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!