Influences on ell_success_classroom

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Influences on ell_success_classroom

  1. 1. Influences and Strategies onEnglish Language Learners Success in the Classroom Amy Tripp
  2. 2. Learn about these important first steps that will help ELLs feelwelcome and get them on the path to academic success.
  3. 3. Social Strategies• There are two types of social strategies. In the first type, language learners attempt to learn English by interacting with the environment. They expand their vocabularies by listening as English is being spoken and by attending to written English as it appears around them.
  4. 4. Social Strategies• The second type of social strategy is more closely related to the classroom. Here language learners work with one or more other students to learn information or to complete a task. Group work and cooperative learning are social learning strategies. Because social strategies are, as the name states, social, they often feel less like practice and more like fun (Reiss, 2008).
  5. 5. Examples of Social Strategies• Working in class in pairs or small groups to clarify content, solve problems, and complete projects.• Playing teacher-made or professionally designed games to sharpen skills.• Doing homework with a friend.• Studying with a partner for a test.• Watching select television programs and movies.• Observing peers to learn more about culture and language• Asking questions and making requests
  6. 6. Teacher Influences and Strategies• speak slowly, distinctly, and write down key terms• emphasize visual literacy• graphic organizers• charts, graphs and figures• video clips• group projects and cooperative learning• think/pair/share• hands-on activities• connections to prior knowledge
  7. 7. More Influences and Strategies • clear, procedural steps • model of lab activities • journaling • reading comprehension activities for text • wait time • picture glossaries • word wall • language-based games
  8. 8. Vocabulary It is suggested that teachers focus onabout five words per lesson with manyopportunities to interact with the terms (Himmel, et al., 2009). Multiple exposures is key.
  9. 9. One example of VocabularyStrategies called four square. Write the word. Write a definition in your own words. Draw a picture Write a sentence using representing the word. the word.
  10. 10. Vocabulary-Watch & Learn
  11. 11. Homework and Practice• Homework provides students with opportunities to practice and review. Homework is an effective means of extending student learning beyond the school day. There are several guidelines to keep in mind regarding homework for ELLs.
  12. 12. Homework and Practice Cont.• Concrete, nonlinguistic examples such as photographs, objects, visual organizers, graphics, demonstrations, notes, or outlines• Opportunities for students to ask questions and discuss assignments orally• Native language support through bilingual tutors, instructions, or materials• Peer support for note taking and homework• Modified or additional instructions• Tips and strategies for learning• (Hill & Flynn, 2006)
  13. 13. References• Andrews, L. (2001). Linguistics for l2 teachers. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc. Publishers• Crystal, D. (1997). The cambridge encyclopedia of language. Cambridge Univ Pr.• Echevarria, J. (2005). Using SIOP in science: response to Settlage, Madsen, and Rustad. Issues in Teacher Education, 14(1), 59- 62.• Echevarria, J., Vogt, M. & Short, D.J. (2008). Making content comprehensible for English language learners: the SIOP model. Boston, MA: Pearson Education, Inc.• Hill, J. D. & Flynn, K. M. (2006). Classroom instruction that works with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development Publications.
  14. 14. References Cont.• Himmel, J., Echevarria, J., Richards, C., & Short, D., (2009). Using the SIOP model to improve middle school science instruction.• Fitzgerald, J. & Graves, M.F. (2004). Scaffolding reading experiences for English-language learners. Norwood, MA: Christopher- Gordon Publishers, Inc.• Reiss, J. (2008). 102 Content strategies for English language learners: Teaching for academic success in grades 3-12. Upper Saddle, NJ: Pearson Education Inc.• Short, D.J., Vogt, M., & Echevarria, J. (2011). The SIOP model for teaching history-social studies to English learners. Boston, MA: Pearson Education Inc.• Zimmerman, S., Daniels, H., & Hyde, A. (2005). Best practices, new standards for teaching and learning in America’s schools.

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