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
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