Teaching Comprehension Skills to Dual Language Learners

The Challenge of Teaching Comprehension to Dual Language Learners

Teaching dual language learners to effectively use comprehension skills to understand what they read is not an easy task.

As teachers, we know that we can spend months helping students tackle complex texts; however, I have learned that it all becomes clear – whether we have equipped them with all they need – when they have to apply what they have learned.

There is not a better way to gauge our students’ reading skills than when we ask them to do research.

Dual Language Learners: Classroom Dynamics

In the dual language classroom (where learners receive instruction in both Spanish and English), children are expected to be able to read complex informational texts in both languages.

Using the reading block alone is not enough; therefore, all instruction needs to be connected to be able to work (social studies, science, writing, and reading). During our informational reading unit, students began exploring texts in Spanish, writing in English, and finished by doing research in both languages (reading in Spanish and writing in English).

Introduction to the Informational Unit

Exploring Text Features

When the informational unit was introduced, we looked at the different features present in these types of texts (titles, subtitles, photos, captions, bold letters, italics, and more). Children read plenty of texts at their independent reading level.

During writer’s workshop, students wrote about a topic they were “experts” on, so they could focus on really learning the features of non-fiction rather than doing research.

We then moved on to learn about text structures and how non-fiction may be organized (chronological order, cause and effect, problem-solution, etc.). This was a challenging concept for some students, but it was the first time (as fourth graders) that they were studying this.

The Research Project in a Dual Language Classroom

Teaching in a dual language classroom can be challenging enough, but research projects add an extra level of challenge. Our guest blogger, who teaches 4th grade dual language learners, describes every step of how she carried out a research project with her students. She had them reading in Spanish and writing in English, so she describes how she modeled what students were supposed to do and how she guided their learning throughout the project.

The Spanish Missions Project

The State of California Curriculum

In the State of California, a big unit in fourth grade centers on the Spanish Missions.

This was the perfect opportunity to see students in “real” action as they were reading to gather specific information on a topic that was new to many of them. During reader’s workshop, children learned different ways to take notes (using sticky notes, read-think-write, and partnerships, among other strategies) and how to look for specific information when doing research.

During the writing and social studies periods, children continued doing research and meeting with partners or with me (either independently or in small groups).

Trial-and-Error Approach

It was trial-and-error at first, especially because as dual-language students, they were reading in one language and writing in another.

The truth is that we tried MANY things, but I feel that the one strategy that was most beneficial and effective was a combination of partner work and breaking down passages into smaller, more manageable pieces. Here is how we did it:

Implementing the Research Project

Step-by-Step Guide

1. Pairing Dual Language Learners by Strengths
   • I paired up children who were strong in Spanish with children who were not as proficient but could handle writing in English. This combination allowed students to rely on each other’s strengths.
2. Gathering Resources
   • I went to the local library and checked out books on the missions in both English and Spanish (over 50 books).
3. Making Copies for Annotation
   • I made copies of many of the books. This way, students would be able to highlight, write, and make specific marks/take notes directly on the page.
4. Teaching Highlighting Skills
   • I specifically taught highlighting skills and emphasized treating highlighters as gold (you cannot waste it and highlight everything).
5. Practicing Partner Work
   • We practiced what it meant to work in pairs, including what it looked and sounded like. We used discussion starters and practiced throughout the day, not just during reading/writing/social studies.
6. Dividing Sections for Discussion
   • I divided the sections on the copies I made. Students were asked to STOP after a specific section, discuss what had happened, and either record something they found important or continue reading.
7. Reading with Purpose
   • I taught them to read and research with a purpose. We discussed what information they were looking for and what questions they wanted answered.
8. Using Technology Last
   • Computers were used towards the end to avoid overwhelming students with unreliable sources.
9. Providing Coaching and Support
   • I met and coached students as needed. Some groups required more guidance and support than others.
10. Encouraging Critical Thinking
    • I reemphasized the importance of understanding and explaining their reading. If they couldn’t, they had to re-read and use another reading strategy.

Final Presentation and Reflection

Holding Students Accountable

Finally, I held them responsible for their final piece. It did not have to be something big, but a small presentation (two minutes) would suffice.

Conclusion

Reflecting on the Experience

I know it is quite a long list, but children need to be explicitly taught how to read for information, answer questions, and take notes. Many students were able to master and do great research, while others still need to work on these skills. However, I am glad I know first-hand who they are. I am proud of not only their bilingualism but also their biculturalism.