The SISL curriculum is grounded in the understanding that rich interactions between peers is an essential source of opportunity for language development. Unfortunately, as teachers, it can be difficult to know what is going on at all times during small group work. We may assume that all is going well if students are on task and talking with one another. The following examples illustrate the role that the more English proficient peer can play during small group work to create or hinder students’ learning opportunities. We want to be very clear that in no way are we criticizing Luz and her teaching or the students that are participating in the triads. We believe that teaching is complicated and messy and that often this messiness goes under-examined and unseen. We also believe that it is valuable to reflect on both the positive and challenging moments of teaching. We share these video segments as an opportunity to reflect on both the interactions between the students in the videos and our own messy teaching experiences in order to improve the learning opportunities for all students but particularly for our most vulnerable students.
The titles below correspond to segments of the video (the approximate segment start time is given in parentheses). Select each title for additional commentary.
In the first video segment, the triad is determining the properties of various rocks. Michelle is participating alongside her peers but isn’t talking much. Isadora asks Michelle a question inviting her to the conversation. This question indicates that Isadora sees Michelle as a competent peer who has something to contribute to the group conversation. It also indicates that Isadora has internalized the small group structures that Luz has created around including all members of the group in discussions and valuing different perspectives and ideas. The interaction also supports Michelle in writing and documenting her ideas about the properties of rocks.
In the next video segment, Isadora notices that Michelle seems to be struggling and asks her if she needs help. What follows is a wonderful example of how a more capable peer, Isadora, can support the learning of an English learner without taking over or telling them the answer. Isadora asks Michelle to take charge of her own learning by reading the portion of the text where the answer can be found. Michelle is able to read the text and answer the question. This support from Isadora allows Michelle to continue reading the text independently, answer the questions, and participate in the conversation about the text in the triad.
The following video segment shows an interaction between Omar and his triad and is an example of how peer interactions can undermine student voice and agency. This can be a hard segment of video to watch as it is clear that Omar has something to say and contribute but the dynamics of his group make it nearly impossible for him to participate in ways that match his willingness and capability. It is critical to mention that the students in Omar’s group are well intentioned and have developed a sense of responsibility where Omar is concerned. They don’t mean any harm towards Omar with their behavior and actually believe their behavior is helpful. However, it is clear from the video that they have a hard time seeing Omar’s strengths and really listening to what he has to say. The result is that their behavior actually silences him and, out of frustration, Omar reverts to Spanish to be heard.
In her commentary, Luz reflects on what it was like to observe these two different interactions that she previously had not been aware of. She comments that Michelle’s triad, particularly Isadora, honors who she is and what she can contribute. She notes that her triad is genuinely interested in her thinking. Luz also thinks that Isadora has more practice in engaging in ways that are more inclusive to everyone engaging and participating in the group. In Omar’s group, Luz reflects that she believes his triad members had already decided on the right answer and were not open to Omar’s ideas or that he may have phrased a scientifically-accurate answer in a different way. She talks about the role teachers have in creating small groups that honor all of the students’ ideas and perspectives. She notes that it is necessary to have very open and honest conversations with students about what it means to engage with one another and be authentically curious about one another's ideas and perspectives.
Luz also reflects on this idea of “help” that is prevalent in so many classrooms but can be misinterpreted by both students and teachers and result in unintentionally undermining behavior that negatively impacts students’ opportunities for meaningful learning. Teachers must be much clearer with themselves and their students about what “help” and “support” mean—that it isn’t doing the work and intellectual lifting for other students but in fact it involves a stance towards emergent ELs. The classroom community must reflect and model a deep belief in the intellectual agency of all students and belief that, regardless of language proficiency, all students have something to contribute to the intellectual community of the classroom.