Constructivism and its Challenges to English Language Learners

Sheza Naqi 80812118 ETEC 530 Constructivism Strategies for e-Learning Instructor: Dr. Diane Janes University of British Columbia March 4th, 2013

 Introduction Ontario schools are becoming increasingly diverse where a large percentage of the student population consists of English Language Learners (ELLs). I am a secondary school teacher at a private high school in Markham, Ontario where the majority of the student population is comprised of English Language Learners on student visas from China. The teaching staff has had to consciously think about how we can effectively teach these students who bring to the classroom significantly different inventories of language, prior knowledge, experiences, and learning styles as compared to their mainstream peers. Constructivism greatly influences our teaching practice as we develop accommodations in our curriculum for ELLs. The implications for teachers and learners who adopt a constructivist approach are considerable, especially when applied in a context that involves linguistic, cultural and ethnic diversity. This paper will explore the incorporation of constructivism in my teaching of ELLs, specifically outlining the success and challenges that I have met with in implementing the basic principles of constructivist instruction in my classroom. My Teaching Context In theory, ELLs are placed in special language instruction programs such as English as a Second Language (ESL) classes, until they have reached a level of mastery that allows them to meet the challenges of a mainstream English classroom where they compete alongside native English speakers. In Ontario, there are five levels of ESL courses (ESL Level A E) that a student must successfully complete before progressing to mainstream courses. Many of the students who enroll at our school have already completed secondary school qualifications in China and are granted several equivalencies towards the elective credits required for their Ontario Secondary School Diploma (OSSD). The majority of the study visa students only need to complete an additional year of schooling in Ontario before graduating from secondary school. Therefore, the students are enrolled in their ESL courses alongside the mainstream courses, without having developed the level of English proficiency required to take content courses in those subjects, all in order to complete the OSSD requirements in a shorter period of time. Taking this into consideration, it is important that all teachers, whether they teach ESL or not, seriously consider language diversity if they are to meet the needs of all students and help them achieve academic success. An approach that appears compatible with the goal of reaching all students is the constructivist approach. Constructivism is an educational theory that takes into account the students level of understanding and the ways in which that understanding can be improved. It is the teachers role to take into account students prior knowledge and build upon it, allowing students to put their existing knowledge into practice. Constructivism provides a framework for learning, which remains constant despite students race, cultural background or language.

 Accessing Prior Knowledge in My Constructivist Classroom In my constructivist classroom, multiple interpretations are encouraged, valued and accepted. Wilson (1996) explains that individuals make sense of the world around them based on their own experiences, beliefs and knowledge. Therefore, learning takes place most effectively when students can make use of their prior knowledge and personal experience to understand new material. I structure my lessons around content that can be viewed through multiple perspectives. I pose questions in a discussion that can generate more than one correct answer. In this constructivist environment all answers are valued and acknowledged. Multiple answers to a question encourage students to think creatively (Brooks 1993). ELL students are more successful in my constructivist classroom because they are given the opportunity to capitalize on their unique background and prior knowledge to offer a different perspective on the content. ELL students have experiences and backgrounds that they can use to contextualize the new material. However, the constructivist approach is challenged in those situations where the concept being taught is far beyond a students prior knowledge or experience. For example, in my Grade 10 Canadian History class, several of my ELL students did not have any prior knowledge of Canadian Confederation which is not taught as part of the course content because it is considered prerequisite knowledge. These students came into the classroom with quite different inventories of knowledge, experience, and expectations from their mainstream peers, which caused them difficulty in their efforts to link their prior knowledge with their newly acquired understanding. They did not participate in a class discussion of the content. This is where it became my responsibility to ensure that as the teacher, I used my understanding of the students prior knowledge to help them relate Canadian Confederation to an event within their own context. ELLs are more successful when they can relate the new material they are learning to previous experiences, to their cultural background, and to their knowledge within their native language. These steps lead to success for ELL students. As their differences are celebrated and integrated into the classroom and the lesson content, they become more invested in their learning. Teacher as Facilitator in My Constructivist Classroom In my constructivist classroom, I take on the role of a facilitator and strive to provide students with an authentic and student-centered learning environment. My own representation is not forced upon the students, allowing them to develop shared meaning. In order to ensure student success and understanding, I will sometimes need to modify the agenda, lesson content or even change the direction of the entire lesson based on student needs and expectations. It is more beneficial to allow for such flexibility in my teaching as it encourages student engagement (Henson 2001). This constructivist environment is highly student-centered and it places the responsibility on the learners to make sense of the content through their prior knowledge

 and experience. In a traditional classroom a teacher may have explained the same content in a content-rich lecture, which is the mode of instruction that my study visa students from China are used to. Therefore, one of the major challenges faced by the ELLs in my constructivist classroom is that they can feel stressed out by the pressure to make meaning independently. Some feel overwhelmed because they do not have the linguistic or cultural understanding to work through course concepts in this manner. Once again, my role as the teacher becomes vital in supporting ELLs in this constructivist setting by guiding students through strategies such as scaffolding and questioning to help them reach a constructed understanding. Furthermore, independent study, self-directed learning and some autonomy can be helpful in allowing ELLs to work through course concepts at their own pace, taking the time to find and understand the material that is relevant to them. Another challenge with teaching ELLs through this constructivist approach is that some have difficulty understanding the shifted role of teachers from information providers to facilitators because it is in cultural contrast with the traditional teaching approach that they are used to in China. Collaboration in My Constructivist Classroom Group activities and class discussions are some of the commonly used teaching strategies in my constructivist classroom. These forms of thinking and interaction allow students to build a shared knowledge and meaning (Vygotsky 1978). By learning from their peers as opposed to through a teachers lecture, students are learning how to better communicate their ideas and students self-discovery is being encouraged. I will often ask students to apply their understanding of course concepts to discussions or activities, which are authentic and relevant to their actual lives. For example, before teaching a lesson on the Stock Market Crash of 1929, I had students play a simulation game where they bought and sold stocks from the 1920s based on their existing knowledge of stock market trends. Their participation in the activity was greatly influenced by observing the actions and decisions of their peers and this helped them to develop a shared meaning of the subject. Through such group work students are able to enhance their social skills and increase their self-confidence (Henson 2001). One significant obstacle that ELLs face in this constructivist-learning environment is that their limited English language proficiency can limit their active participation in group activities, especially when grouped with native English speakers. Often I find that ELLs lack confidence when participating in a group dialogue because of their poor English skills. They are worried about not being understood because of their accent. They are also worried about not being able to communicate their ideas effectively due to their limited subject-specific vocabulary. One strategy I have used to counteract this concern is to group ELLs together, however this creates a situation where the students spend their time speaking in Chinese, which does not further their goal of language acquisition. Nonetheless, I continue to assign group work where students work collaboratively to deepen their understanding of the material. For study visa students, this

 is one way that they can learn about the topic from new perspectives particularly Canadian perspectives when working in a group with native English speakers. Feedback in the Constructivist Classroom In my constructivist classroom assessment is ongoing and often given to community authority. When providing feedback to students, I use the Assessment for Learning (AFL) approach. Through this assessment strategy, information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies. It is common for student performance to be evaluated based on set criteria through test scores, however in my constructivist classroom, assessments are made using multiple and authentic measures such as observation, portfolios, journals and test scores. AFL also allows teachers to plan and modify teaching and learning programs for individual students, groups of students and the class as a whole. For students, AFL means providing them with information and guidance so they can plan and manage the next steps in their learning. This feedback can sometimes take the form of student self and peer assessments. A final evaluation is conducted after several formative assessments have been administered in order to allow for students to develop a strong understanding of the concepts. Giving students constructive yet encouraging feedback can be a challenging task. There is a fine line between being critical and being helpful, especially when working with ELLs who have low self-confidence in their writing skills. Often I make a decision not to mark up their essays in red because it would not be beneficial to their growth as writers. Instead I give feedback using non-judgmental descriptors and I sometimes need respond to students questions with additional questions, or responses such as, I havent looked into that too much in order to continue to encourage their knowledge building. However, the study visa students from China are used to getting clear and explicit feedback from teachers in their home country and often have difficulty understanding the idea behind AFL. Many will not incorporate the constructive feedback given during the assessment stages of an assignment before handing it in for final evaluation. Even though delayed feedback is greatly beneficial for ELLs who are trying to improve language proficiency alongside mastering course content, many do not take advantage of it given their lack of cultural understanding of the concept. Conclusion I am cognizant of the cultural differences in my classroom and recognize that I am responsible for educating our study visa students who come from a culturally and linguistically different background. Bailey and Pransky (2005) assert that much of learning is culturally bound and that constructivism does not account for the deep impact that culture has on learning and knowledge. It is important to remember the differences in language and culture when teaching ELLs, but that should not discount the potential effectiveness of the constructivist approach. Teachers can use students prior knowledge and allow them to construct their own understanding using their own cultural experiences

 by being aware of the diversity in the classroom. ELLs will feel respected in an environment with which they can relate, where they see a celebration and integration of their culture in the classroom and lesson content. Some of the challenges that arise with ELLs in a constructivist-learning environment are cultural misunderstandings, which can be overcome by conceptual changes on the part of the student. Although this approach may take a considerable amount of time, it is beneficial for long-term student success.

 References Bailey, F., & Pransky, K. (2005). Are other peoples children constructivist learners too? Theory Into Practice, 44, 19-26. http://dx.doi.org/10.1207/s15430421tip4401_4 Brooks, M. G., & Brooks, J. G. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Henson, K. T. (2001). Curriculum planning: Integrating multiculturalism, constructivism, and education reform. New York: McGraw-Hill. Wilson, B. G. (1996). Constructivist learning environments. Englewood Cliffs, New Jersey: Educational Technology Publications. Vygotsky, L. S. (1978). Mind in society. London: Harvard University Press.