Essential Actions #7-#9

In this week’s installment of the 15 Essential actions as noted by Colorin’ Colorado, we will examine the third set of three actions.

7. DESIGN language teaching and learning with attention to the sociocultural context.
The BBC’s Teaching Englishwebsite notes that the sociocultural context is “the idea that language, rather than existing in isolation, is closely linked to the culture and society in which it is used. This means when language is learnt, the socio-cultural context in which it is used needs to be taken into consideration as well” (https://www.teachingenglish.org.uk/article/socio-cultural-context). The main point is to be aware of how words that you use in your classroom may be used outside of your classroom. Why is the particular vocabulary important?
This is commonly examined using the language of mass media and advertising. What words are being used to entice the audience? How effective is the language? How is the audience processing the information? 
You might consider how your subject area is discussed in the media. When people talk about the subject area, what words are vital to understand? What words do you feel you need to include?
Often we are not cognizant of our everyday language choices. However, we need to be aware in order to help our students gain a better understanding and greater appreciation for how intricate language can be. If you are focusing on similar terms, be careful to put more emphasis on the meaning that is vital to the topic, and not the opposite.
8. PROVIDE opportunities for all ELLs to engage in higher-order thinking.
Regardless of English speaking abilities, all students are thinking beings. While we may sometimes encounter students who lack the requisite education or who struggle with serious learning disabilities, usually the ELL students that we have in class are as capable and clever as any other student. Moreover, the boredom that an underrated ELL deals with may cause the student to lose interest in the subject matter. You don’t want to lose student interest; you need to encourage it.
Therefore, when designing higher-order thinking activities for your classroom, consider what accommodations you may need to make for struggling ELL students. Aid the ELL in improving their abilities to express ideas. As previously noted, use translators, frame sentences, visual aids, and more techniques to help improve the ELL’s skills.
9. CREATE language-rich classroom environments with ample time for language practice and use.
This last action for today reminds me of discussions and research that I conducted on the topic of wait time. Don’t be impatient. Enjoy the silence and wait for a response. A wait time of as many as 12 seconds is appropriate in a normal classroom. Letting students discuss answers before really asking one-on-one is also a good way of ensuring that students are ready to answer correctly.
For more information, check out the original article here: http://www.colorincolorado.org/article/essential-actions-15-research-based-practices-increase-ell-student-achievement

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