Transcript Strategies to Improve English Language Learner (ELL) Engagement Who are the ELLs? • Students whose primary/native language is one other than English • They can.

Strategies to Improve English
Language Learner (ELL)
Engagement
Who are the ELLs?
• Students whose primary/native language
is one other than English
• They can be born in the U.S. or another
country.
• Membership is expected temporary.
Have you seen these acronyms?
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ESL – English as a Second Language
ELL – English Language Learners
LEP – Limited English Proficient
ELDA – English Language Development
Assessment
• NES – Non English Speaker
What Is the Number?
LA 2010 LEP Population:
13,093
Top languages in the state:
• Spanish – 69%
• Vietnamese – 12%
LEPs in EBR are
approx. 3% of the
• Arabic – 6%
total district
• Chinese – 3%
population.
• French – 2%
That’s approx. 11% of
• Other – 8%
the state total of
LEPs.
Fastest Growing ELL Populations
• U.S.-born children of immigrant (native-born)
• 76% of ELLs in grade K-8
• 56% of ELLs in grade 9-12 (Batalova, Fix, and Murray,
2007)
• ELLs comprise one of the fastest-growing groups among
the school-aged population.
Factors- Differences among ELLs
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Native language(s)
Level of native language/literacy skills
Level of English language/literacy skills
Length of time family has lived in US
Previous schooling experience
Familiarity with school routines
Content-area knowledge
Parental education
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How do I speak to the ELLs?
Use clear, normal speech.
You may have to slow down, repeat
yourself, or rephrase what you said.
NEVER use baby talk, shout, or talk
excessively slow with ELLs.
Try not to use a lot of idioms or slang.
Smile!!
How do I teach ELLs?
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Use of visuals and realia
Gestures (body language)
Build on prior knowledge.
Peer assistance
Graphic organizers
Model everything.
Put it in writing.
Keep it simple.
Planning Classroom Instruction
• Simply change some of the ways that
instruction is presented, not a new lesson.
• Examples: teach to varied learning styles,
high expectations, more wait time,
repeat/rephrase.
• Explicit vocabulary instruction—focusing
on a few key words; utilize word walls.
What are accommodations and
why do we need them?
• The content of the standard remains the
same, but how a student accesses
information and demonstrates mastery of
that content may be adjusted.
• Made in order to provide a student with
equal access to learning and equal
opportunity to show what he or she knows
and can do.
The Assignments are in:
Now what?
• Grading should be a fair assessment of
what the student has completed.
• Should focus on the process and the end
product.
• Use of alternative assessments
• Recognize effort and improvement
• Like assignments, assessments can be
differentiated, too.
Things to remember…
• Treat ELLs like the rest of your students.
• Get to know your students.
• Use the different cultures to educate
yourself and the other students.
• Don’t hesitate to ask the ESL Instructional
Specialists for help. We are always
available!
D for Devastation
I still recall the excitement I felt as a child when the
teacher handed out report cards each quarter. I felt a sense
of satisfaction that my hard work had paid off. It took only
one report card to forever change my perspective. I
remember vividly the moment I saw my grade in math—a
D. I had never received any grade lower than a C. I was
devastated. My homework and assignments had indicated
I was doing OK. The next day, I asked my teacher to
double-check because I was sure he had made a mistake.
He responded, “No, it is correct—you bombed the last test.”
That event shaped my assessment practices as a teacher.
Throughout my 18 years in the classroom, I always
ensured accurate assessment of student learning based on
multiple measures, not a single test.
--Lori Mora, assistant principal
Dear Valley Middle, Arizona