I am a speech language pathologist working in a public school system. I am currently collaborating with collegues to discuss a variety of ELL issues as this is a growing caseload in our formerly English only middle class town. The town has limited ELL resources including access to translators. I would appreciate any input to the following questions that frequently arise:
1. How do we support L1 if there is not access L1 speakers other than in the home?
2. What should be the primary focus for an elementary age student with language delays in L1 but is in an English only school?
3. Are there specific strategies/resources recommneded to develop reading and academics in L2 at the higher grades (6-12)?
Thank you for your feedback. This is a fabulous resource for reliable research based information!
Debora
Comments
You mention a growing caseload of ELL in your small town. My work with this population started in a large town with a small ELL population and very little professional knowledge of how to work with them. As those of us educated ourselves (and now there is so much more information available in books, articles,and online)we looked to places frequented by this population to find interpreters...churches, restuarants, and schools. It was a start. I'd refer you to books by Celeste Roseberry-McKibben and Brian Goldstein to address question #2. They are wonderful resources.
Posted by: Becky Gonzalez | April 9, 2007 9:27 PM
Hello Debora ~
You have hit on a few very important and challenging questions in the area of working with English Language Learners. In regards to your question #1, I would suggest you take a look at the following article if you have not had a chance:
Kathryn Kohnert, Dongsun Yim, Kelly Nett, Pui Fong Kan, and Lillian Duran
Intervention With Linguistically Diverse Preschool Children: A Focus on Developing Home Language(s)
Lang Speech Hear Serv Sch, Jul 2005; 36: 251 - 263.
It provides many theoretical reasons for helping to maintain L1 and some 'how to's' that are supported by the small amount of literature in this area. Some of the suggestions include a large focus on family training (not only parents, but older siblings or extended members involved in the child's care), the use of peer mentors/tutors, and creative use of paraprofessionals. I know that you said that you have limited access to interpreters, but there are many activities they can assist with if you do have some (all be it intermittent) access. I would also suggest that you check out the 'links' section of this website for resources that you can use to work with families. You can even have volunteer students from older grades help in the delivery in some of the L1 activities that you design. Also, I am not sure which state you are from, but the California Speech and Hearing Association (CSHA) recently published a related article in their magazine.
In regards to question #2, I think it is important to support L1/L2 across the age ranges, especially if the parents are exclusively L1 speakers. We need their children to have the best possible communication with their family for social/cultural development, discipline, and other factors. However, we also know that they need the skills to succeed and excel in an English-only educational setting. It really is essential that we attempt to maintain both and develop both languages. You can find citations of articles to support the maintenance of L1 for these reasons in the article I mentioned above.
In regards to #3, I open the door to someone with expertise in this area...
Posted by: Kelly Nett Cordero | April 9, 2007 2:36 PM