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Newsletter Issue 1

December 2018

Interactive Learning
Dual Language Methods
 Interactive Writing
Learning o Methods of “shared activities”
 It is important for teachers like storybook reading, teachers
to create a classroom modeling the writing process,
environment that preserves “sharing the pen” with dual
and fosters the culture and language learners, and
home language of a student independent writing (Pilonieta &
 Teachers can support dual Williams, 2012, p.145).
language learners through  Small Group Interventions
interactive teaching methods o Researchers found that skills-
focused small group instruction
seemed to decrease the use of
labels that potentially harm a
student’s motivation by being
put in a “low or high” reading
group
o Students are placed in a reading
Why Interactive group that focused on a
particular skill (Jones &
Learning? Henriksen, 2013).
 Art Programs
 Researchers have found that o Student engagement is higher
interactive learning creates a when lessons are made fun
classroom environment that through theater arts, visual arts
supports dual language lessons, a technique called
learners. “talking-drawing”, art-based
 The issue of creating a activities, etc. (Brouillette, 2012,
classroom that caters to the p.71).
needs of dual language  Technology
learners is one that involves: o Research conducted showed
o Student engagement that the group that participated
through interactive in the study with the literacy-
writing activities, based computer program with
small and focused Spanish oral language
group work, instructions had much higher
computer programs scores in reading comprehension
with reading (Rodríguez et al., 2012, p.253).
comprehension  Student Engagement
games, and art o Celebrating a student’s cultural
programs that background through lesson
contribute to plans, providing a vocabulary list
student interest and in Spanish or their home
reading levels with language, provide visual learning
focused objectives to devices, “focusing on content
improve reading and and meaning instead of grammar
language skills. an spelling within the written
work”, and providing
encouraging feedback (Lalas &
Therese, 2012, p. 156).
References

Brouillette, L. (2012). Supporting the language development of limited English proficient students

through arts integration in the primary grades. Arts Education Policy Review, 113(2), 68-74.

doi:10.1080/10632913.2012.656494

Jones, C. D. ., & Henriksen, B. M. . (2013). Skills-focused small group literacy instruction in the first

grade: an inquiry and insights. Journal of Reading Education, 38(2), 25–30.

http://search.ebscohost.com.libproxy.csudh.edu/login.aspx?direct=true&db=eft&AN=88926099&

site=ehost-live

Lalas, J. W., & Bustos, T. M. (2012). Adaptation Pedagogy for English Learners in Multicultural Contexts,

34(2), 5-11. Retrieved from National Association for Bilingual Education.

Macias, A., Fortner, K. M., Flores, N. G., Blackmon-Balogun, A., & Vance, M. (2016). Adaptation

pedagogy for English learners in multicultural context. In Who we are and how we learn (pp. 147-

158). United States of America: Cognella, Inc.

Rodríguez, C. D., Filler, J., & Higgins, K. (2012). Using primary language support via computer to

improve reading comprehension skills of first-grade English language learners. Computers in the

Schools, 29(3), 253-267. doi:10.1080/07380569.2012.702718

Williams, C., & Pilonieta, P. (2012). Using interactive writing instruction with kindergarten and first-

grade English language learners. Early Childhood Education Journal, 40(3), 145-150.

Doi:10.1007/s10643-012-0508-y