","disqusUrl":"https://ww2.kqed.org/mindshift/2022/08/18/it-took-20-years-for-this-author-to-reunite-with-the-teacher-who-changed-his-life/","disqusTitle":"It took 20 years for this author to reunite with the teacher who changed his life","nprByline":"Vanessa Romo","nprImageAgency":"Jamil Jan Kochai","nprStoryId":"1117808852","nprApiLink":"http://api.npr.org/query?id=1117808852&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/08/17/1117808852/after-20-years-author-jamil-jan-kochai-reunites-with-teacher-susan-lung?ft=nprml&f=1117808852","nprRetrievedStory":"1","nprPubDate":"Wed, 17 Aug 2022 18:55:00 -0400","nprStoryDate":"Wed, 17 Aug 2022 06:16:00 -0400","nprLastModifiedDate":"Wed, 17 Aug 2022 18:55:22 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59717/it-took-20-years-for-this-author-to-reunite-with-the-teacher-who-changed-his-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Talk about a storybook ending.\u003c/p>\n\u003cp>Author Jamil Jan Kochai searched for more than a decade for Susan Lung — the second-grade teacher who had changed his life over 20 years earlier. And on Saturday night, in one of those \"life is better than fiction\" twists, the two were finally reunited at one of his book-reading events.\u003c/p>\n\u003cp>\"I pretty much learned how to read and write in English because of her, and if it wasn't for Mrs. Lung, I don't know what would have happened to me,\" Kochai, who still finds it difficult to call his former teacher by her first name, told NPR.\u003c/p>\n\u003cp>\"I feel like everything that I've done up to this point — all the success that I've had, the fact that I'm a novelist today — it all started with Mrs. Lung all the way back in 1999, when I was 7 years old,\" he added.\u003c/p>\n\u003cp>Kochai is the author of \u003cem>99 Nights in Logar\u003c/em>, a finalist for the Pen/Hemingway Award for Debut Novel. He is currently promoting his second book, \u003cem>The Haunting of Hajji Hotak and Other Stories. \u003c/em>His work has been published and praised in many of the nation's most esteemed publications. But for much of his early life, he could hardly speak English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The writer was born in a refugee camp for Afghans in Peshawar, Pakistan, and his family moved to California when he was just a year old. At home, they spoke mostly Pashto and some Farsi, so by the time he reached first grade, Kochai said, he was at a total loss.\u003c/p>\n\u003cp>As a result, he said, \"I associated school and learning with punishment and with exclusion.\"\u003c/p>\n\u003cp>He fell further behind during the summer of 1999, when the family spent several months in Afghanistan.\u003c/p>\n\u003cp>\"I fell in love with my parents' home village in Logar, but pretty much everything that I learned in first grade, I ended up forgetting by the time the summer was over,\" Kochai explained.\u003c/p>\n\u003cfigure id=\"attachment_59719\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg class=\"wp-image-59719 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg\" alt=\"Photo of author Jamil Jan Kochai as a second grader. \" width=\"720\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg 720w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78-160x120.jpg 160w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Author Jamil Jan Kochai in a photo for a class assignment he made in teacher Susan Lung's class in 1999. (Jamil Jan Kochai)\u003c/figcaption>\u003c/figure>\n\u003ch2>The magic of Mrs. Lung — and all the devoted teachers out there\u003c/h2>\n\u003cp>Then came Mrs. Lung, who quickly realized that Kochai was deeply struggling at Alyce Norman Elementary School, both academically and socially.\u003c/p>\n\u003cp>\"I could see he was sharp as a tack, but it was hard for him,\" Lung told NPR.\u003c/p>\n\u003cp>\"Not only did he have to deal with forgetting all the English that he knew, but he had to deal with the kids who couldn't understand him.\"\u003c/p>\n\u003cp>The two got to work, meeting for one-on-one lessons nearly every day after school. By the end of the school year, Kochai said, he was winning reading-comprehension competitions.\u003c/p>\n\u003cp>Thinking back on the experience, Lung said it's not an especially unique situation.\u003c/p>\n\u003cp>\"There are many thousands of teachers doing the same thing all over, and they're doing it for the love of it. Not for any kind of kudos but because we have a passion for it,\" she said.\u003c/p>\n\u003cp>Lung added: \"It's just incredible to see their literacy grow by leaps and bounds. To see when they're able to communicate with their little friends, which I think is a big part of learning English or any other language.\"\u003c/p>\n\u003ch2>The problem with not being on a first-name basis with your elementary school teachers\u003c/h2>\n\u003cp>Lung and Kochai lost touch at the end of their year together. Kochai's father got a job in another city and the boy moved on, albeit with a voracious new love of reading and writing. By the time he reached high school, Kochai's parents encouraged him to find his former teacher to thank her. But despite his efforts, he failed to track her down.\u003c/p>\n\u003cp>\"Part of it was that I didn't know her first name. She was always just Mrs. Lung to me, so when I called places to ask about her, they couldn't find any records of her,\" he said, laughing.\u003c/p>\n\u003cp>But Kochai kept trying through college and afterward. Still, he came up empty.\u003c/p>\n\u003cp>Then, while promoting his first novel, he wrote an essay for Literary Hub magazine touching on the transformative impact that Lung had on his life. Lung's neurosurgeon happened to read it, and during her next visit, the physician asked the now-retired educator, \"Did you ever teach at Alyce Norman Elementary School?\"\u003c/p>\n\u003cp>It was Lung's husband who ultimately found Kochai. \"He found me on Facebook and reached out to me out of the blue,\" Kochai said.\u003c/p>\n\u003cp>They made plans for a phone call that same night.\u003c/p>\n\u003cp>\"I finally got the chance after all these years to express to her how much I still thought of her and how much she meant to me,\" Kochai said, adding that he also managed to get both of his parents on the call. \"She was just the same Mrs. Lung. Just as sweet and kind and warm as ever. And we were all tearing up. It was a really emotional, lovely night,\" he said.\u003c/p>\n\u003cp>It was the height of the coronavirus pandemic, and they promised to meet in person as soon as things returned to normal. But as life does, Kochai said, one thing after another seemed to get in the way, and the reunion never materialized.\u003c/p>\n\u003ch2>Reunited and it feels so good\u003c/h2>\n\u003cp>\"Again, it was my husband who had the idea, to go to the reading on Saturday,\" Lung said.\u003c/p>\n\u003cp>Lung's husband had seen a Facebook post about Kochai's new book and suggested they make the drive to a reading in Davis, California.\u003c/p>\n\u003cp>\"I had no idea they were going to be there,\" Kochai said, sounding absolutely delighted.\u003c/p>\n\u003cp>\"I don't know how I didn't see her before, but Mrs. Lung was sitting in the front row. I mean, it had been 20 to 22 years since the last time I'd seen her,\" he reasoned.\u003c/p>\n\u003cp>They hugged and he gushed, and she asked him to sign her copy of his first novel.\u003c/p>\n\u003cp>\"And I got to leave a little note for her explaining how much she meant to me. And it was a really lovely evening,\" Kochai added.\u003c/p>\n\u003cp>They exchanged numbers again, and now they've made a new plan. \"We're going to have a big family dinner next week!\" Kochai said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the meantime, Lung has some homework: \"I am part of the way through his first book and I just got his second book at the reading, so I'll be reading that when I'm finished.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=It+took+20+years+for+this+author+to+reunite+with+the+teacher+who+changed+his+life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59717/it-took-20-years-for-this-author-to-reunite-with-the-teacher-who-changed-his-life","authors":["byline_mindshift_59717"],"categories":["mindshift_20827"],"tags":["mindshift_20851","mindshift_397","mindshift_851"],"featImg":"mindshift_59718","label":"mindshift"},"mindshift_57787":{"type":"posts","id":"mindshift_57787","meta":{"index":"posts_1591205157","site":"mindshift","id":"57787","score":null,"sort":[1628664054000]},"guestAuthors":[],"slug":"tools-that-help-english-language-learners-online-and-in-person","title":"Tools That Help English Language Learners Online and In Person","publishDate":1628664054,"format":"standard","headTitle":"Tools That Help English Language Learners Online and In Person | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">Heather Bradley is an ESOL (English for Speakers of Other Languages) teacher in Silver Spring, Maryland, where she teaches adult ESOL students. When the English proficiency assessment her program uses moved online several years ago, many of its corresponding course materials also went virtual, making her program’s transition to distance learning less difficult materials-wise. Yet towards the end of their first semester of virtual learning, Bradley began encouraging her students to write their notes on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The action of writing down new words by hand from the reading, rather than copy-pasting from devices, allowed her students to more thoughtfully consider each term. She found that her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, it also seemed to lessen the technology fatigue of her students overall. She pointed to the mental load posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400;\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,” Bradley said. “I feel like their stress factor lowers. And when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During periods of note taking, Bradley would turn off her screen share so that her Zoom screen would only include the video feeds of her students and herself. To her, this replicated the classroom feeling of being surrounded by peers working. When her students discussed what they wrote as a group after these quiet, collective periods, she said they were more engaged. With their notes on paper, students were only looking at their screens to look at each other. They didn’t toggle between their notes on screen and the class Zoom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For guided and independent reading notes alike, her students utilize the \u003c/span>\u003ca href=\"https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/\">\u003cspan style=\"font-weight: 400;\">Cornell Note Taking System\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which Bradley modeled for them. One student proposed adding a section for new words, and as a class, they determined where that section would fall on the page.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://youtu.be/nX-xshA_0m8\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I have seen much improved reading skills, more applied reading skills, going back and rereading text, identifying those words that they don’t know,” Bradley said. “That dynamic of writing it down, thinking about it, having the opportunity to think about it very clearly and easily together in this session without having to navigate to multiple other tabs – yeah, it’s been really good.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bradley appreciated the ability to introduce her students to new types of technology or improve their technological skills, she also wanted to be cognizant of the potentially overwhelming effect of near-ceaseless technology on her students with less technological backgrounds. The comfort and cultural familiarity of paper for newcomers also played a role in her decision to encourage paper notes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It is a way for them if they are just learning that technology to feel competent and to feel good before transitioning to a computer, or just as an alternative way of showing what they know that’s more appropriate for them as learners,” Bradley said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Applying culturally competent techniques when teaching virtually is a priority for Efraín Tovar, an English Language Development (ELD) teacher in Selma, California. Tovar works specifically with newcomers — at his school, that’s students who have spent three years or less in the United States. His students predominantly speak Spanish, Punjabi or Arabic as their first language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual learning, Tovar taught his students how to enable closed captioning on Google Meet, as well as how to \u003c/span>\u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?lang=en\">\u003cspan style=\"font-weight: 400;\">translate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> those captions into a student’s primary language, with Google Meet providing instantaneous translation in more than 100 languages. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Translate closed captions in a Google Meet! Empower your \u003ca href=\"https://twitter.com/hashtag/newcomers?src=hash&ref_src=twsrc%5Etfw\">#newcomers\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ells?src=hash&ref_src=twsrc%5Etfw\">#ells\u003c/a>. \u003ca href=\"https://twitter.com/hashtag/CAellchat?src=hash&ref_src=twsrc%5Etfw\">#CAellchat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ELLchat?src=hash&ref_src=twsrc%5Etfw\">#ELLchat\u003c/a> .\u003ca href=\"https://twitter.com/CalTog?ref_src=twsrc%5Etfw\">@CalTog\u003c/a> ..\u003ca href=\"https://twitter.com/cueinc?ref_src=twsrc%5Etfw\">@cueinc\u003c/a> \u003ca href=\"https://twitter.com/WeAreCTA?ref_src=twsrc%5Etfw\">@WeAreCTA\u003c/a> .\u003ca href=\"https://twitter.com/CALSAfamilia?ref_src=twsrc%5Etfw\">@CALSAfamilia\u003c/a> \u003ca href=\"https://twitter.com/hashtag/WeAreCUE?src=hash&ref_src=twsrc%5Etfw\">#WeAreCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SomosCUE?src=hash&ref_src=twsrc%5Etfw\">#SomosCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/GoogleEI?src=hash&ref_src=twsrc%5Etfw\">#GoogleEI\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MEX16?src=hash&ref_src=twsrc%5Etfw\">#MEX16\u003c/a> .\u003ca href=\"https://twitter.com/GoogleForEdu?ref_src=twsrc%5Etfw\">@GoogleForEdu\u003c/a> \u003ca href=\"https://t.co/kBNg1Aw1gT\">pic.twitter.com/kBNg1Aw1gT\u003c/a>\u003c/p>\n\u003cp>— Efraín Tovar, M.A.Ed (@efraintovarjr) \u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?ref_src=twsrc%5Etfw\">August 15, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Closed captions in itself helps all students, regardless if they’re English language learners or not, because some students are visual learners,” said Tovar. “It’s definitely an accessibility feature that everyone can benefit from.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar instructs the teachers at his school to decrease their rates of speech and use standard or academic English. These techniques improve the accuracy of the captioning and its translation. He teaches the students he works with how to turn on the service: as a user-based, rather than teacher-based, function, students need to enable it on their own. This, Tovar said, encourages students to take agency in their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This agency also comes into play with \u003c/span>\u003ca href=\"https://www.onenote.com/learningtools\">\u003cspan style=\"font-weight: 400;\">Immersive Reader\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a tool on Microsoft devices with similar browser extensions. It offers the ability to read entire articles out loud, to translate them to multiple languages and to hear each language read with natural inflections. Students can select individual words and find their definitions, translations and parts of speech. They can also hear words read aloud to learn their pronunciations, and attempt to pronounce the words on their own to receive feedback on accuracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While some students learning English might be reticent to ask how to pronounce or read a word in a classroom setting, the discreteness and privacy of this extension allows them to practice the word on their own and grants them the security of knowing the word before reading it aloud in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That has empowered students to take ownership of their own learning as they become better readers,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Pronunciation also comes into play with the self-publishing ebook program Tovar’s students use, \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400;\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They create ebooks in both their native language and English. While he began using this program prior to March 2020, he believes that the creativity required by the project was crucial for engaging students during virtual education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s an effective way that I have seen this year to get kids to become creators of content rather than just consumers of ELD worksheets, or worksheets in general,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students describe topics ranging from a provided picture to their personal career goals. A sample book might include a line in a primary tongue, followed by the same line in English, with audio narration accompaniment in both languages. Students who are unable to write in their native tongues can use a speech-to-text function. The project allows students to continue practicing their native language, important for validating students’ histories, cultures and home languages development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Language is tied to identity,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar’s school, Abraham Lincoln Middle, began using the translation tool within \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400;\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during the COVID-19 pandemic. With this, all parents are able to reach out to their children’s teachers via cell — in their primary languages. Parent Square translates this message to English for teachers, whose responses are then translated to the parent’s predominant language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A Pew Research \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/08/20/smartphones-help-blacks-hispanics-bridge-some-but-not-all-digital-gaps-with-whites/\">\u003cspan style=\"font-weight: 400;\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from 2019 found that Latinx and Black adults in the U.S. are more likely to have smartphones than traditional computers or broadband internet at home than white adults. By allowing parents to utilize tools that they have, schools can ensure that language and digital divides don’t prohibit parents from taking active roles in their children’s education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parent Square’s translate-texting function not only enables a cross-language two-way conversation, it might be more accessible for parents who are essential workers. When students don’t log in to virtual classes, Parent Square allows teachers to quickly text parents to notify them of an absence. This way, whether or not they’re at home, parents are able to hold their children accountable for showing up to online classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I hope we don’t go back. I hope the way we teach is different moving forward,” Tovar said. “Every single teacher, I would say, in the United States has beefed up their tech tools. And I think they realized that teachers can be creative as well, that technology is not a scary thing and that they can actually incorporate technology into their teaching.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers are making language more accessible by slowing down speaking rates in order to accurately caption and translate speech using Google Meet, along with several other strategies. ","status":"publish","parent":0,"modified":1713642424,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1463},"headData":{"title":"Tools That Help English Language Learners Online and In Person | KQED","description":"Teachers are making language more accessible by slowing down speaking rates in order to accurately caption and translate speech using Google Meet, along with several other strategies. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tools That Help English Language Learners Online and In Person","datePublished":"2021-08-11T06:40:54.000Z","dateModified":"2024-04-20T19:47:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/57787/tools-that-help-english-language-learners-online-and-in-person","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Heather Bradley is an ESOL (English for Speakers of Other Languages) teacher in Silver Spring, Maryland, where she teaches adult ESOL students. When the English proficiency assessment her program uses moved online several years ago, many of its corresponding course materials also went virtual, making her program’s transition to distance learning less difficult materials-wise. Yet towards the end of their first semester of virtual learning, Bradley began encouraging her students to write their notes on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The action of writing down new words by hand from the reading, rather than copy-pasting from devices, allowed her students to more thoughtfully consider each term. She found that her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, it also seemed to lessen the technology fatigue of her students overall. She pointed to the mental load posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400;\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,” Bradley said. “I feel like their stress factor lowers. And when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During periods of note taking, Bradley would turn off her screen share so that her Zoom screen would only include the video feeds of her students and herself. To her, this replicated the classroom feeling of being surrounded by peers working. When her students discussed what they wrote as a group after these quiet, collective periods, she said they were more engaged. With their notes on paper, students were only looking at their screens to look at each other. They didn’t toggle between their notes on screen and the class Zoom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For guided and independent reading notes alike, her students utilize the \u003c/span>\u003ca href=\"https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/\">\u003cspan style=\"font-weight: 400;\">Cornell Note Taking System\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which Bradley modeled for them. One student proposed adding a section for new words, and as a class, they determined where that section would fall on the page.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/nX-xshA_0m8'\n title='//www.youtube.com/embed/nX-xshA_0m8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“I have seen much improved reading skills, more applied reading skills, going back and rereading text, identifying those words that they don’t know,” Bradley said. “That dynamic of writing it down, thinking about it, having the opportunity to think about it very clearly and easily together in this session without having to navigate to multiple other tabs – yeah, it’s been really good.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bradley appreciated the ability to introduce her students to new types of technology or improve their technological skills, she also wanted to be cognizant of the potentially overwhelming effect of near-ceaseless technology on her students with less technological backgrounds. The comfort and cultural familiarity of paper for newcomers also played a role in her decision to encourage paper notes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It is a way for them if they are just learning that technology to feel competent and to feel good before transitioning to a computer, or just as an alternative way of showing what they know that’s more appropriate for them as learners,” Bradley said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Applying culturally competent techniques when teaching virtually is a priority for Efraín Tovar, an English Language Development (ELD) teacher in Selma, California. Tovar works specifically with newcomers — at his school, that’s students who have spent three years or less in the United States. His students predominantly speak Spanish, Punjabi or Arabic as their first language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual learning, Tovar taught his students how to enable closed captioning on Google Meet, as well as how to \u003c/span>\u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?lang=en\">\u003cspan style=\"font-weight: 400;\">translate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> those captions into a student’s primary language, with Google Meet providing instantaneous translation in more than 100 languages. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Translate closed captions in a Google Meet! Empower your \u003ca href=\"https://twitter.com/hashtag/newcomers?src=hash&ref_src=twsrc%5Etfw\">#newcomers\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ells?src=hash&ref_src=twsrc%5Etfw\">#ells\u003c/a>. \u003ca href=\"https://twitter.com/hashtag/CAellchat?src=hash&ref_src=twsrc%5Etfw\">#CAellchat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ELLchat?src=hash&ref_src=twsrc%5Etfw\">#ELLchat\u003c/a> .\u003ca href=\"https://twitter.com/CalTog?ref_src=twsrc%5Etfw\">@CalTog\u003c/a> ..\u003ca href=\"https://twitter.com/cueinc?ref_src=twsrc%5Etfw\">@cueinc\u003c/a> \u003ca href=\"https://twitter.com/WeAreCTA?ref_src=twsrc%5Etfw\">@WeAreCTA\u003c/a> .\u003ca href=\"https://twitter.com/CALSAfamilia?ref_src=twsrc%5Etfw\">@CALSAfamilia\u003c/a> \u003ca href=\"https://twitter.com/hashtag/WeAreCUE?src=hash&ref_src=twsrc%5Etfw\">#WeAreCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SomosCUE?src=hash&ref_src=twsrc%5Etfw\">#SomosCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/GoogleEI?src=hash&ref_src=twsrc%5Etfw\">#GoogleEI\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MEX16?src=hash&ref_src=twsrc%5Etfw\">#MEX16\u003c/a> .\u003ca href=\"https://twitter.com/GoogleForEdu?ref_src=twsrc%5Etfw\">@GoogleForEdu\u003c/a> \u003ca href=\"https://t.co/kBNg1Aw1gT\">pic.twitter.com/kBNg1Aw1gT\u003c/a>\u003c/p>\n\u003cp>— Efraín Tovar, M.A.Ed (@efraintovarjr) \u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?ref_src=twsrc%5Etfw\">August 15, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Closed captions in itself helps all students, regardless if they’re English language learners or not, because some students are visual learners,” said Tovar. “It’s definitely an accessibility feature that everyone can benefit from.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar instructs the teachers at his school to decrease their rates of speech and use standard or academic English. These techniques improve the accuracy of the captioning and its translation. He teaches the students he works with how to turn on the service: as a user-based, rather than teacher-based, function, students need to enable it on their own. This, Tovar said, encourages students to take agency in their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This agency also comes into play with \u003c/span>\u003ca href=\"https://www.onenote.com/learningtools\">\u003cspan style=\"font-weight: 400;\">Immersive Reader\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a tool on Microsoft devices with similar browser extensions. It offers the ability to read entire articles out loud, to translate them to multiple languages and to hear each language read with natural inflections. Students can select individual words and find their definitions, translations and parts of speech. They can also hear words read aloud to learn their pronunciations, and attempt to pronounce the words on their own to receive feedback on accuracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While some students learning English might be reticent to ask how to pronounce or read a word in a classroom setting, the discreteness and privacy of this extension allows them to practice the word on their own and grants them the security of knowing the word before reading it aloud in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That has empowered students to take ownership of their own learning as they become better readers,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Pronunciation also comes into play with the self-publishing ebook program Tovar’s students use, \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400;\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They create ebooks in both their native language and English. While he began using this program prior to March 2020, he believes that the creativity required by the project was crucial for engaging students during virtual education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s an effective way that I have seen this year to get kids to become creators of content rather than just consumers of ELD worksheets, or worksheets in general,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students describe topics ranging from a provided picture to their personal career goals. A sample book might include a line in a primary tongue, followed by the same line in English, with audio narration accompaniment in both languages. Students who are unable to write in their native tongues can use a speech-to-text function. The project allows students to continue practicing their native language, important for validating students’ histories, cultures and home languages development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Language is tied to identity,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar’s school, Abraham Lincoln Middle, began using the translation tool within \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400;\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during the COVID-19 pandemic. With this, all parents are able to reach out to their children’s teachers via cell — in their primary languages. Parent Square translates this message to English for teachers, whose responses are then translated to the parent’s predominant language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A Pew Research \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/08/20/smartphones-help-blacks-hispanics-bridge-some-but-not-all-digital-gaps-with-whites/\">\u003cspan style=\"font-weight: 400;\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from 2019 found that Latinx and Black adults in the U.S. are more likely to have smartphones than traditional computers or broadband internet at home than white adults. By allowing parents to utilize tools that they have, schools can ensure that language and digital divides don’t prohibit parents from taking active roles in their children’s education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parent Square’s translate-texting function not only enables a cross-language two-way conversation, it might be more accessible for parents who are essential workers. When students don’t log in to virtual classes, Parent Square allows teachers to quickly text parents to notify them of an absence. This way, whether or not they’re at home, parents are able to hold their children accountable for showing up to online classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I hope we don’t go back. I hope the way we teach is different moving forward,” Tovar said. “Every single teacher, I would say, in the United States has beefed up their tech tools. And I think they realized that teachers can be creative as well, that technology is not a scary thing and that they can actually incorporate technology into their teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57787/tools-that-help-english-language-learners-online-and-in-person","authors":["11603"],"categories":["mindshift_195"],"tags":["mindshift_388","mindshift_21343","mindshift_358","mindshift_962","mindshift_20851","mindshift_397","mindshift_21347","mindshift_21906"],"featImg":"mindshift_58269","label":"mindshift"},"mindshift_57448":{"type":"posts","id":"mindshift_57448","meta":{"index":"posts_1591205157","site":"mindshift","id":"57448","score":null,"sort":[1614241169000]},"guestAuthors":[],"slug":"millions-of-kids-learn-english-at-school-teaching-them-remotely-hasnt-been-easy","title":"Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy","publishDate":1614241169,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A year ago, the kindergartners learning English in Tanya Gan Lim's class were thriving. Back then, she'd bring in props and pictures to help her students learn the language and sound out words. Then she'd lavish them with praise, even if they stumbled, to build their confidence.\u003c/p>\n\u003cp>Lim teaches in Prince George's County Public Schools, just outside Washington, D.C. She is used to planning every minute of class, but that's harder to do now that class time is punctuated with frozen screens, garbled audio and children wandering away from the camera. Sometimes, her kindergartners don't have supplies. On a recent morning, Lim tells her class it's time for a writing exercise, and a little boy interrupts.\u003c/p>\n\u003cp>\"I need my book,\" he says plaintively. \"My mommy didn't bring it.\"\u003c/p>\n\u003cp>Needless to say, Lim's job teaching English has gotten a lot harder during the pandemic. How much harder? Lim laughs and says she can't quantify it. \"Maybe 10 times?\"\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgf.asp\">Five million\u003c/a> children in the U.S. rely on public schools to teach them English, and those kids have been hard hit by online schooling. Children learning English are more likely\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3290413/\"> to struggle in school and drop out, and\u003c/a> school districts in several states, including\u003ca href=\"https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/BVYM7659CD8F/%24file/Opening%20Schls%20Recovery%20Ed%20201203%20PPT.pdf\"> Maryland\u003c/a>,\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/BVJV847F7247/%24file/Q1%20Marks%20Rpt%20-%20v6%20lzh.pdf\"> Virginia\u003c/a> and\u003ca href=\"https://ca-times.brightspotcdn.com/e8/56/ea7c2fcb4e2da92db8bf436960f9/board-presentation-reopening.pdf\"> California\u003c/a>, already have data showing these students are falling further behind.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Among the challenges: There are \u003ca href=\"https://www2.ed.gov/rschstat/eval/title-iii/180414.pdf\">fewer resources\u003c/a> for teaching English learners remotely, and many English learners are less likely to have access to technology. Even in a school district like Prince George's, which has distributed free devices and mobile Wi-Fi units, these children may not have support at home to navigate technology.\u003c/p>\n\u003cp>Lim, a former English learner herself, says it is harder to build relationships and engage her students virtually. It's not like last year, when she saw them in the hallway or during lunch duty.\u003c/p>\n\u003cp>\"This year, I only get to interact with my class for 30 minutes and then we log out and that's it,\" Lim says.\u003c/p>\n\u003cp>When children are learning another language, she says, it's important for them to see nuances of communication, such as facial expressions and other non-verbal signs. But those are also harder to make out on a screen.\u003c/p>\n\u003cp>And Lim worries about her students when they go to their regular, online classes for the rest of the day. \"In the mainstream classrooms, they feel shy, they don't want to talk, they don't want to make mistakes,\" she says.\u003c/p>\n\u003cp>Ninth-grader Jimmy is self-conscious about his English skills. When he first moved to Prince George's from El Salvador, he knew just three phrases in English: \"Hello. How are you? Nice to meet you.\" (We aren't using Jimmy's last name to protect his privacy.)\u003c/p>\n\u003cp>Last year, when school was in-person, he said some kids picked on him because he didn't speak English well.\u003c/p>\n\u003cp>But he tried really hard, and he made a new friend who helped him with words he didn't understand. \"He's like my brother to me. He helped me a lot,\" Jimmy said.\u003c/p>\n\u003cp>Now with his school closed, Jimmy only sees his friend in his online class. And he's sometimes afraid to speak up, worried about what his classmates will think of his English.\u003c/p>\n\u003cp>\"Having one friend who speaks English well is a very, very good predictor of your grades,\" says Marcelo Suárez-Orozco, who has spent years researching immigrant youth. Now the chancellor of the University of Massachusetts Boston, Suarez-Orozco previously co-authored a study with his wife about the process of learning English.\u003c/p>\n\u003cp>\"Very few youth in our study could say they had one friend who was an English dominant speaker.\"\u003c/p>\n\u003cp>Those friendships have been even harder to foster in the age of social distancing.\u003c/p>\n\u003cp>Teachers worry students like Jimmy aren't hearing even casual English on the playground or at the bus stop. Many live in neighborhoods where they don't hear English spoken at all. That doesn't only impact students, for whom English can be a way to fit in — it can also affect families who rely on children's English skills.\u003c/p>\n\u003cp>Lim, the kindergarten teacher, has tried to adapt her lesson plans for remote learning. One new feature is a scavenger hunt in which she asks students to show the class one of their favorites things — she laughs out loud when one kindergartener drags a big plant in front of his computer screen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Lim still worries about her students, but says she's trying to accept there are some things that are out of her control. And she hopes to see at least some of them in April, when Prince George's schools are \u003ca href=\"https://www.washingtonpost.com/local/education/prince-georges-county-schools-reopen/2021/02/17/a153b876-7123-11eb-93be-c10813e358a2_story.html\">set to reopen\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Millions+Of+Kids+Learn+English+At+School.+Teaching+Them+Remotely+Hasn%27t+Been+Easy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"For children learning English, speaking the language can be a way to fit in. But teachers worry that remote learning means some students aren't hearing even casual English outside their classes.","status":"publish","parent":0,"modified":1614241169,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":812},"headData":{"title":"Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy - MindShift","description":"For children learning English, speaking the language can be a way to fit in. But teachers worry that remote learning means some students aren't hearing even casual English outside their classes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy","datePublished":"2021-02-25T08:19:29.000Z","dateModified":"2021-02-25T08:19:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57448 https://ww2.kqed.org/mindshift/?p=57448","disqusUrl":"https://ww2.kqed.org/mindshift/2021/02/25/millions-of-kids-learn-english-at-school-teaching-them-remotely-hasnt-been-easy/","disqusTitle":"Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy","nprByline":"Kavitha Cardoza","nprImageAgency":"Andrea D'Aquino for NPR","nprStoryId":"964420443","nprApiLink":"http://api.npr.org/query?id=964420443&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/02/24/964420443/millions-of-kids-learn-english-at-school-teaching-them-remotely-hasnt-been-easy?ft=nprml&f=964420443","nprRetrievedStory":"1","nprPubDate":"Wed, 24 Feb 2021 18:16:00 -0500","nprStoryDate":"Wed, 24 Feb 2021 12:00:00 -0500","nprLastModifiedDate":"Wed, 24 Feb 2021 16:44:47 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/02/20210224_atc_millions_of_kids_learn_english_at_school_teaching_them_remotely_hasnt_been_easy.mp3?orgId=1&topicId=1013&aggIds=812054919&d=268&p=2&story=964420443&ft=nprml&f=964420443","nprAudioM3u":"http://api.npr.org/m3u/1971105584-a07aa4.m3u?orgId=1&topicId=1013&aggIds=812054919&d=268&p=2&story=964420443&ft=nprml&f=964420443","path":"/mindshift/57448/millions-of-kids-learn-english-at-school-teaching-them-remotely-hasnt-been-easy","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/02/20210224_atc_millions_of_kids_learn_english_at_school_teaching_them_remotely_hasnt_been_easy.mp3?orgId=1&topicId=1013&aggIds=812054919&d=268&p=2&story=964420443&ft=nprml&f=964420443","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A year ago, the kindergartners learning English in Tanya Gan Lim's class were thriving. Back then, she'd bring in props and pictures to help her students learn the language and sound out words. Then she'd lavish them with praise, even if they stumbled, to build their confidence.\u003c/p>\n\u003cp>Lim teaches in Prince George's County Public Schools, just outside Washington, D.C. She is used to planning every minute of class, but that's harder to do now that class time is punctuated with frozen screens, garbled audio and children wandering away from the camera. Sometimes, her kindergartners don't have supplies. On a recent morning, Lim tells her class it's time for a writing exercise, and a little boy interrupts.\u003c/p>\n\u003cp>\"I need my book,\" he says plaintively. \"My mommy didn't bring it.\"\u003c/p>\n\u003cp>Needless to say, Lim's job teaching English has gotten a lot harder during the pandemic. How much harder? Lim laughs and says she can't quantify it. \"Maybe 10 times?\"\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgf.asp\">Five million\u003c/a> children in the U.S. rely on public schools to teach them English, and those kids have been hard hit by online schooling. Children learning English are more likely\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3290413/\"> to struggle in school and drop out, and\u003c/a> school districts in several states, including\u003ca href=\"https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/BVYM7659CD8F/%24file/Opening%20Schls%20Recovery%20Ed%20201203%20PPT.pdf\"> Maryland\u003c/a>,\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/BVJV847F7247/%24file/Q1%20Marks%20Rpt%20-%20v6%20lzh.pdf\"> Virginia\u003c/a> and\u003ca href=\"https://ca-times.brightspotcdn.com/e8/56/ea7c2fcb4e2da92db8bf436960f9/board-presentation-reopening.pdf\"> California\u003c/a>, already have data showing these students are falling further behind.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Among the challenges: There are \u003ca href=\"https://www2.ed.gov/rschstat/eval/title-iii/180414.pdf\">fewer resources\u003c/a> for teaching English learners remotely, and many English learners are less likely to have access to technology. Even in a school district like Prince George's, which has distributed free devices and mobile Wi-Fi units, these children may not have support at home to navigate technology.\u003c/p>\n\u003cp>Lim, a former English learner herself, says it is harder to build relationships and engage her students virtually. It's not like last year, when she saw them in the hallway or during lunch duty.\u003c/p>\n\u003cp>\"This year, I only get to interact with my class for 30 minutes and then we log out and that's it,\" Lim says.\u003c/p>\n\u003cp>When children are learning another language, she says, it's important for them to see nuances of communication, such as facial expressions and other non-verbal signs. But those are also harder to make out on a screen.\u003c/p>\n\u003cp>And Lim worries about her students when they go to their regular, online classes for the rest of the day. \"In the mainstream classrooms, they feel shy, they don't want to talk, they don't want to make mistakes,\" she says.\u003c/p>\n\u003cp>Ninth-grader Jimmy is self-conscious about his English skills. When he first moved to Prince George's from El Salvador, he knew just three phrases in English: \"Hello. How are you? Nice to meet you.\" (We aren't using Jimmy's last name to protect his privacy.)\u003c/p>\n\u003cp>Last year, when school was in-person, he said some kids picked on him because he didn't speak English well.\u003c/p>\n\u003cp>But he tried really hard, and he made a new friend who helped him with words he didn't understand. \"He's like my brother to me. He helped me a lot,\" Jimmy said.\u003c/p>\n\u003cp>Now with his school closed, Jimmy only sees his friend in his online class. And he's sometimes afraid to speak up, worried about what his classmates will think of his English.\u003c/p>\n\u003cp>\"Having one friend who speaks English well is a very, very good predictor of your grades,\" says Marcelo Suárez-Orozco, who has spent years researching immigrant youth. Now the chancellor of the University of Massachusetts Boston, Suarez-Orozco previously co-authored a study with his wife about the process of learning English.\u003c/p>\n\u003cp>\"Very few youth in our study could say they had one friend who was an English dominant speaker.\"\u003c/p>\n\u003cp>Those friendships have been even harder to foster in the age of social distancing.\u003c/p>\n\u003cp>Teachers worry students like Jimmy aren't hearing even casual English on the playground or at the bus stop. Many live in neighborhoods where they don't hear English spoken at all. That doesn't only impact students, for whom English can be a way to fit in — it can also affect families who rely on children's English skills.\u003c/p>\n\u003cp>Lim, the kindergarten teacher, has tried to adapt her lesson plans for remote learning. One new feature is a scavenger hunt in which she asks students to show the class one of their favorites things — she laughs out loud when one kindergartener drags a big plant in front of his computer screen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Lim still worries about her students, but says she's trying to accept there are some things that are out of her control. And she hopes to see at least some of them in April, when Prince George's schools are \u003ca href=\"https://www.washingtonpost.com/local/education/prince-georges-county-schools-reopen/2021/02/17/a153b876-7123-11eb-93be-c10813e358a2_story.html\">set to reopen\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Millions+Of+Kids+Learn+English+At+School.+Teaching+Them+Remotely+Hasn%27t+Been+Easy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57448/millions-of-kids-learn-english-at-school-teaching-them-remotely-hasnt-been-easy","authors":["byline_mindshift_57448"],"categories":["mindshift_21358"],"tags":["mindshift_358","mindshift_20851","mindshift_397","mindshift_21347"],"featImg":"mindshift_57449","label":"mindshift"},"mindshift_54045":{"type":"posts","id":"mindshift_54045","meta":{"index":"posts_1591205157","site":"mindshift","id":"54045","score":null,"sort":[1564985664000]},"guestAuthors":[],"slug":"coming-to-america-our-best-student-podcasts-about-immigration","title":"Coming To America: Our Best Student Podcasts About Immigration","publishDate":1564985664,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Fahmo Abdi and her family immigrated to the United States from Kenya, they lost contact with all of their loved ones. While living in a refugee camp, Abdi's mother decided to move her family to the United States in search of a better life. \"She knew she had to work hard to provide for us and [for] her family back home,\" Abdi recalls.\u003c/p>\n\u003cp>But once they arrived, it was difficult to stay in touch. After eight years of attempting to contact relatives in Kenya, Abdi's mother learned that her brother — Abdi's uncle — was still alive.\u003c/p>\n\u003cp>\"But he was really struggling and he was like a stranger,\" she says. \"Their relationship will never be the same.\"\u003c/p>\n\u003cp>Nevertheless, she still considers her family fortunate: \"Not every immigrant gets to find their loved ones alive.\"\u003c/p>\n\u003cp>Abdi is now a sophomore at Auburn Riverside High School, east of Tacoma in Washington State, and she tells her story in an entry for NPR's Student Podcast Challenge.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/581155650\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>It's one of many we received, out of nearly 6,000 total, that touched on the lives and experiences of immigrants: stories of students struggling with adapting to life in the U.S., or their journeys to get here, or, in some cases, reaching back a generation or two to learn about where they came from.\u003c/p>\n\u003cp>Here are some of the standout student podcasts about immigration.\u003c/p>\n\u003cp>\u003cstrong>My Mother, My Hero\u003c/strong>\u003c/p>\n\u003cp>In this podcast, a ninth grader, Souleymane Diallo, interviews 12th grader Marwa Ahmad Jamshid, 11th grader Bibi Amina Safi, and 10th grader Djeinabou Diallo about their countries of origin, their journey to the United States with, as the title suggests, a special focus on their mothers.\u003c/p>\n\u003cp>Their entry, submitted by teacher Jeremy Dudley of Albany International Center, in Albany, N.Y., concludes with a piece of advice for their listeners: \"Love your parents. We are so busy growing up, we often forget that they are also growing old.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/597972384\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>Between Two Worlds\u003c/strong>\u003c/p>\n\u003cp>\"Is it possible to strike a balance between competing ideologies?\"\u003c/p>\n\u003cp>This is the question that 11th graders Alina Naseer and Umema Siddiqui discuss with 12th grader Efrain Citle-Palestino in their podcast.\u003c/p>\n\u003cp>Focusing on \"the culture clash that exists between immigrants and their children,\" the first-generation students talk about hard work, sacrifice, pressure and rebellion — all in the context of their relationship with their parents.\u003c/p>\n\u003cp>This entry was edited by 10th grader Benjamin Joseph, and was submitted by teacher Justin Shepherd of Walt Whitman High School in Huntington Station, N.Y.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/598099953\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>Foreign Natives\u003c/strong>\u003c/p>\n\u003cp>Eleventh-graders Somya Thakur, Sakeena Badrane, Meryem Marasli, and Grace Lee are also first-generation Americans, and they explored what it's like to grow up in an immigrant family in their podcast.\u003c/p>\n\u003cp>With the guidance of teacher Dave Morris at North Allegheny Senior High School in Wexford, Pa., the students delve into the feeling of being \"stuck between two cultures.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/598595985\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>Stories from Arkansas\u003c/strong>\u003c/p>\n\u003cp>Inti Rios, a ninth grader when she created her podcast, introduced us to guests from all over the world, including South Africa, Mexico, El Salvador and Colombia. In an entry submitted by teachers Sam Slaton and Ian Heung of Thaden School, in Bentonville, Ark., Rios shared the immigration stories of immigrants who now call Arkansas home. She asks listeners to remember that, \"We are all people. Legal or illegal. And most of all, we are all equal.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/598988214\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>You can find out more information about the NPR Student Podcast Challenge \u003c/em>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. You can read more about the winners \u003c/em>\u003ca href=\"https://www.npr.org/2019/05/15/721729850/periods-why-these-eighth-graders-arent-afraid-to-talk-about-them\">\u003cem>here\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://www.npr.org/2019/05/15/722236763/the-town-that-hanged-an-elephant-is-now-working-to-save-them\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Coming+To+America%3A+Our+Best+Student+Podcasts+About+Immigration&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The NPR Student Podcast Challenge received dozens of submissions about immigration. The student podcasters shared their stories of hope, struggle and success.","status":"publish","parent":0,"modified":1564985664,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":792},"headData":{"title":"Coming To America: Our Best Student Podcasts About Immigration | KQED","description":"The NPR Student Podcast Challenge received dozens of submissions about immigration. The student podcasters shared their stories of hope, struggle and success.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Coming To America: Our Best Student Podcasts About Immigration","datePublished":"2019-08-05T06:14:24.000Z","dateModified":"2019-08-05T06:14:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54045 https://ww2.kqed.org/mindshift/?p=54045","disqusUrl":"https://ww2.kqed.org/mindshift/2019/08/04/coming-to-america-our-best-student-podcasts-about-immigration/","disqusTitle":"Coming To America: Our Best Student Podcasts About Immigration","nprImageCredit":"LA Johnson","nprByline":"Jacqueline Nkhonjera","nprImageAgency":"NPR","nprStoryId":"746677793","nprApiLink":"http://api.npr.org/query?id=746677793&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/08/03/746677793/coming-to-america-our-best-student-podcasts-about-immigration?ft=nprml&f=746677793","nprRetrievedStory":"1","nprPubDate":"Sat, 03 Aug 2019 08:57:00 -0400","nprStoryDate":"Sat, 03 Aug 2019 08:57:42 -0400","nprLastModifiedDate":"Sat, 03 Aug 2019 08:57:55 -0400","path":"/mindshift/54045/coming-to-america-our-best-student-podcasts-about-immigration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Fahmo Abdi and her family immigrated to the United States from Kenya, they lost contact with all of their loved ones. While living in a refugee camp, Abdi's mother decided to move her family to the United States in search of a better life. \"She knew she had to work hard to provide for us and [for] her family back home,\" Abdi recalls.\u003c/p>\n\u003cp>But once they arrived, it was difficult to stay in touch. After eight years of attempting to contact relatives in Kenya, Abdi's mother learned that her brother — Abdi's uncle — was still alive.\u003c/p>\n\u003cp>\"But he was really struggling and he was like a stranger,\" she says. \"Their relationship will never be the same.\"\u003c/p>\n\u003cp>Nevertheless, she still considers her family fortunate: \"Not every immigrant gets to find their loved ones alive.\"\u003c/p>\n\u003cp>Abdi is now a sophomore at Auburn Riverside High School, east of Tacoma in Washington State, and she tells her story in an entry for NPR's Student Podcast Challenge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/581155650&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/581155650'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>It's one of many we received, out of nearly 6,000 total, that touched on the lives and experiences of immigrants: stories of students struggling with adapting to life in the U.S., or their journeys to get here, or, in some cases, reaching back a generation or two to learn about where they came from.\u003c/p>\n\u003cp>Here are some of the standout student podcasts about immigration.\u003c/p>\n\u003cp>\u003cstrong>My Mother, My Hero\u003c/strong>\u003c/p>\n\u003cp>In this podcast, a ninth grader, Souleymane Diallo, interviews 12th grader Marwa Ahmad Jamshid, 11th grader Bibi Amina Safi, and 10th grader Djeinabou Diallo about their countries of origin, their journey to the United States with, as the title suggests, a special focus on their mothers.\u003c/p>\n\u003cp>Their entry, submitted by teacher Jeremy Dudley of Albany International Center, in Albany, N.Y., concludes with a piece of advice for their listeners: \"Love your parents. We are so busy growing up, we often forget that they are also growing old.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/597972384&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/597972384'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Between Two Worlds\u003c/strong>\u003c/p>\n\u003cp>\"Is it possible to strike a balance between competing ideologies?\"\u003c/p>\n\u003cp>This is the question that 11th graders Alina Naseer and Umema Siddiqui discuss with 12th grader Efrain Citle-Palestino in their podcast.\u003c/p>\n\u003cp>Focusing on \"the culture clash that exists between immigrants and their children,\" the first-generation students talk about hard work, sacrifice, pressure and rebellion — all in the context of their relationship with their parents.\u003c/p>\n\u003cp>This entry was edited by 10th grader Benjamin Joseph, and was submitted by teacher Justin Shepherd of Walt Whitman High School in Huntington Station, N.Y.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/598099953&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/598099953'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Foreign Natives\u003c/strong>\u003c/p>\n\u003cp>Eleventh-graders Somya Thakur, Sakeena Badrane, Meryem Marasli, and Grace Lee are also first-generation Americans, and they explored what it's like to grow up in an immigrant family in their podcast.\u003c/p>\n\u003cp>With the guidance of teacher Dave Morris at North Allegheny Senior High School in Wexford, Pa., the students delve into the feeling of being \"stuck between two cultures.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/598595985&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/598595985'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Stories from Arkansas\u003c/strong>\u003c/p>\n\u003cp>Inti Rios, a ninth grader when she created her podcast, introduced us to guests from all over the world, including South Africa, Mexico, El Salvador and Colombia. In an entry submitted by teachers Sam Slaton and Ian Heung of Thaden School, in Bentonville, Ark., Rios shared the immigration stories of immigrants who now call Arkansas home. She asks listeners to remember that, \"We are all people. Legal or illegal. And most of all, we are all equal.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/598988214&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/598988214'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>You can find out more information about the NPR Student Podcast Challenge \u003c/em>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. You can read more about the winners \u003c/em>\u003ca href=\"https://www.npr.org/2019/05/15/721729850/periods-why-these-eighth-graders-arent-afraid-to-talk-about-them\">\u003cem>here\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://www.npr.org/2019/05/15/722236763/the-town-that-hanged-an-elephant-is-now-working-to-save-them\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Coming+To+America%3A+Our+Best+Student+Podcasts+About+Immigration&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54045/coming-to-america-our-best-student-podcasts-about-immigration","authors":["byline_mindshift_54045"],"categories":["mindshift_193"],"tags":["mindshift_20822","mindshift_20646","mindshift_20851","mindshift_397","mindshift_20784","mindshift_1040","mindshift_74","mindshift_21166"],"featImg":"mindshift_54046","label":"mindshift"},"mindshift_50918":{"type":"posts","id":"mindshift_50918","meta":{"index":"posts_1591205157","site":"mindshift","id":"50918","score":null,"sort":[1524030814000]},"guestAuthors":[],"slug":"how-to-use-oral-presentations-to-help-english-language-learners-succeed","title":"How to Use Oral Presentations to Help English Language Learners Succeed","publishDate":1524030814,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.wiley.com/en-us/The+ELL+Teacher%27s+Toolbox%3A+Hundreds+of+Practical+Ideas+to+Support+Your+Students-p-9781119364955\">The ELL Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students\u003c/a>,” by Larry Ferlazzo and Katie Hull Sypnieski, with permission from the authors.\u003c/em>\u003c/p>\n\u003cp>Having the confidence to speak in front of others is challenging for most people. For English Language Learners, this anxiety can be heightened because they are also speaking in a new language. We’ve found several benefits to incorporating opportunities for students to present to their peers in a positive and safe classroom environment. It helps them focus on pronunciation and clarity and also boosts their confidence. This type of practice is useful since students will surely have to make presentations in other classes, in college, and/or in their future jobs. However, what may be even more valuable is giving students the chance to take these risks in a collaborative, supportive environment.\u003c/p>\n\u003cp>Presentations also offer students the opportunity to become the teacher—something we welcome and they enjoy! They can further provide valuable listening practice for the rest of the class, especially when students are given a task to focus their listening.\u003c/p>\n\u003cp>Research confirms that in order for ELLs to acquire English they must engage in oral language practice and be given the opportunity to use language in meaningful ways for social and academic purposes (Williams & Roberts, 2011). Teaching students to design effective oral presentations has also been found to support thinking development as “the quality of presentation actually improves the quality of thought, and vice versa” (Živković, 2014, p. 474). Additionally, \u003cstrong>t\u003c/strong>he Common Core Speaking and Listening Standards specifically focus on oral presentations. These standards call for students to make effective and well-organized presentations and to use technology to enhance understanding of them.\u003c/p>\n\u003cp>\u003cstrong>GUIDELINES AND APPLICATION \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Oral presentations can take many different forms in the ELL classroom—ranging from students briefly presenting their learning in small groups to creating a multi-slide presentation for the whole class. In this section, we give some general guidelines for oral presentations with ELLs. We then share ideas for helping students develop their presentation skills and describe specific ways we scaffold both short and long oral presentations.\u003c/p>\n\u003cp>We keep the following guidelines in mind when incorporating oral presentations into ELL instruction:\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.wiley.com/en-us/The+ELL+Teacher%27s+Toolbox%3A+Hundreds+of+Practical+Ideas+to+Support+Your+Students-p-x000995532\">\u003cimg class=\"alignright size-full wp-image-50958\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/toolboxbook.jpg\" alt=\"\" width=\"188\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/toolboxbook.jpg 188w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/toolboxbook-160x204.jpg 160w\" sizes=\"(max-width: 188px) 100vw, 188px\">\u003c/a>Topic\u003c/em>— It can be easier and more motivating for students speaking a new language to deliver presentations on topics they find meaningful and interesting. We try to give students opportunities to select their own topics as much as possible or to choose from a list of topics. It is also helpful for student presentations to be connected to a current unit of study. This enables them to apply new vocabulary, demonstrate their learning, and feel more confident in their knowledge.\u003c/p>\n\u003cp>\u003cem>Length\u003c/em>—We have students develop and deliver short presentations (usually 2-4 minutes) on a regular basis so they can practice their presentation skills with smaller, less overwhelming tasks. These presentations are often to another student or a small group. Once or twice a semester, students do a longer presentation (usually 5-8 minutes), many times with a partner or in a small group.\u003c/p>\n\u003cp>\u003cem>Novelty\u003c/em>—Mixing up how students present (in small groups, in pairs, individually) and what they use to present (a poster, a paper placed under the document camera, props, a slide presentation, etc.) can increase engagement for students and the teacher!\u003c/p>\n\u003cp>\u003cem>Whole Class Processing\u003c/em> -- We want to avoid students “tuning out” during oral presentations. Not only can it be frustrating for the speakers, but students also miss out on valuable listening practice. During oral presentations, and in any activity, we want to maximize the probability that all students are thinking and learning all the time. Jim Peterson and Ted Appel, administrators with whom we’ve worked closely, call this “whole class processing” (Ferlazzo, 2011, August 16) and it is also known as active participation. All students can be encouraged to actively participate in oral presentations by being given a listening task-- taking notes on a graphic organizer, providing written feedback to the speaker, using a checklist to evaluate presenters, etc.\u003c/p>\n\u003cp>\u003cem>Language Support\u003c/em>—It is critical to provide ELLs, especially at the lower levels of English proficiency, with language support for oral presentations. In other words, thinking about what vocabulary, language features and organizational structures they may need, and then providing students with scaffolding, like speaking frames and graphic organizers. Oral presentations can also provide an opportunity for students to practice their summarizing skills. When students are presenting information on a topic they have researched, we remind them to summarize using their own words and to give credit when using someone else’s words.\u003c/p>\n\u003cp>\u003cem>Technology Support\u003c/em>—It can’t be assumed that students have experience using technology tools in presentations. We find it most helpful using simple tools that are easy for students to learn (like Powerpoint without all the “bells and whistles” or Google Slides). We also emphasize to students that digital media should be used to help the audience understand what they are saying and not just to make a presentation flashy or pretty. We also share with our students what is known as “The Picture Superiority Effect”-- a body of research showing that people are better able to learn and recall information presented as pictures as opposed to just being presented with words (Kagan, 2013).\u003c/p>\n\u003cp>\u003cem>Groups\u003c/em>-- Giving ELLs the opportunity to work and present in small groups is helpful in several ways. Presenting as a group (as opposed to by yourself) can help students feel less anxious. It also offers language-building opportunities as students communicate to develop and practice their presentations. Creating new knowledge as a group promotes collaboration and language acquisition--an ideal equation for a successful ELL classroom!\u003c/p>\n\u003cp>\u003cem>Teacher feedback/student evaluation\u003c/em>--The focus of oral presentations with ELL students should be on the practice and skills they are gaining, not on the grade or “score” they are earning. Teachers can give out a simple rubric before students create their presentations. Then students can keep these expectations in mind as they develop and practice their presentations. The teacher, or classmates, can then use the rubric to offer feedback to the speaker. We also often ask students to reflect on their own presentation and complete the rubric as a form of self-assessment. \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher%E2%80%99s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png\">Figure 30.1 – “Presentation Peer Evaluation Rubric”\u003c/a>, developed by talented student teacher Kevin Inlay (who is now a teacher in his own classroom), is a simple rubric we used to improve group presentations in our ELL World History class.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-50920 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher%E2%80%99s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png\" alt=\"\" width=\"774\" height=\"926\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png 774w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-160x191.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-768x919.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-240x287.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-375x449.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-520x622.png 520w\" sizes=\"(max-width: 774px) 100vw, 774px\">\u003c/p>\n\u003cp>\u003cstrong>Teaching Presentation Skills\u003c/strong>\u003c/p>\n\u003cp>We use the following two lesson ideas to explicitly teach how to develop effective presentation skills:\u003c/p>\n\u003cp>\u003cstrong>LESSON ONE: Speaking and Listening Do’s and Don’ts \u003c/strong>\u003c/p>\n\u003cp>We help our students understand and practice general presentation skills through an activity we call Speaking and Listening “Do’s and Don’ts.” We usually spread this lesson out among two class periods.\u003c/p>\n\u003cp>We first ask students to create a simple T-chart by folding a piece of paper in half and labeling one side “Do” and the other side “Don’t.” We then post \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher%E2%80%99s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png\">Figure 30.2\u003c/a>\u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher%E2%80%99s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png\"> “Speaking Do’s and Don’ts”\u003c/a> on the document camera and display the first statement (the rest we cover with a blank sheet of paper).\u003c/p>\n\u003cp>We read the first statement, “Make eye contact with the audience,” and ask students if this is something they want to \u003cstrong>\u003cem>do\u003c/em>\u003c/strong> when they are giving a presentation or if it is something they \u003cstrong>\u003cem>don’t\u003c/em>\u003c/strong> want to do. Students write the statement where they think it belongs--under the “Do” column or “Don’t” Column. Students then share their answer with a partner and discuss why they put it in that column. After calling on a few pairs to share with the class, we move down the list repeating the same process of categorizing each statement as a “Do” or a “Don’t.” Students write it on their chart and discuss why it should be placed there.\u003c/p>\n\u003cp>After categorizing the statements for speaking, we give students \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher%E2%80%99s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png\">Figure 30.3 “Listening Do’s and Don’ts\u003c/a>.” We tell students to work in pairs to categorize the statements as something they \u003cstrong>\u003cem>do\u003c/em>\u003c/strong> or something they \u003cstrong>\u003cem>don’t\u003c/em> \u003c/strong>want to do when listening to a student presentation. This time, we ask students to make a quick poster with the headings “Do’s” and “Don’ts” for Listening. Under each heading students must list the corresponding statements--the teacher can circulate to check for accuracy. Students are asked to talk about why each statement belongs in each category and should be prepared to share their reasoning with the class. Students must also choose one “do” statement and one “don’t” statement to illustrate on their poster. Students can present their posters in small groups or with the whole class. This serves as a great opportunity to apply the speaking and listening “do’s” they just reviewed and heightens their awareness of the “don’ts!”\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-50921 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher%E2%80%99s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png\" alt=\"\" width=\"785\" height=\"831\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png 785w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-160x169.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-768x813.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-240x254.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-375x397.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-520x550.png 520w\" sizes=\"(max-width: 785px) 100vw, 785px\">\u003c/p>\n\u003cp>A fun twist, that also serves as a good review on a subsequent day, is to ask groups of students to pick two or three “do’s” and “don’ts” from both Speaking and Listening to act out in front of the class.\u003c/p>\n\u003cp>\u003cstrong>LESSON TWO Slide Presentations Concept Attainment\u003c/strong>\u003c/p>\n\u003cp>We periodically ask students to make slide presentations using PowerPoint or Google Slides to give them practice with developing visual aids (see the Home Culture activity later in this section). We show students how to make better slides, along with giving students the language support they may need in the form of an outline or sentence starters. An easy and effective way to do this is through Concept Attainment.\u003c/p>\n\u003cp>Concept Attainment involves the teacher identifying both \"good\" and \"bad\" examples of the intended learning objective. In this case, we use a PowerPoint containing three “good” slides and three “bad” ones (see them at \u003ca href=\"http://larryferlazzo.edublogs.org/2017/08/01/the-best-resources-for-teaching-students-the-differences-between-a-good-bad-slide/\">The Best Resources For Teaching Students The Difference Between A Good and a Bad Slide\u003c/a>).\u003c/p>\n\u003cp>We start by showing students the first example of a “good” or “yes” slide (containing very little text and two images) and saying, “This is a yes.” However, we don’t explain why it is a “yes.” Then we show a “bad” or “no” example of a slide (containing multiple images randomly placed with a very “busy background”), saying, “This is a no” without explaining why. Students are then asked to think about them, and share with a partner why they think one is a \"yes\" and one is a \"no.\"\u003c/p>\n\u003cp>At this point, we make a quick chart on a large sheet of paper (students can make individual charts on a piece of paper) and ask students to list the good and bad qualities they have observed so far. For example, under the “Good/Yes” column it might say “Has less words and the background is simple” and under the “Bad/No” column “Has too many pictures and the background is distracting.”\u003c/p>\n\u003cp>We then show the second “yes” example (containing one image with a short amount of text in a clear font) and the “no” example (containing way too much text and using a less clear font style). Students repeat the “think-pair-share” process and then the class again discusses what students are noticing about the “yes” and “no” examples. Then they add these observations to their chart.\u003c/p>\n\u003cp>Students repeat the whole process a final time with the third examples. The third “yes” example slide contains one image, minimal text and one bullet point. The third “no” example, on the other hand, contains multiple bullet points.\u003c/p>\n\u003cp>To reinforce this lesson at a later date, the teacher could show students more examples, or students could look for more “yes” and “no” examples online. They could continue to add more qualities of good and bad slides to their chart. See the Technology Connections section for links to good and bad PowerPoint examples, including the PowerPoint we use for this Concept Attainment lesson.\u003c/p>\n\u003cp>You can learn more about other presentations that support public speaking, such as home culture presentations, speed dating, talking points, top 5 and PechaKucha Book talks in our book, “\u003ca href=\"https://www.wiley.com/en-us/The+ELL+Teacher%27s+Toolbox%3A+Hundreds+of+Practical+Ideas+to+Support+Your+Students-p-9781119364955\">The ELL Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students\u003c/a>.”\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cimg class=\"alignleft wp-image-50966\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Larry-Ferlazzo-160x166.png\" alt=\"\" width=\"200\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-160x166.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-800x828.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-768x795.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-1020x1056.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-1180x1222.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-960x994.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-240x249.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-375x388.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-520x538.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo.png 1182w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cem>\u003ca href=\"http://larryferlazzo.edublogs.org/\">Larry Ferlazzo\u003c/a> has taught English Language Learners, mainstream and International Baccalaureate students at Luther Burbank High School in Sacramento for 15 years. He has authored eight books on education, hosts a popular blog for educators, and writes a weekly teacher advice column for \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">Education Week Teacher\u003c/a>. He was a community organizer for 19 years prior to becoming a high school teacher.\u003c/em>\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cimg class=\"alignleft wp-image-50957\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-160x151.jpeg\" alt=\"\" width=\"200\" height=\"188\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-160x151.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-800x753.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-768x723.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-240x226.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-375x353.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-520x490.jpeg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski.jpeg 894w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cem>Katie Hull Sypnieski\u003cb> \u003c/b>has worked with English Language Learners at the secondary level for over 20 years. She currently teaches middle school ELA and ELD at Rosa Parks K-8 School in Sacramento, California. She is a teaching consultant with the Area 3 Writing Project at the University of California, Davis and has leads professional development for teachers of ELLs. She is co-author (with Larry Ferlazzo) of \u003ca href=\"https://www.amazon.com/Teachers-Survival-Guide-Ready-Use/dp/1118095677\">The ESL/ELL Teacher’s Survival Guide\u003c/a> and \u003ca href=\"https://www.amazon.com/Navigating-Common-English-Language-Learners/dp/1119023009\">Navigating the Common Core with English Language Learners\u003c/a>.\u003c/em>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Speaking in front of an audience in a positive and safe classroom environment can help English Language Learners practice and learn. Veteran educators share helpful strategies from their book, \"The ELL Teacher's Toolbox.\"","status":"publish","parent":0,"modified":1524030814,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2311},"headData":{"title":"How to Use Oral Presentations to Help English Language Learners Succeed | KQED","description":"Speaking in front of an audience in a positive and safe classroom environment can help English Language Learners practice and learn. Veteran educators share helpful strategies from their book, "The ELL Teacher's Toolbox."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Use Oral Presentations to Help English Language Learners Succeed","datePublished":"2018-04-18T05:53:34.000Z","dateModified":"2018-04-18T05:53:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50918 https://ww2.kqed.org/mindshift/?p=50918","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/17/how-to-use-oral-presentations-to-help-english-language-learners-succeed/","disqusTitle":"How to Use Oral Presentations to Help English Language Learners Succeed","nprByline":"Larry Ferlazzo and Katie Hull Sypnieski","path":"/mindshift/50918/how-to-use-oral-presentations-to-help-english-language-learners-succeed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.wiley.com/en-us/The+ELL+Teacher%27s+Toolbox%3A+Hundreds+of+Practical+Ideas+to+Support+Your+Students-p-9781119364955\">The ELL Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students\u003c/a>,” by Larry Ferlazzo and Katie Hull Sypnieski, with permission from the authors.\u003c/em>\u003c/p>\n\u003cp>Having the confidence to speak in front of others is challenging for most people. For English Language Learners, this anxiety can be heightened because they are also speaking in a new language. We’ve found several benefits to incorporating opportunities for students to present to their peers in a positive and safe classroom environment. It helps them focus on pronunciation and clarity and also boosts their confidence. This type of practice is useful since students will surely have to make presentations in other classes, in college, and/or in their future jobs. However, what may be even more valuable is giving students the chance to take these risks in a collaborative, supportive environment.\u003c/p>\n\u003cp>Presentations also offer students the opportunity to become the teacher—something we welcome and they enjoy! They can further provide valuable listening practice for the rest of the class, especially when students are given a task to focus their listening.\u003c/p>\n\u003cp>Research confirms that in order for ELLs to acquire English they must engage in oral language practice and be given the opportunity to use language in meaningful ways for social and academic purposes (Williams & Roberts, 2011). Teaching students to design effective oral presentations has also been found to support thinking development as “the quality of presentation actually improves the quality of thought, and vice versa” (Živković, 2014, p. 474). Additionally, \u003cstrong>t\u003c/strong>he Common Core Speaking and Listening Standards specifically focus on oral presentations. These standards call for students to make effective and well-organized presentations and to use technology to enhance understanding of them.\u003c/p>\n\u003cp>\u003cstrong>GUIDELINES AND APPLICATION \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oral presentations can take many different forms in the ELL classroom—ranging from students briefly presenting their learning in small groups to creating a multi-slide presentation for the whole class. In this section, we give some general guidelines for oral presentations with ELLs. We then share ideas for helping students develop their presentation skills and describe specific ways we scaffold both short and long oral presentations.\u003c/p>\n\u003cp>We keep the following guidelines in mind when incorporating oral presentations into ELL instruction:\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.wiley.com/en-us/The+ELL+Teacher%27s+Toolbox%3A+Hundreds+of+Practical+Ideas+to+Support+Your+Students-p-x000995532\">\u003cimg class=\"alignright size-full wp-image-50958\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/toolboxbook.jpg\" alt=\"\" width=\"188\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/toolboxbook.jpg 188w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/toolboxbook-160x204.jpg 160w\" sizes=\"(max-width: 188px) 100vw, 188px\">\u003c/a>Topic\u003c/em>— It can be easier and more motivating for students speaking a new language to deliver presentations on topics they find meaningful and interesting. We try to give students opportunities to select their own topics as much as possible or to choose from a list of topics. It is also helpful for student presentations to be connected to a current unit of study. This enables them to apply new vocabulary, demonstrate their learning, and feel more confident in their knowledge.\u003c/p>\n\u003cp>\u003cem>Length\u003c/em>—We have students develop and deliver short presentations (usually 2-4 minutes) on a regular basis so they can practice their presentation skills with smaller, less overwhelming tasks. These presentations are often to another student or a small group. Once or twice a semester, students do a longer presentation (usually 5-8 minutes), many times with a partner or in a small group.\u003c/p>\n\u003cp>\u003cem>Novelty\u003c/em>—Mixing up how students present (in small groups, in pairs, individually) and what they use to present (a poster, a paper placed under the document camera, props, a slide presentation, etc.) can increase engagement for students and the teacher!\u003c/p>\n\u003cp>\u003cem>Whole Class Processing\u003c/em> -- We want to avoid students “tuning out” during oral presentations. Not only can it be frustrating for the speakers, but students also miss out on valuable listening practice. During oral presentations, and in any activity, we want to maximize the probability that all students are thinking and learning all the time. Jim Peterson and Ted Appel, administrators with whom we’ve worked closely, call this “whole class processing” (Ferlazzo, 2011, August 16) and it is also known as active participation. All students can be encouraged to actively participate in oral presentations by being given a listening task-- taking notes on a graphic organizer, providing written feedback to the speaker, using a checklist to evaluate presenters, etc.\u003c/p>\n\u003cp>\u003cem>Language Support\u003c/em>—It is critical to provide ELLs, especially at the lower levels of English proficiency, with language support for oral presentations. In other words, thinking about what vocabulary, language features and organizational structures they may need, and then providing students with scaffolding, like speaking frames and graphic organizers. Oral presentations can also provide an opportunity for students to practice their summarizing skills. When students are presenting information on a topic they have researched, we remind them to summarize using their own words and to give credit when using someone else’s words.\u003c/p>\n\u003cp>\u003cem>Technology Support\u003c/em>—It can’t be assumed that students have experience using technology tools in presentations. We find it most helpful using simple tools that are easy for students to learn (like Powerpoint without all the “bells and whistles” or Google Slides). We also emphasize to students that digital media should be used to help the audience understand what they are saying and not just to make a presentation flashy or pretty. We also share with our students what is known as “The Picture Superiority Effect”-- a body of research showing that people are better able to learn and recall information presented as pictures as opposed to just being presented with words (Kagan, 2013).\u003c/p>\n\u003cp>\u003cem>Groups\u003c/em>-- Giving ELLs the opportunity to work and present in small groups is helpful in several ways. Presenting as a group (as opposed to by yourself) can help students feel less anxious. It also offers language-building opportunities as students communicate to develop and practice their presentations. Creating new knowledge as a group promotes collaboration and language acquisition--an ideal equation for a successful ELL classroom!\u003c/p>\n\u003cp>\u003cem>Teacher feedback/student evaluation\u003c/em>--The focus of oral presentations with ELL students should be on the practice and skills they are gaining, not on the grade or “score” they are earning. Teachers can give out a simple rubric before students create their presentations. Then students can keep these expectations in mind as they develop and practice their presentations. The teacher, or classmates, can then use the rubric to offer feedback to the speaker. We also often ask students to reflect on their own presentation and complete the rubric as a form of self-assessment. \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher%E2%80%99s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png\">Figure 30.1 – “Presentation Peer Evaluation Rubric”\u003c/a>, developed by talented student teacher Kevin Inlay (who is now a teacher in his own classroom), is a simple rubric we used to improve group presentations in our ELL World History class.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-50920 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher%E2%80%99s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png\" alt=\"\" width=\"774\" height=\"926\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png 774w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-160x191.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-768x919.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-240x287.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-375x449.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.1-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-520x622.png 520w\" sizes=\"(max-width: 774px) 100vw, 774px\">\u003c/p>\n\u003cp>\u003cstrong>Teaching Presentation Skills\u003c/strong>\u003c/p>\n\u003cp>We use the following two lesson ideas to explicitly teach how to develop effective presentation skills:\u003c/p>\n\u003cp>\u003cstrong>LESSON ONE: Speaking and Listening Do’s and Don’ts \u003c/strong>\u003c/p>\n\u003cp>We help our students understand and practice general presentation skills through an activity we call Speaking and Listening “Do’s and Don’ts.” We usually spread this lesson out among two class periods.\u003c/p>\n\u003cp>We first ask students to create a simple T-chart by folding a piece of paper in half and labeling one side “Do” and the other side “Don’t.” We then post \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher%E2%80%99s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png\">Figure 30.2\u003c/a>\u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher%E2%80%99s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png\"> “Speaking Do’s and Don’ts”\u003c/a> on the document camera and display the first statement (the rest we cover with a blank sheet of paper).\u003c/p>\n\u003cp>We read the first statement, “Make eye contact with the audience,” and ask students if this is something they want to \u003cstrong>\u003cem>do\u003c/em>\u003c/strong> when they are giving a presentation or if it is something they \u003cstrong>\u003cem>don’t\u003c/em>\u003c/strong> want to do. Students write the statement where they think it belongs--under the “Do” column or “Don’t” Column. Students then share their answer with a partner and discuss why they put it in that column. After calling on a few pairs to share with the class, we move down the list repeating the same process of categorizing each statement as a “Do” or a “Don’t.” Students write it on their chart and discuss why it should be placed there.\u003c/p>\n\u003cp>After categorizing the statements for speaking, we give students \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher%E2%80%99s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png\">Figure 30.3 “Listening Do’s and Don’ts\u003c/a>.” We tell students to work in pairs to categorize the statements as something they \u003cstrong>\u003cem>do\u003c/em>\u003c/strong> or something they \u003cstrong>\u003cem>don’t\u003c/em> \u003c/strong>want to do when listening to a student presentation. This time, we ask students to make a quick poster with the headings “Do’s” and “Don’ts” for Listening. Under each heading students must list the corresponding statements--the teacher can circulate to check for accuracy. Students are asked to talk about why each statement belongs in each category and should be prepared to share their reasoning with the class. Students must also choose one “do” statement and one “don’t” statement to illustrate on their poster. Students can present their posters in small groups or with the whole class. This serves as a great opportunity to apply the speaking and listening “do’s” they just reviewed and heightens their awareness of the “don’ts!”\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-50921 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher%E2%80%99s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png\" alt=\"\" width=\"785\" height=\"831\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students.png 785w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-160x169.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-768x813.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-240x254.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-375x397.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Figure-30.2-30.3-The-ELL-Teacher’s-Toolbox-Hundreds-of-Practical-Ideas-to-Support-Your-Students-520x550.png 520w\" sizes=\"(max-width: 785px) 100vw, 785px\">\u003c/p>\n\u003cp>A fun twist, that also serves as a good review on a subsequent day, is to ask groups of students to pick two or three “do’s” and “don’ts” from both Speaking and Listening to act out in front of the class.\u003c/p>\n\u003cp>\u003cstrong>LESSON TWO Slide Presentations Concept Attainment\u003c/strong>\u003c/p>\n\u003cp>We periodically ask students to make slide presentations using PowerPoint or Google Slides to give them practice with developing visual aids (see the Home Culture activity later in this section). We show students how to make better slides, along with giving students the language support they may need in the form of an outline or sentence starters. An easy and effective way to do this is through Concept Attainment.\u003c/p>\n\u003cp>Concept Attainment involves the teacher identifying both \"good\" and \"bad\" examples of the intended learning objective. In this case, we use a PowerPoint containing three “good” slides and three “bad” ones (see them at \u003ca href=\"http://larryferlazzo.edublogs.org/2017/08/01/the-best-resources-for-teaching-students-the-differences-between-a-good-bad-slide/\">The Best Resources For Teaching Students The Difference Between A Good and a Bad Slide\u003c/a>).\u003c/p>\n\u003cp>We start by showing students the first example of a “good” or “yes” slide (containing very little text and two images) and saying, “This is a yes.” However, we don’t explain why it is a “yes.” Then we show a “bad” or “no” example of a slide (containing multiple images randomly placed with a very “busy background”), saying, “This is a no” without explaining why. Students are then asked to think about them, and share with a partner why they think one is a \"yes\" and one is a \"no.\"\u003c/p>\n\u003cp>At this point, we make a quick chart on a large sheet of paper (students can make individual charts on a piece of paper) and ask students to list the good and bad qualities they have observed so far. For example, under the “Good/Yes” column it might say “Has less words and the background is simple” and under the “Bad/No” column “Has too many pictures and the background is distracting.”\u003c/p>\n\u003cp>We then show the second “yes” example (containing one image with a short amount of text in a clear font) and the “no” example (containing way too much text and using a less clear font style). Students repeat the “think-pair-share” process and then the class again discusses what students are noticing about the “yes” and “no” examples. Then they add these observations to their chart.\u003c/p>\n\u003cp>Students repeat the whole process a final time with the third examples. The third “yes” example slide contains one image, minimal text and one bullet point. The third “no” example, on the other hand, contains multiple bullet points.\u003c/p>\n\u003cp>To reinforce this lesson at a later date, the teacher could show students more examples, or students could look for more “yes” and “no” examples online. They could continue to add more qualities of good and bad slides to their chart. See the Technology Connections section for links to good and bad PowerPoint examples, including the PowerPoint we use for this Concept Attainment lesson.\u003c/p>\n\u003cp>You can learn more about other presentations that support public speaking, such as home culture presentations, speed dating, talking points, top 5 and PechaKucha Book talks in our book, “\u003ca href=\"https://www.wiley.com/en-us/The+ELL+Teacher%27s+Toolbox%3A+Hundreds+of+Practical+Ideas+to+Support+Your+Students-p-9781119364955\">The ELL Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students\u003c/a>.”\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cimg class=\"alignleft wp-image-50966\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Larry-Ferlazzo-160x166.png\" alt=\"\" width=\"200\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-160x166.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-800x828.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-768x795.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-1020x1056.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-1180x1222.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-960x994.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-240x249.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-375x388.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-520x538.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Larry-Ferlazzo.png 1182w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cem>\u003ca href=\"http://larryferlazzo.edublogs.org/\">Larry Ferlazzo\u003c/a> has taught English Language Learners, mainstream and International Baccalaureate students at Luther Burbank High School in Sacramento for 15 years. He has authored eight books on education, hosts a popular blog for educators, and writes a weekly teacher advice column for \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">Education Week Teacher\u003c/a>. He was a community organizer for 19 years prior to becoming a high school teacher.\u003c/em>\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cimg class=\"alignleft wp-image-50957\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-160x151.jpeg\" alt=\"\" width=\"200\" height=\"188\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-160x151.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-800x753.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-768x723.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-240x226.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-375x353.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski-520x490.jpeg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Katie-Hull-Sypnieski.jpeg 894w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cem>Katie Hull Sypnieski\u003cb> \u003c/b>has worked with English Language Learners at the secondary level for over 20 years. She currently teaches middle school ELA and ELD at Rosa Parks K-8 School in Sacramento, California. She is a teaching consultant with the Area 3 Writing Project at the University of California, Davis and has leads professional development for teachers of ELLs. She is co-author (with Larry Ferlazzo) of \u003ca href=\"https://www.amazon.com/Teachers-Survival-Guide-Ready-Use/dp/1118095677\">The ESL/ELL Teacher’s Survival Guide\u003c/a> and \u003ca href=\"https://www.amazon.com/Navigating-Common-English-Language-Learners/dp/1119023009\">Navigating the Common Core with English Language Learners\u003c/a>.\u003c/em>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50918/how-to-use-oral-presentations-to-help-english-language-learners-succeed","authors":["byline_mindshift_50918"],"categories":["mindshift_193"],"tags":["mindshift_20851","mindshift_397","mindshift_20784","mindshift_1040","mindshift_21019","mindshift_21120","mindshift_21121"],"featImg":"mindshift_50924","label":"mindshift"},"mindshift_48363":{"type":"posts","id":"mindshift_48363","meta":{"index":"posts_1591205157","site":"mindshift","id":"48363","score":null,"sort":[1496380632000]},"guestAuthors":[],"slug":"using-music-and-rhythm-to-help-kids-with-grammar-and-language","title":"Using Music And Rhythm To Help Kids With Grammar And Language","publishDate":1496380632,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Reyna Gordon was an aspiring opera singer fresh out of college when she began contemplating the questions that would eventually define her career.\u003c/p>\n\u003cp>\"I moved to Italy when I finished my bachelor of music, and I started to take more linguistic classes and to think about language in the brain, and music in the brain,\" she says. \"What was happening in our brains when we were listening to music, when we were singing? What was happening in my brain when I was singing?\"\u003c/p>\n\u003cp>Those questions led her to a graduate program in neuroscience in Marseilles, France.\u003c/p>\n\u003cp>Today, Gordon is director of the \u003ca href=\"https://www.vumc.org/music-cognition-lab/\" target=\"_blank\" rel=\"noopener\">Music Cognition Lab\u003c/a> in the Department of Otolaryngology at Vanderbilt University Medical Center. She studies the connections between rhythm and grammar, and how rhythm and music training might help children with atypical language development.\u003c/p>\n\u003cp>Gordon \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/25195623\">has previously published research\u003c/a> showing a correlation in children between good rhythm skills and a good grasp of grammar. She found children who can detect rhythmic variations in music have an easier time putting sentences together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"One thing that rhythm and grammar have in common is that they both unfold over time, and our brains form expectancies about what's coming up based on what we just heard,\" says Gordon.\u003c/p>\n\u003cp>Consider the following sentence: The boy read the book that his mother gave to him. \"When we hear 'The boy read,' then we're expecting an object after that,\" Gordon says. \"Then when we hear 'The boy read the book \u003cem>that,\u003c/em>' then we're expecting an additional clause – something else about the book.\"\u003c/p>\n\u003cp>By age 5, Gordon says children typically understand and use complex sentences. But \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5075245/\">studies have shown\u003c/a> that about 7 percent of children have what's known as \u003ca href=\"https://www.nidcd.nih.gov/health/specific-language-impairment\">specific language impairment\u003c/a> or developmental language disorder, which hinders their language skills even though they have IQs in the normal range and don't have autism or hearing impairment.\u003c/p>\n\u003cp>It often goes undiagnosed. \"They have some grammar, but they haven't acquired it at the same rates as their peers,\" Gordon says. \"So expressing complex ideas, especially as they start to go through school, is difficult.\"\u003c/p>\n\u003cp>In her lab, Gordon studies children with and without language impairment. Some of the kids might already be seeing speech therapists. Gordon wants to see if, in addition, music and rhythm training can help them.\u003c/p>\n\u003cp>On a recent afternoon, 7-year-old Adalyn Patel paged through a picture book with research analyst Allison Aaron, who asked her to describe what she saw and offered prompts.\u003c/p>\n\u003cp>\"The dog ran to the door and was barking,\" Aaron said to Patel. \"What does the boy think? Start with 'He...'\"\u003c/p>\n\u003cp>Patel answered, \"He thinks the dog is barking at something that's, that's not there.\" A child with atypical language development might answer the same prompt with just a couple of words.\u003c/p>\n\u003cfigure id=\"attachment_48365\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48365\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Research analyst Allison Aaron and Assistant Professor Reyna Gordon are studying how music and rhythm training could help children who struggle with language development. Their work is part of Vanderbilt's Program for Music, Mind and Society. \u003ccite>(NPR/Andrea Hsu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In one rhythm test, kids listen to several musical rhythms and say whether they are the same or different. In another, they mimic a string of spoken syllables, with variations in timing and intonation.\u003c/p>\n\u003cp>Gordon and her team invite families of children who show weaknesses in these assessments to take part in a training program called\u003ca href=\"https://medschool.vanderbilt.edu/music-cognition-lab/can-music-training-help-children-develop-language-and-learning-skills\"> MILEStone\u003c/a>, or Music Impacting Language Expertise. It's a 5-month program the lab created that involves weekly Suzuki violin lessons and a weekly movement class.\u003c/p>\n\u003cp>\"There may be something that music training can do to help boost things. Maybe we're able to boost their auditory processing skills in the brain, or something about their rhythm sensitivity in their everyday listening to language, \" Gordon says. \"We don't know yet, so we actually have a whole series of questions to look at. And while we're in these initial stages I think that music is a fun thing, and if the families are enjoying it, it's a good program to do.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Gordon and her colleagues plan to present some initial findings from their research at \u003ca href=\"http://www.fondazione-mariani.org/en/neuromusic/conferences/boston-june-2017.html\">a conference on music, sound and health\u003c/a> in Boston this summer.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Using+Music+And+Rhythm+To+Help+Kids+With+Grammar+And+Language&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Researchers at Vanderbilt University Medical Center are studying how music and rhythm activities could help children who struggle with grammar and language development.","status":"publish","parent":0,"modified":1556749848,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":721},"headData":{"title":"Using Music And Rhythm To Help Kids With Grammar And Language | KQED","description":"Researchers at Vanderbilt University Medical Center are studying how music and rhythm activities could help children who struggle with grammar and language development.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using Music And Rhythm To Help Kids With Grammar And Language","datePublished":"2017-06-02T05:17:12.000Z","dateModified":"2019-05-01T22:30:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48363 https://ww2.kqed.org/mindshift/?p=48363","disqusUrl":"https://ww2.kqed.org/mindshift/2017/06/01/using-music-and-rhythm-to-help-kids-with-grammar-and-language/","disqusTitle":"Using Music And Rhythm To Help Kids With Grammar And Language","nprByline":"Robert Siegel and Andrea Hsu","nprImageAgency":"Andrea Hsu/NPR","nprStoryId":"530723046","nprApiLink":"http://api.npr.org/query?id=530723046&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/health-shots/2017/06/01/530723046/using-music-and-rhythm-to-help-kids-with-grammar-and-language?ft=nprml&f=530723046","nprRetrievedStory":"1","nprPubDate":"Thu, 01 Jun 2017 17:14:00 -0400","nprStoryDate":"Thu, 01 Jun 2017 17:04:00 -0400","nprLastModifiedDate":"Thu, 01 Jun 2017 17:07:15 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/06/20170601_atc_using_music_and_rhythm_to_help_kids_with_grammar_skills.mp3?orgId=1&topicId=1128&d=495&p=2&story=530723046&t=progseg&e=531016483&seg=4&ft=nprml&f=530723046","nprAudioM3u":"http://api.npr.org/m3u/1531099103-eb1dba.m3u?orgId=1&topicId=1128&d=495&p=2&story=530723046&t=progseg&e=531016483&seg=4&ft=nprml&f=530723046","audioTrackLength":496,"path":"/mindshift/48363/using-music-and-rhythm-to-help-kids-with-grammar-and-language","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/06/20170601_atc_using_music_and_rhythm_to_help_kids_with_grammar_skills.mp3?orgId=1&topicId=1128&d=495&p=2&story=530723046&t=progseg&e=531016483&seg=4&ft=nprml&f=530723046","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Reyna Gordon was an aspiring opera singer fresh out of college when she began contemplating the questions that would eventually define her career.\u003c/p>\n\u003cp>\"I moved to Italy when I finished my bachelor of music, and I started to take more linguistic classes and to think about language in the brain, and music in the brain,\" she says. \"What was happening in our brains when we were listening to music, when we were singing? What was happening in my brain when I was singing?\"\u003c/p>\n\u003cp>Those questions led her to a graduate program in neuroscience in Marseilles, France.\u003c/p>\n\u003cp>Today, Gordon is director of the \u003ca href=\"https://www.vumc.org/music-cognition-lab/\" target=\"_blank\" rel=\"noopener\">Music Cognition Lab\u003c/a> in the Department of Otolaryngology at Vanderbilt University Medical Center. She studies the connections between rhythm and grammar, and how rhythm and music training might help children with atypical language development.\u003c/p>\n\u003cp>Gordon \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/25195623\">has previously published research\u003c/a> showing a correlation in children between good rhythm skills and a good grasp of grammar. She found children who can detect rhythmic variations in music have an easier time putting sentences together.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"One thing that rhythm and grammar have in common is that they both unfold over time, and our brains form expectancies about what's coming up based on what we just heard,\" says Gordon.\u003c/p>\n\u003cp>Consider the following sentence: The boy read the book that his mother gave to him. \"When we hear 'The boy read,' then we're expecting an object after that,\" Gordon says. \"Then when we hear 'The boy read the book \u003cem>that,\u003c/em>' then we're expecting an additional clause – something else about the book.\"\u003c/p>\n\u003cp>By age 5, Gordon says children typically understand and use complex sentences. But \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5075245/\">studies have shown\u003c/a> that about 7 percent of children have what's known as \u003ca href=\"https://www.nidcd.nih.gov/health/specific-language-impairment\">specific language impairment\u003c/a> or developmental language disorder, which hinders their language skills even though they have IQs in the normal range and don't have autism or hearing impairment.\u003c/p>\n\u003cp>It often goes undiagnosed. \"They have some grammar, but they haven't acquired it at the same rates as their peers,\" Gordon says. \"So expressing complex ideas, especially as they start to go through school, is difficult.\"\u003c/p>\n\u003cp>In her lab, Gordon studies children with and without language impairment. Some of the kids might already be seeing speech therapists. Gordon wants to see if, in addition, music and rhythm training can help them.\u003c/p>\n\u003cp>On a recent afternoon, 7-year-old Adalyn Patel paged through a picture book with research analyst Allison Aaron, who asked her to describe what she saw and offered prompts.\u003c/p>\n\u003cp>\"The dog ran to the door and was barking,\" Aaron said to Patel. \"What does the boy think? Start with 'He...'\"\u003c/p>\n\u003cp>Patel answered, \"He thinks the dog is barking at something that's, that's not there.\" A child with atypical language development might answer the same prompt with just a couple of words.\u003c/p>\n\u003cfigure id=\"attachment_48365\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48365\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Research analyst Allison Aaron and Assistant Professor Reyna Gordon are studying how music and rhythm training could help children who struggle with language development. Their work is part of Vanderbilt's Program for Music, Mind and Society. \u003ccite>(NPR/Andrea Hsu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In one rhythm test, kids listen to several musical rhythms and say whether they are the same or different. In another, they mimic a string of spoken syllables, with variations in timing and intonation.\u003c/p>\n\u003cp>Gordon and her team invite families of children who show weaknesses in these assessments to take part in a training program called\u003ca href=\"https://medschool.vanderbilt.edu/music-cognition-lab/can-music-training-help-children-develop-language-and-learning-skills\"> MILEStone\u003c/a>, or Music Impacting Language Expertise. It's a 5-month program the lab created that involves weekly Suzuki violin lessons and a weekly movement class.\u003c/p>\n\u003cp>\"There may be something that music training can do to help boost things. Maybe we're able to boost their auditory processing skills in the brain, or something about their rhythm sensitivity in their everyday listening to language, \" Gordon says. \"We don't know yet, so we actually have a whole series of questions to look at. And while we're in these initial stages I think that music is a fun thing, and if the families are enjoying it, it's a good program to do.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Gordon and her colleagues plan to present some initial findings from their research at \u003ca href=\"http://www.fondazione-mariani.org/en/neuromusic/conferences/boston-june-2017.html\">a conference on music, sound and health\u003c/a> in Boston this summer.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Using+Music+And+Rhythm+To+Help+Kids+With+Grammar+And+Language&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48363/using-music-and-rhythm-to-help-kids-with-grammar-and-language","authors":["byline_mindshift_48363"],"categories":["mindshift_192"],"tags":["mindshift_21052","mindshift_20646","mindshift_397","mindshift_20784","mindshift_1040","mindshift_364"],"featImg":"mindshift_48364","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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