Download to read offline
English languagelearners1
- 1. Effective Instruction for EnglishLanguage Learners Effective Instruction for English Language Learners
- 2.
- 3. •By the endof 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. • Dialogue: • Whatdo you know about English Language Learners? • Your own experiences • or What you’ve learned
- 5.
- 6. •home language/school language •time requiredto learn English •instructional resources •classroom segregation •teacher capacity Issues
- 7. •“English learners are bestserved when their teachers provide instruction-including corrective feedback-- when it is needed.” • Source: (Scarcella, 2004, p. 53) Instruction!
- 8. •“The most powerfulway of learning academic English is through good instruction.” • Source: (Scarcella, 2004, p. 53)
- 9. Big IdeasBig Ideas •Increaseacademic vocabulary: multiple encounters with words. •Increase academic vocabulary: multiple encounters with words. Oral language development: lots of dialogue Automaticity with sight words
- 10. Big IdeasBig Ideas •Safetynets of increased context: e.g., visuals •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. •Natural Order (Krashen):pre- production, speech emergence, intermediate, advanced •Affective Filter (Krashen) •Comprehensible Input (Krashen) •Output (productive speech) (Swain) Second Language Acquisition
- 12. •Natural Order (Krashen): •pre-production •speechemergence •intermediate •advanced
- 13. • TELPAS • Beginner(B) • Intermediate (I) • Advanced (A) • Advanced High (AH)
- 14. •Linguistic Transfer fromL1 •Prior knowledge/declarative knowledge •Strategic/procedural knowledge •Motivation to learn English •Cultural and linguistic resources •“Funds of Knowledge” What ELL’s Bring:
- 15. •Vocabulary/Academic English • EnglishGrammar •Increased CONTEXT What ELL’s need:
- 16. • Modifications: • VOCABULARYfocus • Visuals/video/multimedia • Hands-on • Real Objects • Preview-TEACH-Review • Small group/partner work
- 17. • “Unstructured and unplannedgrammar instruction is a disaster for ELL’s.” (p. 100) • No on-the-fly instruction! • Source: (Scarcella, 2003)
- 18.
- 19.
- 20. •Singing •Poetry/chart stories •Routines More onoral language development
- 21.
- 22. •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. Sight Words
- 23. • 100 mostcommon words= • 50% of words in a text • Source: (Nation, 2005)
- 24. •Interactive- DAILY! •Students contribute synonyms •Student “own” the words-- theysign their name. Word Walls: Build Academic Vocabulary
- 25.
- 26.
- 27. •What is Sheltered English? •Contentlearning + language learning •Importance of schema building: front-loading •Pre-reading activities
- 28. Shared ReadingShared Reading •Advantagesof shared reading •Active reading and engaging texts. •Thinking aloud to make meaning explicit. •Advantages of shared reading •Active reading and engaging texts. •Thinking aloud to make meaning explicit.
- 29. Application Consider a classroomreading 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. 1.What might thislook like in your classroom? Turn and Talk