Resource Sharing!!!

Currently I teach ELLs in a custom designed ESL program at a private high school in Vancouver. The resources that I have chosen to share differ in terms of their design and nature. I have also included  a short activity that I use on the first or second day of school with ELLs (my students are mostly newcomers, but I used at three separate international schools when co-constructing our learning environment). 

Resource One: http://www.tesol.org I have never used this resource in my class, but it was recommended to me by my current mentor. tesol.org has a wealth of various resources, mostly free, (resource center: http://www.tesol.org/connect/tesol-resource-center) that teacher's can use to engage English Language Learners. To paraphrase Pellegrino in his TedX Talk, cultural collaboration involves both learning about one another and will lead to the creation of a positive school culture. (Pellegrino, TedX) Michael Allan in his article Cultural Borderlands outlines that an international school may have a 'largely mono - culture' (Allen, 63) and this resource will encourage students express themselves and allow them to work towards a fluid school culture that allows minority students to participate meaningfully in said school culture. Moreover, collaborative activities like the ones posted, allow cultural mixing and encourages the sharing, in many cases, of experiences causing the building of confidence and to "be open to new friends" (Sears, 84) and the inclusivity of introducing new students to their cultural experiences. (Sears, 84)

Resource Two:  http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/ell_planning_tool.pdf Recently I started teaching in Vancouver, British Columbia and when I arrived at my new school I was presented with this document. I do not necessarily feel the document is complete or perfect in its current form, but I do find it helpful as a classroom tool, as about 80% of my students are newcomers to Canada. Not only does the document provide reading and writing strategies as well as a checklist for evaluation, but it includes an interesting section, "Intercultural Competencies". Though it can be problematic to evaluate a student's adaptability to culture, I think the document has value in that it provides suggestions and of how to support those at various stages of their adaptation and "comfort" to/in Canada. Dack and Tomlinson warn that there can be, "dire consequences", (Dack & Tomlinson, 11) if a teacher misinterprets behavior or actions in class; this document can serve as a reminder of the types of experiences that newcomers may be having when adapting to culture in Canada and manners in which to address them. 

Resource Three: Class Laws Activity - I am a firm believer in co-constructing your learning environment. Dack and Tomlinson in their article, Inviting All Students to Learn first ask teachers to, "Recognize and appreciate cultural variance" through appreciating learner's, "experiences and histories, and valuing their lenses on the world." (12) They go on further to ask teachers to see students as individuals by understanding that though cultural pattern's exist, teachers need to look beyond those patterns. (12) Both Sears and Allan differ in terms of their feelings about the influence of international schools on the learner, but they agree that they should be involved in co-constructing their school environment. Sears concludes that this environment becomes student's, "true home", (Sears, 84) while Allan notes, that students, "construct their own narratives" (Allan, 81) within a larger school culture and it is essential for students to be able to be actively involved in the construction of this learning environment.

Class Laws Activity

1. I have students sitting in groups of 4 (I allow them to sit anywhere they like - I am all about choice and I think it sets the right tone on the first day- though I know many teachers do go with a seating plan and if this works for you that is fine)
2. I then play a ball game with the students (we toss the ball around the classroom – I begin and end – and when they catch it they tell the class their name, where they are from and something interesting about them).
3. After introducing myself first and giving some additional information last (the more I share with my students the more they seem to open up), I begin the Class Laws Activity.
4. I explain the difference between a law and a rule and how I have to abide by the laws as well as they do.
5. Each group gets a white piece of paper and must come up with 5 laws for our class.
6. I then have each group put all of their laws on the board.
7. After all the laws are on the board, they all go up and vote for as many laws as they like by putting a check-mark beside the laws they agree with. They can vote for any law except ones that came from their group (Note: laws are often repeated, shows commonalities amongst cultures, but there are some that are vastly unique, which is great too and I celebrate these differences).
8. I then go over all the laws that were voted for on the board celebrating each and every one that got even one vote.
9. I then take a photo of all the laws, type them, and post them in the classroom.

I really like this activity as it really gives students a feeling of ownership over their classroom and allows them to express their individuality. As well, as many students are newcomers and they tend to sit with others from of a shared cultural background or language, this means that each and every culture will be represented to some degree in the laws and they get to see all of the cultural norms they share with each other. It truly helps create a positive environment and fosters collaboration on the first day. I have attached a copy of the laws that my classes created this year. Note: because they are ELLs I do change some of the language. Its good as a modelling and vocabulary tool as well for them on Day 2 when the laws are posted.