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@SupportEduc www.GetSupportEd.net @GetSupportEd.net
Using Academic Conversations to Support English Learners’ Acquisition of Academic
Language and ContentSydney Snyder
2019 Migrant Education Program and English Language Development Conference
3.4.19
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Before We Begin…
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Download PPT: GetSupportEd.net/presentations
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Padlet: bit.ly/OralLanguage4ELs
Why Oral Language Activities Benefit ELs
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1. Why can oral language activities be particularly beneficial in the instruction of ELs?
2. What strategies do you use to support EL engagement and participation in academic discussions?
Pair Discussion
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• Hear and practice discipline-specific language
• Repetition of language and vocabulary
• Enhance learning and retention of content
• Additional benefits
Zwiers & Crawford, 2011
Value of Oral Language Practice for ELs
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• Has depth• Is sustained• Is student controlled
Walqui & Heritage, 2018
What Is Productive Talk?
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• Respect diverse ideas• Listen to each other• Use academic language• Clarify when you don’t
understand• Encourage participation• Stay on topic
Zwiers & Hamerla, 2018
Building a Conversation Culture
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• Selective in addressing errors
• Intentional in providing feedback
• Fossilization not an issue• Recasting – may not be
effective• Focused instruction &
correction of specific language structures
Walqui & Heritage, 2018
What About Error Correction?
Four Practices for Academic Conversations for ELs
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1. Come prepared
2. Use appropriate body language
3. Take turns
4. Make connectionsStaehr Fenner & Snyder, 2017; Image of two girls: Image: Designed by Asier_relampagoestudio @ Freepik.com
Four Practices for Fostering ELs’ Engagement and Participation in Academic Discussions
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• How is the discussion scaffolded to support student participation and engagement?
• What is a strategyyou would like to try in your teaching context?
Teaching Channel, 2014; https://www.teachingchannel.org/videos/analyzing-complex-texts-ells-ousd
Preparing Students for an Academic Discussion
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Discussion Checklist
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• Student-friendly lesson objectives
• Prior knowledge• Explicit vocabulary
instruction• Thinking & writing time• Graphic organizers• Scaffolded text-
dependent questions
Staehr Fenner & Snyder, 2017
Practice 1. Come Prepared
www.GetSupportEd.net 15Adapted from: The Resourceful Social Studies Teacher. Retrieved from http://www.louisiana101.com/ideas-clark-TPT-GRAPES-Graphic-Organizer.pdf
Example: GRAPES – Social Studies
Topic What to Include Key Information Geography Location, climate
Religion Beliefs, religious practices
Achievements Art, music, math, science inventions
Politics Leaders, laws, government
Economics Trade, agriculture, labor system
Social Structure Daily life, caste system
www.GetSupportEd.net 16Zwiers, J., 2017
Example: Cause & Effect Diagram
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• Make eye contact • Face each other • Lean in• Show understanding• Use appropriate
gestures
Staehr Fenner & Snyder; 2017; Zwiers & Crawford, 2011; Image by Asier_relampagoestudio @ Freepik.com
Practice 2. Use Appropriate Body Language
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• Structured pair work• Talking stick or talking
rock• Language for inviting
others to participate
Staehr Fenner & Snyder, 2017
Practice 3. Take Turns
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• Language needed• Model• Opportunities to
practice • Use of hand signals
Staehr Fenner & Snyder, 2017; Zwiers, 2014; Zwiers & Crawford, 2011
Practice 4. Make Connections
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Talk Move Sentence StemRestating So you are saying…
Put another way, you are saying ….Agreeing I agree with (Yuri) because ……..
(Emma’s) point about …….. was important because ……..
Disagreeing I disagree because…I see it differently because….
Asking a clarifying question
Could you give an example of….?I’m confused when you say……Could you explain more?
Adding to an idea/making a connection
I’d like to add to (Rosa’s) point. I think that…When (Albert) said….., it reminded me of…I see a connection between what (Laura) said and what (Karolina) said. The connection is…..
Staehr Fenner & Snyder, 2017, p. 100
Sentence Stems
www.GetSupportEd.net 22Staehr Fenner & Snyder, 2017
Oral Language Activity Checklist
www.GetSupportEd.net 22Staehr Fenner & Snyder, 2017
Oral Language Activity Planning Template
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• Engaging prompts
• Intentional grouping
– Building individual accountability
– Group roles
• Assessment through oral language activities
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Additional Considerations for ELs
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Oral Language Activities
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1. Stronger & Clearer Activity2. Choose the Best Image3. Information Gap
Staehr Fenner & Snyder, 2017; Zwiers & Crawford, 2011
Oral Activities to Scaffold Written Work and Build Individual Accountability
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Directions1. Students respond to
writing prompt 2. Students share
response with partner3. Students change
partners 3 times4. Each time language
should be stronger & clearer
5. Can use grid
Zwiers, 2017; http://jeffzwiers.org/videos
1. Stronger & Clearer Activity
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1. Look at the four images of the U.S. Civil Rights Movement.
2. Choose the image that best represents that time period. Write your response in Part 1 of the handout.
3. Each person in your group shares his/her response. As people share, complete Part 2.
4. As a group, decide on one picture that you feel best represents that time period. Complete Part 3.
5. Choose one person to present your group’s opinion to the whole group.
27Adapted from Zwiers & Crawford, 2011
2. Choose The Best Image
www.GetSupportEd.net 31Source: http://photos.state.gov/galleries/usinfo-photo/39/civil_rights_07/1.html
2. Example: Choose the Best Image from the U.S. Civil Rights Movement
A B
C D
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Choose the Best Image Graphic Organizer
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• Decide who will be Person A and who will be Person B.
– Person A is solving Question 1– Person B is solving Question 2
• Read your problem.
• Write questions for your partner.• Ask your partner your questions.
• No peeking!
17Adapted from Zwiers & Hamerla, 2018
3. Information Gap
Wrap Up
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Reflection & Next Steps
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• What is one take-away from today’s session?
• Questions?• Book raffle
