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Nonlinguistic RepresentationsChapter 4
Classroom Instruction that Works with English Language Learners
By Jane D. Hill and Kathleen M. Flynn
Linguistic vs. Nonlinguistic
Linguistic:
Main way new information is presented in the classroom—listening, reading
Nonlinguistic:
Knowledge that is presented and stored in the form of mental images or physical sensations (sight, sound, smell, touch, taste, movement)
Using Nonlinguistic Methods
Makes instruction more understandable for ELLs (English Language Learners)
A variety of activities helps students formulate nonlinguistic representations
Nonlinguistic representations elaborate on knowledge
Examples of Nonlinguistic Methods of Instruction
Realia (real objects) and visuals (photos, charts, graphs)
Demonstrations (including pointing, gesturing, showing, and explaining)
Videos, audiocassetes with books
Hands-on activities (science experiments, pantomime, drawing pictures, sequencing stories)
Use Graphic Organizers
Ex: Venn diagrams, charts, webs, and timelinesCan be designed to help make complex content more understandable for ELLsHelp ELLs understand knowledge and store it in different wayTeach students how to use graphic organizer (modeling)
From pg. 42 of Classroom Instruction that Works with English Language Learners
Use Symbolic Representations
Pictures, pictographs, maps, and diagrams
Help students visualize information, recognize patterns, and remember new content
Pictures related to ELLs background knowledge in their primary language helps to bridge the language gap
From pg. 40 of Classroom Instruction that Works with English Language Learners
D. Single Replacement
one element replaces another in a compound
metal replaces metal (+)nonmetal replaces nonmetal (-)
A + BC B + AC
Generate Mental Pictures
Help students create a “movie in the mind” while listening or reading
Use all five senses to produce rich mental images
Make Physical Models
Concrete representations of what is learnedThe act of constructing a model establishes an “image” of the knowledgeManipulatives—used frequently for math (shapes, cubes, money)All content areas: use puzzles, maps, word sorts, LegosAny 3-dimensional form can be a physical model
Engage in Kinesthetic Activities
Kinesthetic activities: represent knowledge using physical movementFor ELLs, listening skills often develop first (followed by speaking, reading, and then writing)Gives students an opportunity to develop and practice listening skills before having to verbally produce new language
Modifying for Different Language Levels
Level 1: Pictures should be associated with info on graphic organizers, engage in class by asking “Show me…” or “Point to the…” promptsLevel 2: Use cloze technique for one-word responses (ex: “A reptile breathes with…”)Level 3: Answer questions requiring phrase or short sentence, “Why” and “How” questions (ex: “Tell me about reptiles”)Levels 4-5: More complex questions, like “How are they the same/different?” or “Why do you think…?”
ILPs (Individual Learning Plans)
The ILP classroom accommodations that correlate to these strategies are:Use visuals when speaking to provide contextUse visuals to convey meaning of textDemonstrate meaning through other mediaAllow student to use visually-supported models to demonstrate understandingAllow student to create stories using pictures, words, or phrasesHave students respond to listening tasks by pointing, circling, marking, or highlighting
For more information, please use Classroom Instruction That Works with English Language Learners, available in your school’s professional library.
If you have questions related to this presentation, please contact:
Matt Walsh – Director of Curriculum and Professional Development
Kelly Sumner – High School ENL teacher
Casey Sutton – Middle School ENL teacher
Adam Guthrie – Elementary School ENL teacher
Lauren Davis – Elementary School ENL assistant
