Preview-View-Review (PVR) for ELLs

 Using Students’ Native Language in Content Area Classes

I was recently asked  about how to support ELLs by using a native-language speaking aid.  There seems to be a trend to use these invaluable people —what would we do without them? — as translators.

There is absolutely nothing wrong in using their expertise to translate. However, there are two powerful reasons why pedagogically speaking, we shouldn't:

1. Students lose focus on the teacher and get used to waiting for the translation.
2. ELLs tune out the English version of the class and/or develop the acquisition of their second language (English, L2) much more slower than by language immersion.

 

The Basics

  This technique has three primary purposes:

1. Activate prior knowledge students may have.
2. Introduce concepts in the students’ native language—to facilitate their learning.
3. Review the lesson and clarify new concepts

 

Suggested Planning & Delivery

*   Planning — approximate time: 15 min Pick the most difficult vocabulary or concepts to preview in the students’ first language (L1, Spanish)—but don’t make this a vocabulary lesson.  Translate the concepts  (or have your aid translate them for you). Incorporate other ELL techniques to enhance understanding (pictures, gestures, etc.)

I. Introduction (Preview) – approximate time: 10 min Present —or have your language aid present— the L1 introductory mini lesson at the beginning of the class, while the rest of the class works on a do now or activates prior knowledge in other ways (review of last lesson, KWL chart, materials preparation, etc.). Make sure to introduce materials you can refer to throughout your lesson. Visual aids can make a difference for a child with no English production to make connections and understand concepts. You may use: words w/ pictures, pictures w/ labels, sentence strips, or other appropriate materials.

II. Lesson (View) — approximate time: 40 min Give your lesson as you usually do (mini lesson, shared work, independent work). Make an effort to refer to the visual aids: cards, words, or other materials introduced earlier in the students’ native language (L1); see above.

III. Closing (Review) —approximate time: 5 min Allow your regular students to process their learning & evaluate them as you usually do (exit slip, reflection, etc.) while you or your language aid give a brief summary of the lesson’s main concepts in the students’ native language (L1, Spanish or other). Check for understanding in English (students’ L2).

Here is a really cool website that has some more info about preview-view-review (they call it preview/review). Check it out!    

Second Language Acquisition & Research

I wanted to share some of the most up-to-date findings that appeared in the article "Teaching English Language Learners: What the Research Does—and Does Not—Say" in the summer of 08' edition of American Educator. Whenever we talk to the administration or parents, we should definitely bring up this research, which is one of the most comprehensive and conclusive in recent years.

There are definitive research-proven practices that promote English Language development. Here are the three major points highlighted in the article:


I. Teaching students to read in their first language (L1) promotes higher levels of reading achievement in English (L2)

• Common sense doesn’t always turn to be the truth. ("If we only relied on common sense, we would still think the sun revolves around a flat earth")
• National research (2008) suggests that literacy and other skills and knowledge transfer across languages.
• Implementing a bilingual or dual language program supports ELLs’ English language acquisition.

II. What we know about good instruction and curriculum in general holds true for ELLs

• Good instruction for students in general tends to be good instruction for ELLs in particular.
• Best practices include: clear goals and learning objectives; meaningful, challenging and motivating contexts; curriculum rich with content; well-designed, structured and paced instruction; active engagement and participation; opportunities to practice, apply, and transfer new learning; feedback; periodic review and practice; frequent assessments to gauge progress; opportunities to interact with other students in motivating and appropriately structured contexts.

III. When instructing English language learners in English, teachers must modify instruction to take into account students’ language limitations.

• Good differentiation is essential in teaching ELLs
• Improving oral English proficiency is essential.
• Some essential modifications include:

o Making text in English more comprehensible by using texts with content familiar to students

o Building vocabulary in English

o Using primary language for support

o Assessing Knowledge and Language Separately

o Promote productive Interaction among ELLs and English Speakers

o Adding Time (after school, extended year, summer school, etc.)

The above is a very brief summary of the article; I suggest you check it out in its entirety. You can download for free by clicking this link (if it doesn't work, just copy and paste in your browser):


http://www.aft.org/pubs-reports/american_educator/issues/summer08/goldenberg.pdf


Also, Kenji Hakuta, an education professor at Standford has a quick introduction video about the article, its sources and why is relevant. You may watch it here:



Reference:
Goldenberg, C. (2008). Teaching English language learners: What the research does and does not say. American Educator. 32(2), 8.