English languagelearners1

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English languagelearners1

  1. 1. Effective Instruction for English Language Learners
  2. 2. Agenda • Dialogue Demonstration Application
  3. 3. •By the end of the session you will have more: •knowledge about the unique needs of ELL’s •strategies to implement this fall •confidence to plan and modify lessons for ELL’s •enthusiasm for teaching ELL’s
  4. 4. • • Dialogue: • • Your own experiences What do you know about English Language Learners? or What you’ve learned
  5. 5. •“exploding demographics” •(Flores, 1994)
  6. 6. Issues home language/school language • •time required to learn English •instructional resources •classroom segregation •teacher capacity
  7. 7. Instruction! •“English learners are best served when their teachers provide instruction-including corrective feedback-when it is needed.” • Source: (Scarcella, 2004, p. 53)
  8. 8. •“The most powerful way of learning academic English is through good instruction.” • Source: (Scarcella, 2004, p. 53)
  9. 9. Big Ideas • Increase academic vocabulary: multiple encounters with words. Automaticity with sight words Oral language development: lots of dialogue
  10. 10. Big Ideas • Safety nets of increased context: e.g., visuals Focus on comprehension through strategic, analytic reading and think-alouds-explicit instruction! Don’t make assumptions-check for understanding often
  11. 11. Second Language Acquisition • Natural Order (Krashen): preproduction, speech emergence, intermediate, advanced • Affective Filter (Krashen) • Comprehensible Input (Krashen) • Output (productive speech) (Swain)
  12. 12. • Natural Order (Krashen): • pre-production • speech emergence • intermediate • advanced
  13. 13. • TELPAS • • • • Beginner (B) Intermediate (I) Advanced (A) Advanced High (AH)
  14. 14. What ELL’s Bring: • Linguistic Transfer from L1 • Prior knowledge/declarative knowledge • Strategic/procedural knowledge • Motivation to learn English • Cultural and linguistic resources • “Funds of Knowledge”
  15. 15. What ELL’s need: •Vocabulary/Academic English • English Grammar •Increased CONTEXT
  16. 16. • • • • • • • Modifications: VOCABULARY focus Visuals/video/multimedia Hands-on Real Objects Preview-TEACH-Review Small group/partner work
  17. 17. • “Unstructured and unplanned grammar instruction is a disaster for ELL’s.” (p. 100) • No on-the-fly instruction! • Source: (Scarcella, 2003)
  18. 18. Annenberg Video •http://www.learner.org/resour •Clip: 17:00-23:00
  19. 19. •Thoughts? •Shared reading component
  20. 20. More on oral language development •Singing •Poetry/chart •Routines stories
  21. 21. •<Word Study>
  22. 22. Sight Words •Automaticity •Word lists •250 words •Source: Bear, D. R., Helman, L., Templeton, S., Invernizzi, M., & Johnston, F. (2007). Words their way with English learners: Word Study for Phonics, Vocabulary, and Spelling Instruction. Columbus, OH: Merrill/Prentice Hall.
  23. 23. • 100 most common words= • 50% of words in a text • Source: (Nation, 2005)
  24. 24. Word Walls: Build Academic Vocabulary •InteractiveDAILY! •Students contribute synonyms •Student “own” the words-they sign their name.
  25. 25. • • Word Walls Visual Scaffolding
  26. 26. •<Sheltered English>
  27. 27. •What is Sheltered English? •Content learning + language learning •Importance of schema building: front-loading •Pre-reading activities
  28. 28. Shared Reading • Advantages of shared reading • Active reading and engaging texts. • Thinking aloud to make meaning explicit.
  29. 29. Application Consider a classroom reading book you recently used. What vocabulary or concepts were presented in the book that could cause confusion for ELL Learners? What could you do to scaffold the reading experience that would benefit ELL learners?
  30. 30. Turn and Talk 1. What might this look like in your classroom?

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