Synergy: Individual literacy requires a collective effort

           When we grow up, our parents or caretakers are the first ones to introduce us to language. When we go to school, our teachers help us develop our language even further. As we get older, each interaction we have contributes to the progression of our literacy skills. The development of individual literacy requires a collective effort because it relies heavily on the interactions we have with others. Communication is the foundation of literacy and can be found in reading, writing, listening, and speaking. In order to communicate, we have to build trust through courage and vulnerability. As someone who has had to learn not one, not two, not three, but four languages, I can confirm it is difficult to open up when you lack confidence in your literacy skills. Some things that have helped me tremendously on each occasion are empathy, encouragement, and open-mindedness of others in the process. A perfect example of how synergy has helped me personally is when my American husband and I visited my family in the Netherlands a few years ago. My husband has extremely limited knowledge of the Dutch language and my family's English skills are basic at best. As you can imagine, both my husband and family were worried about the conversations and impressions they would leave on each other. With my proficiency in both languages, I could have functioned as a translator, which would have complicated my own participation. Thus, instead of solely relying on me, my husband tried to use a lot of nonverbal communication (i.e. gestures and facial expressions) to try and have a conversation with my family members. They, in turn, tried to use their limited English vocabulary to create basic sentences and have a conversation with my husband. Both their efforts were far from perfect, but because each of them put themselves in a vulnerable yet courageous position, the interactions paid off and resulted in an enjoyable experience based on trust for all parties involved. Of course, there were a few occasions in which I had to translate both ways, but overall everyone worked together to communicate to the best of their abilities. 

           A high level of trust combined with a high level of cooperation results in effective communication. This is necessary to create synergy; a middle way in which all individuals involved find the best way together (Covey, 2020). In youth literacy, this means you have to create a safe space for learners to express themselves. There are several ways to do this, but the most important thing is to be respectful of their strengths and challenges. While this blog has suggested several ways to create quality learning opportunities for literacy development, what are some ideas you have?         

Image source: (Wierda, 2016). 

            Language learners need to build self-confidence in order to open up. It is easier to listen and process information than it is to vocalize ideas and express emotions. As educators and family members, we can help them build this courage to be vulnerable through leading by example. We have to be approachable and supportive; we have to add a personal touch to our way of teaching. This also means that we have to combine our explicit instruction with their implicit motivation (Arciuli, 2018). When we fuse our teaching strategies with their learning styles, synergy will result in the most effective literacy development possible. 

          

Image source: (Lathan, n.d.).

Image source: (Lathan, n.d.).

          When we want to reach synergy, it is important to start by identifying your students' learning styles and your own teaching style (Lathan, n.d.). There are many strategies to teach literacy through reading, writing, listening, and speaking, but do not assume your approach is the right one. Inquire with your students what and how they want to learn to get a better insight into their reasons and motivations. Share your own experiences as a learner and make yourself relatable. Ask your students to help create a personalized learning plan and support their ideas based on guidelines and criteria set by you. Work together with your learners to ensure the best approach to building and maintaining their literacy skills.

References

Arciuli, J. (2018). Reading as statistical learning. Language, Speech, and Hearing Services in Schools, 49, 634-643. https://pubs.asha.org/doi/pdf/10.1044/2018_LSHSS-STLT1-17-0135

Covey, S. R. (2020). The 7 habits of highly effective people: Powerful lessons in personal change (30th-anniversary edition). Simon & Schuster.

Media Sources

Lathan, J. (n.d.). An educator's guide to teaching styles & learning styles. University of San Diego. https://onlinedegrees.sandiego.edu/teaching-to-every-students-unique-learning-style/

Wierda, B. (2016, Sep. 8). Embracing 3rd alternatives. Leader in Me. https://www.leaderinme.org/blog/embracing-3rd-alternatives/

Seek first to understand, then to be understood: Use empathy for efficacy

           I have always been an avid reader since I was young. All of my reading, writing, and learning was rooted in the Dutch language, which allowed me to become fluent. Even though I had developed a certain level of proficiency in English, German, and French over the years, there was never a time I would consider myself fluent in any of these foreign languages. Once I moved to the United States, I solely started reading English books to ensure my comprehension would improve. What I did not realize is that there are certain words in my vocabulary I have only ever read but never heard before. Guess how this affects my pronunciation at times? However, my expression has nothing to do with my comprehension. To some people, these communication errors may seem funny, while others simply feel bad for me. Nevertheless, most people tend to focus on how I say things instead of what I am saying. Something so minor can change the dynamic of an entire conversation. The language becomes the focus and the meaning gets lost in translation... literally. As a language learner, one of the hardest things to do is to communicate effectively. To explain what you know and ask for what you need is crucial, yet complicated or even impossible at times. Unfortunately, these challenges tend to cause misconceptions about individuals' intelligence and learning abilities (Breiseth, n.d.). To provide tools and resources for language learners, we have to seek first to understand, then to be understood. Find out what learners need before deciding on a solution as educators.

Image source: (Kopsumbut, 2019).

          In order to truly connect with our learners, we have to use empathic listening. This way of listening involves the sincere desire to understand, and the ability to rephrase the content and reflect the feeling of our learners. In other words, we have to align ourselves with their perspectives and implement their contexts to create effective literacy solutions (Covey, 2020). Instead of probing, evaluating, advising, or interpreting, use empathy to learn from your learners, so you can become a better educator. 

          While phonological awareness is the obvious ability that needs to be developed, English Language Learners (ELLs) also require content to be put in relevant contexts. Creating an interactive and collaborative learning environment, in which we consider the linguistic abilities and cultural background of our learners, will help us provide meaningful yet challenging opportunities. By using our cultural competence as well as lessons that increase in complexity, learners will benefit from our efficacy (Harvey, n.d.). This is an especially challenging task during a time in which remote learning is the norm, but keep in mind that our learners need our support now more than ever.

          Since these are unprecedented times for schools, families, and students, it is essential to work together to develop and maintain learners' literacy skills. As an educator, you can provide information for online literacy tools and resources, organize the usual literacy activities and let technology enhance the interactive lessons, and ask families and learners for constructive feedback to improve their remote learning experience (Sayko, 2019). As a family, you can turn any text sources, household objects, and everyday situations into literacy learning opportunities. Additionally, you can use tools and resources provided by schools and provide feedback to help educators improve their strategies (Sayko, 2019). No matter what, seek to understand your learners and base your approach on their needs.

Image source: (Sayko, 2019).

References

Breiseth, L. (n.d.). 5 Myths about English Language Learners (ELLs) and special education. Understood. https://www.understood.org/en/school-learning/for-educators/learning-and-thinking-differences-basics/5-myths-about-english-language-learners-ells-and-special-education

Covey, S. R. (2020). The 7 habits of highly effective people: Powerful lessons in personal change (30th-anniversary edition). Simon & Schuster.

Harvey, S. (n.d.). Supporting English Language Learners. Generation Ready. https://www.generationready.com/supporting-english-language-learners/

Sayko, S. (2019). Schools and families as partners in remote literacy learning. National Center on Improving Literacy. https://improvingliteracy.org/brief/schools-and-families-partners-remote-literacy-learning

Media Sources

Kopsombut, G. (2019, March 6). We'll work through the miscommunications [Image]. Reddit. https://i.redd.it/sde4xisezkk21.jpg

Sayko, S. (2019). Schools and families as partners in remote literacy learning [Infographic]. Improving Literacy. https://improvingliteracy.org/sites/improvingliteracy2.uoregon.edu/files/briefs/Remote-Literacy-Learning-Overview.png

Think win/win: Their literacy can benefit them and you

           In the Netherlands, where Dutch is the native language, we start learning British English at an early age. Naturally, this starts with simple object words such as "tree", "car", and "book" in middle school. This is followed by English class three times a week in high school, when the lessons become increasingly more complex with a focus on spelling, grammar, and pronunciation in the areas of reading, writing, listening, and speaking. After years of learning this second language, my proficiency was highly advanced... or so I thought. When I moved to the United States in 2013, my husband worked in hotel maintenance at a ski resort. Every once in a while I would follow him from property to property and help him where necessary. I still remember him asking "can you please pass me the Phillips head?", and me staring dumbfounded at his toolbox. This was not something they had taught me in school, so I asked him for clarification. He laughed a little because it seemed silly I did not know what a screwdriver was. Forwarding to a few years later, I applied to Arizona State University. One requirement I needed to meet before attending college was to complete a Test of English as a Foreign Language (TOEFL) to determine my proficiency. I went to the library to get the learning guide and test preparation, so I could update and practice my skills. What occurred to me as I was reading, is that there was so much vocabulary I did not know because it was never taught in school. And if I don't understand, how will English Language Learners (ELLs) succeed if this is their first encounter with the language? Eventually, it all worked out but I consider myself lucky since I had considerable background knowledge, unlike many other learners. Most recently, I was cooking and ended up with some vegetable peels and other parts not meant for consumption. While staring at the sink, I asked my husband "do you know if this food can go in the...". He looked at me and waited for me to finish my sentence, and while I tried my hardest to come up with the correct terminology, I ended up saying "the food grinder in the sink?". This is because no one had taught me the correct word for waste disposal. You may be wondering by now where I am going with this story. I am trying to show you why it is beneficial for people other than the learners if they have the knowledge and skills to understand and express language. Not only will individuals be able to confidently navigate society on their own, but they will also be able to support others in personal and professional settings. 

          Anyone can agree that reading is an essential component of literacy. Not only does it allow youth to enjoy stories, but it will also allow them to share stories. Since we want to eradicate youth illiteracy and at the same time develop our communities, it is important to teach reading as a foundation for social and economic purposes (Van Pelt, 2018). Helping youth learn how to read the English language is not only the key to their success but also the key to a happy and healthy society.           

Image source: (Words Alive, 2018).

          For youth to effectively develop literacy supporting their reading comprehension should be our main goal. "The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze it, internalize it and make it their own" (Read Naturally, n.d., para. 1). There are multiple strategies to help them understand the information, whether the text is formal or informal. In addition to independent reading, it is advantageous to read aloud to youth learners. Even though this method often focuses on children, ELLs can benefit from a similar approach, because it will build their vocabulary, it will give us insight into their challenges, and they will associate pleasure with reading (Burnett, 2019). Therefore, I encourage you to be part of their reading journey as both a storyteller and listener.

          After considering the benefits of reading for both learners and others, there are several ways you can get involved and take action to improve reading comprehension. There are options to become a reading tutor, organize a reading and storytelling workshop, or start a YouTube channel in which you read books to viewers. Celebrate! February 14th is International Book Giving Day and the goal is to get books into the hands of as many youths as possible. Leave new and used books in unexpected places, such as waiting rooms, playgrounds, parks, school routes, and family areas. Run a local book swap in your community to exchange books between learners and for them to build new social relationships. Organize a book walk, which is basically a fundraising campaign for literary resources. These donations will be used to fund books for pleasure, school, and work for disadvantaged learners in your local community. Organize a book drive and donate to your local literacy non-profit organization (International Book Giving Day, 2021). 

References

Burnett, C. (2019, Dec. 17). 3 Important reasons to keep reading aloud to your tween. Scholastic. https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/read-aloud-independent-reader.html

International Book Giving Day. (2021). Category: How to. Book Giving Day. https://bookgivingday.com/category/how-to/

Read Naturally. (n.d.). Comprehension: The goal of reading. Read Naturally. https://www.readnaturally.com/research/5-components-of-reading/comprehension 

Van Pelt, J. (2018, Feb. 22). What is the connection between literacy and economic development?. Words Alive. http://www.wordsalive.org/blog/2018/2/22/what-is-the-connection-between-literacy-and-economic-development

Media Sources

Words Alive. (2018). Literacy is the foundation of community and economic development. When everyone can read, whole communities thrive [Image]. http://www.wordsalive.org/blog/2018/2/22/what-is-the-connection-between-literacy-and-economic-development

Put first things first: Prioritize language and organize resources

           To increase literacy rates and create effective Multilingual Education (MLE) programs, we have to prioritize language. While the majority of educational settings in the United States use English as the official language, there are many linguistic minorities who use their home language as the dominant one for social and cognitive purposes. These learners fall under the umbrella term English Language Learners (ELLs). Even though many ELL students start learning English at a young age, approximately 8.3% of students in U.S. public schools are youth ELLs (National Center for Education Statistics [NCES], 2020). This means that many learners aged 15-24 still use a language other than English as their home language. The top three languages used are Spanish/Castilian, Arabic, and Chinese (NCES, 2020). The reason why it is essential to offer MLE programs is that it takes seven to ten years for non-native speakers to academically be at the same level as their peers (as cited in Penke, 2018). Not only does this exacerbate the achievement gap within education, but it specifically shows that a literacy gap is the root issue we need to solve.

          We want youth to feel engaged, inspired, and empowered by what they learn. By giving learners the power to make decisions and choices in their development, we can guide them in their journey while letting them take their future into their own hands. We should use effective personal management to focus on what is important and what will result in a long-lasting positive change. Therefore, learners need to believe they are responsible for their own achievements (Covey, 2020). We need to connect them with the appropriate tools and resources; they will create their own path toward success. 

          Besides hiring and training bilingual or multilingual staff, we need to differentiate our teaching approach based on learners' needs. According to Education Week (2019), it is important to use inductive strategy, enhance background knowledge in multiple languages, offer a variety of texts, pair learners with peers of the same or a different proficiency level, play videos at slower speeds and with closed captions, and create a learning environment in which learners feel comfortable to take risks. Additionally, it is imperative to use visual information and nonverbal communication to support their understanding. Scaffolding is key. This way learners can learn to make connections between their home language and the official language, which will eventually result in improved literacy. 

Image source: (Staehr Fenner, 2018).

          To put first things first, you need to get to know your learners. Familiarize yourself with their ethnic and linguistic background in order to learn which tools and resources might be beneficial. Provide them with quality bilingual/multilingual teachers and be available for support. If you are an educator of ELLs make sure you become proficient in a second (or third) language or find a peer-educator who can assist and guide you during teaching. Collect and create visual materials. Complement these with texts in both English and their home language when possible. Present instruction in a variety of ways for better understanding. To increase confidence and to build a good relationship between educators and learners, work in small groups and encourage peer interactions. By organizing our actions based on what is important and truly impactful, we can efficiently and effectively invest our time and energy in eradicating youth illiteracy. It all starts with focusing on the young people that need our help.

References

Covey, S. R. (2020). The 7 habits of highly effective people: Powerful lessons in personal change (30th-anniversary edition). Simon & Schuster.

Education Week. (2019, Feb. 6). Differentiating instruction: A guide for teaching English-Language Learners. YouTube. https://www.youtube.com/watch?v=9hekJsCOHLU&ab_channel=EducationWeek

National Center for Education Statistics [NCES]. (2020, May). English Language Learners in public schools. The Condition of Education. https://nces.ed.gov/programs/coe/indicator_cgf.asp

Penke, H. T. (2018). ELL Students: Literacy Development and Language Development. Journal of Curriculum, Teaching, Learning and Leadership in Education, 3(1), 59. https://digitalcommons.unomaha.edu/ctlle/vol3/iss1/11/

Media Sources

Staehr Fenner, D. (2018, June 8). Scaffolding instruction for English learners [Image]. SupportEd. https://getsupported.net/scaffolding-instruction-for-english-learners/