FALL 2020 OHIO Teaching English to Speakers of Other Languages TESOL JOURNAL Teaching English to Speakers of Other Languages BECOME AN OHIO TESOL MEMBER!

As we prepare to go back to school (in whatever form that may be) Perks of Membership I wanted to take a moment to invite you to renew your membership to Professional News: Interest Sections: Ohio TESOL. The current challenges The Ohio TESOL journal provides Participate in one or two of that we are facing make it all the news and information about events, our interest sections. Current more important to stay connected issues, and concerns of ESOL offerings include: with each other. We are very grate- professionals around the state. • K-12 Education ful to the many members who have Ohio TESOL maintains a close • Adult/Refugee Education been participating in our webinars, association with the Ohio Depart- • Applied Linguistics, Research meet-ups, and listserv discussions ment of Education, the LAU Center. and Teacher Education regarding virtual learning, resources, Keep up with current regulations, • Post-Secondary/Higher Education and advocacy. Through this collabo- trends, and practices. • Advocacy ration, we have created a document of resources that spans a dozen Professional Opportunities: Interest sections are groups that pages. We are currently planning Submit articles for publication in pertain to specific interests and/or additional professional development our Ohio TESOL Journal or present populations. Through separate list- in the form of webinars, meet-ups, at our conferences, webinars, or servs and members-only profession- and other virtual events. Discounts workshops. There are also opportu- al development and events, educa- to professional development and nities to serve as a board member, tors can network, compile resources, exclusive access to members-only liaison, or volunteer. review current practice and research, events are among the benefits of and seek support. Communication membership. Please review the oth- Professional Growth regarding current trends, career op- er additional benefits outlined below Opportunities: portunities, and resources is ongo- and visit www.ohiotesol.org to renew Be informed about state, region- ing throughout the year. your membership. al and national conferences and conventions related to the field of Professional recognition: If you have any questions, or I can ESOL. Attend conferences, webi- Nominate a colleague or apply for be of assistance to you, please do nars, workshops, and other learning a TESOL award. not hesitate to contact me: activities at a discounted rate. Sara J. Levitt Financial Support: Apply for a grant to attend a TESOL Ohio TESOL related conference or workshop. Membership Coordinator [email protected] Ohio TESOL Journal CONTENTS Fall 2020 Volume 12 • Issue 1 Advocacy Ohio TESOL Journal is published A Teacher’s Guide to Teaching Students Self-Advocacy 12 twice a year by Ohio TESOL.

Editor: Jennifer Fennema-Bloom Book & Tech Reviews Assistant Editor: Leijla Bilal Using English website 26 Editorial Advisory Board: They say/I say 27 John Haught Aaron Schwartz Ivan Stephano Professional Development Amy McKinney-Janev Removing Barriers through Language Objectives 18 Dana Weber Professional Learning Communities 22 Transitioning from Live to Online Instruction 24 Art Director: Anne Beekman

Printed by: Ohio State Uniprint Research To Subscribe: Subscriptions are Effects of Suppressing L1 Transfer on Teaching Articles free to all Ohio TESOL Members to Japanese English Learner 8 To become a member visit us at ohiotesolmoodle.org/site/members Teacher Candidate Journal Reflections 14

Facts and opinions published by the Ohio TESOL Journal express Teaching the research and opinions of the Academic Language Development of College ELs 6 respective authors. Authors are responsible for citing their sources Improving Vocabulary and Inspiring Creativity 30 and the accuracy of their references. Asset-Based Pedagogies 32 The editor and editorial advisory board cannot be held responsible for Online Teaching Resources 34 any lacks or possible violations of third parties’ rights.

Cover Photo by Jarol Nelson Location: Guayaquil, Ecuador

Submission Guidelines Ohio TESOL is a non-profit organization in support of institu- name and marker for identification (e.g. Hollingsworth_article, tions and individuals dedicated to the education of learners for Hollingsworth_diagram1, Hollingsworth_portrait). whom English is a non-native language within the State of Ohio and surrounding areas. Ohio TESOL Journal accepts previously Length of articles may vary upon type of submission category. unpublished articles of high interest to Ohio TESOL members No article is to exceed four pages in length. as defined by our intersection strands: P-12, Post Secondary/ Higher Education, Adult/Refugee Education, and Research • One page: 400 to 600 words and Teaching, within the following categories: research, • Two pages: 800 to 1,000 words advocacy, book reviews, professional development, teaching, • Three pages: 1,000 to 1,6000 words and district highlights. • Four pages: 1,600 to 2,000 words All articles submitted are to be error free, of original author- • Book Review: 800 to 1,000 words ship, and with references provided (if necessary) in APA Style. Images submitted (as a separate JPEG/PNG file) must be of original work and taken in high resolution. The size may be no If charts, diagrams, photos, or references are required, smaller than business card. please reduce the word count to compensate. When making a submission please use our on-line submission system, saving each attached file with the primary author’s last For more detailed guidelines please visit: ohiotesolmoodle.org From the President

Greetings! When I arrived in Ohio in 2005, I quickly became involved with Ohio TESOL, volunteered and presented over the years, and eventually became a member of the board. Obviously, nothing could have prepared us for the 2020 Covid-19 pandemic and the upending of education as we know it. The response from educators like you has been amazing.

As your 2020 president, I have the great fortune to work with an amazing John Haught group of professionals that make up your Ohio TESOL board of directors. Ohio TESOL President Our English Learner population and their families face unique challenges John Haught is Professor of Applied in providing effective remote learning and access to online resources. Linguistics and TESOL at Wright State University in Dayton, Ohio. He is the Many of you have stood up and responded with innovative means for author of Sociocultural Theory and Language Learning as Performance, a helping your students. retrospective of his research in teaching English through the performing arts in different cultures and age groups. Ohio TESOL quickly realized that innovation was needed and we are discussing and working on ways to re-imagine the purpose of Ohio TESOL. We are more than just a convention. We are working to become an educational resource for EL teachers and families to turn to for resources and advocacy. Many of our members are already creating content and advocating at local, regional, state, and national levels. We are all in We need and this together. invite your We need and invite your support. At the beginning of August, we will be support. launching a number of online initiatives and will be starting a membership drive. Professional development activities will start as early as the beginning of the new school year. As we enter this new and exciting journey as a professional organization, I hope you will join us for this exciting new chapter.

Best wishes and please be well, Dr. John Haught

4 Ohio TESOL Journal Dear Readers,

With both Covid-19 and government policies on immigration wreaking havoc on our sense of normalcy, Ohio TESOL is working hard to connect with our membership to provide meaningful experiences and support. Since quarantine, our interest sections have conducted meet-ups and avenues for sharing ideas and we are currently planning an online webinar series in lieu of our annual conference this year, as well as further virtual professional development opportunities. However, Ohio TESOL is only as strong as our Jennifer Fennema-Bloom membership and thus we are establishing a membership drive that begins Ohio TESOL Journal Editor in August. Please check our website and your e-mails periodically for updates Dr. Fennema-Bloom has served on how to become an Ohio TESOL member. on the board in various capacities since 2015. She is currently an Associate Professor and the Director As educational professionals I know you are working hard to provide your of undergraduate and graduate TESOL and Applied Linguistics at students with the education and stability they need for success, but I would the University of Findlay. like to remind you to also take care of yourselves. Self-care is even more important these days, so please make sure you are mindful of your own needs and that you take the time you need to rest and recharge.

This journal issue has been long anticipated. Most of the articles contained within were submitted before the pandemic struck our state and nation. I thank you and the authors who contributed to this issue for your patience Ohio TESOL as we worked to get this issue to print. As always, I encourage you is only as (whether you are a student, teacher, advocate or professor) to write for the Ohio TESOL Journal. strong as our

Be safe and fight the good fight. As Katie Reed said: “Self-care is giving membership the world the best of you, instead of what is left of you”

Fall 2020 5 TEACHING n HIGHER EDUCATION

Wenli Zhang

Understanding and Fostering Academic Language Development of College ELs

Current Issues therefore, can help university instructors to understand International students from non-English speaking struggles and challenges college ELs confront (Schleppe- countries, also regarded as English Learners (ELs), in grell, 2006). It will also provide instructors with a guide to U.S. universities are facing a variety of challenges and assist ELs’ academic language development, thus foster- difficulties impeding their academic development(Major, ing their academic performance. As Schleppegrell (2006) 2005). Although the majority of international college explains, academic language can be characterized by: students have already developed a particular level of n communicative English before coming to the United Dense information: academic texts usually carry much information, and States, their academic English language proficiency is key information is deeply embedded; still emerging and developing. Accordingly, they are n Abstraction: emergent bilinguals in academic fields, and additional academic language is highly decontextualized; support is needed to cope with academic linguistic n Multiple semiotic systems: demands, such as lecture comprehension, note content knowledge constructed in academic lan- taking, and other academic study related activities guage is often delivered multi-semiotically (e.g. symbolic language and oral explanations); (Lee, Farruggia, & Brown, 2013). n Organizational expectations: students are expected to organize their writing in a specific genre in a particular study field; Considering that ELs’ language n Technicality: development grows along with their students are expected to know well enough to be academic development, academic able to use technical language in their writing and speaking; language competence is critical to n (Garcia, 2009) Appropriate “voice”: their academic study. students are expected to adopt a certain stance and take up authority when presenting information as experts. Academic Language Features Given the fact that “every teacher is a language teach- Due to the complexity and variation of these features, er” (Echevarria & Graves, 2015, p. 73), university instructors academic texts should be instructed explicitly by instruc- are expected to consider college ELs’ linguistic devel- tors to college ELs so that they will get familiar with and opment needs while preparing and selecting course gradually master the academic language in their fields materials. An overview of academic language features, (Baker, 2011; Garcia, 2009).

6 Ohio TESOL Journal TEACHING n HIGHER EDUCATION

Recommendations Moreover, instructors are also Conclusion A list of recommendations are recommended to reflect on their Academic language takes longer offered for university instructors teaching. Through reflection, they time and more effort to develop to support and promote college become more aware of their in- than communicative language, ELs’ academic language learning structions, especially language use. and a high proficiency level of Valdes, Bunch, Snow, Lee and effectively: communicative English does not Matos (2005) argue that it is signif- indicate an equal level of academic n clarify the purpose of lessons icant for educators to reflect on and define the terms used in English language. Thus, university personal language practice, and courses instructors should not make assump- educators’ self-reflection on lan- n choose appropriate and suf- tions about ELs’ academic language ficient explanations of course guage practice would effectively proficiency merely based on their materials support ELs’ academic language communicative English proficiency. n anticipate and plan for stu- development. Consequently, self- Additional attention and support dents’, especially ELs’, academic reflection is believed to inspire in- language needs structors to make changes to meet- should be invested to ensure col- n take students’ feedback into ing EL’s needs (Walkington, Christensen, & lege ELs’ equitable access to course consideration when preparing content and materials as well as sub- for courses Kock, 2001). Regarding the vital role of sequent academic success. n n use multiple modes to present self-reflection, university instructors course content, such as using are also recommended to: visual mediations (e.g., pictures, chemical models, notes, and so n constantly self-reflect on forth) for topic vocabularies language practice; n encourage questions from n video/audio record one’s own students, especially ELs class if possible n provide sufficient opportunities n keep teaching dairies if possible for students, especially ELs, to Wenli Zhang is a doctoral candidate in n conduct peer observations, practice academic vocabulary Department of Teaching & Learning at the share issues with colleagues, Ohio State University. Her research interests n Offer office hours for one-on- and collaboratively address include teacher education and bilingualism. one support. those issues.

REFERENCES Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol, UK: Multilingual Matters. Echivarria, J. J., & Gaves, A. W. (2015). Sheltered content instruction: Teaching English learners with diverse abilities. Boston, MA: Pearson. Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell. Lee, B., Farruggia, S. P., & Brown, G. T. L. (2013). Academic difficulties encountered by East Asian international university students in New Zealand. Higher Education Research & Development, 32 (6), 915-931. Major, E. M. (2005). Co-national support, cultural therapy and the adjustment of Asian students to an English-speaking university culture. International Educational Journal, 6 (1), 84-95. Valdés, G., Bunch, G., Snow, C., Lee, C., & Matos, L. (2005). Enhancing the development of students’ language(s). In L. Darling-Hammond & J. Bransfor (Eds.), Prepar- ing teachers for a changing world: What teachers should learn and be able to do (pp. 126-168). San Francisco, CA: Jossey-Bass. Walkington, J., Christensen, H. P., & Kock, H. (2001). Developing critical reflection as a part of teaching training and teaching practice. European Journal of Engineer- ing Education, 26 (4). 343-350. Schleppegrell, M.J. (2006). The challenges of academic language in school subjects. In I. Lindberg & K. Sandwall (Eds.), Spr̊aket Och Kunskapen: Att Lara Pa Sitt Andrasprak I Skola Och Hogskola (pp. 47–69). Goteborg, Sweden: Goteborgs Universitet Institutet.

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Takumi Kosaka and Aoi Kamito Effects of Suppressing L1 Transfer

is briefly described as follows. The on Teaching Articles to indefinite articles (a/an) are used in a condition when knowledge in Japanese English Learners a sentence is not specific for both the speaker/writer and the listener/ reader, and it is not assumed by the Teaching English grammar is chal- nese English learners, which is one listener/reader; in other words, the lenging for ESL teachers especially of the most challenging grammar relationship between SR and HK when first languages (L1) of their points to teach, and report on effec- is [-SR, -HK]. In addition, when the students are not cognate to English tiveness of a teaching approach to knowledge is specific for the speak- suppress semantic and syntactic L1 such as Japanese. Some grammar er/writer, but it is not known by transfer from Japanese to English. the listener/reader (in a [+SR, -HK] errors made by English learners who condition), the indefinite articles are speak Japanese are mostly caused Review of Literature used. On the other hand, the defi- by interference from their L1 (Folse, There is a plethora of rules of En- nite article (the) is used under [+SR, 2009); thus, suppressing L1 transfer glish article use; however, based on +HK] and [-SR, +HK] conditions; that could facilitate their L2 acquisition. Huebner’s semantic wheels (1985): is, it is used when the knowledge is In this research, we zero in on errors ±Specific Reference (±SR) and identified by the listener/reader. in English articles made by Japa- ±Hearer’s Knowledge (±HK), the use Butler (2002) studied usage of the articles by Japanese English learn- ers. In her study, 80 Japanese English learners were divided into three groups based on their English proficiency, and they took a fill-in-ar- ticle-test. She reported that errors in article use caused by misdetection of SR reduced from the beginner to advanced group; however, there was not a notable reduction in errors made by misdetection of the HR, and the was overused by all the participants, be it at the beginner, intermediate, or advanced level.

As per Hinds (1987), Japanese is

8 Ohio TESOL Journal RESEARCH n n n n n n n n n n n n

categorized into a type of “Reader TABLE 1: Material to suppress L1 transfer from Japanese to English Responsibility” and English is one of the “Writer Responsibility” types. That is, in Japanese, the reader is responsible for understanding what the writer intends to talk about; on the other hand, it is totally opposite Materials provided to suppress L1 transfer and in English. As such, since the writer Pre- and post-tests were devel- to have the participants consider the makes the knowledge specific even oped by the authors. Each test was use of articles from the perspectives if it is not assumed by the reader, comprised of 40 fill-in-the-article- of both the speaker/writer and the Japanese English learners tend to questions using sentences randomly hearer/reader so that Specificity of associate “Specificity” with the. extracted from textbooks used the speaker/writer was not associ- Based on the study by Hinds, Ito at public middle and high schools ated to the (see Table 1). They were concluded that article errors (partic- in Japan and an instructional book asked to read the material between ularly overuse of the) by Japanese of articles (Inoura, 2016). The tests the pre- and post-test and to use English learners are caused by were divided into two parts: the table for the post-test. semantic and syntactic L1 transfer (1) short sentence section (e.g., (2014). I’d like to buy [ ] wine you told me Results and Discussion about.) and (2) story section Table 2 shows the proportion of Method (approximately 150 words) in which article use by the participants. In the Participants shortened stories taken from the intermediate group, a mean propor- The subjects were nine intermediate textbooks were used. The maximum tion of the on the pre-test was 51%, Japanese English learners who lived score of each section was 20 and that of a/an was 49%. Although in Japan, and the mean length of (i.e., 20 + 20 = 40 points in total), there was not a significant difference living in English speaking countries and each section had 10 definite between them, t(9) = 1.10, p = 0.30, was 7.0 months (SD = 4.36). All of and 10 indefinite articles for they tended to slightly overuse the. them graduated from Japanese answers; however, the participants Meanwhile, on the post-test, that universities and studied English as were not informed about the of the was 46% and that of a/an a primary major or secondary major. number. They were permitted to was 54%, and there was a signifi- In addition, data from six advanced use a dictionary during the tests cant difference in the proportion learners were collected. They were because it was necessary to compre- of use, t(9) = -2.73, p = 0.03. Delta enrolled in or had graduated from hend the sentences. of the means of using the between higher education in either the U.K. the pre- and post-test was 5%, t(9) or the U.S. Their mean length of Material to suppress L1 transfer from = 3.62, p = 0.007, indicating that living in those countries was 2.83 Japanese to English was developed. those learners seemed to associate years (SD = 0.98). No one in the In the material, basic rules of how [+HK] to the, but not to [+SR] on the intermediate group had achieved to use the English articles are briefly post-test. There was no significant 550 on the TOEFL ITP; meanwhile, described with some examples. difference in the advanced group; the advanced learners had achieved Furthermore, a table was devel- however, they tended to slightly the score and more or equivalent oped based on Ionin, Zubizarreta, overuse a/an on the both tests, indi- English proficiency. and Maldonado (2008, p.p. 558) and cating that —continued on next page

Fall 2020 9 L1 Transfer — continued from previous page

TABLE 2: Proportion of English article use (Definite : Indefinite)

they seemed to associate [+HK] Even though the story section of test. That is, once those learners to the as do native speakers. the intermediate group was neither learned to associate [+HK] to the, The result of the advanced group significantly nor statistically different they depended on the contexts of was not completely in line with between the tests, the Cohen’s d of the sentences; as a result, they were Butler’s study (2002). In summary, the section of the advanced group confused since the short sentences the instruction was effective on was 1.03, and that of the short did not provide them with abundant suppressing syntactic and semantic sentence section of the intermediate contexts to decide who was the L1 transfer from Japanese to English group was 1.38; therefore, it can be speaker/writer and the listener/read- in the intermediate group. considered that the instruction was er. As pedagogical considerations, effective to some extent on improv- a lot of grammar books provide Table 3 shows the effectiveness of ing those participants’ article use. learners with fill-in-article-questions instruction by comparing test perfor- Furthermore, the total score of the of short sentences without abun- mance with the pre- and post-tests. post-test of the intermediate group dant contexts; however, the type There was no significant difference (37.67) went up to the same score of of questions is assumed to make it in the total score between the the advanced group on the pre-test more complicated for learners to pre- and post-test in either group. (37.67), which means that there was acquire how to properly use English Nevertheless, in the intermediate an immediate effect on improving articles because contexts are rare- group, mean scores of the story article use of the intermediate ly given in those questions. Thus, section were 17.56 (SD = 1.42) on group to the same level as the article practice with contexts needs the pre-test and 19.56 (SD = 0.73) advanced group. to be provided to Japanese (and on the post-test, and there was a other languages) English learners for significant difference in the scores, After the tests, some participants facilitating the acquisition of the use t(9) = -4.15, p = 0.004, Cohen’s d = reported that they were confused in the classroom. 1.86, indicating that the instruction about how to recognize the speak- had a positive effect on improving er/writer and listener/reader in the their article use. short sentence section on the post-

10 Ohio TESOL Journal L1 Transfer — continued from previous page

Conclusion had to take the post-test immedi- the differences of countable or un- This research reported that the ately. Second, in the tests, they were countable nouns in the future. n instruction to suppress semantic and not asked to discern whether nouns syntactic L1 transfer from Japanese were countable or uncountable. to English had a positive effect on Ascertaining the difference is chal- Takumi Kosaka is an MA student in TESOL at Ohio Dominican University. His research improving article use by Japanese lenging for those learners as well. It interests include functions of working memo- English learners particularly in the should be addressed to what extent ry for language acquisition and CLIL. intermediate group. Nevertheless, to keep using the instruction for a Aoi Kamito is currently an MA candidate there were limitations in this study. longer term makes their article use in TESOL at Ohio Dominican University. First, the participants were not given more proper or native-like as well Her general research area is bilingualism and any practice after the instruction and as how to instruct them to discern second language acquisition.

TABLE 3: Comparisons of test performance by pre- and post-tests

REFERENCES Butler, Y. G. (2002). Second Language Learners’ Theories on the Use of English Articles: An Analysis of the Metalinguistic Knowledge Used by Japanese Students in Acquiring the English Article System. Studies in Second Language Acquisition. 24(3). p.p. 451-480. doi: https://doi.org/10.1017/S0272263102003042 Foles, S. K. (2009). Keys to Teaching Grammar to English Language Learners: Practical Handbook (2nd ed.). Ann Arbor: The University of Michigan Press. Hinds, J. (2001). Reader versus writer responsibility: A new typology. Landmark essays on ESL writing, 17, p.p. 63-73. Retrieved from https://books.google.com/ books?hl=en&lr=&id=3VHfAQAAQBAJ&oi=fnd&pg=PA63&dq=Hinds,+J.+(2001).+Reader+versus+writer+responsibility:+A+new+typology.+Landmark+es- says+on++ESL+writing,+17,+p.p.+63-73.&ots=LjpKrTabjL&sig=MIUzDBvJARUphxUOvdP5aAYglHM#v=onepage&q&f=false Inoura, M. (2016). Eigo kanshi daikouza [The lecture of English articles]. Tokyo: DHC. Ito, M. (2014). Nihonjin Eigo Gakushusha ni yoru Teikanshi the no Kajoshiyou ni Tsuite [Regarding overuse of a definite article “the” by Japanese English Learners]. Kyushu International University Liberal Arts Center. p.p. 1-19. Retrieved from file:///C:/ Users/tksk1/Downloads/kyoyo20-2_3-001ito%20(2).pdf Klammer, P. T., Schulz, R. M. & Volpe, D. A. (2007). Analyzing English Grammar (7th ed.). New Jersey: Pearson Education, Inc. Ionin, T., Zubizarreta, M. L. & Maldonado, S. (2008). Sources of linguistic knowledge in the second language acquisition of English articles. Lingua. 118. p.p. 554-576. doi: 10.1016/j.lingua.2006.11.012

Fall 2020 11 ADVOCACY n n n n n n n n n n n n n n n n n n

Emily Day and Josephine Prado In the Classroom A Teacher’s Guide to Teaching Students Self-Advocacy

Yesterday, Saaid came to my class- and become self-advocates. How- cy, self-advocacy, self-determination, room and said, “Hey, Mrs. Day I ever, little information exists in the and empower. just finished my [ACCESS] test. literature on teaching English Learn- I wanted to tell you that I feel like ers to be self-advocates. Can self- Step 2: Teach the Laws, Rules and I did really good on my writing test- advocacy skills be taught? Special Systems for Your Educational Setting much better than last year. But the Education teachers will tell you that What federal laws would be help- speaking- not so much. It started teaching self- advocacy has been a ful for your students so they can out good, but then I couldn’t even standard best practice for more than advocate effectively? (I generally tell what they said and I froze. I was twenty years. teach the Civil Rights Act, Lau v. wondering if you wanted me to go Nichols, Castenada vs. Pickard, and ahead and write something for you Below is a framework that I have the ADA.) What societal norms do so I could start planning my next been using in my special education students need to know to advocate meeting. I can let Ms. Miller know classroom for both special educa- effectively? Reflect on these laws I am in here working on my new tion and English learners for the and systems and create activities for goals for next year.” past six years to teach the all-im- the students to learn the structure in portant skill of self- advocacy. The which they will advocate. Advocacy as a standard prac- teaching unit usually includes two tice for professionals is included days of classroom instruction, time Step 3 Consider and Discuss Cultural in the TESOL/CAEO Standards to work on their projects, and a day Differences that Impact Self-Advocacy (2019) stating, “teacher candidates to present their projects. Students Many EL students come from edu- demonstrate professionalism and use the project to lead their next cational cultures and backgrounds leadership by…knowing policies parent meeting. Once they have in which speaking up for what they and legislation and the rights of gone through the self-advocacy need individually, questioning the ELLs, advocating for ELLs and their unit, students continue to lead their teachers methods of instruction, families (TESOL, 2019, emphasis added). meetings each year. or asking for individual support is Fenner (2014) introduced the idea frowned upon or even unaccept- of scaffolded advocacy with En- Step 1: Inspire with Stories or Videos. able. Part of teaching English Learn- glish learners. Scaffolded advocacy Tell your class about a time you ers self-advocacy includes teaching implies that while newcomers may effectively advocated for yourself individualistic cultural ideals of need the support of professionals or someone else. Watch a video of American society. In our culture, to speak for them, as students and an effective advocate or leader such students are expected to speak up families become more familiar with as Cesar Chavez or Martin Luther for their rights and their needs. the U.S. Educational system, they King, Jr. Define terms relating to need to develop their own voices being an advocate such as advoca-

12 Ohio TESOL Journal ADVOCACY n n n n n n n n n n n n n n n n n n The handout used with students to prepare them for Congratulations! You are going to get to lead your next I-LEP meeting. their digital presentation. You have already learned about the laws that establish English Language Learner Education. Part of the law is that yearly we review your progress and develop a plan for the next year. Since it is your plan, I need you to help!

You are to develop a digital presentation to self-advocate and lead your Step 4: Act Out Common Scenarios next meeting. The information from your presentation will be used to develop your I-LEP plan. Your presentation should include the following. Given prompts, students perform

skits in groups of two or three to 1. About Me (Describe yourself and your background) practice advocating for each other a. Culture b. Native language(s) and self-advocating to their teachers c. Time in the US and classmates. I make the prompts d. Things you enjoy or do for fun reflect times my students often need e. School activities or sports in which you participate f. Family life or friends life outside of school to self-advocate such as when they 2. My Progress in Learning (including learning English) need help or an accommodation in a. What you have learned this year in your classes a class, when they are treated unfair- b. Ways you have improved your English ly, or when they encounter someone 3. My ACCESS Scores/Current Proficiency Levels making a hurtful remark. During a. Access scores b. Improvements the skits, they receive extra points c. Areas to improve for citing the law or using their new 4. My Goals advocacy terms. a. Goals for learning English better or improving ACCESS scores b. Classes you would like to take next year (art, auto mechanics, etc.) c. Personal goals (learn to drive, get a job, etc.) Step 5: Assign Self-Advocacy Projects 5. Ways Teachers and Others Can Help Me This project could take many forms. a. Tell teachers the support you need Ask or guide students to find a need b. Include items (bilingual dictionary, computer, etc.) in their life that they would benefit c. Include changes in time or location for learning (e.g. go to the EL teacher, extra time, etc.) from being a self-advocate. For d. Include instructional supports in the lesson (graphic organizers, example, my high school students directions in Spanish, etc.) looked at their ACCESS test scores and reflected on their progress. Step 6: Present Self-Advocacy Projects in student and teacher, but the con- They developed projects to share Small Groups. versation is an indicator of Saaid’s with their teachers that include their I put students in small groups at ability to be a self-advocate. Two personal story, their goals and what tables or groups of desks. I invited years ago, Saaid participated in the language supports would assist other teachers to listen and be an self-advocacy unit outlined above. them in the classroom. However, audience who can ask questions as For the last —continued on page 17 college students may create projects the students present their advocacy to share cultural differences that im- projects. Students can share their Emily Day teaches at Gadsden City pact their educational setting and/or projects with their teachers via email High School and is currently pursuing her request accommodations. Another or social media. Ed.S. in TESOL from the University of option would be for students to Alabama Birmingham. work together in groups to identify The earlier conversation from my Dr. Joesphine Prado is an Assistant Professor of English Learner Education in the Depart- a common issue they feel strongly student Saaid, may just sound like ment of Curriculum and Instruction at the about changing. an everyday conversation between a University of Alabama Birmingham.

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Tim Micek

Initiative in ESL Student Teaching: Teacher Candidate Journal Reflections

The 2019 Ohio TESOL conference had a three-part Three studies addressed initiative-related themes, two theme: “Collaborate! Educate! Initiate!” Over the of them involving action or classroom research. Rinchen years, a great deal has been written about collaboration, (2009) studied effects of “moving teaching and learning especially between ESL and content teachers (e.g., Davison, from teacher-centered classes to independent learning” 2006; DelliCarpini, 2008; Pawan & Ortlof, 2011). Education, of in Bhutan. Participants were 28 first-year science stu- course, is what TESOL professionals do: they may be in dent teachers, and data were gathered from a variety TESOL specifically, but they are in education generally. of sources. Rinchen found that participants were “more The third part of the theme, though, is more problemat- open to discussion and interaction,” and their write-ups ic: what is initiative, one might ask, and what is its place and views “more analytical and reflective,” after the in TESOL? Assuming from the conference theme that intervention. Roux and Valladares (2014) carried out a initiative plays a major role in TESOL, one might wonder professional development (PD) needs analysis of sec- how it is viewed, or experienced, in a critical part ondary English language teachers in northeast Mexico of ESL teacher education, student teaching. A study and found that “stand-alone and degree courses” were was conducted the address this question. the only PD activities that participants had experienced. Although most of the teachers indicated that training A web search for the definition of initiative gets “about courses had a great impact on teaching, “some of them 595,000,000” results. The first result comes from Lexico valued the impact of [PD] practices that involve autono- “Powered by Oxford,” so it seems a good choice. my, reflection and collaboration.” In a study of content Lexico list four meanings of initiative, the first two of area (CA) instruction in ESL student teaching, Micek and which seem most relevant: (a) the ability to assess Spackman (2018) found initiative to be the single most and initiate things independently and (b) the power important variable in teacher candidates’ preparation or opportunity to act or take charge before others do to deliver this type of instruction, with half of the partic- (initiative as defined at lexico.com). With no definition ipants indicating that, whether or not their cooperating in the literature, we may rely on this one. Not only is teacher helped them, they had to prepare CA lessons there no formal definition or description of initiative in on their own (p. 28). the literature, but very little has been written about the construct in TESOL or, for that matter, education gener- Although the conference theme suggests that initia- ally. An extensive search of the topic by an experienced tive is an important part of TESOL, very little has been reference librarian yielded few results; included in the written about the construct, especially in relation to ESL search was the subject professional dispositions, under student teachers. The present study seeks to fill that gap which the construct might expected to be found. in the literature by addressing the following questions:

14 Ohio TESOL Journal RESEARCH n n n n n n n n n n n n

1. In what ways do ESL student teachers Materials and Procedure exercise initiative? During student teaching, both candidates kept a journal 2. Why do they do so? in which they recorded ways in which they exercised initiative and reasons, effects, and relevant factors for 3. What are the effects of these exercises? those ways (Appendix). Candidates made journal entries 4. Which factors are relevant in these exercise? after Weeks 5, 10, and 15 for a total of three entries; they were given the option of responding in traditional METHOD narrative form or filling in a table. Journals were mea- Participants sured for length and number of ways in which initiative Participants were two student teachers (STs), who are was exercised. Entries were analyzed using the VARI-EPP also referred to as (teacher) candidates to distinguish Candidate Preservice Assessment of Student Teaching them from their students. One candidate, Helen (like (CPAST) rubric (TOSU, 2017). CPAST, a “valid and reli- both names, a pseudonym) was a 35-year old female able formative and summative assessment” used during and non-native speaker of English (NNSE). The other the student teaching, has two subscales: Pedagogy candidate, Edward, was a 28-year old male and native (13 rows) and Dispositions (8 rows). speaker of English (NSE). Both candidates had several years of teaching-related experience, and both were Results excellent students. Helen did her student teaching at a Candidate journals were similar in some respects and suburban middle school, Edward his at an urban high different in others. For example, rather than using school. Student teaching was a 16-week experience, traditional narrative, both candidates used the table in and candidates took increasing responsibility as the the prompt to record the number of ways through which semester progressed, moving from observation to they had exercised initiative. Candidate journals dif- part-time teaching to full-time teaching. fered in other ways, though, —continued on next page

Collaborate! Educate! Initiate!

Fall 2020 15 Journal Reflections — continued from page 15

including length, number of ways in which initiative was Sample entries help to show how candidates addressed exercised, and CPAST categories addressed. Whereas initiative. Helen’s sample entry addresses dispositions, Helen wrote approximately three and one-quarter pages as most of her entries did, and Edward’s pedagogy, as for her three entries, Edward wrote about five and one- most of his did. In her first journal entry, Helen ad- dressed collaboration, as she did three other times. third pages. (Both measurements include the prompts.) ‘If I heard my CT responding to a student “I’ll be there Edward’s output, then, was about two-thirds longer than in a minute,” she wrote, “I would immediately walk over Helen’s. Graphical displays indicate how many times and to that student and offer my help.” She wanted to in what ways candidates exercised initiative. “use the fact that there were two teachers in the class- room” to help more students, she explained. As a As Table 1 shows, candidates reported exercising initia- result, she reported, “Students became more com- tive 22 times, with Edward exercising it two more times fortable with me and were willing to accept help. They than Helen. The number of ways decreased over time would look to see which one of us was available to for both candidates. help and call that teacher.” The relevant factor was her personality: “I like to help people whenever I can,” she Table 1 wrote. In his first journal entry, Edward addressed lesson Number of Ways Candidates planning, as he did two other times. “My CT chose the Exercised Initiative unit topics for her classes but had relatively minimal resources or planning on these units,” he explained. Journal/Ways Helen Edward Total “I was told that I would begin teaching these class peri- 1 ...... 5 5 ...... 8 ods. Thus, the impetus to make these lessons 2 ...... 3 4 ...... 7 successful fell to me.” There were both pro’s (finding 3 ...... 2 3 ...... 5 many highly useful resources etc.) and con’s (the expe- Total 10 12 22 rience was “heavily time intensive and stress inducing”) to this exercise. Edward took more initiative in some

classes because his CT had told him to teach them; in As Table 2 shows, when candidates exercised initiative, others, he took more initiative because, he reported, the majority (59%) of the time it was for Dispositions ‘the students seemed “lost” and I felt I could provide (13 times) rather than Pedagogy (9 times). Helen them with clarity to complete learning tasks [by] helping accounts for the difference: whereas Edward addressed with planning.” the two categories equally (six times each), she addressed Dispositions more than twice as often as Discussion Pedagogy (seven times versus three times). This study was conducted to investigate how teacher candidates exercise initiative in ESL student teaching. Table 2 Results indicate that they exercise it in a variety of ways, the majority of them related to professional dispositions. CPAST Categories Addressed The fact that these ways decreased as the semester Candidate wore on may reflect candidates’ increased teaching Category Pedagogy Dispositions Total responsibilities rather than lack of initiative. Helen 3 7 10 Edward 6 6 12 Findings support the little research that has been done on the topic, especially Micek and Spackman’s (2018) Total 9 13 22 study of content area instruction in TESOL, which found initiative to important in ESL student teaching. The small

16 Ohio TESOL Journal sample size must be taken into account, though, when Theoretically speaking, this study may help to establish interpreting the results. A larger number of participants a link between initiative and effective student teaching: would increase the external validity of the findings. both student teachers exercised a high level of initiative, and both got As in the course. Practically speaking, Despite this limitation, these findings are important. if TESOL educators are aware of these results, they will Although dispositions are an important part of TESOL, and initiative would appear to be a disposition, little be better prepared to mentor student teachers. research has been done on the construct. This is a first Ultimately, they may be able to help their students look at the topic, and it may also serve as a blueprint for “Collaborate! Educate! Initiate!” n looking at other dispositions. The study indicates that ESL student teachers exercise initiative in a number of ways, for a number of reasons, and with a variety Tim Micek is Associate Professor of Education and Coordination of of effects and relevant factors. the MATESOL program at Ohio Dominican University.

REFERENCES Davison, C. (2006). Collaboration between ESL and content teachers: How do we know when we are doing it right? International Journal of Bilingual Education and Bilingualism, 9 (4), 454-475. DelliCarpini, M. (2008). Teacher collaboration for ESL/EFL academic success. The Internet TESL Journal. Retrieved from http://iteslj.org/Techniques/DelliCarpini-Teach- erCollaboration.html Initiative. (2019). Retrieved from https://www.lexico.com/en/definition/initiative Micek, T., & Spackman, C. (2019). Content area instruction: ESL student teachers’ experiences and reflections. Ohio TESOL Journal, 19 (1), 27-29. Pawan, F. & Ortlof, H. (2011). Sustaining collaboration: English-as-a-second-language, and content-area teachers. Teaching and Teacher Education, 27 (2), 463-471. Rinchen, S. (2009). Developing reflective thinking: Encouraging pre-service teachers to be responsible for their own learning [Abstract]. Paper presented at “Teacher education crossing borders: Cultures, contexts, communities and curriculum” the annual conference of the Australian Teacher Education Association (ATEA), Albury, Jun 28-Jul 1. Roux, R. & Valladares, J. L. M. (2014). Professional development of Mexican secondary EFL teachers: Views and willingness to engage in classroom research [Abstract]. English Language Teaching, 7 (9), 21-27. The Ohio State University College of Education and Human Ecology (TOSU). (2017). Candidate Preservice Assessment of Student Teaching (CPAST) Form. Retrieved from https://ehe.osu.edu/accreditation-placement-licensure/accreditation/multi-institutional-collaboration/candidate-preservice-assessment-student-teaching-cpast/

Self-Advocacy — continued from page 13 two years, he has reviewed his test cation teacher about it. For Saaid, I REFERENCES scores, planned his yearly goals and did not have to advocate for him. I TESOL International Association (TESOL). (2019). Standards for Initial TESOL Pre-K-12 Teacher Prepa- supports, led his yearly meetings, had given him the tools to discover ration Programs. Alexandria, VA: Author. and followed his plan to meet his his voice and the ability to advocate Fenner, Diane (2014). Need for advocacy for En- goals. Saaid was reporting to me glish learners. In Advocating for English learners: for himself. As I reflected on our a guide for educators (pp. 5-26). Thousand Oaks, how he had done; because he was conversation, I felt like a proud par- California: Corwin. thinking about planning what he needed to work on to improve his ent watching a young person grow English. After talking to me, he was into the posture of a young man, going to go talk to his general edu- one with a voice and a plan. n

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Olga Shonia and Martha G. Michael SIOP + UDL = Access: Removing Barriers through Language Objectives

Sheltered Instruction instruction. Examples below pres- Observation Protocol (SIOP) ent language objectives based on model as well as the Ohio Content Standards, and have Universal Design for been used for pre-service teacher Learning (UDL) education candidates’ pedagogy as instructional approaches were sequence to practice identification developed to facilitate high quality, of language targets for each content accessible instruction for students objective. who may struggle to learn or con- sidered to be students with disabil- To create an effective language ob- ities (SWD), and are now used quite jective, one must root it in a content widely in schools across the U.S. as objective for which a language ob- effective teaching models (Michael & jective will be written. We must then Trezek, 2006; Meyer, Rose, & Gordon, 2014; focus on the tasks students must be Goeke, 2009; Echevarria, Vogt, & Short, 2013; able to perform in the lesson, upon Ok, Rao, Bryant, & McDougall, 2017). which we isolate key vocabulary and sentence patterns necessary to com- Accessibility to content being plete these tasks (e.g., language paramount for both UDL and SIOP target for each content objective: frameworks (e.g., similar strategies how language will be used in our of multiple means of representa- lesson). We then write a measurable tion via multisensory applications, language objective with evaluative engagement, action and expression criteria for measuring and incorpo- for demonstrating content knowl- rate at least one of the language edge), it is important to focus on skills from productive (reading and the role scaffolding of developing speaking) and receptive (listening linguistic competency may play in and writing) language domains facilitating access. One of the more (Echevarria, J., Vogt, M.E. & Short, D.J. (2013). salient features of the SIOP model SIOP authors identify the following is its use of language objectives in 4 categories from which to generate planning and scaffolding of content language objectives:

18 Ohio TESOL Journal PROFESSIONAL DEVELOPMENT n n n n n n n n n learning strategies for memory such It is important to focus Academic as mnemonics, etc. on the role scaffolding 1Vocabulary Low-frequency of developing linguistic Content vocabulary: Examples below for each content words used in science classroom, competency may play area of both content and language e.g., photosynthesis. in facilitating access. objectives, are grounded in the Ohio Learning Standards (revised General Academic Vocabulary: 2017). In addition, teachers need to sure all parts of the objective can be Cross-curricular academic terms, be aware of International Dyslexia measured. The use of 100% accu- e.g., observe, compare, contrast, Standards focused on developing racy (or use of the adverb ‘correct- etc. phonetic and morphological lan- ly’) indicates that the students will

guage skills through explicit instruc- perform with no mistakes. It is more Word parts: roots, bases, prefixes, tion, as approximately 15% -20% of realistic to use 80% of total request- suffixes, e.g., -er is a suffix of a doer all students, not just ELL, have trou- ed actions in the tasks, for example. of the action, to teach - teacher. ble decoding written language and encoding spoken language. This Language Skills means that listening comprehen- ELA: RI.2.5 and Functions sion, or encoding, and reading, or 2 decoding, become much slower and Know and use various text fea- The ways students use language deliberate processes. Awareness tures (e.g., captions, bold print, in the lesson (reading, writing, subheadings, glossaries, indexes, listening, speaking). E.g., work with of this is imperative for all teachers (Birsch & Carreker, 2019; IDA, 2010) electronic menus, icons) to locate partner, explain to the partner. . key facts or information in a text efficiently. Language Structures Content objective: or Grammar Content area: 3 Given a portion of text, the student Explicitly teaching the structures English will identify three various text fea- that are widely used in written Language Arts tures (bold print, subheading, and and spoken language. E.g., passive glossary) in the provided text, and voice, sequence of tenses, impera- By nature, the content and language highlight those with green, yellow tive constructions, if-then sentences, objective in Language Arts are often or pink markers with no mistakes (or comparative degree. intertwined. Notice the use of “Dis- with 100% accuracy). cuss with partner” feature included in the language objective, which is Language Learning Language objective: 4Strategies an important element of both UDL During Discussion with the partner Providing resources to learn on (Engagement principle) and SIOP about the main idea of the text, their own. with its Interaction component mak- each will use at least 3 different E.g., pre-reading strategies, ing it a priority that there is struc- glossary terms in written form, then note-taking, considering cognates tured time for students to practice in an oral account with no mistakes from mother tongue when appli- academic language skills through (or with 100% accuracy) cable, corrective strategies (reread interaction. It is possible to measure —continued on next page confusing text/passage), cognitive the outcomes of discussion to make .

Fall 2020 19 SIOP + UDL (continued)

Content area: 8.EE.3 Content area: Science Use numbers expressed in the In this case of the language objec- Mathematics form of a single digit times an tive designed to support addressing integer power of 10 to estimate As evident from the examples of a science standard, we engage very large or very small quantities, below, mathematics content avails UDL’s multiple means of represen- and to express how many times as itself especially easily for practicing tation (e.g., instructional video clip) much one is than the other. grammatical patterns and construc- while focusing on listening compre- tions, as well as meaningful engage- hension (receptive domain) as well Content Objective: ment of the interactive component Given the estimates of the popula- as practice of speaking (productive (e.g., explain to partner) to further tion of the United States as 3 × 108; domain), thus addressing 2 lan- facilitate practice of using academic and the population of the world as 7 guage skills in a language objective, language of the content area, while × 109, students will determine what with measurable outcomes present accounting for multiple means of the world population is at 20 times to determine progress, especially interaction and representation with larger with 100% accuracy. of the receptive domain as it may the math material. not always be easily observed/ Language Objective: quantifiable. Given a series of numbers, students will compare very large and very Math: 3.NF.3 small numbers using appropriate

ESS.K2.6b Explain equivalence of fractions in comparative and superlative Identify forms of water in the air. special cases, and compare frac- degrees of adjectives, with tions by reasoning about their size. 100% accuracy. Content objective: Given parameters for finding exam- Content Objective: ples around them in the environ- Given a series of fractions, students ment, students will identify 4 forms will identify two fractions as equiva- Content area: of water present with 100% accuracy lent (equal) if they are the same Social Studies (E.g., clouds, precipitation, i.e., rain, size or the same point on a number Finally, language objectives stem- snow, room humidifier, etc.) line, e.g., 1/2 = 2/4, 4/6 = 2/3, with ming out of social studies content al- 100% accuracy. low for comprehensive engagement Language Objective: of multiple language skills (reading, Given information from the instruc- Language Objective: writing, speaking and listening) and tional video about different forms Given the two choices made by the learning strategies (e.g., note-taking, of water in the air, students will list student, they will explain to the part- non-linguistic representations), thus at least 4 types with 100% accuracy. ner why the fractions are equivalent engaging both productive (writing Then compare and discuss notes by using a visual fraction model, and and speaking) and receptive lan- and findings with a partner and grammatical pattern of greater than, guage domains (reading (as decod- present findings (science content equal to, with 100% accuracy. ing) and listening (as encoding)). goal) to a larger group with 100% accuracy.

20 Ohio TESOL Journal Content statement: Language Objective: development of language objec- Early civilizations (India, Egypt, Given information in a variety of tives in the instructional planning China and Mesopotamia) had formats (UDL) on the economic de- is an effective example of the kind unique governments, economic velopment of the early civilizations of differentiation necessary in the systems, social structures, reli- and a Venn Diagram to use, students classroom, which allows for a more gions, technologies and agricultural will compare and contrast economic practices and products. The cultural development of early civilizations, nuanced and efficient content deliv- practices and products of these with 100% accuracy. ery, increasing access to content for early civilizations can be used to ALL students. n demonstrate understanding through stated or written comparison, of The three essential qualities inherent the Eastern Hemisphere today. Olga N. Shonia is an Associate Professor in UDL (representation, engagement and Director of the TESOL Endorsement Program at Capital University. Her main areas Content Objective: and student choice of expression of of scholarship include ELL advocacy and Given information regarding the knowledge) reflect the focus of the pedagogy, and internationalization of teacher economic development of early SIOP model on assisting with lan- training. civilizations students will arrange guage scaffolding. Instructional scaf- Martha Gallagher Michael is a professor of them in order of occurrence using folding would be further supported education at Capital University in the areas the conventions of B.C. and A.D. or by rubrics for students to follow of Special Education Intervention and Art Education Pedagogy. She also holds the Ho- B.C.E. and C.E. on a timeline, with for the levels of accuracy required mer and Isabelle Cotterman endowed chair in 100% accuracy. by the measurable objectives. The education.

REFERENCES Birsh, J. R., & Carreker, S. (2019). Multisensory teaching of basic language skills, 4th edition. Baltimore MD: Brookes. Dean, C., Hubbel, E., Pitler, H. & Stone, B. (2012). Classroom Instruction that Works: Research- based strategies for increasing student achievement. Alexandria, VA: ASCD. Echevarria, J., Vogt, M.E. & Short, D.J. (2013). Making Content Comprehensible for English Learners: The SIOP Model. Goeke, J. (2009). Explicit Instruction: A framework for Meaningful Direct Teaching. Columbus, Ohio: Merrill. International Dyslexia Association. (2010). Knowledge and Practice Standards for Teachers of Reading. Baltimore, MD. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works: Research- based strategies for increasing student achievement. Alexandria, VA: ASCD. Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing. Michael, M.G. & Trezek, B. J. (2006).Universal Design and Multiple Literacies: Creating Access for Students with Disabilities. In David Bloome and Peter V. Paul (Eds.). Literacies of and for a Diverse Society. Theory into Practice, 45(4). Ohio Learning Standards (2017). Ohio Department of Education. Columbus, OH. Ok, M. W., Rao, K., Bryant, B.R., & McDougall, D. (2017). UDL in pre-K to grade 12 classrooms: A systematic of research. Exceptionality. 25(2), 116-138.

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Lejla Bilal Maley and Lindsay Lyons Professional Learning Communities: Expand Your Knowledge and Improve Your Craft

A Professional Learning Community (PLC), consists of a group of edu- cators that meet regularly, share Work with allies to help bring the expertise, and work collaboratively planning into action and enhance to improve teaching skills and the academic performance of students. not only your teaching, but the They focus on student learning, are school culture as a whole. reflective, engage in a culture of collaboration, and measure suc- • Visiting other teachers’ class- things. For students, PLCs improved cess with data (DuFour, 2004). PLCs rooms to see a strategy in motivation and performance (Cording- can consist of collaborators across action, test out a co-planned ley, Bell, Rundell, and Evans, 2003). grades, department or content area, lesson, or act as a panel mem- focus area (pedagogy, curriculum, ber for student demonstrations “...The hypothesis is that what instruction), staff, parents and/or of learning teachers do together outside of students. the classroom can be as important • These larger PLCs could be as what they do inside in affecting PLC work involves building up made into more permanent school restructuring, teachers’ pro- existing structures like academ- structures fessional development, and student ic departments or grade teams. A systematic literature review found learning,” (Seashore, Anderson, and Riedel, Inquiry-based PLCs can also be positive impacts on teachers and 2003, p. 3). structured around teacher-identified students (Cordingley, Bell, Rundell, & Evans, goals. 2003). For teachers, PLCs were shown PLCs for Teachers of ELs: to increase confidence and foster EL teachers can feel neglected from Inquiry or goal-based PLC the belief that student learning mainstream discussions and be work might involve: could be improved. PLCs also boost left to work in isolation. Not only • Collaborating, virtually or enthusiasm for collaborative work that, teachers can sometimes feel in-person, with other teachers and create commitment to changing disempowered from making key in a school, city, or district practice and willingness to try new decisions in their practices. PLCs can

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be made up of primarily EL teach- Meetings and schedules • Track and identify the positive ers and are designed to support • How often will stakeholders impact on student learning identified needs, such as EL student meet? What formats are avail- • Adapt PLC structures and activi- improvement, EL performance in able for collaboration outside of ties as needed mainstream classrooms, etc. When meetings? To become better oriented with the PLCs learn and implement action re- Protocols outline above, identify a problem in search (data collection and reflective • What structures need to be practice centered around the need practice) as a strategy to address- in place to meet the goals for ELs to acquire language and ing problems in practice, teachers of the PLC and promote literacy skills necessary for academic become researchers and are able to inclusion, open dialogue, success, and apply the steps from identify problems in practice, collab- and adaptability? start to finish. Reflect on your own orate with colleagues (PLCs) in order experience with the process of to develop sustainable solutions Facilitating designing a PLC, then work with to problems, implement plans to • Will the facilitator role be ro- allies to help bring the planning into address the problems, reflect on the tated between all participants? action and enhance not only your outcomes and next steps, and make How will all members take part teaching, but the school culture adjustments in order to re-imple- in decision-making? as a whole. You will likely discover ment the plan. Agenda items the need for organizational change • The agenda is distributed prior efforts to take place in order to es- The following steps provide an out- to meetings with clear action tablish truly inclusive and equitable line to brainstorm the PLC purpose: items learning opportunities for ELs. n How do I know that the PLC Identify goals and purpose is working properly to meet of the PLC Lejla Bilal Maley is a Product Manager at • Collectively identify the EL spe- the intended needs? • Regularly check in with all stake- McGraw Hill International and co-founder of cific objectives driving the PLC Transform·ED Collaborative, an education holders (teachers, staff, parents, collaborative. Learn more at www.trans- PLC Stakeholders students) formedcollaborative.com • Who will be invited to take part Lindsay Lyons is an educational consultant • Look at the data in this PLC? and co-founder of Transform·ED Collabora- tive. You can learn more about her work at www.lindsaybethlyons.com

REFERENCES Cordingley, P., Bell, M., Rundell, B. & Evans, D. (2003). The impact of collaborative CPD on classroom teaching and learning. In: Research evidence in education library. version 1.1. London: EPPI-Centre, Social Science Research Unit, Institute of Education. DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree. Putman, S. M., & Rock, T. (2018). Action research: Using strategic inquiry to improve teaching and learning. Thousand Oaks, California: Sage Publications. Seashore, K.R., Anderson, A.R. & Riedel, E. (2003). Implementing arts for academic achievement: The impact of mental models, professional community and interdis- ciplinary teaming. Paper presented at the Seventeenth Conference of the International Congress for School Effectiveness and Improvement, Rotterdam, January. Fall 2020 23 PROFESSIONAL DEVELOPMENT n n n n n n n n n

Jennifer Fennema-Bloom Transitioning from Live to Online Instruction for Language Teaching

In the midst of planning for All teaching techniques technologies at their disposal. For Covid-19 and its disruption of can transfer example, Ms. Chen showed us how normal schooling practices, I’ve Techniques are constantly morphing to use Zoom’s Annotate feature in been undergoing a workshop series even in a live classroom to meet much the same way I used overhead on how to teach languages online the objectives, address the theme projector sheets with my students in given by Ms. Henny Chen, a world or content of the unit, and engage the 1980’s and early 90’s. Teachers language teacher at Moreau students. need to share ideas of what works Catholic High School and adjunct at or doesn’t work for their classrooms. Chabot College. Ms. Chen designed Teachers, for the most part, are To help teachers rethink, there are the workshop series targeting very adept at finding a technique discussion boards available for my University’s specific platforms and changing it to meet one of the teachers, such as the one issued by (Canvas and Zoom). As she walked above purposes. For example, I’ve Ohio TESOL’s K-12 interest section us through her philosophy of online seen teachers take board, dice, that can help teachers get started. language teaching, she illustrated and card games in the general how to transition live activities into area of entertainment and adapt it Balancing synchronous with asynchronous and synchronous for vocabulary acquisition. When asynchronous sessions activities using these platforms. transitioning from live to online, In balancing language instruction Though she modeled a lot of teachers just need to rethink the between the two formats of synchro- activities for us that I am certain will be helpful, three things in her workshops struck me the most: Figure 1: Synchronous/Asynchronous Mapping to Bloom’s Taxonomy Almost all instructional tech- 1 (Chen, 2020) niques can transfer if the teacher is knowledgeable about the platforms of delivery; 2 Language teachers need to balance synchronous and asyn- chronous sessions to support language development, and 3 Planning is key to success.

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nous and asynchronous instruction, students then deliver asynchronous- In Ms. Chen’s workshop, she used Ms. Chen shared with us her version ly either by taping and sharing their the American Council on the Teach- of Bloom’s Taxonomy (1956). Her ver- communication or through written ing of Foreign Languages’ (ACTFL, sion illustrated that there is a natural modes. 2012) three modes of communica- declension in the taxonomy that tion: interpretive, interpersonal, lends itself to either synchronous or Planning is key presentational to illustrate how asynchronous instruction (figure 1). The 3Ps (present, practice, produce) teachers should consider activities in taught in colleges of education a communicative framework. By knowing where an objective is across the United States for lesson situated within Bloom’s Taxonomy, planning should be considered in Transitioning to online teaching a teacher can decide how best the planning for online instruction. It is takes courage, creativity, trust. content is then delivered through important to note that in order to First, you must give up your teach- synchronous vs. asynchronous be successful teachers will need to ing traditions, in my case… years formats. Thus if my objective for the dedicate class time to teach stu- of in-class experience, to rethink day falls under “remember or under- dents how to master the technology how you teach. Then, you must stand” category then an asynchro- required. Here are a few questions be creative in your approach and nous format of taping and posting to ask yourself in planning: adaptation of material. Finally, you mini-lectures with written activities must trust that your students, many that reinforce the lecture can apply. 1 What am I presenting and how of whom are more technologically The student can then access the do I boil this down into an 8-10 advanced than yourself, will perform mini-lecture and view it as many minute instructional video? and even flourish in this new learn- times as they need at any point be- 2 What technology skills will they ing environment. fore and during the practice tasks, need that I must directly teach thus focusing on listening, reading, the usage of in the platform my Ms. Chen’s workshops were high and writing activities that enhance school uses? energy, invigorating and insightful. understanding and remembering. 3 What am I truly wanting them If you ever have a chance to take If the objective targets “apply and to practice and is the activity one of her workshops I highly analyze” these are activities that I chose to put on line truly suggest you do! n should be done synchronously with practicing it? the student and it should focus on 4 How are they producing target- the communicative production of ed outcomes to the objectives? language between the students In what format? Am I hitting Dr. Fennema-Bloom is an associate professor and/or teacher. While “evaluate and all four skills equally for the total and director of TESOL and Applied Linguis- create” lends itself to project-based development of their language tics and chair of the Department of Language and Culture at the University of Findlay. activities and assessments that the skills?

REFERENCES (2012). ACTFL provisional proficiency guidelines. Hasting-on-Hudson, NY: American Council on the teaching of foreign languages. Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay Co. Inc. (p. 200). Chen, H. (2020, July). Transitioning from live to online instruction. Workshop presented to Department of Language and Culture, The University of Findlay. Fall 2020 25 TECHNOLOGY REVIEW n n n n n n n n n n n n

Using English www.usingenglish.com

Using English Ltd. (2002)

Using English is a website that provides a large collec- online reference materials. tion of tools and resources for learners and teachers. The website claims that their tools and resources are Using English provides 48 English proficiency test sets, specialized for English as a Second Language (ESL) or 296 free grammar and vocabulary quizzes, and 40 English as a Foreign Language (EFL), and English for reading comprehension exercises. The tests and quizzes academic purposes (EAP). The website provides various can be selected by topic or by level (beginner, interme- resources such as tests and quizzes, English language diate, and advanced). The assessment repository equips references, articles, forums, and tools for teaching and teachers and enables them to provide appropriate learning English. This paper examines the strengths materials based on students’ English levels or interests. and weaknesses of Using English from a pedagogical A major benefit is that members who have access to the perspective. English language testing section is reporting data; all test and quiz results and statistics are recorded. Using English can be accessed by anyone at no cost. In addition to the resources already mentioned, lists If teachers do not know the level of students’ English of idioms and verbs, grammar terms, articles about proficiency or the students vary in English competency, teaching and learning, and a text analysis tool are also Using English provides the users with differentiated available. Registration is necessary in order to access materials based on the users test results. some features such as tests, forums, text analyzers. The interface is customized for different users such as The English Language Reference section includes a teachers or students. The responsive feature helps the glossary of 381 linguistic and grammatical terms, 3,889 users effectively navigate the resources. As a student English idioms, 3,531 phrasal verbs, and 623 irregular user, nine categories of digital assets including gram- verbs. The section is sorted into easy-to-browse cate- mar, idioms, phrasal verbs, irregular verbs, quizzes, tests, gories by topic, alphabet order, or country of origin. It comprehension, polls, and articles on learning English also contains links to online dictionaries for further help. appear. Teacher assets include printable worksheets, One unique feature is that the site carries English slang online interactive quizzes, sample lesson plans, teacher and chatlish, words/abbrevia- …CONTINUED ON PAGE 28 training handouts, articles on English teaching, teacher forums, and a collection of glossaries, dictionaries, and REVIEWED BY: Young-Joo Lee is a master student in TESOL at Ohio Dominican University. 26 Ohio TESOL Journal BOOK REVIEW n n n n n n n n n n n n

They say/I say: The Moves That Matter in Academic Writing Fourth Edition by Gerald Graff, Cathy Birkenstein, Russel Durst

W.W. Norton & Company. ISBN 978-0-393-66406-5

Graff, Birkenstein and Durst, three qualified practitioners establishing an argument or an opinion as a response to at their work, produced a book aimed at helping college a larger conversation in a specific academic discourse and university students write effectively in academic community. The focus of Chapter 2 is on “the art of contexts. The book serves to guide novice writers in summarizing.” Adding to that, chapter 3 breaks down becoming better academic writers by demystifying how to use quotations. With illustrations from academic academic compositions. The authors exert their energy papers, the chapters break down the moves many es- to helping novice writers develop their voice in synthesis tablished authors use to seamlessly present the views of writing. They Say/I Say contains twenty chapters. The other writers as a premise for their arguments. first fifteen chapters make up the main content of the book. Each chapter includes templates of the rhetorical The next three chapters of the book address how a writ- moves that have been discussed and some exercises er responds to what others are saying. In other words, for practice. The remaining five chapters consist of a the “I say” stage of writing. Chapter 4 proposes three collection of sample readings with topics ranging from ways to respond to others in writing: agree, disagree politics to food. or a combination of both. The key strategy discussed for agreeing, is that writers should do so by providing a The introductory chapter, aptly titled “Entering the different angle to the argument. When they choose to Conversation” introduces the central theme of the disagree, they must provide an explanation for their po- book: academic writing is a conversation. The authors sition. A writer can also do a combination of both; agree intended the book to be a user-friendly guide to the or disagree to some extent. Building on that, chapter basic rhetorical moves employed in academic writing. 5 tackles the use of signal phrases and voice markers They argue that success in academic writing, just like as a key move to help distinguish between a writer’s any creative form of expression or activity, depends on opinions and the opinions of others. Equally important, having a series of complex moves, patterns or structures Chapter 6 addresses the need to anticipate objections that serve as a foundation on which one can then modi- to one’s argument and address them in the text in order fy with their own creativity. to increase one’s credibility. …CONTINUED ON PAGE 28

Chapters 1 through 3 address source incorporation in REVIEWED BY: Dorcas Ayertey earned her MA in academic texts. Chapter 1 explains the importance of Applied Linguistics from Ohio University, where she taught an Introductory course in Linguistics. Fall 2020 27 USING ENGLISH — continued from page 26

tions used in internet chatrooms. and spelling to exam study tips. For tance outside of school and educa- Students can identify what they have teachers, the section offers pro- tors can develop teaching materials heard in and out of school by using fessional development as well as or share best practices for different this feature. Another strength is that ideas for the classroom, guidance, teaching approaches or classroom learners can search for words or and tutorials. There are articles full management, for example. phrases either in the main category of inspiring and innovative ideas, or in a specific category by using with hands-on activities and games Language resources contain lan- the search bar. Learners from other teachers can implement into their guage analysis tools, writing help, English-speaking countries may no- classrooms. and exam study tips. English train- tice the lexical differences between ing courses are provided to paid specific words and their use among Forums are interactive platforms members only. Notably, the text the different countries. For example, where the users get their questions analyzer provides statistics such as American English uses crackers or answered promptly. Through the the number of words, difficult words, cookies while British English uses responsive feature, students receive sentences, words per sentences, biscuits to refer to the same thing. prompt feedback from experts such and readability of a document. as proofreading. There are also fo- Readability includes how many chal- The Article section provides a lot of rums for teachers such as the Teach- lenging or long words the text has. information for both teachers and ing English one. The forums are The feature plays a significant role learners. For learners, the articles useful for both teachers and learners in Sheltered Instruction Observation cover various topics from grammar in that students can get extra assis- Protocol (SIOP) because we,

THEY SAY, I SAY — continued from page 27

All writing should have a purpose. 3. Employ repetition but with The remaining chapters take a That is the theme of chapter 7. Re- variation to avoid redundancy, different shift. Graff, Birkenstein, gardless of how interesting a topic 4. Develop a set of key phrases for and Durst address students’ each text. may be, a writer should tell approach to online conversations the reader the relevance or impor- Along the same lines, in chapters 9, and classroom discussions. They tance of what they are writing. 10, and 11, writers are encouraged suggest that students approach Without this, readers are left with to use their own voice, and what these types of conversations with nothing but interesting facts. the authors refer to as ‘metacom- the same strategies they would mentary’ to elaborate and clarify use when writing. Begin with a Chapter 8 aims at guiding students points made. In other words, writers summary of their colleagues’ to connect all the ideas across sen- can use a blend of academic and opinions and then contribute their tences. To help students colloquial styles in their writing, but ideas in response. The final two accomplish this, the chapter colloquial language should only be chapters in the book teach students used to reinterpret academic lan- strategies to identify these rhetori- proposes four strategies: guage to aide reader understanding. cal moves when reading academic 1. Use transition terms such as Metacommentary can be used to texts. Reading academic texts can “however” etc. draw out the full potential from be very challenging to students 2. Use pointing words like “this” one’s ideas. so it is important to teach them how 28 Ohio TESOL Journal as teachers, can revise the text to content areas, or content-based materials. Such fun videos can help make it more comprehensible when instruction (CBI), but can definitely students to learn confusing word we know the grade level of the text. be used to help reinforce language sets or idioms. use in all courses. Although it has a The free version of the website large collection of tests and quizzes Using English is a useful classroom makes it possible for teachers to resource that provides a customized related to grammar and vocabulary, assign materials or quizzes to indi- interface and a significant amount reading comprehension exercises vidual students who are registered, of useful materials in both print and are insufficient and most of them are which eventually contributes to each digital at no cost. Introduction to the related to students’ daily lives, not student’s English language develop- website can help learners effectively academic subject areas. For exam- ment. In other words, the resources engage in self-paced learning. All ple, it is difficult to find a text related help teachers differentiate or de- in all, the website is valuable for to science. Furthermore, the site velop their instruction in a way that both teaching and learning, and the focuses more on literacy skill devel- can make one-on-one teaching or a strengths significantly outweigh its opment and is not likely to support flipped classroom design possible. weaknesses. n oral language proficiency. Listening The biggest weakness of Using and speaking skills are scarce. In English is that it may not be easily addition, there is a need for more in- applied to language acquisition in teresting visual aids and multi-modal

to retrieve important information that students can build upon after a text. Knowing how to use these from the text. they master the basic moves. Fur- academic moves makes a student thermore, the book provides useful aware of how it is being used in oth- The book does an excellent job of vocabulary such a signal verbs and er texts. Nonetheless, the content introducing novice writers to synthe- transition words to help students of the book is primarily focused on sis writing. It appeals to the budding construct better sentences. The synthesis writing and does not really writer through the conversational exercises provide guided practice to address other forms of academic style of writing, drawing on simple using the templates, vocabulary and writing. Overall, the book achieved analogies that relate academic writ- knowledge appropriately. its goal and successfully demystified ing to an ongoing conversation at a a genre in academic writing. Teach- party to which students are invited The book primarily targets univer- ers could recommend this book to to share their opinions on any topic. sity and college level students and students to assist them in improving Another unique resource the book can be useful to second language their academic writing skills. n provides are the templates. Al- English writers at that level. They though some may argue that these Say/I Say, The Moves That Matter in templates might stifle creativity, Academic Writing can be instrumen- Graff, Birkenstein and Durst insist tal in teaching L2 learners how to that they only serve as a foundation retrieve important information from

Fall 2020 29 TEACHING n n n n n n n n n n n n

Mohsine Bensaid and William Bintz Improving Vocabulary and Inspiring Creativity in the EL Classroom

The teaching and learning of vocabulary is critically 3. Finally, students record the words chosen in a learning log or vocabulary notebook. important because a word is an instrument for thinking creatively about the meanings which it expresses (Dewey, 1910). More than a century ago John Dewey recognized 10-Word Story This strategy helps students use vocabulary words the important role vocabulary growth and development from picture words to create new stories of their own. plays in learning and learning to read, in particular. It encourages students to use vocabulary learned in Today, vocabulary remains important for all students, class in creative ways. especially for English Learners in the EL classroom. The purpose of this article is to share several instructional 1. After reading, students work in small groups and strategies that teachers can use to improve vocabulary select 10 key words from the text, e.g. different and inspire creativity. parts of speech. 2. Then, students work independently to create a story of their own. Vocabulary Strategies 3. Finally, students can either read or tell their stories It is essential for teachers to help ELs of all ages learn using the 10 original words. This can be done in and use vocabulary in creative ways. There are, of small groups with the audience taking notes of in course, much research and many strategies for improv- what sentences the 10 words were used. ing vocabulary and inspiring creativity (Bintz, 2011). Here, Concept Maps we share five of our favorites. Concept maps, like The Frayer Model (Frayer, Frederick, & Klausmeier, 1969), allow for word learning, not word mem- Vocabulary Self-Selection (VSS) orization. Students complete concept maps to explore This strategy promotes student decision-making in vocabulary in depth. Maps can also be an introduction relation to concepts that need to be learned (Vacca, Vacca, to procedural usage of vocabulary as in discussions. & Mraz, 2011). There are three main steps to follow: DEFINITION CHARACTERISTICS 1. Divide class into groups of two to five students. Then, students select a word from the text they feel is important to emphasize. (They should choose two or three more backups if another group “steals” Examples/Models Non-Examples their word). 2. Teams present their word, answering the following: a. Where is the word located in the text? What is the context of the word? 1. After reading, the teacher uses a common word to b. What do team members think the word means? demonstrate the Frayer model. c. Why does the team think the class should learn 2. Then, students select a central concept or key word this word? from a text and complete the concept map. For 30 Ohio TESOL Journal TEACHING n n n n n n n n n n n n more explicit teaching, each group could be given different key concepts and terms. 3. Groups share completed charts with each other. Students can then add additional words/images/ symbols to the Frayer chart until all four categories are fully covered. Recycling Word Games Recycling words that students read from different texts is an effective way to reinforce vocabulary learned previ- 1. Students select a specified number of vocabulary words they read in a text. ously and engage them in creative ways. These activities 2. Students are invited to represent these words in a also help improve students’ speaking fluency. painting that thematically connects all of them. 3. When all students are done, paintings can be dis- Talk Miles in 3 Minutes played, and other students can comment on the This strategy actively engages students to use vocabu- painting & discuss what the painting means to them. lary through word play. Final Thoughts 1. After reading a text, invite students to work in small Teaching and learning vocabulary remains important. groups of three or four. Recent research, however, indicates that vocabulary 2. Each group selects 10 words from the book and writes them down on a large index card or a stan- instruction may be problematic because many teachers dard piece of paper. are not “confident about best practice in vocabulary 3. Then, groups take turns guessing. It is fun to have instruction and at times don’t know where to begin to group leaders pick a number slip from a bowl. Each form an instructional emphasis on word learning” (Berne number corresponds to the order of the group. & Blachowicz, 2008, p. 315). In this article, we have shared 4. Next, each group will randomly receive a card/ several instructional strategies that teachers can use to paper with 10 words written by another group. Each group will also have two speakers and two guess- teach vocabulary across the content areas. Our ultimate ers (if it is a team of four) or one speaker and two hope is that teachers will use these strategies to help all guessers (if it is a team of three). The speaker(s) will students, especially ELs, become verbophiles—”people have to explain what the word is without showing it or spelling it. If the guessers guess the word cor- who enjoy word study and become language enthusi- rectly, the speakers have to move on to explain the asts, lovers of words, and appreciative readers” (Mountain, next word as quickly as possible. This is done in 3 2002, p. 62). At the very least, we hope this article will start minutes; thus, it is more fun to display a countdown timer (e.g. https://www.online-stopwatch.com/full- some new conversations about ways to effectively teach screen-stopwatch/) and play suspenseful music in vocabulary. n the background. Mohsine Bensaid is an ESL educator at Ashland University and a Paint Your Words doctoral candidate in the curriculum and instruction PhD program at Paint Your Words is a relaxing strategy that helps stu- Kent State University. dents creatively interact with words. For Paint, pallets, William Bintz is a Professor in the School of Teaching, Learning, and and painting paper or canvas are needed. Curriculum Studies at Kent State University

REFERENCES Berne, J. I., & Blachowich, C. L. Z. (2008). What reading teachers say about vocabulary instruction: Voices from the classroom. The Reading Teacher, 62(4), 314-323. Bintz, W. . (2011). Teaching vocabulary across the curriculum. Middle School Journal, 42(4), 44-53. Dewey, J. (1910). How we think. Lexington, MA: D.C. Heath and Company. https://doi.org/10.1037/10903-000 Frayer, D., Frederick, W. C., & Klausmeier, H. J. (1969). A Schema for testing the level of cognitive mastery. Madison, WI: Wisconsin Center for Education Research. Mountain, L. (2008). Synonym success—Thanks to the thesaurus. Journal of Adolescent & Adult Literacy, 57(4), 318-324. Vacca, J., Vacca, R., & Mraz, M. (2011). Content area reading: Literacy and learning across the curriculum (10th ed.). New York City, NY: Pearson. Fall 2020 31 TEACHING n n n n n n n n n n n n

Nermin Cantas, Grace J. Kim, and Lindsey W. Rowe Asset-Based Pedagogies for Culturally and Linguistically Diverse Learners

chools in the United States Broadly, funds of knowledge tween the classroom and students’ increasingly serve students pedagogies (Moll et al., 1992) bring families and communities based on Sfrom culturally and linguisti- attention to the need for classroom mutual trust (Ladson-Billings, 1995; Mar- cally diverse backgrounds. Teachers spaces that value and connect tin-Jones & Saxena, 2003). Suggestions often have minimal knowledge of to students’ existing cultural and for doing this include visiting stu- the out-of-school lives of these linguistic knowledge. Culturally dents’ homes to have conversations students and struggle to support relevant and sustaining pedagogies about their family and community and build on their linguistic and (Ladson-Billings, 1995; Paris, 2012) under- life, along with inviting family and cultural knowledge (Moll, Amanti, Neff, score the need to sustain students’ community members to visit and & Gonzalez, 1992). This article explores cultural identities while also de- share their knowledge with the ways teachers might transcend veloping critical perspectives to class, such as by reading a family deficit views of linguistically and challenge sociopolitical inequalities book or teaching a song in home culturally diverse students in PreK- in a linguistically and culturally language(s) (Moll et al., 1992). 12 schools in the U.S. Specifically, pluralistic society. Translanguag- we present suggestions for prac- ing pedagogies (García & Kleifgen, Invite students to draw on cul- tice based on three pedagogical 2010) emphasize the importance of 2tural and linguistic knowledge: approaches that researchers have valuing and supporting students’ Educators should also invite stu- proposed as a means of creating flexible bi/multilingual language dents to draw on their cultural and more equitable classroom spaces use in classrooms. linguistic knowledge in the class- for these students: room (Dworin, 2006; Marshall & Toohey, Taken together, these perspectives 2010) and help them sustain their Funds of knowledge. suggest several pedagogical prac- community and heritage cultural tices that teachers might employ and linguistic practices (Ladson-Billings, Culturally relevant in order to create more equitable 1995; Paris, 2012). This might include 1 and sustaining classroom spaces for culturally and encouraging students’ flexible lan- pedagogies. linguistically diverse students: guage use during instruction (Palmer, 2 Martínez, Mateus, & Henderson, 2014) and Translanguaging. Develop family/home-communi- building curricula that relates to 1 ty connections: Teachers should students’ lives (Haneda & Wells, 2012; 3 work to develop connections be- Zapata & Laman, 2016).

32 Ohio TESOL Journal TEACHING n n n n n n n n n n n n

Recognize students’ individual Develop sociopolitical con- writing and recognizing students’ 3 cultural backgrounds: Teachers 5 sciousness: Teachers should use of their full linguistic repertoires. must recognize that culturally and help students develop sociopolitical linguistically diverse students are consciousness so that they might As the U.S. becomes increasingly not a monolithic group, and work critically examine and challenge culturally and linguistically diverse, to recognize students’ individual inequalities (Ladson-Billings, 1995; Paris, educators must consider how to cultural backgrounds as they 2012; Paris & Alim, 2017). Rather than create classroom spaces that are build culturally relevant/sustaining avoiding or silencing some minori- more equitable for all students. We curricula (Sleeter, 2012). tized practices (e.g. translanguag- recognize that this is a challenging ing), educators should include and undertaking, but we hope these suggestions—drawing from funds Build on students’ strengths: support those practices to sustain of knowledge approaches, culturally 4 These pedagogical approaches those cultural traditions and practic- relevant/sustaining practices, and also highlight the importance of es that challenge inequalities. focusing on what students can translanguaging theories—serve as do, rather than viewing them Model and value flexible lan- touchstones for teachers working through deficit lenses (Moll, 1992). 6 guage use: Educators should to create more equitable classroom For example, students’ flexible model and ascribe value to students’ spaces for culturally and linguistically language use should be seen as flexible, bi/multilingual language use diverse learners. n normal and valuable practices, (Canagarajah, 2011; Zapata & Laman, 2016).

rather than deficient monolingual This might include modeling the use Nermin Cantas, Grace J. Kim, and practices (Palmer et al., 2014). of multiple languages in speech and Lindsey W. Rowe are PhD students at The Ohio State University in the Department of Teaching and Learning.

REFERENCES Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401-417. Dworin, J. E. (2006). The family stories project: Using funds of knowledge for writing. The Reading Teacher, 59(6), 510–520. https://doi.org/10.1598/rt.59.6.1 García, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. New York: Teachers College Press. Haneda, M., & Wells, G. (2012). Some key pedagogic principles for helping ELLs to succeed in school. Theory Into Practice, 51(4), 297-304. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491. Marshall, E., & Toohey, K. (2010). Representing family: Community funds of knowledge, bilingualism, and multimodality. Harvard Educational Review, 80(2), 221–242. Martin-Jones, M., & Saxena, M. (2003). Bilingual resources and ‘Funds of Knowledge’ for teaching and learning in multi-ethnic classrooms in Britain. International Journal of Bilingual Education and Bilingualism, 6(3-4), 267-282. Moll, L. C. (1992). Bilingual classroom studies and community analysis: Some recent trends. Educational Researcher, 21(2), 20−24. Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141. Palmer, D., Martínez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757-772. Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97. Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York, NY: Teacher’s College Press. Sleeter, C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562-584. Zapata, A., & Laman, T. T. (2016). “I write to show how beautiful my languages are”: Translingual writing instruction in English-dominant classrooms. Language Arts, 93(5), 366-378.

Fall 2020 33 RESOURCES

Dana Weber 2nd Vice President, Ohio TESOL Online Teaching Resources

This past March, our world suddenly changed, taking TESOL meet-up, discussing challenges and solutions us by surprise. Never before have teachers been called for the diverse needs of our ELs under the mandated upon to face a more challenging teaching environment. school closures. During this time, Ohio TESOL members We found ourselves in a world of unchartered territory. contributed to the interactive document entitled: The Ohio TESOL Board bore witness to teachers coping Ohio TESOL Resource List for School Closings. with the stress of COVID19, balancing their own home This collaborative document can be accessed by life while working from home, and adjusting quickly to members of Ohio TESOL through our website, however a new way of teaching. From the beginning of quaran- I wanted to highlight a few of the fan-favorite resources tine, EL educators across the state began meeting with from the document and wholeheartedly thank everyone Ohio TESOL’s PK-12 interest section leaders and ODE who shared their knowledge. Thank you all, for your representatives for what would become a weekly Ohio dedication to Ohio’s English Learners!

Guidelines from ODE Teaching Tools COVID Information School Administrators Serving PearDeck: in multiple languages English Learners and Google Deck add-on to incorporate Colorin Colorado Linguistically Diverse Families interaction with students and https://www.colorincolorado.org/coronavi- http://education.ohio.gov/ formative assessments. rus?fbclid=IwAR23lWRAOGgw3maU8EMf- Topics/Reset-and-Restart/School-Administra- https://www.peardeck.com/googleslides cpx7N4QzOMWImMlwgRK64CXWI4dpr2AX- tors-Serving-English-Learners q9VopDk Seesaw: Ohio’s Support Guide for Student driven digital portfolios Switchboard Teachers of English Learners with creative tools to take pictures, https://switchboardta.org/ blog/a-round-up-of-multilingual-resources- http://education.ohio.gov/ draw and record videos. Topics/Student-Supports/Coronavirus/ on-covid-19/?mc_cid=55a6c15918&fbclid=I- English-Learners https://web.seesaw.me/ wAR0U4Bn0mVNftsPppqtrZv5JudnyOEXeW- bzgsNKr5yBe7B2cgvRaCCIs2Wg Flipgrid: Student/Parent Instructional tool to facilitate video Communication Tools discussions or have students record TalkingPoints: prompt responses. Multilingual Text Messaging App. https://info.flipgrid.com Technology will https://talkingpts.org Nearpod: never replace ClassDojo: Platform for interactive great teachers, Platform to share class work lessons, videos, and formative with families thru photos, videos assessments. but in the hands https://nearpod.com and messages. of great teachers, https://www.classdojo.com Screencastify: Google Chrome Extension to record, it’s transformational edit and share videos. – George Couros https://www.screencastify.com 34 Ohio TESOL Journal OHIO TESOL BOARD n VOTING MEMBERS

Executive Committee Interest Section Representatives

PRESIDENT POST SECONDARY/HIGHER ED. John Haught Sonya Fix [email protected] [email protected]

VICE PRESIDENT ADULT/REFUGEE EDUCATION Amy McKinney-Janev Tess Yurik [email protected] [email protected]

SECOND VICE PRESIDENT RESEARCH AND TEACHER EDUCATION Dana Weber Elise Gaither [email protected] [email protected]

TREASURER PreK–12 Jennifer Fennema-Bloom Emily Williams Brooke Leach Grable [email protected] [email protected] [email protected]

RECORDING SECRETARY ADVOCACY Jill Kramer Francine Lasley [email protected] [email protected]

ADVISORY BOARD n NON-VOTING MEMBERS

PAST PRESIDENT Committee Chairs Cori Stevens [email protected] MEMBERSHIP LISTSERVE MANAGER Sara Levitt Ivan Stefano OHIO TESOL ADVISORY [email protected] [email protected] Dan Fleck [email protected] AWARDS & GRANTS JOURNAL EDITOR Jackie Donley Jennifer Fennema-Bloom ADVOCACY ADVISOR [email protected] [email protected] Jackie Ridley [email protected] PROFESSIONAL DEVELOPMENT Lejla B. Maley Jessica Burchett [email protected] OFLA LIASON [email protected] Derek Braun CONFERENCE PLANNER [email protected] MARKETING/PUBLICITY Betty Garret, Sarah Levitt [email protected] ODE LAU RESOURCE [email protected] CENTER LIAISON Donna Villareal EXHIBITOR COORDINATOR [email protected] Lori Welsh [email protected] ODE ASSESSMENT LIAISON Paula Mahaley WEB MANAGER [email protected] Aaron Schwartz [email protected]

Fall 2020 35 Ohio TESOL Journal NON-PROFIT ORG 605 N. High St U.S. POSTAGE PAID PMB 172 COLUMBUS, OH Columbus, OH 43215 PERMIT NO. 711

ohiotesol ohiotesol groups/Ohio-TESOL-4621284

ONLINE WEBINAR SERIES Tuesdays with Ohio TESOL Every Tuesday between August 25 - November 17, 2020 @4:00pm Eastern Time

Register at ohiotesol.org *No webinar will be held on Tuesday, November 3rd