1. Professional Journal Presentations
A Summary
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2. Second Language Vocabulary Learning and Teaching: Still a Hot Topic
 A learning strategy to teach vocabulary to English
Language Learners
 Building a personal glossary of vocabulary words
– Let the student choose their own words based upon their
interests and skill
– Students will choose their own words and write out their own
vocabulary cards
– Students will learn to use, or develop their dictionary use skills
– Cards can be tailored to the individual students with use of
their own drawings or pictures and in their own writing
Larrotta, C.(2011) Second Language Vocabulary Learning and Teaching: Still a Hot Topic MPAEA Journal of Adult
Education

3. How to Make the Individualized Cards
 Write a new word on the top of the card
 Use a dictionary or another person to translate the word
 Look for at least one synonym
 Associate the word with an image; draw your own picture,
or cut a picture from a magazine and paste it on the card
On the Back of the Card:
• Write the word in the middle of the card and draw a bubble
around it
• Connect the word to other bubbles with related words
• Use the new word in a sentence
• Translate the sentence into the students’ native language
Punch a whole in the top left hand corner of the card and use
a metal ring to hold together all of the cards
Larrotta, C. (2011) Second Language Vocabulary Learning and Teaching: Still a Hot Topic MPAEA Journal of Adult Education

4. Supplemental Activities
 Students can write a story or paragraph using a specified
number of their vocabulary words.
 Supplemental reading can be assigned to further
acquisition of their vocabulary
 Use cards to give personalized spelling tests
 Students should keep cards and build on and add to them
 Cards could be done and color coded by subject, ie:
science vocabulary could be green, social studies could be
blue and so on
Water/Agua
A transparent, odorless tasteless liquid
H2O
May I please have a drink of water?

5. Teaching English Language Learners: What Research
Does and Does Not Say
 Population of English Language Learners has
grown drastically and continues to grow at a rapid
rate
Rapid ELL population growth continues!!
 Attempt to identify the best practices for effective
English language learning
 Identify where additional research would be
beneficial
 Assist educators in choosing best teaching
practices for their classrooms
Goldenberg, Claude(2008) Teaching English Language Learners: What Research Does and Does Not Say. American
Educator

6. Teaching Models and other
Ideas
 The SIOP model: Uses  Integrating the ELL’s L1
English as the medium for into instruction for L2
providing content area * Learning to read in the home
instruction language promotes reading
achievement in the second
language
Teaching * Modification of instruction is
English Language important when taking your ELLs’
Learners language limitations
* Important to have reading
materials with familiar subject
SIOP Model Show and Tell Model Integrating L1 into instruction for L2 content
Sheltered Instruction Input, Output & Interaction Is native language beneficial to
Integrates language and SlIDE & TREAD second language instruction?
content instruction Goldenberg, Claude (2008) Teaching English Language
Learners: What Research Does and Does Not Say
American Educator

7. Conversations with a Latina Teacher about Education
for Language-Minority Students
 What one teacher uses in her classroom to assist
her English Language Learners
- Word walls in English/Spanish
- Modeled reading
- Scaffolding
- Reader’s Theater
- Listening Centers
The prior list, highlights just a few of the strategies that Ms. Reyes
uses in her classroom to assist her English Language Learners
Bos, C.S. & Reyes, E.I.,(1996) Conversations with a Latina teacher about education for language-minority students. The Elementary
School Journal 96(3)

8. Four Key Strategies
1. Students need opportunities to play with and
explore language
2. Teaching should attempt to be taught around
the students’ background knowledge and
experiences
3. ELL students need MANY opportunities to
practice their language skills
4. A mixture of direct instruction, concentrated
practice and transfer of learning activities
should be used in a successful classroom
Bos, C.S. & Reyes, E.I.,(1996) Conversations with a Latina teacher about education for language-minority students. The Elementary
School Journal 96(3)

9. Building Relationships
 Part of being an effective teacher for an
ELL is having the ability to build a trusting
relationship with your student.
Being able to identify with them on their level
is very important, so putting in the extra
time is going to be the difference between
a positive experience and a negative one.

10. Meaningful Learning Experiences
Every single student that enters a
classroom deserves the opportunity
to have a meaningful learning
experience.
Take the time to create those
experiences for all of your students
and I bet you’ll find you’re using
many of the strategies that work well
for an English Language Learner.