Nonlinguistic Representations Chapter 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 timelines Can be designed to help make complex content more understandable for ELLs Help ELLs understand knowledge and store it in different way Teach 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 learned The act of constructing a model establishes an “image” of the knowledge Manipulatives—used frequently for math (shapes, cubes, money) All content areas: use puzzles, maps, word sorts, Legos Any 3-dimensional form can be a physical model

Engage in Kinesthetic Activities Kinesthetic activities: represent knowledge using physical movement For 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…” prompts Level 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 context Use visuals to convey meaning of text Demonstrate meaning through other media Allow student to use visually-supported models to demonstrate understanding Allow student to create stories using pictures, words, or phrases Have 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