Page 91 - EdViewptsSpring2021

ESL Student Perception of grades for advanced students have likely to “cheat” by using online transla-
Remote Learning slightly increased. Students already tion tools. Lower-level students will also
benefit because the topics are tailored
at a lower level are finding more
While technology provides benefits in difficulties with remote learning than to their own interest, which is a primary
education, the results of this study indi- students at the higher levels. driver in student growth.
cate that the attitudes of ESL students Authentic formative assessments
toward fully-remote learning are more Addressing Gaps in ELL can help as well. Instead of large,
negative than positive. The majority of Achievement overwhelming assignments or
students, in a survey, indicated that they assessments that are worth significant
prefer learning in the physical class- It would be foolish to propose that the portions of student grades, teachers
room over the virtual environment. Half use of online translators could or should may consider providing small,
of them claim that it is not easy to use be stopped altogether; all students regu- manageable, low-stakes, formative
remote learning tools such as Canvas, larly take technological shortcuts when assessments that may or may not
Google Slides, Google Classroom, and completing their academic work. How- be graded. Removing the threat of a
Zoom, and nearly all of them stated that ever, there are certain best practices poor grade may remove the students’
technical issues or problems disrupt that could help curtail the use of online motivation to use online tools.
their learning, including poor wifi con- translation tools so that our ELLs do
nections and audio problems. not undermine their own education. To Another strategy that can benefit ESL
start, teachers can clearly explain their learners who are working remotely,
Impact of Remote Learning expectations as well as the limitations of particularly those at lower levels, is
on ELL’s Academic online translators. Since all students are the notion of the “flipped classroom.”
going to resort to the use of technology
Performance to aid their school work to some extent, Instead of the teacher lecturing dur-
ing the class period and then assign-
Overall, ESL students are not it could be beneficial to allow them to ing work that students complete on
learning more in the remote learning use the technology, but to give them bet- their own, teachers are encouraged to
environment. The most significant ter alternatives and demonstrate how to reverse the process. Students would,
issue impeding progress is that of effectively use them. at home the night before, learn the
“Googling” versus critical thinking In addition, it is important for ESL teach- vocabulary or grammar concept (from a
and practice. With students lacking ers to incorporate sound pedagogical teacher-recorded video or other videos
solid English-speaking support at approaches, especially while students or materials). Then, in class, students
home and with the distance from their remain in the remote setting. These can work on their homework or inde-
teachers, they often resort to using approaches will not only address issues pendent practice with the guidance of
online translators and other resources of dependence on online translators, but their teachers. This eliminates the need
to complete their assessments. The they will also address the lower-level for students to “look up” answers and
grade data collected comparing scores ESL learners in the online environment. allows them a safe space to make mis-
prior to remote learning to scores While there are countless pedagogical takes and ask for help when needed.
during remote learning indicate that strategies, ESL teachers could focus on Finally, teachers can strive to create
scores during remote learning are four primary areas: lessons that use higher-order thinking
considerably (and artificially) higher. skills. For example, an ESL teacher
Even though high scores normally 1. Personalizing the curriculum and might provide text in the students’
equate to high achievement, the lines allowing student choice native languages along with several
are blurred in the remote environment. 2. Providing more authentic English translations. The task is not
Additionally, the data suggests that formative assessments to translate from the native language
students in the lower-level intermediate 3. Flipping the classroom to English, but rather to choose
ESL class versus those in the higher- 4. Tapping into higher order thinking which English translation is the best
level intermediate and advanced ESL skills and to defend their choices. This not
classes generally either score lower on First, students are likely to be more en- only exercises higher-order thinking
assignments and assessments or do gaged and invested in their work while skills, but it also eliminates the need
not complete them at all in the remote they are studying topics that are inter- or ability to look up words as the
environment. Specifically, comparing esting or applicable to their lives. Giving translation has already been provided.
the traditional classroom (prior to 2020) students choices in their work, personal- This concept pushes students to think
to the remote classroom (2020), the izing the curriculum, and allowing them versus memorize, which ultimately
average final grades for lower-level to guide the instruction can raise their improves their cognitive abilities and
students have decreased, but final commitment level, making them less language skills.

About the Author
Jill Vaughn has been an educator for 15 years. She is a teacher leader who currently teaches English at
Lawrence High School in Lawrenceville, NJ, and as of January 2021 completed her principal certification
program through NJ EXCEL. She aspires to work as an administrator in a district that values equity and
the social-emotional well-being of all students. Twitter: @JillVaughn1

Educational Viewpoints -89- Spring 2021