English Language Learners (ELL) require appropriate education in the English language. Reading, writing, listening, pronunciation, vocabulary, and grammar are important for an ELL student to learn. Educators should use individualized lesson plans that will cater to each student’s abilities and knowledge of the secondary language. An ELL classroom is formed with students who do not have the capability to speak or read English fluently. These students are unable to participate in a mainstream classroom without some type of help. The ELL classroom will give students more time to practice English.
Comprehensible Input
Comprehensible input is academic learning messages. An ELL student must participate if they want to learn the material. Krashen has five hypotheses for the acquisition of a second language. These hypotheses are: “acquisition learning, comprehensible input, monitor, affective filter, and natural order” (Krashen, 1981). Comprehensible input uses appropriate speech and clear explanation of tasks students need to accomplish during the school day. Students must be able to understand what is expected of them before they are able to complete the lesson or task. Comprehensible input will “be made meaningful when the speaker uses visual supports, nonverbal gestures, paraverbal support (whispers, sighs), graphic organizers, and realia (real objects that students can see) that focus learners on the concrete here and now” (Faltis, 2008). Visual aids are very beneficial for clarifying vocabulary terms to ELL students.
On-Going, Specific, and Immediate Feedback
Feedback is critical it must be given immediately to assist with the education. There are many types of feedback: direct, explicit written, individual conferences, di...
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Krashen, S. D. (1981) Second language acquisition and second language learning. Retrieved December 29, 2011, from Web http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html.
Morse, R., & Teyechea, N. (n.d.). Instructional strategies for ELL classrooms. Retrieved December 29, 2011, from Web http://www.mrmorsesclass.com/Instructional%20Strategies.pdf.
McCall, J. (2005) Building Concepts and Vocabulary Before Reading. Retrieved December 29, 2011, from Web http://www.pd-network.com/lessons/frontloading_for_ell_article.pdf.
Mustfa, N. (2002) Grouping in the ESL Classroom. Retrieved December 29, 2011, from Web http://www.melta.org.my/ET/2002/wp03.htm.
Rothenberg, C., & Fisher, D. (2007). Teaching English Language Learners: A Differentiated Approach. Upper Saddle River, NJ: Pearson Education, Inc.
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
Teachers who work with English Language Learners know that academic language takes longer to achieve proficiency in than does conversational language. On average, ELL students need at least two years to achieve conversational language and, five to nine years to develop academic language proficiency. Many English words ELL students are exposed to in school, they have not yet learned or even heard in their first language, which makes transference of knowledge impossible. The vast differences in the ability to use conversational versus academic language can be a hindrance to these students and have lasting effects on their academics and therefore, their lives.
Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., & Walker-Dalhours, D. (2012). Differentiated instruction: Making informed teacher decisions. Reading teacher, 66(4), 303-314. doi:10.1002/TRTR.01123
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.
Because America is such a diverse country, public schools are faced with the challenge of providing students from all over the world with a quality education. As Chen points out “public schools have embraced the linguistic challenge presented by immigrant students” (¶1). Then, No Child Left Behind law was approved, and it required every public school should have an English Secondary Language (ESL) program that will provide the “academic support” for English Language Learners (ELLs). ELL parents are happy that their children are getting education help from the school, but it has raised the question of how successful are the ESL programs? Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools to help students learn English? Some ELL parents complain that ESL programs do not help their child learn English. A successful ESL program is not based solely on the test scores, but also the ability to connect parents, teachers, and students together to strengthen tools that will help ELL students to learn a new language in reading, writing, and speaking.
The growing numbers of English language learners (ELLs) in U.S. schools require specialized instruction in order to succeed academically and become proficient in English. Sheltered Instruction Observation Protocol, commonly known as SIOP, is one method of providing that instruction. SIOP is the product of several research studies conducted over the past fifteen years by two researchers, Dr. Jana Echevarria and Dr. Deborah J. Short (Echevarria, Short, & Powers, 2006) and is a method to help ESL and content teachers meet the needs of their linguistically diverse students. Although originally developed as an observation rubric for researchers to determine the degree of implementation of important sheltered instruction features in ESL lessons (Echevarria et al., 2006), SIOP has become an instructional model for English language learners (ELLs) that focuses on the simultaneous teaching and learning of academic content and language (Vogt & Echevarria, 2008). This paper will examine the reasons SIOP was developed, the basics of the SIOP model including ideas for classroom integration, and the benefits of using SIOP instruction with ELLs.
Tchudi, Susan J, and Stephen Tchudi. The English Language Arts Handbook: Classroom Strategies for Teachers. Portsmouth, NH: Boynton/Cook, 1999. Print.
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
This course has provided me with the insight and knowledge to know that English Language Learners are really valuable to our classrooms and that they may become discouraged because they feel discriminated or unaccepted. Through the stories of our classmates I have learned that my role as teacher is very important for these students and that I must work hard to make them part of my classroom and set them up with the tools to succeed in their education. As my classmates mentioned during our discussions, it can be very frustrating and often times discouraging.
Tomasello, M., & Herron, C. (n.d.). Transfer Errors: The Garden Path Technique., Studies in Second Language Acquisition, 1989. ERIC - Feedback for Language Transfer Errors: The Garden Path Technique., Studies in Second Language Acquisition, 1989. Retrieved February 8, 2014, from http://eric.ed.gov/?id=EJ400841
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated.
Curtin, E. M. (2006). Lessons on effective teaching from middle school ESL students. Middle School Journal, 37(3), 38–45.
Syrja, R. C (2011). How to reach and teach English language learners: Practical strategies to ensure success. San Francisco: Jossey-Bass.
Feedback should be communicated in language that is understandable for the learner, have a genuine purpose, and be significant for the individual needs of each student. Through feedback, teachers can provide the students with suggestions for development, learning strategies, and corrections for errors.