Transcript 48x36 Poster Template - Welcome to web.gccaz.edu

Teaching English Language Learners
(ELLs)
What We Know About ELLs
• ELLs, especially adults, have a cognitive competence that cannot
usually be fully expressed in English, but this does not mean that
ELLs are not bright, motivated learners with a diversity of education
levels, professional experiences, and life successes in their language
of origin.
• The linguistically and culturally diverse not only have much to gain
from US tertiary education but have much to offer as well.
• While ELLs enter US educational systems with varied levels of
learning in their native language and in English, research shows that
the average ELL needs between 5 and 7 years to become
academically proficient in English language and literacy.
• This is about a third of the time it takes a native English speaker to do
the same, so try to understand that language and literacy learning is a
long and complex process for us all.
What ELLs Need:
I. Comprehensible Input : Making adjustments to speech
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so that the message to students is understandable
Use speech that is appropriate for students’ proficiency levels.
Avoid jargon and idiomatic speech as much as possible.
Model processes.
Use multiple modalities.
Do hands-on activities.
Explain academic tasks.
Check for understanding.
Use a variety of techniques that make content understandable.
Be aware that ELL students often report that teachers talk too fast and
do not explain things well.
II. Sheltered Instruction
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Effective sheltered instruction involves the use of many
supplementary materials to support the core curriculum
and contextualize learning.
Some examples are:
– Hands-on manipulatives
– Realia
– Pictures
– Visuals
– Multimedia
– Demonstrations
– Related literature
– Adapted
III. Meaningful Activities
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ESENTATIONS.c
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To the extent possible, lesson activities should be planned to
promote language development in all skills while ELLs are
mastering content objectives.
“Authentic” activities represent a reality for students,
something that’s a part of their lives.
Learning is situated rather than abstract when students are
provided with the opportunity to actually experience what
there are learning about.
What We Need to Know about ELLs
Don’t assume ELLs know how the American Education system works.
• Talk about the steps you are taking and why.
• Remember these students may be used to rote learning.
• ESL/ELL students might find the activity level in the American
classroom confusing.
• Remember that these students may feel overwhelmed by the freedom
to make their own decisions in the classroom .
• Note that students may always say yes when asked if they
understand.
• Ask questions using choices, rather than yes/no so students are
forced to make a decision and also have language practice in
understanding your questions.
• Learn to ask the same questions in many different ways.
• Be patient when the students don’t respond to you, even though you
really want to help. In many cultures, a teacher is a person far
removed from the students, in some cases a person to fear.
• Your smile at the student may be confusing and may not have the
same effect it has on the American student. The student may have to
relearn his perceptions about the role of the teacher.
Check your own attitude.
• An ELL student is an asset, not a problem. Take advantage of the
richness of his/her experiences and culture to provide growth
opportunities for your other students.
• Put ELL students in groups with Americans, so that they can learn
from each other.
Effective Instruction
versus
Sheltered Instruction
• Individual, independent
vocabulary work
• Wrote definitions
Vocabulary done in small groups
• Read silently to themselves
Read aloud in groups with support
• Class Discussions
Class discussion with visuals
(realia, writing on board)
• Completed worksheet
Report definitions aloud, paraphrasing
Hands-on activity
• Reviewed vocabulary orally
Reviewed orally with words
written for reference
• Teacher-centered: text and
paper-and-pencil tasks
Student-centered,
hands-on activity
• Teacher-led discussion
Discussion in pairs, teachers writes
conclusion on overhead
• Read text, using independent,
silent reading
Read text using a variety of
reading options and
check for understanding
• Completed worksheets individually,
then compared scores with partners
Completed worksheets as a game,
compared scores across
groups