Activating Background Knowledge in English Language Learners

Carolyn Boyles
Sep 15, 2008

There are many challenges that face students whose native language is other than English and whose background experiences may have occurred in a different culture and geography. Early experiences may have been rich or chaotic but make up the life experiences of these students. We know that students build new knowledge on previously learned knowledge, and that compounds the challenge if our ELL students are not able to make connections between their previous knowledge and the new content they are learning in a new language.

An early but still relevant study by Steffensen, Joag-Deve & Anderson (1979) reminds us that when reading about unfamiliar content, students read more slowly, recall less information and are more likely to making distortions when recalling what has been read. So how can teachers get ELL students ready to learn new content using the strategy of activating background knowledge that is so effective for other students? Robertson (2007) suggests the following strategies to address this challenge. Students need to connect with literature on three basic levels: text to text, text to self, and self to the world. All students bring something to the classroom. It becomes important then as educators to become familiar with the backgrounds and/or prior knowledge of ELL students and help them make those connections. Teachers can start by researching the native countries and cultures of their students. When possible bring in references to the historical figures, musical and artistic traditions and geography of the students' home countries. Robertson gives the example that if students are studying civil rights in the U.S. in the 1960's, they may remember better if they relate it to historical and cultural information that has been shared with them by their parents of their native country.

Bring in resources that go beyond the textbook that will engage students and involve them in the learning process. Compare artwork depicting similar kinds of events as they occurred in different countries, such as revolutions, battles, the signing of a famous document, inaugurations, elections, protests, and major milestones. Perhaps students can share depictions of those kinds of events in their country as a way to open up the discussion and connect their experience to the content, as well. Use folktales, literature and stories from other cultures as a way of encouraging students to connect what they are reading to their own experiences. Media specialists will be helpful in this effort as there is a growing body of literature based on culturally relevant and connected works. Again, Robertson (2007) emphasizes the need to know as much as possible about your ELL students' culture and experiences.

It is important to do research as a teacher and not make assumptions if all or most of your ELL students speak Spanish. Move beyond the "Latino/Hispanic" label. Is this student a Mexican immigrant or a second generation Mexican American? Is he or she from Central America, a Caribbean island, or South America? Your students and their families have interesting histories and a rich cultural heritage to share. Even if you have to use translators, parents may be willing to come in to share their experiences. In co-teaching settings, this research can become the responsibility of the support teacher, or it can be shared among staff at each school. Some districts purchase or create their own culture snapshots to use as a starting point to understanding all of their students.

The more you learn about where your students come from, the more connected you will be to your students. This includes learning more about their language, culture, values, family, and home environment. This knowledge will help you to better support your students in the classroom and to receive more support from home. You can find information in books, articles, popular press and on the Internet.

For information to assist ELL students, and other students needing extra support, refer to Scaffolding Grade Level Learning.