November+7

Discussion Options:

Option 1: In Porter's retelling of strategies for teaching Shakespeare to ELLs, she writes, "In assessing ELLs' comprehension, it is important to allow them to demonstrate what they have learned in several modes (written, oral, and visual)." (p. 47).
 * Do you think that allowing students to demonstrate their understanding orally or visually is acceptable? Is this lowering expectations for students? Why/Why not?
 * How could this be implemented in an English classroom? Have you seen/done/imagined any ideas for implementing this type of multi-modal assessment?

Option 2: For Rodriguez, differences in language and culture result in separation of home and school life, cleanly disassociating these two worlds. Rodriguez responds to this separation by throwing himself into his school world. AND/OR
 * Have you seen other ways that students negotiate this separation?
 * How should we (especially as teachers of ENGLISH) address the 'clash of worlds' that ELLS in particular experience? Are there things that we can do, or is this an inevitable reality of larger, social, political factors beyond our control?