Building Background for LOTE students

Building Background for LOTE (Languages Other Than English) Students

Understanding the Importance
Building background knowledge is essential for LOTE students because it helps bridge the gap between what they already know and the new content they are expected to learn. This process, often called activating prior knowledge or schema, is foundational for comprehension and meaningful learning, especially for students from diverse linguistic and cultural backgrounds.

Key Strategies to Build Background Knowledge
1. Identify and Assess Prior Knowledge

• Begin by determining what key concepts, vocabulary, and cultural references are necessary for understanding the lesson.
• Use strategies such as graphic organizers, KWL charts (Know, Want to know, Learned), or simple discussions to gauge what students already know.
• Allow students to express their knowledge in multiple ways-drawing, speaking in their native language, or using visuals-especially for newcomers or those with limited English proficiency.

2. Make Content Culturally Relevant

• Incorporate culturally relevant resources, such as texts and media from students’ home cultures, to make learning more relatable and meaningful.
• Avoid relying on a single student as a representative of an entire culture; instead, use multiple sources to provide a well-rounded view.
• Encourage students to compare and connect their own cultural experiences with those of the target language, fostering intercultural understanding.

3. Pre-Teach Key Vocabulary and Concepts

• Introduce essential vocabulary and background information before tackling new texts or concepts.
• Use visuals, realia (real-life objects), and context-rich explanations to help students grasp unfamiliar ideas.
• Scaffold language by modeling, repeating, and extending student responses, and by keeping instructions clear and concise.

4. Use Visual and Organizational Supports

• Employ graphic organizers, timelines, story maps, and other visual tools to help students organize new information and connect it with what they already know.
• These supports make abstract concepts more concrete and accessible.

5. Scaffold Learning Experiences

• Provide structured support through guided practice, collaborative activities, and step-by-step instructions.
• Gradually release responsibility to students as their understanding grows, allowing them to work more independently over time.

6. Foster a Culturally and Linguistically Responsive Environment

• Leverage students’ linguistic and cultural assets in instruction, validating their home languages and experiences as valuable resources for learning.
• Offer multiple ways for students to engage with and demonstrate their understanding of new material.

Sample Activities to Build Background

• Picture Walks: Preview pictures from a text and discuss what students see and predict what the story might be about.
• Think-Pair-Share: Have students discuss what they know about a topic with a partner before sharing with the class.
• Cultural Comparison Charts: Compare aspects of students' home cultures with those of the target language.
• Vocabulary Sorts: Sort new vocabulary into categories (e.g., familiar, unfamiliar, related to home culture) to activate and build schema.

​Building background knowledge for LOTE students is a deliberate process that involves activating what students already know, connecting new content to their experiences, and providing culturally and linguistically responsive supports. These strategies not only improve comprehension and engagement but also affirm students’ identities and promote deeper, more meaningful learning.