The first time I had English Language Learners (ELLs) in my
classroom, I had no idea what I should be doing differently to support these
students. I did my best and I have
learned that I was doing some things right, but there was a lot more I could
have been doing had I been properly equipped.
Let’s get equipped!
First of all, it is important that you use whatever
resources available to you (ESL teachers, records, parents, conferences with
student, etc.) to learn as much as you can about your ELL students. You especially need to find out about prior
schooling experiences, level of home language literacy, and current level of
English proficiency. This information
can guide you in the decisions you make in supporting your student(s) in the
classroom.
Below, you will find some strategies for supporting ELL
students in your classroom. Keep in mind
that anything you can do to promote home language literacy is a good thing! L1 literacy is directly linked to L2 literacy
and many skills transfer. Students can
use their home language as a resource as they learn English. Encourage them to do this and explicitly
teach students how to use their home language as a resource. You can find a handout that gives helpful
information for doing this for students whose home language is Spanish here. Point:
Value and encourage continued growth in your students’ home language and
realize that it is a valuable resource towards their English language learning.
Some groundwork to lay in your classroom would be labeling
everything in both languages and including pictures when necessary, pairing
your ELL student with a bilingual student that has a more advanced English
proficiency when possible, and viewing yourself as a language model for the
student. This means that you will speak
clearly and slowly, repeat important information, use gestures, and give
instructions both verbally and in written form.
Now let’s move on to practical literacy strategies to use
with your ELL students:
Frontload Vocabulary and Concepts (For additional vocabulary teaching tips, click here.)
"Research shows that vocabulary development is one of the most important skills students need to acquire to become English-proficient." (Colorin Colorado)
Choose 6 to 10
words/concepts per lesson to focus on and teach them prior to your lesson. Students should create their own definitions
of the words that include pictures (either student illustrations or cut and
pasted pictures). Studying any roots,
prefixes, or suffixes within the word is also helpful for ELL students.
When I worked on vocabulary
with my ELL students (even though I didn’t know what I was doing then!) I had
students write the dictionary definition, write a definition in their own
words, create a picture, use the word in a sentence, and give a synonym and
antonym when applicable. Students would
keep a page for each word in a folder titled “Words I Know.” I have now learned that this wasn’t so bad of
an idea. Because there was so much work involved, I
usually only included 4 words per lesson, but I now see that if I include word
parts in addition to the synonyms and antonyms, they are really increasing
their vocabulary by more than four words or concepts. They have the four target words plus at least
four synonyms, four antonyms, and any knowledge that can be gained and applied
through word parts. One thing I would add is having them also write the word in
their home language and pointing out if the word is a cognate.
Additional tips and
strategies for frontloading vocabulary include using semantic webs and diagrams,
lots of touches for each word, cognate word walls or notebooks,
and teaching academic vocabulary.
Use Graphic Organizers
Graphic organizers help ELLs better understand text structure and organization. They are also good for breaking down texts
into smaller, more manageable parts and directing a students focus to what you
are trying to teach.
Language Experience Approach
In the language experience approach, the student or teacher
writes what has just been said. Then
they read what has just been written.
This is helpful because it takes the learner through the cycle of oral
language, writing, reading, and then if desired, rewriting and rereading. The content is familiar to the student
because it was just spoken orally. To
maximize outcome with ELL students, sound out words as you write them and
encourage students to do the same as they write. Point to each word as you read it.
Using familiar content is extremely important when teaching
ELLs. Other ways to do this are having
students write stories about their lives or photographs that they bring in from
home, taking field trips out into their community, and connecting learning to
class themes and prior learning. If
students are not quite ready to write their own stories, invite them to draw
out their stories. Find some book making ideas here!
Implement Dialogue Journals
Dialogue journals are notebooks used for writing back and
forth between teacher and student. Using
dialogue journals develops a relationship between you and the student and helps
you to authentically get to know each student.
The better you know the student, the better you will be able to meet
their needs and motivate them to learn.
As an added benefit, students increase language proficiency without
explicit correction as you model proper language usage and writing! These can be time consuming. (This is another one of the things I was
doing well and didn’t even know it!) To
make dialogue journals more manageable, try responding to only a few each day
rather than answering all of them in one sitting.
Cooperative Learning
Using cooperative learning increases ELLs language and
literacy development. In these
environments, students tend to be less intimidated, more motivated, and use
language more. They are able to have
peer support and negotiate meaning as they bounce ideas off one another and
converse about the content in a natural context.
Opportunities for Cooperative Learning with ELLs:
Opportunities for Cooperative Learning with ELLs:
- Partner Reads - Students are given guided reading questions, read silently, then read aloud together, and lastly revisit questions together to form answers.
- Partner Writes -Students can either write separately and then combine texts or one student can scribe for both. Student move through the writing process together.
- Jigsaw Reading
- Projects
I hope this has been helpful in equipping you to support
your English Language Learners. Add
ideas and additional strategies in the comments below! Don’t forget to check out the blogs linked
below for more great information!
References:
Cloud, N. G. (2009). Literacy Instruction for
English Language Learners. Portsmouth, NH: Heinemann.
Beeman, K. (2012, October). Biliteracy development in dual language
education – Strengthening bridges between languages. Retrieved from http://carla.umn.edu/conferences/past/immersion2012/handouts/UrowBeeman_BiliteracyDevelopmentDualLangEd_ImmConfOct2012.pdf
Colorin Colorado. (2017) Tips
for educators of ELLs: Teaching vocabulary in grades 4-12. Retrieved from http://www.colorincolorado.org/article/tips-educators-ells-teaching-vocabulary-grades-4-12
Sprenger, M. The
critical words your students must know for the common core state standards. Retrieved from http://www.marileesprenger.com/the-critical-words.html
Gaylord, S. K. (2016) Free
projects. Retrieved from http://www.makingbooks.com/freeprojects.shtml
WETA Washington, D.C. (2017) All about adolescent literacy.
Jigsaw. Retrieved from http://www.adlit.org/strategies/22371/
Lapp, D., Morrow, L. M., Rueda,
R. Handbook of research on literacy and diversity. 2009. NY: The
Guilford Press.
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