Throughout the 2021–22 school year, our schools implemented a specialized literacy platform to provide additional support, guidance, and motivation for English language learners (ELLs) in the classroom, with a particular focus on newcomers. This initiative aimed to help these students navigate the dual challenges of learning English and improving their reading skills.
The students were very enthusiastic about it, prompting us to broaden the implementation of the literacy platform throughout the district. Currently, approximately 200 out of our 700 students are utilizing an online program designed to assist emergent bilinguals in grades K–6 in enhancing their English language skills (Lexia English). New students begin with this platform before transitioning to the Core5 Reading program once they are prepared to do so.
In the initial year of implementing the platform, a student from Honduras joined our district. Despite not knowing English, within two years, he had made remarkable progress both academically and socially, and he is now on grade level. He actively engages with the literacy platform at school and also receives support from his mother, who assists him in completing the lessons at home. Witnessing his growth and achievement, we take immense pride in his accomplishments, as he has surpassed the expected reading level for his grade.
Six Benefits of Using a Specialized Literacy Platform
Here are an additional six accomplishments that our district has observed as a result of implementing a literacy program for incoming English learners:
Provides a gentler introduction for incoming students. Our incoming students frequently possess a rather restricted academic background. While they are not completely illiterate, they lack the necessary foundation in terms of background knowledge and word-recognition skills to effectively engage in reading. Moreover, they face the challenges of adapting to a new language and attending a different educational institution. Therefore, this more lenient approach allows them to focus on enhancing their vocabulary and other essential skills. Our specialized literacy platform serves as a more gradual and supportive means to help students quickly grasp and excel in English.
Meets students at their current level. Our language and literacy platforms have been instrumental in meeting all the needs of our students, encompassing not only phonics and vocabulary but also the chance to enhance their speaking abilities and independently apply what they are learning. Consequently, ELL students can further develop these skills. Moreover, for learners who have already spent a considerable amount of time in school, these platforms offer a personalized approach that aids in their continuous progress.
Creates an environment that allows ELL learners to have dedicated time and space for their language acquisition and development. The student who engages in both Lexia English and Core5 follows a schedule where one is done for two days a week and the other for three days a week (or vice versa, depending on the student). Teachers utilize these platforms at various times during the school day, whether it be during independent reading time or as a class activity. Additionally, students may find a quiet spot or corner to complete their speaking exercises. It is encouraged that newcomer students begin with Lexia English until they complete levels one and two before beginning Core5.
Assists educators and instructors. We have daytime tutors who are paid through the Refugee School Impact Program, and a portion of these tutors are responsible for teaching the lessons. Although they do not have access to the dashboard, we simply send them an email and provide them with a binder containing the lessons. In these instructions, we specify tasks such as “Kathleen needs to focus on level-two talking adverbs with José,” and the tutors then teach this particular lesson to either an individual student or a group of children. This approach provides the tutors with clear and detailed guidance for their work.
Utilizes the inherent functionalities of the platform. Our coworkers are consistently surprised by the speaking features available on our literacy platform. Often, educators must create their speaking activities, and we are also encouraging students to use iPads to record themselves. These efforts are aimed at helping them improve their language skills. Having all of these resources integrated into our language-learning platform has truly revolutionized our approach. The amount of student speaking time within the platform has been steadily increasing; we selected this as a goal for focus during our implementation.
Tailors education to meet the individual needs of students. Our new students are in great need of speaking practice. We appreciate the recent addition to the program in which a small bar was included to indicate the volume of students’ speech. Previously, when they pressed the record button, it was uncertain if their voices were being picked up until an indicator line appeared. Now, with the addition of the little bars, they can be assured that their voices are being heard.
Advancing Proficiency Levels
In our institutions, we acknowledge student achievements with equal enthusiasm across all programs. For instance, one primary school rewards students who advance a level with a token that can be redeemed at the book dispenser. Students utilizing both systems have the opportunity to receive multiple books as a result.
The benefits of employing technology to support the academic progress of our students in reading have been highly favorable thus far. Between the years 2022 and 2023, we observed notable improvements in our end-of-grade (EOG) summative assessments. Our proficiency levels saw a growth of 3.1%. According to the Lexia English measurements, speaking skills increased by 11%, listening skills soared by 81%, reading proficiency went up by 65%, and writing skills rose by 66%. These statistics indicate that virtually all of our students progressed by at least one proficiency level, many of them by more.
Taylor Stewart serves as a multilingual-learner teacher at Trent Park and Ben Quinn Elementary schools in Craven County, North Carolina.
Kathleen Brinson is a multilingual-learner teacher at James W. Smith Elementary and the Refugee School Impact coordinator in Craven County.
