Classroom Instruction That Works With English Language Learners – O reader! I previously wrote a post where I addressed the fallacies of the ELL program. You can check it out here and I recommend reading it before reading this one. Thanks so much for reading! 🙂
There are 4 types of ELL (English Language Learner) program models that schools integrate. I’ve divided them into these four because I feel it covers the principles underlying different types of program design. English Immersion, POPI, Sheltered Immersion and Dual Language. What is the most effective method?
Classroom Instruction That Works With English Language Learners
The English-immersion design separates English language learners from their peers by placing them in a small EL-only classroom. There, they receive English and content instruction.
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The term sheltered suggests that “such instruction provides shelter from the linguistic demands of primary instruction that, if not modified, are beyond the comprehension of many English learners.”
The sheltered immersion model works this way: native English speakers receive their version of the curriculum, and English language learners receive a diluted/simplified version of the same curriculum (taught in English).
In this way, both subgroups learn the same content, but ELLs gain a better handle on the English language, and there are no English language requirements that they cannot meet while learning the language and content. Area skills.
This design is the most inclusive ELL program design. It puts both English learners and native English speakers on the same level. The objective of the program is to teach students bilingually (
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Definition: An emotional, behavioral, and cognitive range to be able to understand and interact appropriately with other cultures
) Students attend class together in one language and switch later in the day. They learn from each other while supporting the other group’s language acquisition.
If we consider these program designs, one of the strongest is dual immersion because it is more inclusive and both English language learners and native English speakers learn at the same pace. Most other designs treat ELL students as a separate community who must be integrated into a setting that allows them access to the same opportunities and resources as their native English-speaking peers. But a bigger challenge is funding. As program designs become more inclusive, funding was listed as a significant challenge when implementing that design. We must work to create awareness about the English learning system and its weaknesses.
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It’s hot and humid August in Northern Virginia, 10 seconds into my 20-year marriage. I still haven’t showered since my morning commute. I’m wearing my stay at home mom…
A Personal, Impartial Perspective on the Israel-Hamas War To understand this war, we need to understand the thousand years of history that led us to it. A Note on Essay: The acronym ESL is used less often in schools now than it used to be. We know that many English learners already speak multiple languages, so English may not be a “second” language. I use it several times in the post because schools sometimes refer to teachers as ESL teachers and it is still widely used as a search term for this topic. My purpose in using the abbreviation is to make this post easier to find online.
You have a new student who doesn’t speak English. His family has moved to your town from Japan, and even though he is taking English as a Second Language (ESL), he sits in your living room every day to expose him to more of his new language. How can you be a good teacher to someone who doesn’t understand you?
According to the National Center for Education Statistics, the U.S. An average of 9 percent of students in public schools are English language learners (ELLs); In cities that number approaches 14 percent. Although many of these students begin in high-intensity, full-day English programs, most are integrated into mainstream classrooms within a year, before their English language skills are considered proficient.
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How prepared are you to teach these students? If you are like most classroom teachers, you are not trained in the most effective methods for working with English language learners (Walker, Shafer, & Iiams, 2004). So here we have a problem: there are many ELL children in regular classrooms that lack the teacher training to ensure success in that space.
Below, three ESL teachers tell us what they know about things regular classroom teachers can do to improve instruction for ELL students. These 12 strategies are simple, they don’t take much time, and best of all, they help
“Avoid giving instructions in the air,” says Ohio-based ESL teacher Melissa Eddington. Children have difficulty processing spoken language.” So instructions—even basic instructions for classroom procedures—should be written on the board whenever possible. Challenging concepts should be supported graphically or with pictures. Modeling the steps of a process or showing students what the finished product should look like goes a long way in helping students understand. “some times
We need our students to do what they want to do,” Eddington says. This type of non-linguistic representation not only improves comprehension for ELL students, but also helps all of your students understand the concepts better.
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“Kids aren’t just empty glasses that we pour stuff into and at the end of the day they send it back to a test,” says Kim, an ESL teacher who was the subject of my first podcast interview. “If you want kids to learn, they need to be engaged.” That means less teacher-led, whole-class instruction and more small groups, where students can practice the language with their peers in a more private, low-risk setting. If ELL students attend your class with a resource teacher, use that person: In most cases the resource teacher does not need to work exclusively with ESL students; They can work with small groups that include these students, helping to improve the teacher-student ratio and giving children more time to practice.
Mary Yurkoski, a former ESL teacher in Massachusetts, credits strong relationships with much of her students’ success.
There was a regular classroom with teachers. “The classroom teachers were always talking to me about what they were doing in their classes,” she says. “They made it very easy for me to support them: If a teacher was going to do a unit on plants, we could make sure we used some of the same vocabulary in the ESL class.”
Ideally, this could be formalized, where ESL teachers can regularly receive copies of lesson plans or collaborate with regular classroom teachers to create solid back-and-forth support, but “doesn’t have to be that much work,” insists Yurkosky. “Talk to each other. Talk about what’s happening in your classrooms, invite each other to special presentations, share what your students are learning, and these words will naturally flow into the ESL class.
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Many new language learners go through a silent period during which they speak very little. “Don’t force them to talk if they don’t want to,” Eddington says, “A lot of students from cultures outside the U.S. want to be right when they talk, so they won’t share until they’re talking. They’re right at some point.” Knowing that this is a normal stage in second language acquisition can help ease any pressure you feel to get them to speak quickly.
Although it is a hotly debated topic in the language learning community, allowing students to use their first language (L1) in second language (L2) classrooms is becoming accepted. When a student is still very new to a language, it is not okay to associate him with other students who speak his mother tongue. “Some students are afraid to open their mouths because they feel stupid or don’t know the words to use,” Yurkoski says. “If you let them explain things or ask questions in their first language, they can relax and feel part of the class.”
And this doesn’t just apply to spoken language. If you give students a written assignment, but the ELL student doesn’t yet have the skills to handle writing their response in English, “don’t just make them sit there and do nothing,” Eddington says. “Let them write in their first language if they can. This allows them to participate in journal writing or math extended response, even if you can’t read what they’re writing.” There is some evidence that allowing second language learners to write and brainstorm in the L1 produces higher quality writing in the L2 at later stages of the writing process (Yigzaw, 2012).
“For most of these kids, their background knowledge is limited, especially things that are unique to American or Western culture,
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