This document discusses strategies for incorporating English language learners' native languages into the classroom. It describes allowing students to discuss topics in their native language before whole-class discussions to build vocabulary and schema. Other strategies include native language study buddies, dialog journals between teachers and students in the student's language, coding texts with native language notes, using cognates between English and the student's language, creating word walls with both English and the native language, and concluding that using a student's native language benefits their English acquisition and cultural understanding.

1. Using English Language
Learner's Native
Language: Bringing their
World into the
Classroom
Dr. C. Allen Lynn
lynna@uncw.edu
Dr. N. Pappamihiel
pappamihieln@uncw.edu

2. Why use a student’s native
language in class?
 Accelerates their English language acquisition
 Bridges cultural barriers
 Advances content mastery
 Increases global awareness for native English
speakers who might otherwise not have such exposure
to other cultures and languages

3. L1 Study Buddies
 Students who speak the
same language are allowed
to have 2-3 discussions with
each other prior to
discussing a topic
 Helps vocabulary
development
 Native English kids who
speak some Spanish (former
dual language kids) can join
in

4. For example, a 3rd grade teacher is introducing the
concept of Fahrenheit and Celsius in a science lesson. This
teacher, Mr. Jones, can allow his three Spanish speaking
ELLs the opportunity to discuss the topic in Spanish for a
few minutes if he knows that one of the
students, Jesus, has a high enough English proficiency to
understand Mr. Jones’ explanation. Jesus can then have a
fairly in-depth conversation with his lower proficiency level
classmates (Marta and Alvaro), helping them to build
schema for these two new vocabulary terms. When the
class comes together to complete a hands-on project, not
only has Jesus further developed his knowledge by
teaching something to his peers, but Marta and Alvaro are
able to take better advantage of the demonstration and
hands-on activity done by Mr. Jones. The important part of
this strategy is the extended discussion.

5. L1 Dialog Journals
 Students write in their L1 using
some English as they can
 Drawings are acceptable as
well
 Builds rapport between the
teacher and the student since it
allows the student more
freedom of expression
 Teacher and student meet and
negotiate meaning
 Journals can be displayed with
student permission

6. For example, in Mrs. Williams’ 5th grade language arts
class there is a student from Burkina Faso who has low
literacy skills in English but has a high proficiency in
French. Mrs. Williams does not speak or write French.
However, twice a week she and Ismael sit down and
discuss his dialog journal entry using the limited English
language skills that Ismael possesses at the moment.
Through rough sketches, a bilingual dictionary, hand
gestures and mimicking they are able to discuss the dialog
journal entry. Mrs. Williams later prepares a feedback
response to their exchange, providing new vocabulary as
well as clarification of any misunderstandings that arose.
Ismael is able to review Mrs. Williams’ comments later at
his own pace and use those comments in his next dialog
journal entry.

7. Coding the Text
 Students make L1 sticky
notes and put thought
bubbles in the text that
they’re working with
 Allows students to
negotiate a text using their
native language
 Allows students
opportunities to negotiate
meaning between
themselves

8. In this classroom example Mr. Fiveash teaches a fifth grade
social studies class. Yadira, a new arrival from the
Dominican Republic, has a limited working proficiency of
English. While she is able to function in the classroom
without much difficulty, she does not completely understand
some of the more demanding texts. With this in mind, Mr.
Fiveash prepares a copy of the chapter on exploration of
the Americas by Europeans for Yadira using thought bubble
notes above the most pertinent passages. Yadira, knowing
that these sections are important, is able to fill in the
bubbles with notes in her L1. Later she can use these
notes to create graphic organizers and other helpful notes.

9. Cognates
 Vocabulary that is similar
between languages
 costa=coast
 circulo=circle
 Can help with vocabulary
development for both ELLs and
native English speakers
 For many ELLs, including
Spanish speakers, many
cognates are highly academic
words
 sίntesis= synthesis
 tectόnico=tectonics
 acerlerar= accelerate

10. There are two students from Mexico City in Ms. Dowdy’s
fifth grade science class, and the lesson is one in which
students are studying Newton’s First and Second Laws of
Motion. Coming from a school known for academic
excellence, the twins, Manuela and Ricardo, are very
familiar with the material in their L1. However, English still
tends to give them trouble. Manuela and Ricardo are
already familiar with some of the academic vocabulary
because many of the words have direct Spanish cognates
that they use quite often
(object=objetos, accelerate=acelerar, dependent=dependie
nte, etc.). Putting Manuela and Ricardo into separate small
groups with 3 to 4 native English speaker students who are
also having trouble with the assignment, Ms. Dowdy
instructs the group to look for cognates in the reading.
Discussion of the vocabulary allows both the language
learners and the native speakers to flesh out the gist of the
class assignment.

11. Word Walls
 Word Walls are common
enough in elementary
classrooms, but are very
useful for ELLs as well
 Word Walls can be in any
language
 Exposes all students to
different linguistic codes

12. Hanna is a fourth grader from Korea. She arrived in Mr.
Brown’s science class halfway through the spring
semester. Hanna has studied English grammar.
However, she is shy and struggles with speaking. Mr.
Brown puts Hanna in a group with 3 native English
speakers working on a word wall project. Using the text as
a guide, the students create a glossary for a unit on the
solar system using both English and Korean. Hanna is able
to participate with the other students while having little
pressure to speak in front of a large audience. Other
students in class ask her how to pronounce the words in
Korean.

13. Conclusions
 Teachers should not be hesitant to use a student’s
native language in the classroom
 Even if the ELL speaks English well, using his/her L1 in
class helps to bring different cultures into the classroom
that moves beyond superficial treatments of
multiculturalism