language screenshot(Stanford Center for Assessment, Learning and Equity, 2013, p 18)

The screenshot above shows the edTPA lesson planning rubric regarding language demands in the history/social studies classroom. Each discipline has its own set of vocabulary necessary to understand key content. For example, the word “state” means different things to a chemist and a political scientist, and in order to talk about a piece of literature, a student needs to know how to use “plot,” “setting,” and “character.” There is also a range of academic vocabulary, used across many subjects, with which students need to be familiar to be successful. This set includes words like “analyze” and “interpret.” In order to meet the Level 2 standard, a teacher candidate must be able to identify and define relevant terms for her students. However, we can see that there are three levels beyond this, and an effective teacher needs to help individual students according to their needs to develop appropriate language skills.

No matter the endorsement areas or preferred grade level, all teacher candidates are teachers of language and literacy to some degree, especially with the implementation of common core standards. We will also experience diverse needs of learners in our classrooms, which may include students with disabilities and English language learners (ELLs). According to Kieffer and Lesaux (2010), English language learners are particularly impacted by deficits in academic vocabulary. Students who have difficulties processing oral or written communication, or who have physical disabilities that may limit their abilities to see, hear, or express information may also need additional language instruction. There are special education and ESL resources present in many schools, but we also need to be prepared to meet the needs of students in the general education classroom.

Generally speaking, what is good for students with special needs is good for all learners (Lewis & Doorlag, 2011). Using pictures, props, and total physical response, as seen in the video “A Visit to Classrooms of English Language Learners” (nd), is not only a useful way to present new knowledge to ELLs, it is also a more engaging practice. While new vocabulary is often taught explicitly, it should also be used contextually. I find it easier to group a few related terms, and go over their various word forms, than to teach a long list. The more skill a teacher develops, the more she is able to differentiate instruction to meet students’ specifically targeted language needs.

References:

A visit to classrooms of English language learners. (nd). Retrieved March 1, 2014. http://www.schooltube.com/video/acaca0e86f20635ba97e/A%20Visit%20to%20Classrooms%20of%20English%20Language%20Learners

Kieffer, M. J., and Lesaux, N. K. (2010). Morphing into adolescents: Active word learning for English-Language Learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54(1), 47-56.

Lewis, R. B., and Doorlag, D. H. (2011). Teaching students with special needs in general education classrooms. Upper Saddle River, NJ: Pearson Education

Stanford Center for Assessment, Learning and Equity. (2013). EdTPA secondary history/social studies for Washington: Assessment handbook.