HELPFUL HINTS

The Complete List

SUMMER 2007

Make language accessible. Do whatever you can to make yourself understandable: gestures, facial expressions, and pictures are all effective tools.

Learn about languages. You don't need to be a linguist, but understanding some basics about

sound systems and how languages are learned can be helpful.

Product's important, but process is king. Everyone likes to be proud of his or her work, but we often forget that the real learning happened as a process. Remember that some students may take longer to get the same outcome—and that's good for language learning.

Make an effort to learn a bit about home cultures. Connecting culturally with your students can be very rewarding. Learn about their holidays,

their pastimes, their languages.

We're all language teachers now.

More and more schools are recognizing the need for cooperation amongst teachers. And the timing is just right—as populations of English language learners (ELL's) continue to expand, there has

never been such a need for student-centered, content-based instruction.

Find a way to help new students get comfortable. Find them a buddy who speaks their own language. Make sure they know where to go and how to get there.

Don't worry about silence. We all need a little time to process. English language learners usually

go through a phase where they soak in all the language around them, but they may not be able

to produce anything yet.

Encourage reading, in any language. Research has shown that many literacy translate from first language. Being an active reader benefits a student all around.

Value your English language learners. They can often a unique perspective on the language,

especially if English is their third or fourth language!

Don't scold, model! If a student slips back into her first language, it could just be that she's not sure how to express herself in English. Try to find ways to help her say what she wants.

Expect success, but don't get impatient. Learning a language is a long, hard process—but it's not impossible. Show your students that you

believe in them and will help them.

Jake Thomsen

EDCI 519

July 9, 2007

Helpful Hints

#1 -- Encourage Students to Talk -- you cannot learn a language from a book, you have to

speak. This takes practice. Make sure your students are speaking as much as possible in class.

Play games, act out skits, create dialogues, etc.

#2 -- One Student at a Time -- everybody learns languages differently. Some have a high

aptitude, some will struggle. Make sure to be patient with each of your students and don't forget

to vary classroom activities as much as possible. Reading, writing, listening, speaking -- all

important skills to have when learning a new language. Be aware that each student will have a

unique set of these four skills.

#3 -- Don't Forget Culture -- you cannot teach language separate from culture. The two come

hand-in-hand. Use music, food, traditional customs, geography and dance to spice up your

language instruction!

#4 -- Use Nonverbal Communication -- when your students’ second language comprehension

is low, make sure to use hand gestures and dramatic facial expressions to help demonstrate

concepts and ideas. Be a clown! Act it out... and they will get it.

#5 -- Give Feedback...Gently -- in a constructive manner. No need to embarrass them or pull

them out of their comfort zone. Let them know that the best way to learn to speak a language is

to talk. If you make mistakes, you can learn from them. Constructive criticism is the way to go.

Some tips for teaching ELLs

Tim Lyons

EDCI 519

7 July 2007

Here are a few tips that will help you, the ESL/EFL teacher, to create a more effective environment when working with ELLs.

Intrapersonal

1. Learn how to pronounce your students’ names correctly.

-This shows your students that you value them and that they are members of the classroom community, not just numbers.

2. Learn about their cultures, languages, and backgrounds.

-This will not only allow the students to understand that their cultures, languages and backgrounds are important, but it will also give you a deeper understanding of where they are coming from, thus providing for a closer community.

3. Take new and/or transfer students on a tour of the school, and introduce them to key people.

-This will help your students orient themselves to the school, and will give them a greater sense of belonging.

4. Get the families and home cultures/languages involved.

-Tap the wealth of knowledge and resources that each student already has. Encourage your students to show their homework and class assignments to their family members, in either English or their L1.

Classroom

5. Provide an open and welcome classroom environment, creating an atmosphere of acceptance.

-This will help the students feel safe and secure, and they can then better focus on their studies.

6. Immerse the students in a language, print rich environment.

-Constantly flood your students’ environment with the materials they need for success.

7. Prepare teaching aids such as maps, charts, pictures, and flashcards before the lesson is taught.

-Using aids such as these will help to further develop both BICS and CALP.

8. Actively teach study skills.

-These skills will help in all of your students’ classes.

9. Add vocabulary word banks to student activities.

-This is an effective scaffold that will help your students succeed.

10. Provide follow-up activities that reinforce vocabulary and concepts.

11. Have students work in small groups or pairs so that language and concepts are reinforced.

14. Develop a multicultural curriculum.

-Be sure to reach out to all students in your presentation of materials.

15. Differentiate instruction for ELLs.

-Adjust and readjust your instruction for students of all levels of proficiencies, learning styles, multiple intelligences, and exceptionality.

Professional/Staff Development

16. Be a cultural broker between the students and mainstream staff.

-Use your expert knowledge to help educate your fellow teachers, who may not have had any ESL training.

Helpful Hints for a New School Year

Get to know your students. Find out early on who they are and where they come from so that you are aware of their ethnic and cultural backgrounds, as well as their home life situations. This is will help in determining their needs.

Use the suggestions on page 93 of the Haley and Austin text as a checklist to help select a good textbook. Remember to incorporate other texts, original sources, and other forms of media into your lesson planning to augment the textbook you have chosen.

Plan to take the time to prepare detailed daily lesson plans. Keep these in a book or binder to refer to later, as many lesson plans can be recycled and remodeled. Remember that a lesson plan that works in the morning may not work as well in the afternoon – be flexible and prepared to make adjustments where necessary.

Design lessons to meet national, state, and local standards as well as your students’ needs. Lessons should meet requirements and be relevant and applicable outside the classroom. Students must find meaning in what they are learning.

When planning your lessons, look over the content carefully to ensure that the material you are teaching is both relevant and meaningful to your students’ lives. Start by building on students’ prior knowledge. Then scaffold your lesson content to build and stretch student’s knowledge further. Include interactive activities that get students talking with one another, moving about the room, and using their newly developed skills (as well as their prior knowledge). This will help keep students interested and motivated.

Allow time for “teachable moments.” These will be valuable additions to your lessons.

Always check for student comprehension. Ask questions after giving instructions or directions to ensure that students have understood what they are to do. If students don’t understand, rephrase the instructions using simpler language that they will understand. Model or give examples of how assignments are to be completed to make sure there is no confusion or frustration among your students.

Build time in your schedule and planning process to reflect on your lessons, and ask yourself what worked, what did not work, what you will change next time, and what you learned (Haley and Austin, p. 103).

Use the guiding questions on page 102 of the Haley and Austin text to identify each lesson’s objectives.

Three great strategies for assessing students are: observation/anecdotal records; performance sampling, and portfolio. When used together, they make a thorough assessment tool that highlights students’ strengths. (Herrell, pp. 109-113)

Do you have an ESL student in your classroomand you're not sure what to do with him or her?

NEVER FEAR! Here are a few quick tips to get you started...

Comprehension can be attained and exhibited in many ways. Provide students with hands-on activities and opportunities to express who they are and what they know by encouraging creativity in class assignments and projects.

Use visual aids to complement lessons and make them more comprehensible for language learners.

Allow students to work together. This provides an authentic opportunity for language learners to practice their English in a low stress environment with their peers. Talking during class can be beneficial in moderation.

The "Silent Period" is a time when a language learner is building his or her listening vocabulary but is not quite ready to produce language. Every student experiences this period but the length of time can vary. The student will produce language when he or she is ready. Don't get frustrated by this period. It doesn't mean your student isn't learning. Talk to an ESL specialist about alternative ways to help students display comprehension during this time.

Give language learners a chance to answer questions and be included in discussions when they are ready. They might need a little extra time to formulate what they want to say, but practice makes perfect!

Straight translation of assignments for language learners is boring. Instead, try to work through the assignment together so that students can discover information rather than memorize it.

Try to avoid seating language learners in the back of the classroom where it might be difficult for them to hear or see you. Instead, make yourself available to them for questions. Remember, no question is a dumb question.

If a language learner doesn't understand the instructions the first time, try to rephrase, speaking more slowly and help him or her through a few examples until comprehension is achieved.

Remember that limited language doesn't mean limited ability. Hold the same expectations for your language learning students that you have for all the students and be amazed when your expectations are exceeded!

　よこそ！日本へ　 　勝山高等学校 の ヒントです

Tips for a New ALT

　一 SMILE!

Students respond to a teacher who is friendly and approachable. This lowers anxiety, which can inhibit learning.

二　 Become Familiar with the Language Lab!

Knowing how to use the equipment reduces teacher anxiety, and wastes less learning time. Don’t be afraid to make use of the equipment- in large classes, the projector is your friend! Students in the back will be more engaged when they can see materials, too.

　三 Review　the　Textbook.

The audio-lingual method might seem outdated, but, try to translate the dialogues into specific learning goals.

　四 Socialize　with the Teachers

In Japan, this is how collegial relationships are formed and developed.

　五 Meet　with　the　English　Teachers　Regularly　to　Discuss Lesson Plans.

Try to agree on learning goals for the term, unit, and daily lessons. Put the “team” in team-teaching!

　六 Remember　the　Silent　Period.

Students will seem shy and uncommunicative- until you get to

know them! They understand more than they let on.

　七 Build Skills and Confidence with Comprehensible Input.

Use short, direct, “chunked” sentences. Keep your vocabulary simple.

　八 Back　　up　Oral　directions　with　Written　Language.

The OHP is your friend! Two forms of input increase understanding.

　九 Model　Your　Instructions　with　the　Team-teacher.　

This provides additional scaffolding for the students.

　十 Make　　a　Seating　Chart

You won’t remember 600 names without help! Learn how to pronounce them. Call students by their family names, unless you have been asked to use their first name.

　十一 Explain the What, Why, and How.

Students engage more fully in a task when they know what they are doing, and why they are doing it.

　十二 Give　Precise　Instructions.

Too many options cause confusion, anxiety, and take too long to explain. Keep it simple.

十三Avoid Tardiness or Sloppiness.

These are grave offences in Japan.

十四Express Interest in Japanese Culture.

Model language learning by learning Japanese.

　十五 BE　PATIENT　AND　FLEXIBLE　

It will take time to learn the students’ school routine. Incorporate their customs into your teaching, and things will run smoothly.

playground, and volunteer in the classroom, the school library, and during cultural and community-wide events.

If in doubt, ask for help!

There are numerous resources that you can consult when you feel at a loss. You can seek assistance in the form of interpreters, intercultural training, or simply conduct your own research to learn more about different ways to help you interact with and teach ELLs.

Join in the fun of learning!

Show your interest in the students’ background by asking them about the customs, language, and culture of their country of origin. Learn a few words in their language such as greetings and praise and try saying them to your students (even if it sounds awkward). This will show them that it is all right

to make mistakes and thus, encourage them to take risks in speaking English.

Continue to add your own insights and tips to this list of ABCs!

kWooHee Jun, Inc.

Created onJuly 8, 2007

The ABCs of Working with English Language Learners (ELLs)

Read on to find out more…!

Tips for Working with English Language Learners (ELLs)Always learn students’ names first and pronounce them properly.

Saying a student’s name may not be easy, but it is crucial to learn and pronounce each name properly! Keep in mind that forms of names may be different across cultures. By mispronouncing students’ names or confusing two students from the same or similar cultures, you are demonstrating that you have not taken the time or interest to get to know them as individuals.

Be active about monitoring ELLs’ comprehension.

Define, repeat, clarify, and model in order to aid comprehension. Also, make sure that ELLs understand before moving on. ELLs may indicate that they understand (or make no indication at all) even if they do not understand for fear of calling attention to themselves. Be attentive to their needs.

Clear and concise sentences

are the key!

Use simple language. Speak clearly and use short sentences. Scaffold their understanding by using actions, gestures, and facial expressions, as well as visual aids and prompts to convey meaning. Avoid using colloquial expressions, as they can confuse ELLs.

Diversity is a resource! Use it!

Linguistically and culturally diverse students bring a wealth of unique experiences from their homes to the school. Use this rich resource in the classroom to encourage all students to learn about and appreciate cultural diversity. This will raise ELLs’ level of confidence and sense of self-worth.

Engage students in meaningful activities.

Students learn best when they can connect the material they learn to their own lives. Activities that involve students and allow them to interact with native speakers (such as simulation, role play, drama, “hands-on” activities, sports, art projects) can help ELLs acquire language in a natural setting.

Focus on the positive.

Focus on what your students can do rather than on what they cannot yet do. Create opportunities for them to succeed in your classroom. Provide encouragement and praise each step of the way.

Give ELLs opportunities to develop their first language (L1).

Encourage ELLs to write in their L1 and incorporate its use in school-related activities such as assemblies, plays, and literary submissions. Reiterate the importance of maintaining L1 to both the parents and the students.

Have parent volunteers come into your classroom.

Encourage parent volunteers or other adults/older students who speak the L1 of the ELL to come into your classroom to share their linguistic background with other students. Encourage parents to sponsor clubs, help out on the

Our Cavalry Squadron stands ready, as it has

for 148 years, to deploy quickly and support the missions of III Corps and the United States Army

Ideas and Hints to Help You Develop the

English Language

Learners in Your Class

　　　And Last, But not

Least

Be Kind and

Patient!

Written by:Written by:

　　

EDCI 519

Summer 2007

Throughout the school year it Throughout the school year it might be beneficial to…might be beneficial to…

Keep lots of age-appropriateKeep lots of age-appropriate children books in your children books in your classroom to encourage classroom to encourage students to read in their students to read in their spare timespare time

Provide a feeling of success Provide a feeling of success by occasionally giving easy by occasionally giving easy to complete assignments to to complete assignments to keep students motivated andkeep students motivated and positivepositive

Encourage the parents to Encourage the parents to keep speaking to their child keep speaking to their child in their first language and in their first language and read to him or her – a solid read to him or her – a solid foundation in the native foundation in the native language promotes the language promotes the development of a second development of a second languagelanguage

Find out more about Find out more about students’ cultural students’ cultural background and funds of background and funds of knowledge available to themknowledge available to them at home and use it in your at home and use it in your instructioninstruction

Try not to jump to Try not to jump to conclusions if a student’s conclusions if a student’s behavior seems behavior seems unreasonable – look for a unreasonable – look for a possible explanation in possible explanation in cultureculture

During the first weeks of During the first weeks of school while you are still school while you are still getting to know your ESOL getting to know your ESOL students, it might be helpful students, it might be helpful to…to…

Make sure they understand Make sure they understand assignments assignments

Give instructions in short Give instructions in short incrementsincrements

Speak slowlySpeak slowly

Use simple language, short Use simple language, short sentencessentences

Design activities they can Design activities they can participate in without havingparticipate in without having to speak in case they are to speak in case they are still going through a silent still going through a silent periodperiod

Use such forms of Use such forms of assessment that allow ESOLassessment that allow ESOL students to demonstrate students to demonstrate understanding without understanding without speaking (e.g. nodding, speaking (e.g. nodding, drawing pictures, pointing, drawing pictures, pointing, acting, gesturing, etc.)acting, gesturing, etc.)

Scaffold your instruction Scaffold your instruction with pictures, gestures, with pictures, gestures, realia – ESOL students need realia – ESOL students need context to help them context to help them construct meaningconstruct meaning

Before the school year Before the school year begins it is a good idea to…begins it is a good idea to…

Find out what countries/ Find out what countries/ cultures your ESOL cultures your ESOL students come fromstudents come from

Learn some basic facts Learn some basic facts about cultural mores, do’s about cultural mores, do’s and don’tsand don’ts

On your first day of school it On your first day of school it is important to…is important to…

Learn the names of your Learn the names of your ESOL students and make ESOL students and make sure you pronounce them sure you pronounce them correctlycorrectly

Make them feel welcome in Make them feel welcome in classclass

Assign a buddy to each Assign a buddy to each ESOL student to help them ESOL student to help them adjustadjust

Provide a tour of the schoolProvide a tour of the school if needed to make them feel if needed to make them feel safe and comfortablesafe and comfortable

Send a note home in the Send a note home in the student’s native language ifstudent’s native language if possible to introduce possible to introduce yourself to the parentsyourself to the parents

1. Check for comprehension.

There are many ways to see if an ESL student understands what you are saying, including asking him or her a question that involves restating the message, eye contact, and written reflection. Be sure not to make the student feel too singled-out when checking for comprehension.

2. Differentiate assignments.

The extent to which one differentiates assignments for an ESL learner depends upon their level of English proficiency. For starting and emerging students it is appropriate to make significant modifications of the assignment and to recognize that the focus for the student will probably be English development rather than the assignment topic. For developing, expanding, and bridging ESL students the teacher should use his or her judgment when deciding to what extent an assignment should be modified.

3. Have realistic expectations.

When ESL students are difficult to reach it can be tempting for Social Studies teachers to allow them to do little or no work, but this can be both isolating for the student and detrimental to his or her academic development. Conversely, some teachers expect even very low English-proficiency students to keep up in every way with the rest of the

class. Get to know your student and have realistic expectations of him or her.

4. Ask yourself if your ESL student has any special learning needs.

While many students will come in your door with a complete learning profile, it is possible that any learning differences of your ESL student will not have been identified. Be aware of this possibility and if you think he or she might have learning differences, contact a specialist for testing and try to find ways to honor those differences in your own teaching.

5. Allow them to use resources in their native language

When doing homework or a research project, it can often be helpful for an

ESL student to read about the topic in his or her native language. This is a great way to help a student understand content and he or she can often share a different perspective on an historical topic from his or her country of origin.

5. Have them partner with a higher level/empathic student.

If the student is struggling, it can be helpful to pair him or her with a higher level student. However, be sure that the other student is willing to help and limit the frequency of pairing so as not to burden the other student.

6. Help them find writing support.

Writing can be one of the most difficult tasks in Social Studies, even for native speakers, so help your ESL student find writing support. Some possibilities include encouraging him or her to make an appointment at your school’s writing center or finding a volunteer or paid tutor for the student.

7. Consider progress as well as the final product when assessing writing.

Because it can take many years for an ESL student to learn to write at the level of native speakers, encourage the student to keep a writing log in which he or she identifies things to improve. Then, when assessing his or her writing,

check for improvement in these areas as well as the overall final product.

8. Give them opportunities to write about their native country and/or culture

Students usually find it both interesting and affirming to write about their native country and/or culture. One U.S. History teacher at an international school even asked international students to write about the constitutions of their own countries when the U.S. students wrote about the American Constitution, with great results.

9. Invite them to share different perspectives

Students from other cultures bring different perspectives on history, politics, and culture. This is a great way to show students that there are many valid ways of seeing the world. It is important to create a classroom culture of respect and open-mindedness when sharing, but controversial topics do not have to always be avoided. For example, having a Japanese student in your U.S. History class when discussing Truman’s decision to drop atomic bombs on Hiroshima and Nagasaki helps students become aware of the reality behind the term civilian casualties and allows them to hear things from the Japanese perspective.

10. Use a lot of visual references when teaching

Try to use a lot of visual references such as maps and pictures when teaching. This helps all students better understand concepts in Social Studies, but it can be especially helpful to ESL students. If you have access to an LCD projector, you can show students an almost infinite number of maps and pictures for free.

Ten Hints for helping ESL

students succeed in Social Studies

Because of the difficult language and the abstract nature of many topics in the Social Studies curriculum, ESL students often struggle in this area. Here are ten ideas for supporting ESL students in the Social Studies classroom.

Give students choices of a variety of activities which tap in the multiple intelligences. Children learn and express themselves in a variety of ways and none is necessarily better than others.

Make students responsible for their own learning. They will have a much greater sense of achievement when they realize that the only one who truly benefits from learning is themselves.

Never stop encouraging your students. We all need a sense of validation and appreciation!

By Valerie van Lier

EDCI 519

July 2007

Helpful Hints for Working with

English Language Learners

in an International

School

Helpful Hints for Working with English Language Learners

For most students in our school English is not their first language. In order to encourage our students to become confident English Language Learners who can follow their grade-level in our American curriculum, we all try to ensure that we provide our students a safe learning environment in which they feel confident and empowered through their learning and our teaching. The following hints offer some insights on how teachers can enhance their instruction to specifically help the ELLs.

Get to know your students and assess their needs correctly. It is important that you understand your students and assess their learning needs – too often English as a Second Language learners are mistaken for having learning disability and vice versa. Always ask the advice of your colleagues and the ESL and special needs specialists when in doubt.

Help students to get to know each other. They can learn a tremendous amount through

meaningful interactions with their peers. Assign buddies to students who need special assistance,

Allow students to be proud of their L1/C1. Students bring a cultural and linguistic capital of knowledge into the classroom. Be a culturally responsive teacher and give them opportunities to be proud of this and use it to help them construct meaning through interactive activities that draw on this background knowledge.

Be aware of the stages language learners go through – most students will go through a silent stage and it is important to allow them this time without reprimanding their silence. Also try to understand their actions – most misunderstandings are due to language challenges and not “bad” behavior (i.e. a student disappears to find the toilets because he/she does not know how to ask whether they may go, or student glance over at his/her neighbor’s work because they do not understand assignment.

Keep students on a level that allows them to use their prior learning yet challenges them to take the next step.

Never “dumb down” material but do concept check constantly to ensure student understanding.

Give students comprehensible input through diverse interactive activities.

Create centers in the classroom to diversify the learning activities. This will also allow you to work with smaller groups while the rest of the class is occupied with another task.

The Education Alliance at Brown University also proposes a set of nine… principles for building an ELL-responsive learning environment which will help to prepare students for high-stakes assessments. They posit that ELLs are most successful when:

School leaders, administrators, and educators recognize that educating ELLs is the responsibility of the entire school staff.

Educators recognize that ELLs are a heterogeneous group who differ greatly in respect to linguistic, cultural, social, familial, and personal backgrounds.

Students’ languages and cultures are utilized as a resource for further learning.

There are strong links connecting home, school, and community.

ELLs are afforded equitable access to school resources and programs.

There are high expectations of all ELLs.

There are qualified teachers who are well-prepared and willing to work with ELLs.

Language and literacy are infused throughout the educational process, including in curriculum and instruction.

Assessment is valid and purposeful and includes consideration of both first- and second-language literacy development.

TIPS FROM THE EXPERTS:

Steven Krashen- Individuals become fluent when they acquire a language through meaningful exposure to comprehensible language, and they do not become fluent when they study grammar patterns and rules.

Knowledge of grammatical rules or grammatical structure charts does not contribute to fluency, but this type of knowledge does help language learners monitor and edit their speech and writing for accuracy.

In Krashen’s Affective Filter hypothesis, he suggests that language cannot be acquired if emotional states such as anxiety, boredom, or disinterest block language input to the brain.

Rod Ellis and Jane Yedlin- The most useful language input is adjusted for the learner in response to the learner’s proficiency level, prior knowledge, and interests.

Ellis does not recommend a steady diet of grammar rules and drills, as he has found that when learners are prompted to pay attention to linguistic features of a message (e.g., the fact that adjectives precede nouns: red house,

old man, important chapter), intake and language acquisition are enhanced.

Merrill Swain- Messages can be understood without linguistic analysis, but learners must pay attention to language structure.

Social constructivist theorists-Emphasize the importance of social interaction for second language acquisition.

Lily Wong-Fillmore- Language learners must interact with people who are fluent in the language because…

Conversation provides opportunities for input and output in face-to-face situations that help make language understandable.

Frequent conversational practice helps learners develop fluent speech without frequent hesitation.

In conversation, language learners get direct feedback as to whether or not they communicated successfully and whether they should reformulate the message.

Craig Chaudron, Rod Ellis, and Claude Goldenberg- In conversations, fluent speakers can help language learners by adjusting their speech to the learner’s comprehension level and by asking questions, paraphrasing, and providing clarification.

These interactions support and extend the learner’s ability to communicate in the second language.

Wong-Fillmore and C.E. Snow- Language acquisition without attention to language form often results in persistent long-term grammatical errors, called “fossilization.”

Classrooms must provide opportunities to use and to learn about language.

Tips for serving the needs of English Language Learners(ELLs)

Have you ever wondered about…

What happens to ELL students who are not offered services to help them overcome language barriers?

ELL students (referred to as “limited English proficient” according to federal law) may suffer repeated failure in the

classroom, falling behind their English-proficient peers, and dropping out of school if they are not provided services to overcome language barriers.

Students who are not proficient in English are inappropriately placed in, or excluded from, special education classes.

Because of their lack of English proficiency, qualified ELLs often do not have access to high-track courses or programs for gifted and talented students.

Teachers, we can’t afford to lose a minute !!!

REFERENCES

Educating English language learners: Implementing instructional practices on National Council of La Raza Web (2007). Retrieved July 8, 2007 from http://www.nclr.org/content/publications/download/36199

English language learners on the Education Alliance at Brown University Web (2007). Retrieved July 8, 2007 from http://www.alliance.brown.edu/ae_ells.php

Brochure designed by Greg Clark for EDCI 519 on July 8, 2007

Providing our

English Language Learners

with stepping stones

to written

and oral

English

production:

Stages of Language Development

Preproduction or Silent Period

Early Production Speech Emergence

Intermediate Fluency

Herrell and Jordan (2008) clearly explain, “Language acquisition is gradual, based on receiving and understanding messages, building a listening (receptive vocabulary), and slowly attempting verbal production of the language in a highly supportive, nonstressful situation…. The teacher is responsible for providing the understandable language (comprehensible input), along with whatever supports are necessary for the students to understand the messages…Meaningful exposure is not enough. Students need many opportunities for language interaction.” (p. 2)

***********************************

Please research the work of Stephen Krashen and Tracy Terrel on-line for further information.

Give opportunities daily for interactive learning which involves all learners including problem-solving, role-playing, games, songs, poetry and readers theatre.

Match English language learners with helpful native English speakers for cooperative group work and/or buddies, especially for projects and during content courses.

Incorporate displays, books, food, maps, flags, photographs, activities and artifacts from our language learners’ cultures into our joint exploration in content learning.

Clearly teach and practice routines in the classroom and note in advance when routines will change for special events.

Discover ways to reduce stress and lower anxiety. Play calming music, sing together, read poetry with rhythms and actions, enjoy laughter, share special food, and remember to provide drinking water and movement breaks.

Celebrate class successes as a whole!

Creating Supportive Classrooms

Second Language Acquisition

Strategies, continued.

Assess early to determine our learners’ levels of oral and written comprehension.

Frequent informal comprehension checks inform our presentation and student needs.

Be aware of levels of comprehension in order to slightly raise the bar to give challenges.

Be patient. When our new language learners are silent, respond with positive, encouraging body language and minimal words.

Encourage peer translation assistance and brief L1 discussions to clarify and explain ideas.

Allow for wait time. The lengthy pause while waiting for speech to form should be comfortable and safe. Often this is valuable time for translating or composing sentences.

Consciously model learning strategies, purposeful communication, following directions, signals, daily routines and routines for learning centers and regular activities.

Always accompany oral instructions and key points with visual support: gestures, body

Establishing a connection, continued.

Send home a welcome letter translated in our learners’ languages, if possible. Be clear about our availability for contact, how parents can help at home and homework expectations.

Send home a translated reading survey.

Find out our learners’ experience with language instruction and/or tutoring prior to coming to our school. Send home a translated form asking if our learners currently have an English (or other) tutor in the home. Ask permission for names and contact numbers of the learners’ home English tutors. Provide a mode of basic

parental communication, such as a notebook which also includes homework assignments. Obtain translation when helpful.

Speak clearly at a slightly slower rate. Pacing can be adjusted after learners are more experienced in listening skills.

Choose words with care. Select words that can be supported by gestures, body language, visuals and modeling.

Paraphrase to increase vocabulary and comprehension. Use repetition and review.

Ask different levels of questions, so all can participate.

Designing our classrooms and lessons to be inclusive of English language learners and providing strategies that build understanding will benefit all of our students and create a supportive learning environment for everyone.

Before school starts, review our children’s school records for helpful information about family, birth date, languages spoken, prior international school experience, history of changing schools, any known special needs, or previous IEPs or action plans which indicate successful strategies.

Practice the correct pronunciation of our language learners’ names. Learn about their siblings, parents and extended family members.

Research our learners’ cultures and be aware of the meaning of body language as well as traditions surrounding holidays, birthdays and etc.

Show appreciation for the cultural elements our learners are willing to share.

Strategies = giving tools to all of our learners which build oral and written production (Be mindful that meaning is the goal of our interactions, not linguistic form.)

Connection = establishing a rapport with our English language learners, which in turn, increases learner motivation

References

Haley, M. H., Austin, T. Y. (2004)Content-based Second Language Teaching and Learning: an interactive approach. New York, Pearson Education, Inc.

Stony Brook State University of New York, Tips for Teaching ELL’s:http://www.celt.sunysb.edu/ell/tips.php

TIPS FOR SUCCESSFUL ELL TEACHING!

Osa OyegunDr. Marjorie Haley

EDCI 519July 9, 2007

FOR TEACHERS OF ENGLISH LANGUAGE

LEARNERS!

More and more children are entering the school system with an inadequate level of English proficiency. Often, teachers are unable to assist these students due to a lack of appropriate practices. The following are a fewtips for ELL Educators.

Get to know your students: where are they from, what language(s) do they speak? What are their cultural practices in day-to-day life? For example, Muslim girls are sometimes required to wear a burqa or hijab.

Discover the variables between L1 and L2 speech production so that you will be prepared to deal with it when the time comes. For example, ELLs from Latin American countries sometimes have difficulty pronouncing English words beginning with ‘S’ without placing a vowel sound before it. If you are cognizant to the ELL’s L1 speech patterns you will be able to help him/her attain correct production more quickly.

Provide L1 support for students who are having difficulty with English. This will help them keep up and learn the language more efficiently. In spur-of-the moment situations, do not be afraid to use gestures and visuals to facilitate learning and understanding.

.

‘How to’ Tips for ELL Educators

Be patient with the ELL and speak at a pace at which the ELL can easily understand you. Remember that the ELL may be intimidated by the language if the pace is too quick for him or her

Be aware of the ‘silent period’ during which the ELL is unable to produce output and is more comfortable with input. Do not attempt to force vocalization, instead, make sure that the student understands lessons so he or she can access that information when the silent period is over.

Be sensitive to the ELL’s background. A student may not have the same historical knowledge as a student born in this country. Try to be aware of knowledge gaps and provide additional support for the ELL.

Be accessible to your ELLs; let them know that you are there to assist them, if needed, and that you will do everything possible to help them with any problems. Hopefully, this will lead them to approach you in the early stages of an issue.

Maintain frequent communication with the ELL’s parents about their child’s progress and needs. Sometimes students do not share their academic life with their families; you can help facilitate involvement on all levels. Let the ELL’s parents know that you are available to help in any way. Do the same with the ELL’s other teachers.

Do not correct the student when he/she makes a grammatical error in speech. Instead, model the correct grammar by repeating the sentence and the student will learn by example.

Use Content-based instruction (CBI) that the ELL can relate to. You can encourage reading of authentic texts in the L1 and transfer of information to the L2. This will facilitate a higher-level of thinking.

Use Interactionist Learning with the ELL. For example, comprehension or clarification checks; “do you understand?” or “Should I say that again?” Repeat or paraphrase as necessary.

Use scaffolding when necessary;

WorkingEffectively

With

English LanguageLearners

Created by:

Katherine B. Riddile

George Mason University

EDCI 519

July 9, 2007

References

Herrell, A.L. (2008). 50 strategies for

teaching English language learners (3rd

Walk into most of northern Virginia’s classrooms today and you will find at least one, if not many, students who qualify as English Language Learners (ELLs).

As a teacher, this can be intimidating. How do we effectively reach each of our students? How do we meet state and national standards when many students arrive not yet speaking English?

It has been predicted that by 2025, one in four students in the U.S. will be learning English as a second or other language. The number of ELLs enrolled in Virginia’s schools increased by over 345% in the past 9 years.

This brochure seeks to demystify the art of working effectively with ELLs in a mainstream classroom.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

To teach is to learn twice over.

First Things First: My ELLs Are NOT Speaking!

The “silent period” in language acquisition is completely normal among beginning ELLs. Try asking questions that can be answered with gestures, nods or other physical responses. Gradually, students will become more comfortable in the classroom and more comfortable producing language.

BICS? CALP? What Does It All Mean?

Basic interpersonal communication skills (BICS) are usually acquired first. Students who communicate fairly well informally often give the impression they are at a higher proficiency level and understand more academic language than they really do. BICS can be developed in 3-5 years, but cognitive academic language proficiency (CALP) can take longer (5-7 years or more). It is important to use alternative assessment techniques to gauge students’ true understanding.

Context-Embedded Language

Keep in mind that ELLs are learning content as well as language. In order to facilitate an understanding of the content without depending on a high level of language proficiency, place an emphasis on the meaning of the lesson rather than the form of the language. Use gestures, visuals, manipulatives,

any way you can. If possible, have all correspondence sent home translated in the family’s L1. If needed, make sure that a translator is present at all parent-teacher conferences. Invite parents to the classroom to view their child’s work and progress, or to share a story, song, poem, recipe, food, etc. with the class. Depending on the ELL’s language proficiency, ask him/her to translate.

Avoid Explicit Error CorrectionConstant correction of the student’s form can be discouraging and even harmful. Instead of explicitly correcting mistakes in speech, try acknowledging the intended meaning by repeating the sentence in its correct form. An idea for use in writing exercises is to help the student develop a checklist of common mistakes. This will help the ELL to notice his/her own mistakes and improve self-awareness as well as proficiency.

Use Alternative AssessmentsBecause ELLs often understand more than they can express, it is important to accurately assess their comprehension. Suggested techniques for alternative assessment include 1) observation and anecdotal

For information on open positions or to submit your resume, please visit our Web site at: www.lucernepublishing.com

Authentic, Meaningful & Relevant

Provide ELLs with authentic reasons for using language. This can often be accomplished through highly interactive lessons that utilize group work, pair work and learning centers as tools for encouraging interaction and communication. It helps to know a little about the ELLs’ lives outside of school, their family structures, first languages (L1), cultural values and general interests in order to make relevant their English language use.

Climb the LadderTo English Proficiency

Determine what your ELLs know already, what they must eventually know, and try to create a ladder between the two. Scaffolding techniques in instruction include contextualized supports, simplified language, teacher modeling, visuals and graphics, cooperative and interactive learning.

Create a Supportive Environment

ELLs often arrive with little language proficiency and little knowledge of the majority culture. In order to lower their affective filter and facilitate language and content acquisition, try to focus on meaning rather than perfect formation of language. Incorporate ELLs’ cultures and L1s in the classroom and show that you value the diversity they bring.

Build a Bridge Between