Transcript FOUNDATIONS OF INTERVENTION

FOUNDATIONS
OF
INTERVENTION
I. INCREASING FAMILY INVOLVEMENT IN
STUDENTS’ LEARNING
Some educators tell parents to “speak only
English at home”**
• Because they believe that an ELL child
with a LI will be confused by a dual
language environment. However,
research has shown that this is not
true.
•
Children with LI can and do learn 2
languages effectively; being bilingual is
not a disadvantage
•
If a child is cut off from one of his
languages, it can have a negative impact
in many areas as we said before.
If a child is cut off from his
home language, this…
I tell parents…**
•
That being bilingual is a great advantage in today’s
world
•
That if their child can grow up bilingual, she will be quite
valuable in the job market
:

Parents of children who speak a minority language
should be encouraged to use this language at home**
Here in the U.S., we as professionals routinely
expect families to be involved in their children’s
learning**
•
Some cultures: school and related activities are the
responsibility of professionals— families should not
interfere
•
Thus, families may be offended at being asked to
participate in educational decisions, carryover activities, etc.
•
Cultural mediators**
•
Help families realize
that in the U.S., they are
expected to be an
integral part of the
educational team.
Remember that in some cultures**
•
SLPs may have better success engaging the support of
older siblings for things like carryover of homework
assignments.
•
Also, parents and grandparents may speak little-no
English. Older siblings usually do speak English, and can
be most helpful in assisting with homework
assignments and other carryover activities.
We can help families become more
involved in their children’s learning and
schooling…**
•
Through the use of the services of cultural mediators as
mentioned.
•
We can also meet with parents at the school site or conduct
home visits.
•
During these visits, it is helpful to show samples of their
children’s work as well as pictures of their children
involved in school activities.
We can help parents understand what U.S.
schools expect of them and their children**
•
Parents need to understand the academic/
curricular standards of their children’s schools.
•
If parents can volunteer in their children’s
classrooms, they will understand the demands of
the curriculum much better.
Parents and students need to
understand basic school
routines**
•
For example, many parents don’t know that they need to
send a lunch to school with their child or send money so
their child can buy a lunch.
•
Immigrant students may not realize that if they get a hall
pass to go to the bathroom, they need to come right back
to class. It is not acceptable to stop and spend ½ hour on
the playground!
Remember that some parents are nonliterate in English…
I started a literacy program called
LoveTalkRead**
•
lovetalkread.com
We have collected over
117,000 books to give to low-income and diverse families
•
We encourage them to daily love, talk to, and read with
their children
Encourage students to read to their
parents in English**
•
This helps develop students’ literacy skills.
•
Many parents want to learn English, and they are helped
by hearing their children read to them in English.
Research (Ron Gillam) was conducted:
Teach parents to CARE:
Youtube video on CARE**

Youtube channel Celeste
Roseberry

Intervention for ELLs: Increasing Preliteracy Skills
Through CARE and Wordless Books

http://www.youtube.com/watch?v=BNPWLWCp98
Help parents find out**
•
About local adult literacy services and
English classes.
•
For example, English classes are often
offered at night through local educational
agencies.
Many families are surviving…**
•
Keep assignments short and simple.
•
When we do give homework, it needs to only take a few
minutes to do, and it needs to be understandable to families.
•
I often tell the student what needs to be done, make sure she
has a parent sign the assignment, and offer a sticker or small
prize for returning it.
Help parents understand the relevance of
talking to infants and small children**
In many cultures, infants and young children
are not considered conversational partners**
• Many cultures value quietness in children
•
Thus, they may receive a great deal of love and affection,
but language stimulation may not be occurring at a level
expected by mainstream society.
•
When a currently-recommended Western practice (e.g.,
reading to or talking with children) is not found in a
particular culture, we can recommend “functional
equivalents.”
Lastly, emphasize children’s good
qualities….**
•
When I work with parents (or other caretakers), I discuss the
child’s good, polite behavior (if this indeed the case!).
•
Families from many cultures highly value courtesy, obedience,
and cooperativeness in children
•
If I can emphasize the positive, families are often more
willing to cooperate in carrying out their children’s
treatment plans.
Remember…
II. HOLISTIC STRATEGIES APPROACH
Components of the Holistic Strategies
Approach

On exam
III. STRAEGIES FOR MODIFYING THE
PHYSICAL AND LINGUISTIC
ENVIRONMENT FOR ELL STUDENTS
WITH LI
1. Limit clutter and distractions in the
environment**
n Classrooms today have multiple auditory and visual stimuli.
The phone rings, people come in and out, and the walls and
ceilings are often covered with art projects—very
distracting
Use the office
2. Do not give important
information when the room is
noisy.**

Students often have difficulty with figure-ground ability,
or the ability to “pick out” the professional’s voice from
other auditory stimuli.

Even typically-developing ELL students may have extra
difficulty if there is a poor signal-to-noise ratio and the
teacher is speaking rapidly using decontextualized
language that is so typical of classrooms.
Listening conditions in the classroom
need to be favorable.**

Processing information in L2 under less-than-ideal conditions
is a risk factor for ELLs with LI
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In some places, teachers are using FM units that make them
20-30 decibels louder; research shows that children perform
better when the teacher’s voice is amplified. This is especially
true of ELL students with LI.
3. Make good seating arrangements in
classroom settings:**
Seat speakers of the same language together. In this
way, they can provide assistance to each other,
using L1 for support in learning academic content.
ELL students with LI need to sit close to the front
of the classroom.
4. Use Preparatory Sets**
Always begin an activity or therapy
session with a preparatory set
Make sure the students know what is
ahead
For example: “We will do the
calendar, math, and then clean up and
go to recess. So—calendar, math, and
recess.”
In this way, students know the
“layout” and are prepared for what
will follow.
5. Slow down your rate of
speech.**
Students benefit if we pause frequently to give them
processing time. Research shows that LI students
process more slowly than typically-developing students.
LI students—especially those who are ELLs—profit
when professionals slow down and pause more often.
6. Do a great deal of review—repeat
information and rephrase it.**
It is estimated that the average, monolingual Englishspeaking adult forgets 95% of what he heard within
72 hours of hearing it.
ELL students with LI benefit from hearing
information repeated and reviewed often.
Rephrasing is helpful. For example:
“There are 8 planets in the solar system. The earth is
one of the planets closest to the sun. – The earth, one
of 8 planets in the solar system, is close to the sun.”
7. Emphasize content words through
increased volume and stress.**
Research has shown that LI students lack the ability to
identify the “big” words, or content words and separate
them out from the smaller words (function words).
Increasing the auditory salience of content words
through increased volume and stress can support lowSES ELL students with LI. For example:
“The ocean is a source of life for our planet. The
ocean provides food, water, and other things that are
important.”
8. Give extra processing time.
9. Use a multimodal approach to
instruction and intervention—Universal
Design of Learning**
See, hear, touch to fully learn and retain
material.
U.S.--auditory modality. We expect students
to hear things once and remember them.
10. Incorporate movement and
movement breaks
MOVEMENT BREAK!**
Cross crawls from Brain
Gym—designed to increase
communication between the
right and left hemisphere
Wake up the brain!
How did you like this cute PPt
background?**

Turn to the people next to you and describe how you felt
having to take notes from these slides
IV. PRACTICAL STRATEGIES FOR A
VARIETY OF SETTINGS**

These can be used in therapy rooms (e.g., pull-out),
learning centers, and general education classrooms
Have students journal**
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About their experiences or about preplanned subjects
Have the students…**
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Engage in drama and role-playing activities in order to
encourage expressive language and social interaction skills.
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Costumes and puppets help if they are shy!
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So do karaoke machines and microphones
With regard to notetaking, students
often need to be explicitly taught to:
For example, students can underline or
highlight the key/content words in sentences.
**
 The weather is hot in the summer.

Abraham Lincoln was a president of the United
States.

Many people think that dogs are man’s best
friend.
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When they learn to do this, they can then be taught
to take notes, writing down just the key/content
words.
Use visualization to help students form pictures of
information that they read or hear. **

Tell them that they can picture a TV in
their brain/mind/head; when they hear or
read things, they can make pictures on
this TV.
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Help them with this process by beginning
with familiar items in their homes (pet,
sibling, living room). For example, I will ask
a student to tell me about his dog. When
he has done so, I will tell him that his dog
is not present; he was able to describe the
dog by using a picture in his brain.
I have found that…**
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Students especially benefit from visualizing, or making
pictures in their brain as an adjunct to reading or listening.
Visualizing helps information to be retained better, thus aiding
in listening and reading comprehension.
Youtube video**

Youtube Channel Celeste
Roseberry


Go to Intervention for ELLs with Language
Impairment: Using Visualization
http://www.youtube.com/watch?v=JcaeY7McXr
Q
Use Total Physical Response (TPR)**
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Clinician: touch your chin (clinician alone does this)
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Clinician: touch your chin (clinician and children do this
together)
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Clinician: touch your chin (children alone carry out the
command)
TPR is an excellent strategy especially for LI
students who are in the early stages of learning
English