You may have heard the saying, “April showers bring May flowers.” At the beginning of April, it rained, and it rained. Then it rained some more. On one such rainy day, I was chatting about the weather with a cashier at a gas station on our way to a family event in Lewisburg. I said, “Well, it’s raining. Again. You know what they say about April showers. . .” The cashier hesitated and then responded. “Yeah, they ruin trout fishing.”
When I got back to the car I laughed so hard! You guessed it! I know very little about trout fishing. Yet, I LOVED this response! It got me thinking about all the ways rain could ruin trout fishing. It was also a reminder for me that we each have unique backgrounds and experiences. We each have different prior knowledge, perspective, worldview, and understanding of the world as we know it. When working with English Learners (ELs), we need to remember this. Sometimes we need to activate prior knowledge. Other times we need to build background knowledge.
Having the right background knowledge determines whether or not a student may succeed (or not) in a lesson. Ask these questions to promote understanding in ELs and struggling learners when presenting new content.
1. What key background knowledge is needed for the lesson? An example would be an EL in an upper elementary class studying the American Revolution. After introducing the unit with props, the teacher may inform students they will learn more the next day. An EL might ask, “But who won?”
2. What existing background knowledge do students already have? In many countries, students are taught there are five continents. North and South America count as one continent as they share a common indigenous people. Additionally, Antarctica does not count as a continent because there are no indigenous people who live there. In the United States, students are taught that there are seven continents.
3. What background knowledge needs to be “built” for students? How can this be done (pre-teaching, objects and pictures, keywords and concepts)?
4. What background knowledge should be targeted to enable the student to understand the text or lesson? It is too easy to fall into the trap of believing that ELs have “gaps” and “deficits” in prior knowledge. However, their wide range of knowledge, experience, and perspective can be tapped for a rich educational experience. An example would be a knowledge of sea navigation that enables young men to understand mathematical points on a grid.
5. What assumptions should be avoided in order to create a welcoming classroom environment? Consider this scenario. Teachers may assume a Haitian immigrant has a historical background in African American history. Her English is quite good because she attended a private school in Haiti. However, she may only know of Dr. Martin Luther King and not Rosa Parks due to her immigrant status.
What one already knows impacts how quickly new concepts are understood and integrated into thinking and practice. Making connections to existing prior knowledge and building background is important for successful learning outcomes. The worldview, perspective, and experience of English learners can be used to enhance and enrich not only their classroom experience but also that of their never EL classmates.
Links to Resources:
Background knowledge and ELLs: What Teachers Need to Know
How to Connect ELLs Backgrond Knowledge to Content