National Writing Project

Creating Intentional Communities to Support English Language Learners in the Classroom

By: Judith Rance-Roney
Publication: English Journal
Date: May 2008

Summary: Rance-Roney, who is with the Hudson Valley Writing Project, advocates for inclusion of ELL students in English classroom by proposing strategies that encourage interaction of native English and ELL students in ways that benefit both groups.

 

Excerpt

The Culture Share group interview project assignment served several purposes. First, because new English learners could assist the group in finding images and writing the abbreviated script needed for the slides. This differentiated format used their artistic strengths and the English language resources they had. The collaborative discussion that went into the preparation of the project and their role in the class presentation gave Tu and Phan a chance to practice their spoken English. Further, this presentation allowed them to begin speaking about their Vietnamese culture and to teach others, thereby establishing their legitimacy as contributors to co-constructed knowledge. Their group was building a global view of community and developing critical-thinking competence as the members tried to describe cultural differences and similarities. This competence would serve all the members well when they faced statewide testing in the spring.

Copyright © 2008 by the National Council of Teachers of English. Posted with permission.
Rance-Roney, Judith. 2008. “Creating Intentional Communities to Support English Language Learners in the Classroom.” In English Journal 97 (5). Urbana, Illinois: National Council of Teachers of English.

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