Abstract

This paper presents preliminary results of an ethnographic investigation of how students access and use visual input. Students developed and completed graphic organizers in social studies classes as they organized their ideas, learned vocabulary, and expressed themselves in text. This work included 46 English language learners (ELLs) enrolled in history classes in their first and second year of high school. Students participated in informal pre-study interviews in which they were asked their familiarity and prior use of graphic organizers (GOs) in school, and post-study interviews to identify the ways they saw the GOs helped them learn. Anecdotal field notes address (1) the length of time required to master and benefit from GO use, (2) if GOs help struggling readers better comprehend text, (3) ways students perceive GOs help them to learn and express their ideas. Recurring themes suggest visualization is a challenge for ELLs, limited vocabulary in the home language and English influences organization and expression of ideas in GO completion, and expertise in GO use requires practice and re-teaching. Initial findings suggest recommendations for curriculum that may improve instructional delivery, promote metacognition, and increase students’ ability to understand text and express ideas.