Strategies For Leveraging Learner Assets

Strategies For Leveraging Learner Assets

Educators can take an asset- or deficit-based approach when working with English Language Learners (ELLs).

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The asset-based approach focuses on identifying and building on ELLs’ strengths and resources in the learning environment. This approach recognizes that ELLs may have skills and knowledge in areas beyond language acquisition, such as cultural competence, problem-solving abilities, and bilingualism. The asset-based approach seeks to leverage these assets to promote academic success and create a positive learning environment. It recognizes ELLs’ diverse backgrounds and experiences and the potential value of those differences to the classroom community. On the other hand, the deficit-based approach views ELLs primarily through the lens of their language proficiency or perceived deficits. This approach identifies ELLs’ challenges and attempts to address them through remedial language instruction. This approach may lead to stigmatization, low expectations, and a lack of recognition of the strengths and resources that ELLs bring to the classroom. The deficit-based approach can create a hostile learning environment and may limit the potential for academic success for ELLs.

In summary, the asset-based approach focuses on identifying and building on ELLs’ strengths and resources in the learning environment. In contrast, the deficit-based approach focuses on addressing perceived language deficiencies. The asset-based approach promotes a positive learning environment that recognizes and values ELLs’ diverse experiences and backgrounds. In contrast, the deficit-based approach may lead to a hostile learning environment and limit the potential for academic success. As such, educators must adopt an asset-based approach when working with ELLs to create an inclusive and supportive learning environment promoting their academic success.

The asset-based approach to working with English Language Learners (ELLs) and their families has numerous benefits. This approach recognizes and values ELLs’ strengths and resources in the learning environment and promotes a positive, inclusive, and culturally responsive approach to education. The following are some of the benefits of an asset-based approach when working with ELLs and their families:

Builds self-esteem and confidence: Focusing on ELLs’ strengths and assets helps build their self-esteem and confidence. When students feel valued for their unique contributions, they are more likely to engage in the learning process and take risks.

Cultivates a positive learning environment: An asset-based approach creates a positive learning environment that promotes mutual respect, inclusion, and appreciation of diversity. This environment can improve academic outcomes and better relationships between teachers, students, and families.

Increases engagement and motivation: When teachers recognize and build on the strengths and assets of ELLs, it can increase their engagement and motivation. This, in turn, can lead to better academic outcomes and a greater desire to participate in school activities.

Linguistic: ELLs often possess advanced knowledge of more than one language, which can be an asset in a multilingual classroom. For example, a student who speaks Spanish and English may be able to help translate for classmates who only speak one language.

Cultural: ELLs may bring cultural knowledge and customs that can enrich the learning experience for all students. For example, a student from a different country may share information about traditional foods, holidays, or celebrations that can expand the cultural knowledge of their classmates.

Experiential: ELLs may bring unique experiences to the classroom that can enhance learning. For example, a student living in different countries may know different cultures and customs, enriching class discussions and activities.

Social-emotional: ELLs may possess resilience and perseverance that can be an asset in the face of academic challenges. For example, a student who has had to adapt to a new culture and language may have developed resilience and perseverance that can be an asset in the classroom.

4 Utilizing ELL families’ cultural and linguistic assets can help create a positive learning environment that promotes mutual respect and appreciation of diversity. Two strategies for utilizing the cultural and linguistic assets of ELL families are:

Engage families in the learning process: Teachers can engage families in the learning process by inviting them to participate in classroom activities or events. For example, teachers can ask ELL families to share their cultural traditions, stories, or songs with the class. This strategy helps to build a positive relationship between families and teachers and promotes a deeper understanding of cultural differences. Use bilingual or multilingual materials: Teachers can use bilingual or multilingual materials, such as books, videos, or websites, to leverage the linguistic assets of ELL families. For example, teachers can provide bilingual books in the student’s native language and English. This strategy helps to promote literacy development in both languages and reinforces the value of bilingualism.

Five instructional strategies to leverage the various assets of ELLs are:

Collaborative learning: Collaborative learning strategies, such as group work, peer tutoring, or cooperative learning, can leverage the social-emotional and linguistic assets of ELLs. These strategies allow ELLs to interact with their peers, practice their language skills, and learn from each other’s experiences.

Culturally responsive teaching: Culturally responsive teaching strategies, such as incorporating culturally relevant content, using culturally appropriate teaching strategies, and building on the prior knowledge of ELLs, can leverage the cultural assets of ELLs. These strategies help to create a positive learning environment that values and respects the cultural differences of ELLs.

Differentiated instruction: Differentiated instruction strategies, such as providing multiple modes of instruction, using visual aids, or providing scaffolding, can leverage the experiential and linguistic assets of ELLs. These strategies help accommodate ELLs’ diverse learning needs and backgrounds and promote academic success.

Using technology: Using technology, such as educational apps, digital tools, or multimedia resources, can leverage the linguistic and experiential assets of ELLs. These strategies allow ELLs to engage with language and content in various formats, promote digital literacy skills, and facilitate access to online resources.

Home language support: Home language support strategies, such as providing resources in the student’s native language, communicating with families in their native language, or encouraging the use of the home language, can leverage the linguistic assets of ELLs. These strategies help to reinforce the value of bilingualism, promote academic success, and build positive relationships with families.

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References

García, G. E. (2009). The asset orientation of language education policy: Its origins and implications. International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies, 10(3), 32-49.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.

Gándara, P. (2013). The Latino education crisis: The consequences of failed social policies. Harvard University Press.

Echevarria, J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model. Pearson.

Hammond, J. L., & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolded instruction to supporting bilingual learners. Educational Researcher, 34(5), 3-8.

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Assessment Description

Strategies For Leveraging Learner Assets

Part of an ESL/bilingual specialist’s role is to serve as a resource for ELL instruction and support other educators and school staff. Helping to shift deficit-based thinking to asset-based is a way to offer such support. By guiding others to an asset-based mindset, the ultimate goal is positive outcomes for ELLs’ language development and academic learning.

Create a two-page handout for teachers working with ELLs promoting an asset-based approach. Include the following in your handout:

• Describe the differences between an asset-based and deficit-based approach when working with ELLs.
• Explain the benefits of an asset-based approach in working with ELLs and their families.
• Provide at least one example of an asset an ELL might possess for each of the following areas: linguistic, cultural, experiential, and social-emotional.
• Discuss two strategies for utilizing the cultural and linguistic assets of ELL families.
• Describe five instructional strategies to leverage the various assets of ELLs.

Support your handout with a minimum of three scholarly resources.