1. PRACTICAL STRATEGIES AND MATERIALS FOR MULTICULTURAL STUDENTS WITH LANGUAGE IMPAIRMENTS

2. I. INCREASING FAMILY INVOLVEMENT IN STUDENTS’ LEARNING

3. Some educators tell parents to “speak only English at home”** Because they believe that an ELL child with a LI will be confused by a dual language environment. However, research has shown that this is not true. Because they believe that an ELL child with a LI will be confused by a dual language environment. However, research has shown that this is not true. Children with LI can and do learn 2 languages effectively; being bilingual is not a disadvantage Children with LI can and do learn 2 languages effectively; being bilingual is not a disadvantage If a child is cut off from one of his languages, it can have a negative impact in many areas as we said before. If a child is cut off from one of his languages, it can have a negative impact in many areas as we said before.

4. If a child is cut off from his home language, this… ↓ his ability to communicate with family members; leads to relationship problems ↓ his ability to communicate with family members; leads to relationship problems limits his educational and career opportunities. limits his educational and career opportunities.

5. I tell parents…** That being bilingual is a great advantage in today’s world That being bilingual is a great advantage in today’s world That if their child can grow up bilingual, she will be quite valuable in the job market That if their child can grow up bilingual, she will be quite valuable in the job market

6. : Parents of children who speak a minority language should be encouraged to use this language at home**

7. Here in the U.S., we as professionals routinely expect families to be involved in their children’s learning** Some cultures: school and related activities are the responsibility of professionals—families should not interfere Some cultures: school and related activities are the responsibility of professionals—families should not interfere Thus, families may be offended at being asked to participate in educational decisions, carryover activities, etc. Thus, families may be offended at being asked to participate in educational decisions, carryover activities, etc.

8. Cultural mediators** Cultural mediators** Help families realize that in the U.S., they are expected to be an integral part of the educational team. Help families realize that in the U.S., they are expected to be an integral part of the educational team.

9. Remember that in some cultures** Older siblings take responsibility for younger ones. Thus, SLPs may have better success engaging the support of older siblings for things like carryover of homework assignments. Older siblings take responsibility for younger ones. Thus, SLPs may have better success engaging the support of older siblings for things like carryover of homework assignments. Also, parents and grandparents may speak little-no English. Older siblings usually do speak English, and can be most helpful in assisting with homework assignments and other carryover activities. Also, parents and grandparents may speak little-no English. Older siblings usually do speak English, and can be most helpful in assisting with homework assignments and other carryover activities.

10. We can help families become more involved in their children’s learning and schooling…** Through the use of the services of cultural mediators as mentioned. Through the use of the services of cultural mediators as mentioned. We can also meet with parents at the school site or conduct home visits. We can also meet with parents at the school site or conduct home visits. During these visits, it is helpful to show samples of their children’s work as well as pictures of their children involved in school activities. During these visits, it is helpful to show samples of their children’s work as well as pictures of their children involved in school activities.

11. We can help parents understand what U.S. schools expect of them and their children** Parents need to understand the academic/curricular standards of their children’s schools. For example, here in California, students begin learning multiplication at the end of second grade. I was raised in the Philippines, where we did not begin learning this information until third grade. Parents need to understand the academic/curricular standards of their children’s schools. For example, here in California, students begin learning multiplication at the end of second grade. I was raised in the Philippines, where we did not begin learning this information until third grade. If parents can volunteer in their children’s classrooms, they will understand the demands of the curriculum much better. Parents who speak little English can still help with tasks such as xeroxing, collating, and stapling assignments. If parents can volunteer in their children’s classrooms, they will understand the demands of the curriculum much better. Parents who speak little English can still help with tasks such as xeroxing, collating, and stapling assignments.

12. Parents and students need to understand basic school routines** For example, many parents don’t know that they need to send a lunch to school with their child or send money so their child can buy a lunch. For example, many parents don’t know that they need to send a lunch to school with their child or send money so their child can buy a lunch. Immigrant students may not realize that if they get a hall pass to go to the bathroom, they need to come right back to class. It is not acceptable to stop and spend ½ hour on the playground! Immigrant students may not realize that if they get a hall pass to go to the bathroom, they need to come right back to class. It is not acceptable to stop and spend ½ hour on the playground!

13. Remember that some parents are non-literate in English… Encourage local library Encourage local library Garage sales and flea markets Garage sales and flea markets

14. I started a literacy program called LoveTalkRead** lovetalkread.com We have collected over 89,000 books to give to low-income and diverse families We encourage them to daily love, talk to, and read with their children

17. Encourage students to read to their parents in English** This helps develop students’ literacy skills. This helps develop students’ literacy skills. Many parents want to learn English, and they are helped by hearing their children read to them in English. Many parents want to learn English, and they are helped by hearing their children read to them in English.

18. Research (Gillam, 2011) was conducted: Low-SES (some bilingual) parents given wordless books to read; others—books with print Wordless books generated richer lang during reading than print books! Parents ↑ animated, discussed wordless books more creatively

19. Teach parents to CARE: Comment Ask questions Respond Extend

20. Youtube video on CARE** Youtube channel Celeste Roseberry Intervention for ELLs: Increasing Preliteracy Skills Through CARE and Wordless Books http://www.youtube.com/watch?v=BN PWL-WCp98

21. Help parents find out** About local adult literacy services and English classes. About local adult literacy services and English classes. For example, English classes are often offered at night through local educational agencies. For example, English classes are often offered at night through local educational agencies.

22. Many families are surviving…** Keep assignments short and simple. Keep assignments short and simple. When we do give homework, it needs to only take a few minutes to do, and it needs to be understandable to families. When we do give homework, it needs to only take a few minutes to do, and it needs to be understandable to families. I often tell the student what needs to be done, make sure she has a parent sign the assignment, and offer a sticker or small prize for returning it. I often tell the student what needs to be done, make sure she has a parent sign the assignment, and offer a sticker or small prize for returning it.

23. Invite parents to the school** To share recipes, talk about their countries, or even teach a language lesson. To share recipes, talk about their countries, or even teach a language lesson. If this happens, parents feel more involved and they and their children often feel greater pride in their rich cultural and linguistic heritage. If this happens, parents feel more involved and they and their children often feel greater pride in their rich cultural and linguistic heritage. Some schools in my area have had World Languages Day, or World Feast Day where parents brought food and cultural activities to a festival-like atmosphere for all children (both ELL and English only) to enjoy. This benefits everyone! Some schools in my area have had World Languages Day, or World Feast Day where parents brought food and cultural activities to a festival-like atmosphere for all children (both ELL and English only) to enjoy. This benefits everyone!

24. Help parents understand the relevance of talking to infants and small children**

25. In many cultures, infants and young children are not considered conversational partners** Many cultures value quietness in children Many cultures value quietness in children Thus, they may receive a great deal of love and affection, but language stimulation may not be occurring at a level expected by mainstream society. Thus, they may receive a great deal of love and affection, but language stimulation may not be occurring at a level expected by mainstream society. Johnston and Wong (2002) recommend that when a currently-recommended Western practice (e.g., reading to or talking with children) is not found in a particular culture, we can recommend “functional equivalents.” Johnston and Wong (2002) recommend that when a currently-recommended Western practice (e.g., reading to or talking with children) is not found in a particular culture, we can recommend “functional equivalents.”

26. Use oral storytelling in place of reading Use oral storytelling in place of reading

27. Lastly, emphasize children’s good qualities….** When I work with parents (or other caretakers), I discuss the child’s good, polite behavior (if this indeed the case!). When I work with parents (or other caretakers), I discuss the child’s good, polite behavior (if this indeed the case!). Families from many cultures highly value courtesy, obedience, and cooperativeness in children Families from many cultures highly value courtesy, obedience, and cooperativeness in children If I can emphasize the positive, families are often more willing to cooperate in carrying out their children’s treatment plans. If I can emphasize the positive, families are often more willing to cooperate in carrying out their children’s treatment plans.

28. Remember… We are in the business of providing hope for a bright future

29. II. HOLISTIC STRATEGIES APPROACH Ultimate goal: vocational success!

30. Components of the Holistic Strategies Approach On exam

31. III. STRAEGIES FOR MODIFYING THE PHYSICAL AND LINGUISTIC ENVIRONMENT FOR ELL STUDENTS WITH LI

32. 1. Limit clutter and distractions in the environment** Classrooms today have multiple auditory and visual stimuli. The phone rings, people come in and out, and the walls and ceilings are often covered with art projects—very distracting Classrooms today have multiple auditory and visual stimuli. The phone rings, people come in and out, and the walls and ceilings are often covered with art projects—very distracting

33. Use the office Corner of room, nothing on wall—like a library carrel/cubicle Corner of room, nothing on wall—like a library carrel/cubicle Headphones--block out noise Headphones--block out noise

34. 2. Do not give important information when the room is noisy.** Students often have difficulty with figure-ground ability, or the ability to “pick out” the professional’s voice from other auditory stimuli.Students often have difficulty with figure-ground ability, or the ability to “pick out” the professional’s voice from other auditory stimuli. Even typically-developing ELL students may have extra difficulty if there is a poor signal-to-noise ratio and the teacher is speaking rapidly using decontextualized language that is so typical of classrooms.Even typically-developing ELL students may have extra difficulty if there is a poor signal-to-noise ratio and the teacher is speaking rapidly using decontextualized language that is so typical of classrooms.

35. Listening conditions in the classroom need to be favorable.** Processing information in L2 under less-than- ideal conditions is a risk factor for second language learners. Research shows that it is even more of a risk factor for those who have LIProcessing information in L2 under less-than- ideal conditions is a risk factor for second language learners. Research shows that it is even more of a risk factor for those who have LI In some places, teachers are using FM units that make them 20-30 decibels louder; research shows that children perform better when the teacher’s voice is amplified. This is especially true of ELL students with LI.In some places, teachers are using FM units that make them 20-30 decibels louder; research shows that children perform better when the teacher’s voice is amplified. This is especially true of ELL students with LI.

36. Ryan (2009) conducted a study…. Sound-field amplification systems very effective in ↓ amount of managerial time teachers needed to use Worked with middle school PE students!

37. Kelly R. (Iowa)** Califone brand Voice saver Personal amplification system--$100.00 Radio Shack also has inexpensive units

38. 3. Make good seating arrangements in classroom settings:** Seat speakers of the same language together. In this way, they can provide assistance to each other, using L1 for support in learning academic content. Seat speakers of the same language together. In this way, they can provide assistance to each other, using L1 for support in learning academic content. ELL students with LI need to sit close to the front of the classroom. Many times, these students sit in the back. This makes it more difficult for them to pay attention. If they sit close to the front, this will help them focus better; they will also hear the teacher better. ELL students with LI need to sit close to the front of the classroom. Many times, these students sit in the back. This makes it more difficult for them to pay attention. If they sit close to the front, this will help them focus better; they will also hear the teacher better.

39. 4. Use Preparatory Sets** Always begin an activity or therapy session with a preparatory set Always begin an activity or therapy session with a preparatory set Make sure the students know what is ahead Make sure the students know what is ahead For example: “We will do the calendar, math, and then clean up and go to recess. So—calendar, math, and recess.” For example: “We will do the calendar, math, and then clean up and go to recess. So—calendar, math, and recess.” In this way, students know the “layout” and are prepared for what will follow. In this way, students know the “layout” and are prepared for what will follow.

40. Esp. important for students not accustomed to structure Esp. important for students not accustomed to structure Many low-SES students have little experience with structure—teach it explicitly Many low-SES students have little experience with structure—teach it explicitly

41. 5. Slow down your rate of speech.** Students benefit if we pause frequently to give them processing time. Research shows that LI students process more slowly than typically-developing students. Students benefit if we pause frequently to give them processing time. Research shows that LI students process more slowly than typically-developing students. LI students—especially those who are ELLs—profit when professionals slow down and pause more often. LI students—especially those who are ELLs—profit when professionals slow down and pause more often.

42. 6. Do a great deal of review—repeat information and rephrase it.** It is estimated that the average, monolingual English-speaking adult forgets 95% of what he heard within 72 hours of hearing it. It is estimated that the average, monolingual English-speaking adult forgets 95% of what he heard within 72 hours of hearing it. ELL students with LI benefit from hearing information repeated and reviewed often. ELL students with LI benefit from hearing information repeated and reviewed often. Rephrasing is helpful. For example: Rephrasing is helpful. For example: “There are 8 planets in the solar system. The earth is one of the planets closest to the sun. – The earth, one of 8 planets in the solar system, is close to the sun.” “There are 8 planets in the solar system. The earth is one of the planets closest to the sun. – The earth, one of 8 planets in the solar system, is close to the sun.”

43. 7. Emphasize content words through increased volume and stress.** Research has shown that LI students lack the ability to identify the “big” words, or content words and separate them out from the smaller words (function words). Research has shown that LI students lack the ability to identify the “big” words, or content words and separate them out from the smaller words (function words). Increasing the auditory salience of content words through increased volume and stress can support low-SES ELL students with LI. For example: Increasing the auditory salience of content words through increased volume and stress can support low-SES ELL students with LI. For example: “The ocean is a source of life for our planet. The ocean provides food, water, and other things that are important.” “The ocean is a source of life for our planet. The ocean provides food, water, and other things that are important.”

44. 8. Give extra processing time. Give 4-5 seconds after asking a question. Give 4-5 seconds after asking a question. Better performance if “wait time” to process info Better performance if “wait time” to process info

45. 9. Use a multimodal approach to instruction and intervention—Universal Design of Learning** See, hear, touch to fully learn and retain material. See, hear, touch to fully learn and retain material. U.S.--auditory modality. We expect students to hear things once and remember them. U.S.--auditory modality. We expect students to hear things once and remember them.

46. 10. Incorporate movement and movement breaks Fidget toys helpful— have a basket of them Fidget toys helpful— have a basket of them Brief 20-second brain gym exercises such as cross-crawl, arm wave to “wake up the brain” and cross midline Brief 20-second brain gym exercises such as cross-crawl, arm wave to “wake up the brain” and cross midline

47. MOVEMENT BREAK!** Cross crawls from Brain Gym— designed to increase communication between the right and left hemisphere Cross crawls from Brain Gym— designed to increase communication between the right and left hemisphere Wake up the brain! Wake up the brain!

48. How did you like this cute PPt background?** Turn to the people next to you and describe how you felt having to take notes from these slides Turn to the people next to you and describe how you felt having to take notes from these slides

49. IV. PRACTICAL STRATEGIES FOR A VARIETY OF SETTINGS** These can be used in therapy rooms (e.g., pull- out), learning centers, and general education classrooms

50. Have students journal** About their experiences Or pre- planned subjects

51. Have the students…** Engage in drama and role- playing activities in order to encourage expressive language and social interaction skills. Costumes and puppets help if they are shy! So do karaoke machines and microphones

52. Students can also be taught to:** Write down information and instructions in a notebook. Many students do not know how to take notes. As they become older, lack of notetaking skill has an increasingly negative impact on academics.

53. With regard to notetaking, students often need to be explicitly taught to: Write only key/content words—not function words Distinguish between content and function words—”big” and “little” words

54. For example, students can underline or highlight the key/content words in sentences. ** The weather is hot in the summer. Abraham Lincoln was a president of the United States. Many people think that dogs are man’s best friend. When they learn to do this, they can then be taught to take notes, writing down just the key/content words.

55. Use visualization to help students form pictures of information that they read or hear. ** Tell them that they can picture a TV in their brain/mind/head; when they hear or read things, they can make pictures on this TV. Help them with this process by beginning with familiar items in their homes (pet, sibling, living room). For example, I will ask a student to tell me about his dog. When he has done so, I will tell him that his dog is not present; he was able to describe the dog by using a picture in his brain.

56. Nanci Bell--Visualize and Verbalize. Helps students learn to form detailed mental images to ↑ skills in vocab, reading, writing.

57. I have found that…** Students especially benefit from visualizing, or making pictures in their brain as an adjunct to reading or listening. Visualizing helps information to be retained better, thus aiding in listening and reading comprehension.

58. Youtube video** Youtube Channel Celeste Roseberry Go to Intervention for ELLs with Language Impairment: Using Visualization http://www.youtube.com/watch?v=J caeY7McXrQ

59. Use Total Physical Response (TPR)** Clinician: touch your chin (clinician alone does this) Clinician: touch your chin (clinician and children do this together) Clinician: touch your chin (children alone carry out the command)

60. TPR is an excellent strategy especially for LI students who are in the early stages of learning English Great for silent period Helps students form stronger associations between words and their referents.