Strategies for Teachers of English Language Learners Bryn Harding, ESL Teacher Strategies for Teachers of English Language Learners

How does a student become qualified to receive ESL services? Register with the school district Complete the Home Language Survey Take the W-APT (a screening administered by the ESL Teacher) *Depending on his/her score on the W- APT, the student may or may not receive ESL services. Qualification is truly a multi-step process!!

Key Concepts of Second Language Acquisition It is important to understand these concepts: Culture Shock: A period of disorientation after moving from another country. There are different stages. Silent Period: The first stage of SLA. Students will be able to understand, even if they cannot express themselves. Affective Filter: An imaginary wall that students will put up when they are in a high-anxiety, stressful classroom or be corrected too many times. This will impede learning immediately. Comprehensible Input, Output: Comprehensible input is Krashen’s theory that students learn by hearing language that is slightly above their current level (comprehensible input + 1). Comprehensible output is what the student can produce at his current level of language.

Strategies for teaching English Language Learners When speaking… Talk slow! ELLs need time to process what you are saying. Repeat, Rephrase, Paraphrase! Many times, ELLs will not hear or understand what you say the first time. By stating it again or in a different way, the students have a better chance of understanding. Use language level appropriate vocabulary! This may not be the same level as the rest of your students.

Strategies - continued With vocabulary… Pre-teaching vocabulary and important definitions will help ELLs once the unit or lesson begins. It will also give you a good idea of where your ELL is at regarding the material. Introduce the essential vocabulary. Provide a word bank for fill-in-the-blanks (no more than 5 is a good rule of thumb, depending on the level of the student). Try to keep definitions the same (notes, worksheets, assessments, etc). Provide extra vocabulary practice when available.

Strategies - continued With writing… The pre-writing stage is an important step so that writing is not translated!! Focus on generating oral sentences, making graphic organizers, brainstorming, and modeling language level appropriate sentences. Use journaling! This is a great way for students to have an opportunity to write without worrying about making mistakes. They may feel the most comfortable expressing themselves this way.

Strategies - continued With correcting… Put away the red pen!! ELLs are still in the process of learning grammar and spelling, try not to correct every mistake. Repeat a phrase that the ELL said incorrectly back to him or her. This will allow the student to hear the correct pronunciation or grammar without making him or her feel self-conscious.

Strategies - continued With note taking… Make use of guided notes, or a fill-in-the-blank notes page. This will allow ELLs to focus on listening to the lesson, rather than trying to copy down everything. Graphic organizers are a great way for ELLs to organize the information!

Strategies – continued Be sure to state exactly what you expect for an assignment or assessment so that ELLs know what to study. Use small group discussions before having students begin writing or independent work. ELLs will feel less intimidated if they are able to discuss the assignment with a few peers. Plan units with small “chunks” (comprehension checks) instead of one unit with a single assessment.

Strategies – continued Use non-verbal communication and context clues to give meaning for instruction or vocabulary. Pictures, gestures and maps are great ideas! Think-Pair-Share! ELLs will feel more comfortable working with a peer. Accommodations such as the use of a dictionary, having tests read aloud, or a different final project (poster instead of essay, talk with teacher instead of presentation in front of class, etc) are great ideas as well!

“Helpful Hints” for working with ELLs Have realistic expectations for ELLs! Imagine how hard it would be to move to another country without knowing the language. It isn’t important to get rid of accents, but to promote comprehensible communication! In other words, speak slowly and clearly, and have your students do the same. Include ELLs in ALL classroom activities! Take advantage of celebrations and holidays from other cultures!

And remember… WE ARE A TEAM!!! I am here not only to help the ELLs acquire the language, but also to plan and brainstorm ideas, projects, and assessments for the ELLs with you!

Any questions? Bryn Harding District ESL Teacher (K-12) Dawn Brookhart Director of Curriculum/ESL Coordinator