Like most of us, English learners do not enjoy busy work! They should be given authentic work to do.
Giving English learners coloring assignments and the like is not actually "at their level." Not knowing English does not make them unintelligent; it just means their educational experience has been in another language. Their intelligence should be used in a meaningful way, through activities that are developmentally appropriate for their skill level, scaffolded for language support.
Giving English learners coloring assignments and the like is not actually "at their level." Not knowing English does not make them unintelligent; it just means their educational experience has been in another language. Their intelligence should be used in a meaningful way, through activities that are developmentally appropriate for their skill level, scaffolded for language support.
Here are 2 examples of meaningful activities that I have tried with my students:
- A mock trial.
- Students practiced their critical reading skills by doing research on a real case. They had to decide which evidence was most pertinent, and then made an argument in writing.
- After this argument essay was complete, they wrote a script, discerning what evidence from their essay was most useful to their case, creating cross-examination questions, etc. depending on their role.
- Participating in their mock trial was, obviously, practice in speaking; they also listened to other students give their portion of the trial.
- Prior to the trial itself, I scaffolded instruction with vocabulary "meet-and-greet" roleplays about complicated court terms, shorter writing activities, and jigsaw discussions of articles and other sources. They also did individual work and group work to get feedback and support on their work.
- Because their mock trial was tried by a "jury" and a "judge" including peers, family members, and community members, students felt they were doing important work for others. They had a real sense of justice about arguing for a guilty or not guilty verdict for the defendant! I was pleased when some students said not only had they found the project fun, but also informative; a few wanted to be lawyers or crime scene investigators or police officers when they grew up.
- A letter.
- After reading and jigsawing articles and a novel about mental health, students created a presentation about why mental health should be included when assessing teens. The presentation included speaking portions and written portions in a PowerPoint and letter. They had also listened to videos and read research about mental health in teenagers.
- Again, scaffolding was made with lots of discussion, vocabulary activities, writing practice, and a variety of sources from which to choose (scaffolded for appropriate level).
- Because their letters were sent to real state officials and their presentations were observed by peers, family, community members, and state officials, students felt very pressed to do their best work. Perhaps some of their suggestions will be implemented in the future!