1. English Only Teachers
in Mixed Language
Classrooms
chapters 3, 4, and 5
Presented by:
Tonia Andrews
and
Valbona Dushaj
Image of Xu Bing art taken from
google.com
2. Chapter 3, Welcoming ELLs into the
Classroom
The new student should be well received in the classroom
Assign guides
four to six boys and girls to model behavior, show the new
student where things are and be a companion
The guide is responsible for providing supplies
Use lunchtime to meet with guide and new student
Use this time to give welcome kit and access English
Remember the new student will be overwhelmed, keep it
casual and exchange personal stories
Try to get an aide, volunteer, or student aide to help in the
classroom
Learn a few words in the newcomer’s language taken from google.com
images
3. Chapter 4, Beginning English
Instruction
Small and large
group instruction
Extrovert
Picture card
games
Three ELL levels
Oral Language
Introvert games, poems, a
nd songs
image taken from google.com
4. Chapter 5: Teaching Reading
and Writing
Five Supports to Become Successful Readers in English:
1. Materials that are appropriate
2. The introduction of background information and
vocabulary before reading a book or a story
3. An overview of the specific material to be read
4. Comprehension assistance during reading
5. Opportunities to review material after the initial reading
Reading Aloud: Essential Component for all Students
Supporting ELLs' Writing: Modeling Good Writers
image taken from google.com
5. Class Discussion
Do you think the authors suggestions for
welcoming an ELL student are realistic in your
content area classrooms? Do you see yourself
implementing these techniques, or the
techniques learned in curr516?
Did you find Yatvin's suggestion of modeling
good writers to be an insult and/or disrespectful
to an ELLs' individuality and their culture?
These strategies and suggestions lend
themselves very easily to an English classroom
setting, how can other content areas incorporate
these suggestions into their classrooms?
image taken from google.com
