Transcript Teachers’ Reading Practices in Working with Latino English

Teachers’ Practices When Working with
U.S. Latino English Language Learners
with Reading Related Disabilities
Dr. Rocio Delgado
Trinity University
San Antonio, Texas, USA
Context
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Increasing cultural and linguistic diversity
Latinos in the U.S. fastest growing “minority”
5 million identified as English language learners (ELLs)
Latino ELLs have the lowest educational attainment
Low performance on achievement tests
High dropout rates
Disproportionately represented in special education
Purpose of the Study
To investigate reading practices implemented
by teachers of Latino ELLs with readingrelated disabilities and the beliefs, knowledge,
and skills reflected in their work.
Research Questions
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What is the nature of reading instruction provided
Latino ELLs with reading-related disabilities?
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What beliefs, knowledge, and skills are reflected
in teachers’ reading instructional practices?
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What other factors do teachers perceive as
influencing reading instruction?
Participants
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Elementary teachers who provided reading instruction to Latino ELLs
with disabilities. Students provided the context for understanding what
the teachers were doing in their classrooms.
Three Special education resource room teachers
- European American, female
- Assigned to work with 2nd, 4th and 5th graders
- Range of experience between 5 and 24 years
Two Bilingual education teachers
- Latino, female
- Assigned to work with 3rd and 4th graders
- Range of experience between 5 and 24 years
Data Collection Procedures
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Eight 90 min. observations over 12 week period in
each teacher’s classroom
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Two semi-structured 60 min. interview with each
teacher
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Debriefing sessions following each observation
Initial
Final
Document analysis
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Student records
Lesson plans
Daily reflection journals
Mrs. Emerson: 2nd Grade
There could have been a better way for Dinora
Focus of Reading Instruction
•Phonological instruction
(blending/segmenting)
•Phonics
•Fluency
Strategies
•Systematic instruction
•Sight words
•Small group instruction
•Immediate, corrective feedback
Beliefs, Knowledge and Skills Reflected in Practices
•Multiple purposes of reading, but limited opportunities to
read for enjoyment due to on-going assessment of skills
•Limited understanding of BICS and CALP
•Difficulty translating theory into practice
“I am very lucky that I have Mrs. Gómez [a bilingual teacher] to talk to. She is
very knowledgeable about bilingual education and is always willing to explain
to me what she knows about language and how to take that into consideration
when making decisions.”
“We decided to teach her in English only because the bilingual teacher and I felt
she [the student] was getting confused by having to go from one language to
the other.”
“If I had really felt that Dinora needed to be in a bilingual resource, I could have
really pushed the issue [with administration], but I did this before and was
told to just do my job. With Dinora, we really feel this was a good decision,
but it’s not that easy.”
“I understand the theory about the need to work collaboratively and to talk
about students’ language, but I think it is very different when it actually comes
to having to make a decision about which language to instruct children, how
to differentiate what's difference from what’s disability, and who that student
is to work with in the classroom.”
Mrs. Ornelas: 3rd Grade
What are we doing to give Jorge success?
Focus of Reading Instruction
•Integrated ESL and other
content areas
•Comprehension
•Story sequencing
•Memory
Strategies
•Graphic organizers
•Think-alouds
•Small and large group
instruction
•Visual and auditory cues
Beliefs, Knowledge and Skills Reflected in Practices
•Perceptions about parents/families
•Questioning language of instruction
“He has been going to his special education teacher for the whole year. My
concerns are that there are no set expectations for him in there. What is she
[special education teacher] doing so that he has success? She can’t serve him
there because she doesn’t speak Spanish! And we have some teachers who do,
but not in his special class.”
“I’ve said to him, “Jorge, you’re the only one that can help yourself. You need to
focus on your story and study it from beginning to end. You can track your text
to stay on the story.” We do little things like that. I show him how to keep his
hands together, like rubbing his hands together instead of tapping them on the
table. One of the things that helps me is sign language, because sometimes I
will do the sign of words or letters he’s reading. Or squeeze a ball or rub your
hands together; and it’s just having your body moving in a different way to
focus on what you need to attend to, which is your reading. I do these little
things for him to be able to be focused when he needs to be focused. He hasn’t
implemented them. Sometimes I’ll have to re-direct him.”
Mrs. Carrillo & Mrs. Glasser:
4th Grade
Poco a poquito Melissa and Julio se van apagando
Focus of Reading Instruction
•Integrated ESL and other
content areas
•Vocabulary development
•Letter/sound recognition
Strategies
•Instructional
conversations
•Culturally relevant lit
•Individual tutoring
•Visuals and TPR
Beliefs, Knowledge and Skills Reflected in Practices
•Need for raised expectations
•Limited understanding of interrelationship of ELL status and
disability
•Lack of preparation to effectively teach ELLs with LD
“I've heard many people who know more about bilingual education than me and they
have different opinions on it. I feel sometimes bilingual students are kept in Spanish
classes for too long. They have low skills not because of special education needs. I
just think they haven’t had enough English.” [Mrs. Glasser]
“A lady in the district told me they manage it [working with ELLs with LD] using a lot
of pictures. I use more pictures and identifications to try help them get the meaning. I
do more of this than I would with English speaking students. I guess it’s just providing
more context. I feel I could do a better job if I actually had someone come in to show
me how to do it.” [Mrs. Glasser]
“I sometimes feel like I'm drowning. It's not that I don't want to help. I just don't know
how to help. I try to read and read with them [bilingual special education students]
but there's something else that's going on because they're not getting it.”
[Mrs. Carrillo]
“That’s one less kid that I'm responsible for. I've given it my best shot and I'm sure she
[Melissa] has given it her best shot. I tend to put her aside because the responsibility
has been shifted to special education teachers. They [special educators] should be the
ones to bring Melissa along.” [Mrs. Carrillo]
Mrs. Zimmerman: 5th Grade
Linda doesn’t need the bilingual stuff
Focus of Reading Instruction
•Fluency
•Comprehension
•Vocabulary development
Strategies
•Summarization
•Comprehension questions
•Fluency
•Vocabulary Development
Beliefs, Knowledge and Skills Reflected in Practices
•Limited understanding of BICS and CALP
•No need for differentiated instruction
“I’ve always had children that spoke English and Spanish in my classrooms,
but generally I have not had to do any kind of differences in their assignments
because they were able to understand and do what we asked them to do.”
“I never felt they [ELLs with disabilities] needed bilingual support because
they understand everything I say to them in English. If they don’t understand I
don’t believe it’s because of the language barrier. It could stem from that, but
it’s not because they want you to explain in Spanish. I think they just need
further explanation in English.”
“Problems might have to do with cultural or family exposure. There are many
things we read about that they have never been around or never seen. For
example, we read two poems to compare and contrast. I found they weren’t
able to do it because I don’t think they’ve had a lot of exposure to poetry. I
don’t know that has to do with them being bilingual. I think it’s just a matter of
them thinking “we’ve never done this before” or “we’ve only done this one
other time maybe and we don’t remember reading poems like these before,” or
“I don’t even know what a poem is,” you know? That’s just my interpretation
of the problem.”
Factors Influencing Instruction
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Impact of high-stakes assessment on instruction
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Limited collaboration between general and special
education
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Limited understanding of the interrelationship
between students’ ELL status and their disability
Results
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Reading instruction for Latino ELLs with disabilities in nonbilingual special education settings was characterized by limited
student engagement and accommodations for culture/language or
disability, but not both.
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The delivery of reading services for ELLs with LD reflected limited
opportunities for collaboration and instructional planning between
bilingual and special education teachers.
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Although teachers had a positive disposition towards bilingualism
and family and cultural resources, their reading programs reflected
limited understanding of the interrelationship between students’ ELL
status and LD.
Results - Continued
The findings of this study illuminated two unintended consequences
of the NCLB Act:
(a) Pressures associated with accountability and high stakes
assessment seemed to displace teachers’ attention and efforts from
teaching reading to teaching to the test
(b) The definition of highly qualified teachers for ELLs with LD
seems inadequate in addressing these students’ instructional needs.
Discussion and Implications
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Systemic inequities in educational system
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Professional development in schools
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Children Left Behind
Shared responsibility for students and services
Opportunities for sharing of teachers’ expertise
Systemic, on-going collaboration across programs and personnel
Working toward same instructional goals
Preparation in teacher education programs
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Interdisciplinary classes
Diversity infused throughout university courses
Preparation of higher education faculty to teach CLD students with
and without disabilities and to work collaboratively
Contact information:
[email protected]
THANK YOU!!