DEVIN CLAYTON AND MEGAN MORGAN ROBERT JIMÉNEZ

WHO IS ROBERT JIMÉNEZ? Received doctorate from University of Illinois in 1992 (Vanderbilt University). Worked at the University of Oregon teaching research methods, second language literacy, and issues in the education of Latina/Latino students (Vanderbilt University). Has conducted research on teaching strategies for bilingual, minority, special education, and learning disabled students (Vanderbilt University)

HIS BELIEF IN OPTIMAL OUTFITTING Optimal outfitting: The need for culturally responsive instruction. According to Jiménez, the idea of optimal outfitting can be thought of by viewing teaching as a “kind of vehicle that can take us where we want to go in terms of student learning” (Jiménez, 2013). The idea that teaching needs to be customized, modified, and transformed to meet the needs of all students (minority and majority) (Jiménez, 2013). Part of optimal outfitting is communicating with the families of students.

COMMUNICATING WITH FAMILIES AND COMMUNITIES Communication with the families and communities of students is an important aspect of optimal outfitting (Jiménez, 2013). The connections from these people are an important part of the learning process because they are valued (Jiménez, 2013). Family members and community members will help teachers learn effective ways to work with and communicate with ELL students (Jiménez, 2013).

IMPORTANCE OF ASSESSMENT Jiménez feels as though assessments often tend to rank ELL students according to their ethnic and social backgrounds (Jiménez, 2004). In order to prevent this from happening, Jiménez has three domains: 1. Traditional Assessments: show how well students are learning and serve as the tell-tale sign of “success in the mainstream” (Jiménez, 2004). 2. Assessment of student knowledge involving other literacies; Jiménez feels as though this will provide more equity in the classroom for Latino students (Jiménez, 2004). 3. According to Jiménez, assessing how students “perceive and respond to the process of learning a new language, a new culture, and its associated forms of literacy;” this could give a better understanding of the effects of equity on student performance (Jiménez, 2004).

WHAT JIMÉNEZ RECOMMENDS TEACHERS WITH ELL STUDENTS: Engaging, well-designed, concrete projects (Jang & Jiménez, 2011). These types of assignments can be encouraging and inspirational for students to develop new learning strategies (Jang & Jiménez, 2011). Keep L2 learners connected with communities. Jiménez believes that connecting beliefs and values will enhance the learning process for L2 learners (Jang & Jiménez, 2011). Keep in mind the different learning processess between L1 learners (first language learners) and L2 learners (second language learners). If teachers do not consider the differences between L1 and L2 learning processes, L2 learners may be unfairly blamed for not achieving what L1 learners can achieve more easily (Jang & Jiménez, 2011).

OUR LESSON/STRATEGY Greeting cards What are greeting cards? When are they appropriate to send or receive? What might the cards say? Provide examples of greeting cards. Use appropriate vocal expression, facial expressions, and provide reasoning for the greeting cards. Have students share greeting cards they have received from a family member or friend. Have students form groups and sort provided greeting cards by common factors: Do they rhyme? Do they have pictures of animals? Are they birthday cards? Etc… Have class discussion on how groups sorted the cards provided to them and why. Have students create their own greeting cards for a family member or friend.

WHY DOES THIS LESSON BENEFIT L2 LEARNERS? This is a very visual lesson plan. Visuals are extremely important for ESL/ELL/L2 learners. Visualizations help put a picture to a meaning. It is important for the teacher to really use expression when reading the example greeting cards. These expressions help ESL/ELL/L2 associate what emotion goes with certain messages/words/meanings. Giving students the opportunity to share their own greeting cards, which could be culturally diverse, can be a great learning experience for all learners. This lesson also promotes group work; this provides a chance to work with peers and learn from peers. Finally, having students create their own greeting cards allows them to express themselves.

REFERENCES Jang, E., & Jiménez, R. T. (2011). A sociocultural perspective on second language learner strategies: focus on the impact of social context. Theory Into Practice, 50(2), Jiménez, R. T. (2004). Assessment: more equitable literacy assessments for latino students. Reading Teacher, 57(6), Jiménez, R. T. (2013). Optimal outfitting: the need for culturally responsive instruction. Literacy Research Association Yearbook, greeting-cards-motivate-1066.html?tab=4#session1 Vanderbilt University. Robert Jiménez.