As educators, we must not only provide English language learners (ELLs) opportunities to write and build scaffolds to assist them in the process, but we must also get them excited to write. To that end, I led the effort to create the Our Lives, Our Words program in Prince George's County Public Schools in Maryland. We placed digital cameras in the hands of 300 elementary English language learners starting in 2014. Teachers planned lessons that included the use of digital cameras and required students to write. Students used the cameras to capture images in the classroom, at home, and in the community. Then they wrote about the world captured through their eyes—all in connection with the content, standards, and skills their teachers were tackling in the classroom.
For instance, kindergartners took pictures of animals on a field trip, which they later wrote about and proudly shared with parents. Second graders interviewed and photographed community helpers and wrote about those important jobs. Third graders took pictures of real-world examples of perimeter (such as the border of the playground) and used those images to write definitions of perimeter. They also captured images of classmates measuring perimeter and wrote step-by-step directions for the process. The cameras enabled 5th graders to snap images of people or things that were important to them. These photos supported students as they wrote memoirs, narratives, and rich descriptions of important people, places, and things in their lives.
English language learners at Carrollton Elementary in Maryland used digital photography to develop their writing and storytelling skills. At top, 2nd grader Alexai takes pictures to record the step-by-step process of how to create a bar graph. Bottom, 2nd grade student Leandra uses digital photography to enhance her writing about a favorite family trip to the waterpark. (Photo credit: Photos Copyright © Lauren Cox)
When teachers found new ways to incorporate digital photography in learning, the students far exceeded expectations. The teachers in the Our Lives, Our Words program frequently heard comments from students such as, "Do we get to use the cameras today? I have a new idea I want to write about."
In addition to increased motivation, the students showed improvement in their writing proficiency on the yearly ACCESS for ELL test—growing an average of one proficiency level in writing. Teachers reported that even the most reluctant writers became excited to take pictures, write, and show off their work. For the first time, many students involved in the program felt empowered to share their words and ideas—so that others could view the world the way they do.
