Running head: Thematic Teaching

Synthesis Paper Thematic Teaching: Benefits and Practices Heather Bloxham Educ 410 Integration Seminar March 8, 2013

Running head: Thematic Teaching

The population of English Language Learners (ELL) is growing exponentially in many urban and rural settings throughout Canada. It is essential for teachers to be equipped with tools to meet the needs of this growing diverse demographic. Good intentions and just good teaching are no longer enough to truly help these students reach their potential. In this paper I will explore the importance of thematic teaching. I will discuss specific attributes that enhance thematic teaching such as storybook reading, guided practice and differentiated lesson. I will also use this paper as a springboard to discuss the important role thematic teaching plays in Cognitive Academic Language Proficiency Skills (CALPS). Through exploring these topics I endeavor to shed light on techniques and concepts that will bolster the academic success of many ELL students. It must be noted, even though this paper focuses specifically on the needs of ELL students, the strategies and concepts explored will undoubtedly benefit Native speaking students as well. Thematic lessons provide real language, real reason, and real purpose to lessons. These lessons help to provide students, specifically ELL students, with authentic learning experiences that are extremely meaningful. Thematic learning begins with a topic or subject, from which many other activities then anch out from this central idea. Thematic planning provides incidental learning, intentional learning and independent learning (Hetty Roessingh, Educ 410 Course Lecture, 2013). This allows teachers the flexibility to be creative, but also lets the teacher to plan with intent (Hetty

Running head: Thematic Teaching Roessingh, Educ 410 Course Lecture, 2013). Thematic lessons build on students background knowledge and interests (Goldenberg, 2008). By tapping into background knowledge, thematic lessons provide a platform for students to discuss their own experiences, which in turn encourages student conversations related to theme or text (Hickman, Pollard-Durodola & Vaughn, 2004). Peer-to-peer conversations help personalize the learning, as well as enhance students understanding of the topic (Hickman et al., 2004). The goal of thematic teaching is to build on students existing

knowledge construct vocabulary. A classroom lesson that leaves with the student is one a student will be able to internalize and apply to everyday life and future learning. One key aspect of thematic teaching is storybook reading. Read-aloud practices at home as well as in school are very effective in vocabulary building (Pikulski & Templeton, 2004). Repeated storybook reading promotes incidental learning, which implies students will not only acquire grammar, they will also acquire a great deal of vocabulary (Ulanoff & Pucci, 1999). Developing a rich vocabulary at a young age will aid students in their future vocabulary development in higher grades. A strong vocabulary to draw on will allow students to infer the meanings of new words (James B. Hale, Educ 406 Course Lecture, 2013). Although storybook reading is key to vocabulary development, those who lack experience with stories may have their interest diverted away from learning new words, and instead their interests may lean towards learning the fundamentals of story structure (plot or characters) (Collins, 2010). This however is not a drawback for language learners, as students can benefit from both processes (Collins, 2010). The initial lag in vocabulary development will grow once learners gain more exposure to, and become more interested in, the stories they are reading or hearing.

Running head: Thematic Teaching Storybook reading can be the springboard for many lesson adaptations (a central idea of thematic lesson planning). Reading can introduce role-playing and introduce realia1 to students. These aspects can add interest and even make an ordinary lesson memorable through active participation. Because of the nature of thematic lessons, ELLs will not

only hear more words, they will also retain them. This vocabulary retention is due to the words being embedded in meaningful contexts with many opportunities for repetition (Goldenberg, 2008). Ideas are presented in multiple fashions, allowing students to work under the same understanding but progress with different levels of support, challenge or complexity (Tomlinson, 2000). This restructuring allows for topics to be absorbed and avoids boredom or the feeling of punishment for having to do something over and over (Ulanoff & Pucci, 1999). The repetition of thematic lesson works well in situations where there are individual and group differences. With all students, ELL or otherwise, there will be individual and group differences that need to be taken into consideration when planning a lesson (Goldenberg, 2008). Thematic lessons are ideal when these differences exist (Tomlinson, 2000). Thematic lessons foster all aspects of teachings designed to cater to the mixed abilities of students. The layers within the thematic lesson can provide opportunities for teachers to use corrective feedback and guided practice (Ulanoff & Pucci, 1999). Guided practice provides scaffolding for students to learn and grow with support. Research has found that guided practice achieved better outcomes for student vocabulary development than did free writing opportunities (Goldenberg, 2008). However, students who have developed large vocabularies may be reluctant to use them without assistance from
1

Realia are objects and materials from everyday life that are used for teaching aids such as photos, dishes, ornaments or tools.

Running head: Thematic Teaching teachers (Pikulski &Templeton, 2004). Additionally, the fear of failure may prevent students from taking risks or getting creative. Alongside guided practice is corrective feedback, which is essential for students improvement. With corrective feedback students learn to correct their mistakes, and within a thematic lesson students have opportunities to show their improvements and deepen their understanding. Through QARs, students improve comprehension and learn how to look at text critically. QARs aid students in thinking creatively and cooperatively while challenging them to use

higher-level thinking skills (intnetaldfjladsj). These three practice are critical for students to develop further skills that will build their CALPS (Cognitive Academic Language Proficiency Skills) proficiency. English Learning instruction is a longer, harder, more complex process than many teachers believe (McLaughlin, 1992). English Language learners can sound good with their BICS (Basic Interpersonal Conversation Skills), but they lack the academic English or CALPS (Roessingh & Elgie, 2009). Everyday conversational English can be acquired at a reasonable proficiency in just two to three years, but academic English can require six or seven years, if not longer, to obtain (Goldenberg, 2008). An article in the Calgary Herald quotes Dr. Roessingh, an expert in English Language Instruction, who states students who are chatty appear just as adept with English as other children (Cuthbertson, 2013). However, their proficiency is superficial and they lack a well-rounded vocabulary that matches their native speaking peers (Cuthbertson, 2013). This vocabulary deficit will only grow with time if teachers are not using appropriate strategies, such as thematic lessons (Cuthbertson, 2013). Thematic lessons can begin the process of developing rich vocabularies that will produce academic

Running head: Thematic Teaching benefits for students.

Learners lacking CALPS do not have the skills to understand inflections of words and their appropriate use; as well they lack the vocabulary that is needed for future success in higher grades and within their jobs or post-secondary educations (Goldenberg, 2008). ELLs need academic content instruction in addition to - not instead of English language development (Goldenberg, 2008). Students who are able to master CALPS will unquestionably have a unique advantage in their technical or professional careers (McLaughlin, 1992). Even though this language base is essential for school success, it is difficult to ELLs to acquire (Goldenberg, 2008). Unfortunately, students exposure to CALPS is limited as it goes beyond conversational English and therefore is not generally used outside the classroom (Goldenberg, 2008). Through thematic lessons teachers can build vocabularies and develop CALPS within their ELL students. Thematic lessons are so crucial to the development of CALPS because they draw out new vocabulary, complex sentence structures, and with use of QARs (Question Answer Relationships) allow students to reflect and deepen their understanding of the topic (Goldenberg, 2008). Thematic lessons build CALPS and provide students with the tools to communicate. These tools to connect can be used in real-life situations, or to excel in academics and pursue careers that are beyond the BICS level. Achievement in and out of school hinges on building BICS and CALPS. If an ELL learner is not provided with meaningful, authentic experiences, these students may wonder what the purpose is of learning beyond rudimentary skills, if they feel they can get by with BICS and their first language. (Hetty Roessingh, Educ 410 Course Lecture, 2013). The notion of just getting by is not only short sighted but it illuminates the reason thematic

Running head: Thematic Teaching

learning is so beneficial for ELLs. If a student plays a role in their learning they are going to be more engaged. Good intentions are no longer enough to effectively teach language learners, or any child for that matter. To better prepare ELLs for academic success, teachers must also be better prepared. Teachers who skillfully recycle key concepts will provide

meaningful experiences, build vocabulary, and deepen students understandings of subjects (Goldenberg, 2008). Teachers using thematic lessons will be better equipped to reach ELLs (Cuthbertson, 2013). Thematic teaching practices enhance students learning by engaging them with their peers in authentic communication. By using thematic strategies that build on students interests and background knowledge, understandings are entrenched. Lesson approaches under the umbrella of thematic teaching such as guided practice and storybook reading improve performance, participation and vocabulary development. Guided practice and QARs enable students to take risks, think critically and be creative. Young students who develop a rich vocabulary will set the stage for further confidence in vocabulary development. Through thematic teaching, instructors

can plan with intent while fostering student interest, creativity and risk-taking while building a strong foundation of academic language that reaches beyond basic conversational skills.

Running head: Thematic Teaching

References Collins, M. (2009). ELL preschoolers English vocabulary acquisition from storybook reading. Early Childhood Research Quarterly, 25, 84-97. Retrieved March 4, 2013 from, http://ac.els-cdn.com.ezproxy.lib.ucalgary.ca/ Cuthbertson,R., (2013) Influx of immigrants puts schools English literacy instruction to the test. Calgary Herald. Retrieved March 4, 2013 from,http://www.calgaryherald.com/story_print.html?id=7793060&sponsor=curri ebarracks Goldenberg, C. (2008). Teaching English language learners: What the research does and does not say. American Educator, Summer, 2008, 8-23. http://www.aft.org/pdfs/americaneducator/summer2008/goldenberg.pdf Hale, J. B. (2013). School Neuropsychology of Reading and Reading Disabilities Education 406 Course Powerpoints. Hickman, P., Pollard-Durodola, S., Vaughn, Sharon. (2004). Storybook reading:Improving vocabulary and comprehension for English-Language learners Retrieved March 3, 2013 from, http://faculty.weber.edu/mtungmala/hybrid4270/articles/storyreadvoc.pdf McLaughlin, B. (1992). Myths and misconceptions about second language learning:What every teacher needs to unlearn. Educational Practice Report 5. Retrieved March 2, 2013 from http://www.usc.edu/dept/education/CMMR/FullText/McLaughlinMyths.pdf Pikulski, J. & Templeton, S. (2004). Teaching and developing vocabulary: Key to longterm reading success. Current research in reading and language arts. Houghton Mifflin. Retrieved March 3, 2012, from http://www.eduplace.com/state/author/pik_temp.pdf QAR. (n.d.) Reading Rockets. Retrieved March 6, 2013, from http://www.readingrockets.org/strategies/question_answer_relationship/ Realia. (n.d.). Dictionary.com Unabridged. Retrieved March 06, 2013, from Dictionary.com website: http://dictionary.reference.com/browse/realia Roessingh, H. & Elgie, S. (2009). Early language and literacy development among young

Running head: Thematic Teaching ELL: Preliminary insights from a longitudinal study. TESL Canada Journal, 26(2), 24-45. Retrieved March 3, 2013, from, http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/413/243 Roessingh, H. (2013). Integration Seminar 1. Education 410 Course Lecture. Tomlinson, C.A., (2000). What Is Differentiated Instruction? Reading Topics A-Z Retrieved March 2, 2013 from, http://www.readingrockets.org/article/263/ Ulanoff, S.H. & Pucci, S.L. (1999). Learning new words from books: The effects of readaloud on second language vocabulary acquisition. Bilingual Research Journal, 23(4), 409 421. Retrieved March 2, 2013 from http://dx.doi.org/10.1080/15235882.1999.10162743