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Margareta V. Tripsa
Spring 2015
Dr. Williams
Flip
to
Be
Fair
to
Your
ELLs
Abstract
Classrooms around the world are becoming more and more culturally and
students who need to learn content and language at the same time. Teachers need to
narrow the ever-growing gap that arises between native speakers and second language
learners by helping the latter approach rigorous content and increasingly complex
teaching and learning in many ways and can serve a great learning or teaching
assistant. The learning that takes place within the classrooms walls is just a
springboard for a much more complex and dynamic learning experiences. How about
giving the students the chance to use all classroom time for engaging in complex and
dynamic learning experiences? This article, Flip to Be Fair to Your ELLs, shows why
the flipped classroom model enhances educational equity. This article also discusses
the fact that besides offering the English Language Learners equitable opportunities to
access learning, the flipped classroom approach is also a gateway to a more rigorous,
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English Language Learners
more diverse. This cultural and linguistic diversity generates classrooms that are
richer and more complex. This reality poses various challenges on schools.
Researchers noted a significant gap between native speakers and second language
2010, Johns & Torrez, 2001). Research has shown that although English Language
skills (BICS) in one or two years, it takes them five to seven years to acquire
cognitive academic language proficiency (CALP) and to catch up with the native
the extent to which an individual has access to and command of the oral and written
places much more demands on the second language learners, Cummins, who coined
these two terms, pointed out that educators need to create engaging literacy scenarios
and give students multiple opportunities to interact with the content. Besides the extra
opportunities and modalities that the ELLs need benefit from when interacting with
the academic content, educators also need to scaffold their instruction without
watering down the curriculum. This might seem to be an overwhelming job, but
technology can play a pivotal role is helping teachers address the ELLs needs and
Literature shows that technology enriched environments can help ELLs fill the
gap between their academic performances and the results of their native speaker
& Gillard, 2011) Personalized learning can also be done easier through the use of
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technology. Pierce (2006) noted that technology can help teachers provide this
scaffolding with handy supports that are embedded in the content, such as native
vocabulary terms (p. 28). When used strategically, technology can serve as the
Definitions
Schools across the world are using technology in different ways. New models
and of instruction and new literacies have emerged in the 21st century. The research
Language Learner teaching and learning is quite scarce. The studies that exist consist
mainly of self-report data. Most of the students involved in these studies greeted the
implementation of the flipped classroom model (Bergman & Sams, 2012; Foertsch, et
al, 2002; Strayer, 2007; Kim, Byun, & Lee, 2012). Blended learning are flipped
classroom are becoming very popular. The meaning of blended learning and flipped
classroom overlap and both models have a variety of definitions. In short, blended
learning uses a combination of face-to-face and online learning. Sharma & Barrett
emphasized the fact that, blended learning can exploit the best of both worlds
(2007, p. 8) Therefore, some classroom sessions can be skipped and this classroom
time is replaced with online learning. The flipped learning model is an instructional
founder Salman Khan, which has received more than 2.5 million views. It basically
classwork, teachers can make more efficient use of instructional time and resources.
The flipped classroom approach asks for a switch in how instruction is delivered
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while students are required to attend all class sessions. Instead of using the classroom
time for a lecture, the flipped classroom is used to reinforce, practice, and analyze the
content that had been previously presented to the students through a video outside of
class. Therefore, classroom time can be used for application of knowledge and
proponents of this approach claim the fact that collaboration is even more essential
than the use of technology. They asserted that while blended learning cannot be done
without technology, the flipped classroom can. Honeycut and Garrett (2014) tried to
alleviate the tensions regarding the best definitions for these two approaches and
pointed out that, regardless of the definitions used to describe each approach, at the
involves shifting the energy away from the instructor and toward the students and
then leveraging educational tools to enhance the learning environment. The use of
technology in the flipped classroom or blended learning settings does not replace the
teacher but it rather complements the instruction fostering a time efficient use of face-
to-face instruction.
Wells and Holland (2016) noted that, this flipped form of learning can
transform the learning experiences. (p. 2) There are no set guidelines regarding what
flipped classroom should look like. The 21st century seems to be very different from
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the previous century. New ways of communicating, new ways of teaching and
learning, and new ways of interacting are emerging. George Siemens developed the
connectivism is a separate learning theory given the fact that it resembles in some
respects to other theories such as social cognitive theory, situated cognition, social
such as: learning and knowledge resides in diversity of opinions, learning is a process
accurate, and up-to-date information, the increased focus on the ability to know more
rather than an emphasis on what is already known, etc. Andersen (2011) noted that,
knowledge that characterises a networked infused society and culture. (p. 159) The
21st century net native pedagogy focuses on how learners build knowledge through
multimodal ways, and on collaboration as a means that help learners transcend all
Literacy has become a central focus during the first decade of the 21st century
and educators and policy makers started to emphasize the importance of teaching
literacy across disciplines. Roblyer (2016) noted that, the English and Language Arts
shifting definition of literacy. Other terms, such as 21st century skills, media literacy,
technologies and literacy and are prevalent terms used in general education contexts.
(p. 261) Our students are digital learners who expect school to be reflection of the 21st
century realities. Bull and Patterson (2016) made a very good point saying that, with
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technology driving 21st century education, the infusion of appropriate pedagogical
positive learning outcomes, promote self-reflection and self- assessment, engage all
learners in the process, and provide powerful learning experiences. (p. 255) In other
designing effective flipped lessons and for addressing the needs of the net generation.
Education, 2010). The teacher who plans to use the flipped classroom needs to know
how to do it right. They need to know how to create the right content, how to use the
software needed to design the flipped sessions, how to find or recycle existing
resources, where to store and how to share the videos, how to motivate the students to
assume responsibility for their own learning, how to design their classroom
demonstrate that they have interacted with the content outside of class, how to keep
them engaged and motivated, and how to measure the students progress and the
In the digital age ELL students can greatly benefit from content delivered
digitally. To narrow the gap between mainstream students and second language
learners, many teachers take advantage of technology tools to help these students not
just learn the language, but also the academic content. There are different types of
technologies teachers could use to support English Language Learners in their journey
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of the flipped classroom is the teachers ability to differentiate. Finkel (2012) noted
that, educators say that flipped learning can greatly increase a teachers ability to
provide differentiated instruction given that students work at their own pace in the
classroomand teachers can provide more challenging work for those who are
breezing through. (p. 32) In one classroom there can be a wide spectrum of
Students can cover the material at their own pace. They can watch the videos
several times, or they can pause and rewind the videos as needed. The high flyers can
skip portions of the video lectures they already know, and can focus on advancing
their knowledge and skills, as opposed to going through the same materials at the
same pace with the rest of the class. These digital features can bring great benefits to
the English Language Learners because the students are given control over their
they are. The ability to go over the new content at home, provides ELLs with
translanguaging opportunities. The ELLs can use various avenues to grasp the new
working with second language learners. By offering the students the opportunity to
get familiarized with the new concepts prior to addressing the topic in the formal
setting of the classroom, the teachers are facilitating learning in a more equitable way.
The ELLs are given the chance to be ready to engage in hands-on and small group
learning activities in class. Danker (2015) found out that, the flipped model puts the
responsibility for learning more on the shoulders of the students giving them the
greater impetus to experiment (p. 174) The learning environment that characterizes
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characterized by: increases in interaction between student-instructor, student-student,
Another great benefit of the flipped classroom emerges from the fact that it
allows teachers to focus on the higher spectrum of the Revised Blooms Taxonomy in
class. When the students watch the lectures at home or at introduced to the concepts at
home, they can work on developing higher level thinking skills in the classroom.
Hence, the teachers should be using active learning strategies that put students in the
Brief list of resources for getting started with the flipped classroom
To flip their classrooms, teachers can use videos that are available, they can
To use content that has already been created, teachers can use various
and TED-Ed, YouTube, and YouTube EDU, refseek (academic search engine),
BrainPOP, BrainPOPJr,
Snagit, Screenflow.
Teach.
Learning Management Systems that can host the content and where studnets
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Screencast/Video hosting options: YouTube, TeacherTube, SchoolYube,
Conclusion
The flipped classroom model offers the English Language Learners equitable
meaningful, and dynamic classroom instruction. The schools need to change and be in
synch with the realities of the society as failure to do so might have serious
models of schooling. Therefore, it is critical that schools open their doors to the
outside world allowing for new models of formal and informal learning to emerge. In
order for schools not to lose ground, as online learning and free educational content
become more pervasive, stakeholders and administrators must seriously consider what
schools can provide that cannot be replicated by other sources. (Horizon Report,
2014, p. 6) To be effective in the 21st century, people must be able to exhibit a range
of functional and critical thinking skills related to information, media and technology.
The strategic use of technology tools, the benefits far outweigh the problems that
might arise in the process. Technology can play a pivotal role in academic
to meet students needs and to challenge all students: ELLs, special needs students,
The flipped classroom is not only about videos. Flipping classes requires the
flipping of minds as well. (Salifu, 2016) Pierson (2001) warned that, unless a
teacher views technology use as an integral part of the learning process, it will remain
a peripheral ancillary to his or her teaching (p. 427). Therefore, teachers need to
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focus on using technology to enhance students learning experiences, and create new
learning opportunities that wouldnt be possible otherwise. Harris and Hofer (2009)
constraints (p. 99). The assumption that exposing teachers to technology is enough to
prove that they are technology proficient is as false as the idea that if students have
tech skills they will automatically know how to use technology for instructional
purposes. Literature shows that many teachers are lured in a technocratic trap by
curriculum based content standards or students learning needs (Harris, Mishra, &
Koehler, 2009). Therefore, schools and districts need to make sure they provide their
putting the cart before the horse. Technology has undoubtedly great potential and its
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Andersen, T. (2011). Networks, Web 2.0, and the connected learner. In Reiser, R.V.
& Dempsey, J.V. (Eds). ITEC 8500 - Trends and issues in instructional design
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Bull, P., H., & Patterson, G., C. (2016). Strategies to promote pedagogical knowledge
research on active learning and the flipped classroom model in the digital
Caldern, M., Slavin, R., & Sanchez, M. (2011). Effective instruction for language
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Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended learning. Educause
educause.edu/ir/library/pdf/erb0407.pdf
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Finkel, E. (2012). Flipping the Script in K12. District Administration, 48(10), 28-34
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