Best Practice for Language Learners
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In this page, I plan to name 5 best practices that can be used to support second-language learners in High School Physical Education Classes. Although Physical Education can be considered as “non-academic” in nature, it is important to think about ways teachers can support second-language learners. The 5 best practices will center on increasing students confidence using English, promoting the use of high quality vocabulary, and supporting generalization of their language skills within this practical setting.
1.
Preview, preview, preview!
Before starting a new block of activity, I am able to prepare a word bank with essential vocabulary that will be used. Initially, I propose this would be written and taken home by the second-language learner. In a subsequent lesson, I would engage in conversation to talk about the words and spend time discussing their meaning. Use of YouTube here is helpful as there are some great examples of movement concepts from sporting organizations in nearly all activities covered. I would aim to prepare students in order for them to enter lessons with more confidence and a foundation of knowledge that includes language I plan to use (or more to the point; that they will use!)
.2.
Provide students with lots of ways to “show what they know”
Physical Education assessment comes in many forms including practical, verbal and written. It is important for students in High School to know exactly what the assessment criteria is, ideally in the form of a rubric. Second-language students may be able to provide practical examples to illustrate their understanding of concepts in Physical Education. It is vital they are aware of this, and I hope as a result they will feel more relaxed to attempt to communicate openly using academic language and activity specific vocabulary. There will be less pressure to perform in written or oral form. If assessment does come in this form however, it is important to provide support. See best practice 3 for more information on this!
3.
Collaborate with colleagues
In order to support second language learners, the American School of the Hague students have access to the Learning Support Department and a specialized EAL (English as Additional Language Support). Both are highly supportive of students transitioning from a different country/culture and for existing students who are experiencing difficulties with English. I am able to give these staff resources to learn or review vocabulary, instructional information or assessments. My experience of working with LSC and EAL teachers has been fantastic and has had a significant effect on the High School students I teach.
4.
Teach and build academic language
Academic language is used during instruction and assessment as well as writing and reading. We use academic language in Physical Education to explain concepts and discuss ideas within different activities. This might include key phrases that relate to describing, analyzing and offering feedback on movement concepts. This link provides a useful list of academic words within Physical Education. I would promote the use of tools to familiarize students with this vocabulary using word walls in the gym (with visuals where possible), bulletin boards that implement terms used in class, and research projects to give students some responsibility for their learning. Within High School Physical Education, I am ultimately aiming towards students using problem solving and discovery learning to complete challenges. This practice must include modeling use of academic vocabulary to encourage students to do the same when collaborating with peers.
5.
Provide opportunities for group and pair work
This practice comes naturally in Physical Education, therefor it is important for teachers not to become complacent that generalization will happen by itself. I envisage that group activities need to be planned to ensure all members contribute in some way. This relates to a model called Sport Education (Siedentop, 1994). One aspect of this model is to assign group members with roles. This may be sport reporter, feedback coordinator, coach, assessment coach, equipment organizer or player. (This is in relation to a team sport.) Roles can be rotated and designed around simpler tasks given the level of ability of second-language learners. (See link and scroll for info on “jobs for the students”) for summary). Students respond well to this type of lesson structure and enjoy helping each other aiming towards team goals.
Preview, preview, preview!
Before starting a new block of activity, I am able to prepare a word bank with essential vocabulary that will be used. Initially, I propose this would be written and taken home by the second-language learner. In a subsequent lesson, I would engage in conversation to talk about the words and spend time discussing their meaning. Use of YouTube here is helpful as there are some great examples of movement concepts from sporting organizations in nearly all activities covered. I would aim to prepare students in order for them to enter lessons with more confidence and a foundation of knowledge that includes language I plan to use (or more to the point; that they will use!)
.2.
Provide students with lots of ways to “show what they know”
Physical Education assessment comes in many forms including practical, verbal and written. It is important for students in High School to know exactly what the assessment criteria is, ideally in the form of a rubric. Second-language students may be able to provide practical examples to illustrate their understanding of concepts in Physical Education. It is vital they are aware of this, and I hope as a result they will feel more relaxed to attempt to communicate openly using academic language and activity specific vocabulary. There will be less pressure to perform in written or oral form. If assessment does come in this form however, it is important to provide support. See best practice 3 for more information on this!
3.
Collaborate with colleagues
In order to support second language learners, the American School of the Hague students have access to the Learning Support Department and a specialized EAL (English as Additional Language Support). Both are highly supportive of students transitioning from a different country/culture and for existing students who are experiencing difficulties with English. I am able to give these staff resources to learn or review vocabulary, instructional information or assessments. My experience of working with LSC and EAL teachers has been fantastic and has had a significant effect on the High School students I teach.
4.
Teach and build academic language
Academic language is used during instruction and assessment as well as writing and reading. We use academic language in Physical Education to explain concepts and discuss ideas within different activities. This might include key phrases that relate to describing, analyzing and offering feedback on movement concepts. This link provides a useful list of academic words within Physical Education. I would promote the use of tools to familiarize students with this vocabulary using word walls in the gym (with visuals where possible), bulletin boards that implement terms used in class, and research projects to give students some responsibility for their learning. Within High School Physical Education, I am ultimately aiming towards students using problem solving and discovery learning to complete challenges. This practice must include modeling use of academic vocabulary to encourage students to do the same when collaborating with peers.
5.
Provide opportunities for group and pair work
This practice comes naturally in Physical Education, therefor it is important for teachers not to become complacent that generalization will happen by itself. I envisage that group activities need to be planned to ensure all members contribute in some way. This relates to a model called Sport Education (Siedentop, 1994). One aspect of this model is to assign group members with roles. This may be sport reporter, feedback coordinator, coach, assessment coach, equipment organizer or player. (This is in relation to a team sport.) Roles can be rotated and designed around simpler tasks given the level of ability of second-language learners. (See link and scroll for info on “jobs for the students”) for summary). Students respond well to this type of lesson structure and enjoy helping each other aiming towards team goals.