Jilla Vibhajan Anvaye Navrachit Jillaoma Prathmik Shixakoni Jilla Ferbadlini Arjio Vikalpana Adhare Tabdil Karva Babat
The medium of instruction is the language used by the teacher to teach. Teaching the language, or educational content, through the target language increases the amount of exposure the learner gets to it, and the opportunities they have to communicate in it, and therefore to develop their control of it.
Example
English is used from the beginning of a course as the main language in class, and the teacher adapts their methodology to support meaning, by using a lot of visual information and non-verbal communication to support meaning.
In the classroom
The question of which medium of instruction to use, and the impact on learners and learning, is a complex one. It is useful to consider how the language used supports the aims of the class. For example, it may fit the aims to give all classroom instructions in English in a low level class, because this is useful exposure to new language and will be learnt, but explaining the methodology behind an activity to the same group might be done in L1.
English Language Learners (ELLs) are a large and growing population in our country and physical education is in a unique position to help as it has characteristics that are supportive of these students, with conditions similar to those in which children acquire their first language (Clancy, M. & Hruska, B., 2005). These characteristics include:
Physical involvement with language
The use of multiple mediums to present information
Opportunities to demonstrate language comprehension through physical expression
A low-stress environment for language performance
Success can be independent of language performance
A large amount of interactions with other students
Know who your ELL students are and their proficiency in English. This can be obtained from the ESOL/bilingual teacher, guidance counselor, social worker, or administration. You can also informally identify ELLs by watching for students who wait on others to move first and then copy what they are doing. It is important to note that their proficiency in listening, reading, speaking, and writing will vary within each student.
As with all your students, set high expectations.
Embed multicultural education throughout the curriculum, as opposed to a "Heroes and Holidays" approach where other cultures are only mentioned on special days.
Assess and utilize the background knowledge of your students; use bilingual students as helpers.
Learn to pronounce student names correctly to help develop rapport. If you are not sure, ask (in private if needed).
Use technology such as class websites, blogs, and videos.
Use structured note-taking formats such as graphic organizers and teach viewing comprehension strategies.
Utilize classroom routines and play music whenever possible.
Allow students to use their native language when needed. A review of literature shows that supporting ELL students' use of their native language helps them comprehend and learn English. It develops greater brain density in areas related to language, memory, and attention (Moughamian et al, 2009; Protheroe, N., 2011).
Slow down your speech and use shorter sentences, present tense of words, synonyms, examples, gestures, and demonstrations.
Avoid expressions or sayings that are only common in the United States.
Use as many mediums as possible to convey information: oral, written, videos, teacher demonstration, student demonstration, etc.
Use think-alouds and think-pair-shares when asking questions, and don't forget to give students enough time to process the question.
Use bilingual handouts and cue lists.
Use metaphors and imagery for cues.
Environmental Strategies
Create print-rich environments using bulletin boards with articles on sports and physical activity, gameplay strategies, words of the day, etc. See this article "6 Strategies to Create a Print Rich Environment" for helpful tips.
Use visual displays, portable white boards, and posters when giving instructions.
Create and display word walls: displays of high-frequency words for a unit, arranged alphabetically.
Picture of a word wall
Assignments, Assessments, and Activities
Picture of a word search
Assign quick writes, word sorts, and journal entries.
Use learning stations that reinforce previously taught concepts and skills.
Introduce vocabulary in a fun way such as a Word Search or Cross Word.
Have students create new games.
Use cooperative learning such as jigsaw learning and peer observations.
Use task cards to give students opportunities to take responsibility for their own learning.
Use newspapers, magazines, and web sites in assignments.; also involve librarians.
Avoid testing exclusively in English, as students may not be able to demonstrate their learning in a second language. Provide sentence frames where appropriate.
Allow performances to be recorded, giving students more time in a less threatening environment.
Use Google Translate or have ELL students work with teachers to create handouts in multiple languages.
View Page1,Page2
The medium of instruction is the language used by the teacher to teach. Teaching the language, or educational content, through the target language increases the amount of exposure the learner gets to it, and the opportunities they have to communicate in it, and therefore to develop their control of it.
Example
In the classroom
The question of which medium of instruction to use, and the impact on learners and learning, is a complex one. It is useful to consider how the language used supports the aims of the class. For example, it may fit the aims to give all classroom instructions in English in a low level class, because this is useful exposure to new language and will be learnt, but explaining the methodology behind an activity to the same group might be done in L1.
English Language Learners (ELLs) are a large and growing population in our country and physical education is in a unique position to help as it has characteristics that are supportive of these students, with conditions similar to those in which children acquire their first language (Clancy, M. & Hruska, B., 2005). These characteristics include:
Physical involvement with language
The use of multiple mediums to present information
Opportunities to demonstrate language comprehension through physical expression
A low-stress environment for language performance
Success can be independent of language performance
A large amount of interactions with other students
Know who your ELL students are and their proficiency in English. This can be obtained from the ESOL/bilingual teacher, guidance counselor, social worker, or administration. You can also informally identify ELLs by watching for students who wait on others to move first and then copy what they are doing. It is important to note that their proficiency in listening, reading, speaking, and writing will vary within each student.
As with all your students, set high expectations.
Embed multicultural education throughout the curriculum, as opposed to a "Heroes and Holidays" approach where other cultures are only mentioned on special days.
Assess and utilize the background knowledge of your students; use bilingual students as helpers.
Learn to pronounce student names correctly to help develop rapport. If you are not sure, ask (in private if needed).
Use technology such as class websites, blogs, and videos.
Use structured note-taking formats such as graphic organizers and teach viewing comprehension strategies.
Utilize classroom routines and play music whenever possible.
Allow students to use their native language when needed. A review of literature shows that supporting ELL students' use of their native language helps them comprehend and learn English. It develops greater brain density in areas related to language, memory, and attention (Moughamian et al, 2009; Protheroe, N., 2011).
Slow down your speech and use shorter sentences, present tense of words, synonyms, examples, gestures, and demonstrations.
Avoid expressions or sayings that are only common in the United States.
Use as many mediums as possible to convey information: oral, written, videos, teacher demonstration, student demonstration, etc.
Use think-alouds and think-pair-shares when asking questions, and don't forget to give students enough time to process the question.
Use bilingual handouts and cue lists.
Use metaphors and imagery for cues.
Environmental Strategies
Create print-rich environments using bulletin boards with articles on sports and physical activity, gameplay strategies, words of the day, etc. See this article "6 Strategies to Create a Print Rich Environment" for helpful tips.
Use visual displays, portable white boards, and posters when giving instructions.
Create and display word walls: displays of high-frequency words for a unit, arranged alphabetically.
Picture of a word wall
Assignments, Assessments, and Activities
Picture of a word search
Assign quick writes, word sorts, and journal entries.
Use learning stations that reinforce previously taught concepts and skills.
Introduce vocabulary in a fun way such as a Word Search or Cross Word.
Have students create new games.
Use cooperative learning such as jigsaw learning and peer observations.
Use task cards to give students opportunities to take responsibility for their own learning.
Use newspapers, magazines, and web sites in assignments.; also involve librarians.
Avoid testing exclusively in English, as students may not be able to demonstrate their learning in a second language. Provide sentence frames where appropriate.
Allow performances to be recorded, giving students more time in a less threatening environment.
Use Google Translate or have ELL students work with teachers to create handouts in multiple languages.
View Page1,Page2
