1. What to do when you get a student who can’t speak English?
Keep these Instructions in Mind:

2. 1. You do not have to speak their language or any second language to teach ELL students (English Language Learners) to speak and understand English.

3. 2. Be Patient Their first attempts at speaking may be imperfect.
They may not speak at all. Do not force reticent students to speak.
Accept all speech responses.
Model correct pronunciation.
When questioning a student, begin with yes/no questions, “or” questions, then proceed to “wh” questions.

4. 3. Immerse them in Language
Do not place them in the “low” group because they do not speak English. The top students will help you by providing better modeling and also acceptable behavior. Assign a “buddy” or peer-tutor on a voluntary/rotating basis to explain or model.

5. 4. Speak slowly, clearly and warmly.
Remember to speak at a normal volume, they are not hearing impaired. Use short, simple sentences.
Simplify your language. Use simple sentence structure: subject -verb -object.
Rephrasing accompanied by body language are useful practices.
Monitor vocabulary and sentence structure to match their proficiency levels.
Be aware of things such as idioms, etc.

6. 5. They need listening practice
Allow them time to listen.
Increase wait time. Allow them time to think and process information.
They will need to hear words many times before they will have the confidence to try and speak for the comprehension of what the words mean.

7. 6. Use positive non-verbal forms of communication
ELL students are usually very adept at interpreting body language.
Show acceptance and encouragement with smiles or pats on the shoulder.
If a student has the answer correct and you can’t understand it, do not correct their grammar.

8. 7. Do use a whole language approach
Integrate subject matter, different modalities of presentation (auditory, such as group discussion; visual, showing pictures; and kinesthetic, acting out)
Make use of all the senses. Give them a change to touch things, listen to sounds, to smell and even taste. Talk about these words. Write the new words as well as say them.

9. 8. Prepare the classroom and the students for the ELL student
Label frequently referred to items.
Assign a “buddy” to be an example, helper, and friend.
Talk about their culture, family, etc., while also explaining things about the American culture, family, etc., that may be confusing.
This will help the ELL student feel more at home.

10. 9. Mainstream into Regular Classroom
ELL students should be mainstreamed quickly into regular classroom
Segregating them compounds their problem by decreasing listening and interaction.

11. 10. Classroom seating
Seat the ELL student in the middle of the classroom toward the front to provide maximal observation.
Again use yes/no questions.
Use visually stimulating materials to enhance discussion.

12. 11. Resources Use resources to communicate with parents.
Interpreters are available through schools/ELL teachers.
Use Google Translate for all correspondence sent home if you know parents can not read English!
Let parents know you are glad to have the student in your classroom and encourage them to be involved.
Ask ELL teachers about Ipads/laptops/or Imagine Learning to be loaded on computers in your room.

13. TECHNIQUES USED TO MAKE CONTENT CONCEPTS CLEAR
Here are a few ELL middle school students comments about what their teachers do that makes learning easier or more difficult.
“It helps when he comes to my desk and explains stuff in the order that I have to do it.”
“She doesn’t explain it too good. I don’t understand the words she’s saying because I don’t even know what they mean.”
“She talks too fast. I don’t understand the directions.”
“He talks too fast. Not patient.”

14. Some Techniques Are:
Use gestures, body language, pictures, and objects to accompany speech.
For example when saying, “We’re going to learn about the three forms of water,” the teacher holds up three fingers. Showing one finger she say, “One form is liquid” and shows a glass of water. Holding up two fingers she says, “the second form is ice, “ and shows an ice cube.

15. Provide a model of a process, task, or assignment.
Allow alternative forms for expressing their understanding.
Often the ELL has understood the information but can’t express it orally or in writing. Hands-on activities can reinforce, with a reduced linguistic demand. Examples: drawing, labeling, etc.

16. Techniques Used to Make Concepts Clear Continued
Use Multimedia and other technologies in lessons.
Provide repeated exposures to words, concepts, and skills.
This does not mean to excessively practice a single word or skill.

17. Techniques Continued Use Sentence Strips.
In an ELA class, students can review events in a story by writing each event (drawing a picture) on a strip then sequencing the strips to retell the story.
Can be applied in Science in an experiment or in Math for problem solving.

18. More Techniques Use graphic organizers effectively.
Example for a vocabulary graphic organizer would be
__________ is a _________ that
_________________.
Thinking Maps are a great resource to use

19. Audiotape texts for comprehension
*The reader can modify to a different proficiency level or slower for the beginning speaker. Also substituting synonyms for difficult words.*

20. SUGGESTED MODIFICATIONS/ACCOMMODATIONS FOR ELL STUDENTS
Provided by State Department of Education
If used on State Assessment then it must be used in the Classroom
Signed by ELL Teacher, Classroom Teacher, Student (If Applicable), Parent, and SBLC chairperson.
SBLC, classroom teacher(S), and ELL teacher should all have a copy.
Required by law to accommodate the student.

21. GRADING THE LIMITED OR NON-ENGLISH STUDENT
Use your school’s bookroom and use workbooks a grade or two below for supplemental.
Make up your own tests if needed.
If you are teaching 5th grade and you have a student that is NES, go to 1st-2nd and start with spelling/ELA.
Science/Social Studies will be their most difficult. Pick your battles. Modify their tests.
They will progress, so please be patient. I
It takes 7-9 years for an ESL student to become academically proficient.
For grading the ELL: you can modify tests. 5 instead of 20 spelling words.
Mark out 2 of 4 multiple choice.
Pick 5 Vocabulary Words instead of 15.
Have them draw a picture instead of
writing.
Participation
Put the directions in their native language or words of emphasis. (Circle/Match/Draw/Write)

22. OUACHITA PARISH PUPIL PROGRESSION
OP Pupil Progression Policy.
Pupil Progression for Limited English Proficient Students (Part E)

23. Pupil Progression for Limited English Proficient Students (Part E)
2. Students scoring less than proficient on the English IPT are served by the school-assigned LEP teacher. Students not requiring ESL instruction but are somewhat limited English proficient are monitored by the school-assigned LEP teacher. Parents have the right to refuse LEP services. Written refusal notes are filed in the student’s folder maintained by the LEP teacher.

24. Pupil Progression for Limited English Proficient Students (Part E)
3. Grading Practices The regular classroom teacher and the LEP teacher should consider an ELL’s cooperation, effort, and degree of participation when assigning grades. Students who cannot comprehend the English language shall not be assigned failing grades in content area classes. Content area classes include Phonics, Spelling, Math, English, Reading, Science, and Social Studies.

25. Pupil Progression for Limited English Proficient Students (Part E)
3. Continued Teachers may identify ELL students on the comment section of the report cards by noting that the student receives accommodations and modifications. Elementary and Middle School LEP teachers do not assign grades. In averaging grades, end of the year evaluations should be weighed more heavily.

26. Pupil Progression for Limited English Proficient Students (Part E)
3. Promotion Practices No ELL student shall be retained based solely on their lack of English proficiency, but shall be scheduled to receive services depending on his/her needs. Any concerns about individual issues will be addressed at the school site with the regular classroom teacher, ESL teacher, supervisor, principal, and parents if necessary.