Learning and Leading

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English Language Learners 28 • Science 31 • Foreign Language 32 • Multidisciplinary 34 • English Language Arts 36 • Reading 38

Alligators in the Sewers? Really?

By Joy Egbert

A large number of alligators, flushed down

toilets as babies, have grown up and prolifer-

ated in the bowels of New York City. Over the

years, they have grown in number and size

and frequently terrorize those foolish enough

to visit the subways.

T he tale above has been making its way around the Internet ever since there’s been an Internet. It’s wild enough to capture the attention of the average sixth grader, and because it’s been published on the Internet, it’s remarkably believable to many of them—especially English language learners (ELLs).

Students often believe and repeat word for word what they read, see, and hear on the Internet regardless of whether the material was meant as a joke or a hoax. ELLs in U.S. classrooms may be even more susceptible to false messages than native speakers for a variety of reasons. A lack of exposure, misunderstanding about the veracity of Internet-based information, a lack of direct markers on the Internet that indicate whether an item is intended as a joke or a farce, and cultural backgrounds based on different values can make it difficult for ELL students to vet what they read.

evaluation, inference, interpretation, and self-regulation. To do so, they must learn to use the Internet and other electronic resources responsibly and with the necessary skepticism.

It’s not unheard of for students to discuss outrageous content from the Internet in class or with their peers. What teacher hasn’t heard students exchange rumors about one urban legend or another? Why not use these conversations as a springboard to a lesson on media literacy? The alligator story above, for example, can become a media literacy lesson addressing technology skills as well as content-area knowledge on laws, reptiles, and big-city life. In the process, students can practice reading, writing, and other skills included in the sixth grade curriculum.

An Urban Legend Lesson

The purpose of the lesson would be for students to learn to:

Media Literacy and 21^st-Century Skills

Media literacy is the ability not only to understand what you read, hear, and see but also to evaluate and make good decisions about what various media present. To become more media literate, teachers and their students need to learn and practice critical thinking skills such as analysis,