This document provides strategies for science teachers to effectively teach English language learners (ELLs). It discusses five levels of English language proficiency and the importance of identifying each student's level. It outlines key planning strategies for teachers, including aligning content and language objectives and linking lessons to students' backgrounds. For instruction, it recommends providing comprehensible input and opportunities for interaction and output. It also suggests using performance-based assessments to evaluate what students have learned without focusing on language. The document aims to help all students succeed in science by giving teachers research-backed approaches to accommodating ELLs.
This document discusses key aspects of the new National Curriculum for English that support EAL and low-attaining pupils. It summarizes five aspects: 1) distinguishing between decoding and language comprehension using the Simple View of Reading framework; 2) teaching spelling in detail including phonics, morphology and etymology; 3) actively building vocabulary; 4) promoting reading for pleasure; and 5) teaching English grammar. It provides context and evidence for why these aspects are important for supporting EAL and low-attaining pupils.
The document discusses ways to modify a classroom environment and curriculum to support five ESOL students in a third grade classroom on the first day of school. It would recommend placing visual aids and using gestures to communicate important information. Interactive strategies like partnering ESOL students with peers and allowing hands-on activities are suggested. It also provides an overview of the stages of language acquisition and how to use leveled questioning appropriately for each student's level. Modifications to the curriculum like scaffolding, building background knowledge, and thematic units are also discussed. The document reviews assessment strategies for ESOL students such as drawings, discussions and portfolios that are less dependent on language. It provides this plan to create a supportive learning environment and ease the transition
The document discusses three articles that aim to help English language learners develop literacy skills and content knowledge, specifically in science, simultaneously. Vocabulary plays an important role in reading comprehension for ELLs. The articles examine strategies like word walls, science notebooks, and questioning that incorporate both literacy development and content learning. They found these approaches improved ELLs' skills when teachers were aware of students' English proficiency levels.
This document summarizes a study that compares the inductive and deductive approaches for teaching English verb tenses to Taiwanese university students. The study examines the effects of the two approaches on students with different cognitive styles (field independent vs field dependent). Students were assigned to either an inductive or deductive group and their learning outcomes were assessed. Results showed that both approaches were effective, with the deductive group showing more significant improvement. Field dependent students improved more than field independent students, regardless of the teaching approach used.
PCG Education White Paper - Next Generation Science in Support of Language Ac...Public Consulting Group
This document argues that teaching science to all students using the Next Generation Science Standards (NGSS) can help improve English language acquisition for English language learners (ELLs) by engaging them in the language-intensive practices of science. The NGSS require students to observe, measure, describe, analyze, and defend their work using academic language, providing opportunities to learn both science content and language skills simultaneously in an authentic context. The document outlines how the NGSS are structured to support language development and provides examples of how certain performance expectations incorporate descriptive, technical, and analytical language use.
This study investigated the effects of two interventions on the reading comprehension of 26 7th and 8th grade students with learning disabilities who used English as a second language. All students first received 15 days of reciprocal teaching instruction in comprehension strategies. They were then randomly assigned to 12 days of either reciprocal teaching with cooperative grouping (n=13) or reciprocal teaching with cross-age tutoring (n=13). While no statistically significant differences were found between the groups, students in both groups made significant gains in reading comprehension. The study examined characteristics of more and less successful students to determine factors related to comprehension growth.
This document discusses key aspects of the new National Curriculum for English that support EAL and low-attaining pupils. It summarizes five aspects: 1) distinguishing between decoding and language comprehension using the Simple View of Reading framework; 2) teaching spelling in detail including phonics, morphology and etymology; 3) actively building vocabulary; 4) promoting reading for pleasure; and 5) teaching English grammar. It provides context and evidence for why these aspects are important for supporting EAL and low-attaining pupils.
The document discusses ways to modify a classroom environment and curriculum to support five ESOL students in a third grade classroom on the first day of school. It would recommend placing visual aids and using gestures to communicate important information. Interactive strategies like partnering ESOL students with peers and allowing hands-on activities are suggested. It also provides an overview of the stages of language acquisition and how to use leveled questioning appropriately for each student's level. Modifications to the curriculum like scaffolding, building background knowledge, and thematic units are also discussed. The document reviews assessment strategies for ESOL students such as drawings, discussions and portfolios that are less dependent on language. It provides this plan to create a supportive learning environment and ease the transition
The document discusses three articles that aim to help English language learners develop literacy skills and content knowledge, specifically in science, simultaneously. Vocabulary plays an important role in reading comprehension for ELLs. The articles examine strategies like word walls, science notebooks, and questioning that incorporate both literacy development and content learning. They found these approaches improved ELLs' skills when teachers were aware of students' English proficiency levels.
This document summarizes a study that compares the inductive and deductive approaches for teaching English verb tenses to Taiwanese university students. The study examines the effects of the two approaches on students with different cognitive styles (field independent vs field dependent). Students were assigned to either an inductive or deductive group and their learning outcomes were assessed. Results showed that both approaches were effective, with the deductive group showing more significant improvement. Field dependent students improved more than field independent students, regardless of the teaching approach used.
PCG Education White Paper - Next Generation Science in Support of Language Ac...Public Consulting Group
This document argues that teaching science to all students using the Next Generation Science Standards (NGSS) can help improve English language acquisition for English language learners (ELLs) by engaging them in the language-intensive practices of science. The NGSS require students to observe, measure, describe, analyze, and defend their work using academic language, providing opportunities to learn both science content and language skills simultaneously in an authentic context. The document outlines how the NGSS are structured to support language development and provides examples of how certain performance expectations incorporate descriptive, technical, and analytical language use.
This study investigated the effects of two interventions on the reading comprehension of 26 7th and 8th grade students with learning disabilities who used English as a second language. All students first received 15 days of reciprocal teaching instruction in comprehension strategies. They were then randomly assigned to 12 days of either reciprocal teaching with cooperative grouping (n=13) or reciprocal teaching with cross-age tutoring (n=13). While no statistically significant differences were found between the groups, students in both groups made significant gains in reading comprehension. The study examined characteristics of more and less successful students to determine factors related to comprehension growth.
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
This document summarizes a study that investigated the difficulties English as a foreign language (EFL) teachers and students face regarding grammar instruction in Oman. The study aimed to understand teachers' perceptions of their own difficulties teaching grammar as well as those of their students. It also examined whether teachers' perceptions varied based on their gender, qualifications, teaching experience, or the level they taught. Teachers reported their perceptions via a questionnaire. The findings provide insights into the difficulties teachers and students experience with grammar instruction in an EFL context in Oman.
This document discusses challenges that English Language Learner (ELL) students face in social sciences classes and strategies to help them succeed. It notes that the ELL population has increased significantly in recent decades. ELL students struggle with social sciences texts because of unfamiliar vocabulary, complex sentences and lack of background knowledge. However, the document outlines approaches like using guiding questions, simplifying texts and the "reverse chronological" method of starting with modern themes and working backwards to help ELLs comprehend social sciences content. While these strategies seem effective, more research is still needed on improving ELL performance in social sciences.
This document discusses several models of second language acquisition and how individual differences can impact computer-assisted language learning. It analyzes factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interaction with native speakers, and language used with community. While studies have found different relationships between these variables and language learning, most agree the variables interact with each other and significantly affect learning outcomes, though further research is needed to understand their specific impacts in different contexts.
This document discusses strategies for teaching grammar to adult English language learners through a focus-on-form approach. It begins by providing background on adult English language learners and a brief history of grammar instruction. It then describes the contemporary focus-on-form approach, which involves drawing learners' attention to linguistic forms within meaningful, communicative contexts. Several instructional techniques are discussed, ranging from more implicit methods like input flooding to more explicit techniques like collaborative dialogues. The document concludes by noting that further research is still needed to determine how attention to form and meaningful interaction should be ordered and how learner characteristics affect readiness for focus on form.
Anatomy Word-Learning In Undergraduate Speech-Language Pathology StudentsRenee Lewis
This document discusses research on teaching complex material like anatomy and physiology to undergraduate speech pathology students. It finds that introducing students to key vocabulary words before lectures or readings helps prepare them. A study examined teaching anatomy vocabulary to undergrads and found that having students learn the pertinent words first improved their later understanding of related material. The document advocates introducing students to novel terms as a simple way to boost comprehension of difficult topics and help students learn independently from textbooks.
This document discusses the use of lecture as a teaching strategy for language classes. It argues that lecture is a dominant method used in Pakistani colleges but has limitations for teaching English as a language. While lecture is effective for content-based subjects, it is problematic for language classes because it does not promote active student participation or development of communication skills. The document reviews literature on different teaching methods and finds inconclusive evidence about the superiority of any single method. It concludes that lecture can be improved through innovative techniques and technologies, but may not be optimal for developing language proficiency.
This document discusses second language acquisition and the development of interlanguage. It defines interlanguage as the intermediate language system that learners develop between their native language and the target language. Interlanguage has its own grammar, lexicon, phonetic rules, etc. The document then analyzes examples of learner work to identify features of their interlanguage systems. It finds that learners may overgeneralize rules and rely on their native language, resulting in errors. Additional context is needed to fully understand learners' development, such as their background, input, and beliefs. Interlanguage shows that learning is a process as learners employ strategies to communicate and progress toward proficiency.
This article discusses an approach to ESL/EFL teaching that aims to help teachers bridge the gap between theoretical knowledge and practical application in the classroom. It proposes integrating an understanding of language variation across communication contexts, using corpus-based descriptive grammar, and incorporating scaffolded language learning activities based on sociocultural theory. This specific approach is intended to address challenges faced by K-12 teachers in connecting theory to practice by providing concrete models of language use.
The document discusses effective teaching strategies for English language learners (ELLs). It begins by providing background on the growing ELL population in U.S. schools and the challenges they face in acquiring a new language and academic content. It then discusses how a student's first language proficiency contributes to their second language development. Five effective teaching strategies are outlined: gathering student background information; providing instruction in the student's first language when possible; using comprehensible input; being aware of students' silent period; and understanding stages of second language acquisition. The strategies emphasize the importance of developmentally, culturally and linguistically appropriate instruction for individual ELL students.
14 Middle School Journal November 2012linguistic ide.docxaulasnilda
14 Middle School Journal November 2012
linguistic identities are. Simply treating ELLs just like
everyone else will not close the achievement gap between
these students and their grade level peers. In an age of
differentiated instruction, middle level educators need to
be cognizant of specific reading strategies that will allow
their ELLs to achieve their true potential.
The benefits and challenges
of biliteracy
ELLs have a variety of unique characteristics that
teachers should consider when determining appropriate
instruction. Because students come to schools with
varying levels of first language proficiencies, the amount
of language instruction required varies from one student
to the next. Before instruction begins, it is essential for
teachers to gauge each student’s language proficiency
level to guide future instruction. However, when teachers
assess a student's language proficiency, it is important
for them to keep in mind that a student may sound fluent
in English when, in fact, he or she is not. According to
Cummins (1981), students have two levels of language
proficiency: “basic interpersonal communication skills
(BICS)” and “cognitive academic language proficiency
(CALP)” (p. 16). Generally, students who sound fluent
have strong social language skills (BICS) because
these skills typically develop in the first three years of
learning a new language (Watkins & Lindahl, 2010).
In social situations, such as lunch time in the cafeteria,
ELLs might have lengthy conversations in English about
Carlos (a pseudonym) moved from Guatemala to the
United States when he was in sixth grade. When Carlos
started school, his teachers expected him to speak only
in English and practice English in his Spanish-speaking
household. Carlos’s state test scores showed that, at the
end of sixth grade, he was significantly below his grade
level peers in reading. Sadly, Carlos began to state that
he hated school and wanted to move back to Guatemala.
That summer, Carlos moved again. At his new middle
school in Illinois, Carlos’s teacher allowed him to write
in Spanish while learning English content at grade level
and to read bilingual books (English and Spanish). He
also received daily small-group reading instruction that
focused on vocabulary in context and comprehension.
That year on his reading tests, Carlos’s scores grew
significantly from the year before, and his motivation to
learn became evident by the smile on his face and his
desire to excel at each task his teacher assigned.
Carlos’s story is not unique; similar educational
experiences happen to English language learners, or
ELLs, every year in the United States. According to
the U.S. Department of Education’s National Center
for Education Statistics (2010), in 2008 there were
approximately 10.9 million children in the United States
who did not speak English in their homes. Unfortunately,
today too many of the 10.9 million ELLs still receive ...
The document discusses the relationship between literacy and diversity in Australia. It focuses on students from low socioeconomic backgrounds and how recent education policies have impacted them. Specifically, it discusses how the introduction of standardized testing (NAPLAN) and school performance reporting (MySchool) have shifted curriculum and pedagogy away from multimodal texts that low SES students can connect with. This has reduced student engagement and risks widening educational divides. While multimodal literacy instruction can boost outcomes for these students, current testing does not assess these skills.
This document discusses strategies for developing academic literacy skills in emergent bilingual students. It notes that these students struggle with the literacy demands of the Common Core standards. The document advocates for an integrated approach to teaching language and science. It presents a model of literacy progression and describes strategies like inquiry-based learning, cooperative learning, and vocabulary development that can help emergent bilinguals master both academic content and language. The document concludes that academic literacy requires a variety of skills, including understanding discipline-specific vocabulary and using literacy to comprehend and communicate information.
This document discusses identification and assessment of English language learners (ELLs) and their needs. It outlines that under No Child Left Behind, schools must demonstrate that ELLs meet academic standards and provide annual English proficiency assessments. The Individuals with Disabilities Education Act regulates education of students with disabilities. Accurately identifying ELLs' language proficiency and academic achievement is challenging due to interactions between language and disability. Early identification of at-risk ELLs is important to provide appropriate interventions.
English Language Learners in the Mainstream Classroomkma08009
This document provides information and strategies for mainstream classroom teachers to effectively support English Language Learners (ELLs). It discusses that most ELLs in the US are Spanish-speakers from immigrant families and face socioeconomic challenges. While ELLs develop social English quickly, academic English takes longer and must be explicitly taught. The document recommends strategies like building background knowledge, explicit vocabulary and language development instruction, scaffolding, and connecting reading and writing. It emphasizes the importance of both the students' native language and English in developing literacy in order to support ELLs in mainstream classrooms.
11.[22 32]a means to improve language skills and encourage student engagement...Alexander Decker
This document summarizes a study that examined how critical thinking-based English as a Foreign Language (EFL) lessons helped facilitate language learning and engagement for Thai university students. The study utilized classroom observations and collected student assignments and tests over one academic year. Findings showed the critical thinking lessons empowered students' EFL learning and engagement to a large extent by developing their voices and language use. However, language gains were only marginally significant over the year. The study contributes to understanding how critical thinking lessons can be incorporated to facilitate EFL learning.
Second Language Accent And Pronunciation Teaching A Research Based Approachenglishonecfl
This document discusses research on second language pronunciation teaching and accent. It argues that empirical research is essential to improving our understanding of accent and informing pronunciation instruction, but that the study of pronunciation has been marginalized in applied linguistics. It calls for more research collaboration between researchers and teachers to enhance knowledge and develop classroom-relevant materials. The document summarizes key findings on factors that influence accents, settings intelligible goals for learners, and identifying pedagogical priorities informed by research.
This document discusses a study that analyzed writing errors in essays produced by first-year chemistry students at Cape Peninsula University of Technology in South Africa. The study aimed to identify common errors and their pedagogical implications. Literature on academic language proficiency and disciplinary literacy was reviewed. It was found that errors related to mother tongue interference, syntax, morphology, essay structure, punctuation and spelling compromised essay quality and meaning. The results provide feedback to lecturers on students' development of academic writing skills in chemistry. Tailoring academic literacy interventions to promote discipline-specific language proficiency could help students.
Special Education Evaluation of English Language Learners (ELLs)- The Importa...Amanda Lee Palmer
This document discusses collaboration between general education and special education teachers to support English language learners with learning disabilities. It provides background information on English language learners and those with learning disabilities. It also discusses challenges in identifying learning disabilities in English language learners. The document advocates for teacher collaboration and recommends strategies like preventative discipline and providing structure to support these students. It suggests teacher education programs should provide opportunities for collaboration and connecting theory to practice in real classrooms to better prepare teachers.
In a study, teacher candidates who specialized in teaching English as a second language (ESL) were surveyed about their readiness to teach culturally and linguistically diverse students. The majority felt their strengths came from strategies learned in their teacher education program or from exposure to diverse groups. Some cited personality traits like patience and respect. A few felt their own diverse backgrounds prepared them. Recommendations were made to improve ESL teacher preparation programs based on candidates' perceptions of their strengths and challenges in teaching diverse students.
KALYAN MATKA | MATKA RESULT | KALYAN MATKA TIPS | SATTA MATKA | MATKA.COM | MATKA PANA JODI TODAY | BATTA SATKA | MATKA PATTI JODI NUMBER | MATKA RESULTS | MATKA CHART | MATKA JODI | SATTA COM | FULL RATE GAME | MATKA GAME | MATKA WAPKA | ALL MATKA RESULT LIVE ONLINE | MATKA RESULT | KALYAN MATKA RESULT | DPBOSS MATKA 143 | MAIN MATKA
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
This document summarizes a study that investigated the difficulties English as a foreign language (EFL) teachers and students face regarding grammar instruction in Oman. The study aimed to understand teachers' perceptions of their own difficulties teaching grammar as well as those of their students. It also examined whether teachers' perceptions varied based on their gender, qualifications, teaching experience, or the level they taught. Teachers reported their perceptions via a questionnaire. The findings provide insights into the difficulties teachers and students experience with grammar instruction in an EFL context in Oman.
This document discusses challenges that English Language Learner (ELL) students face in social sciences classes and strategies to help them succeed. It notes that the ELL population has increased significantly in recent decades. ELL students struggle with social sciences texts because of unfamiliar vocabulary, complex sentences and lack of background knowledge. However, the document outlines approaches like using guiding questions, simplifying texts and the "reverse chronological" method of starting with modern themes and working backwards to help ELLs comprehend social sciences content. While these strategies seem effective, more research is still needed on improving ELL performance in social sciences.
This document discusses several models of second language acquisition and how individual differences can impact computer-assisted language learning. It analyzes factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interaction with native speakers, and language used with community. While studies have found different relationships between these variables and language learning, most agree the variables interact with each other and significantly affect learning outcomes, though further research is needed to understand their specific impacts in different contexts.
This document discusses strategies for teaching grammar to adult English language learners through a focus-on-form approach. It begins by providing background on adult English language learners and a brief history of grammar instruction. It then describes the contemporary focus-on-form approach, which involves drawing learners' attention to linguistic forms within meaningful, communicative contexts. Several instructional techniques are discussed, ranging from more implicit methods like input flooding to more explicit techniques like collaborative dialogues. The document concludes by noting that further research is still needed to determine how attention to form and meaningful interaction should be ordered and how learner characteristics affect readiness for focus on form.
Anatomy Word-Learning In Undergraduate Speech-Language Pathology StudentsRenee Lewis
This document discusses research on teaching complex material like anatomy and physiology to undergraduate speech pathology students. It finds that introducing students to key vocabulary words before lectures or readings helps prepare them. A study examined teaching anatomy vocabulary to undergrads and found that having students learn the pertinent words first improved their later understanding of related material. The document advocates introducing students to novel terms as a simple way to boost comprehension of difficult topics and help students learn independently from textbooks.
This document discusses the use of lecture as a teaching strategy for language classes. It argues that lecture is a dominant method used in Pakistani colleges but has limitations for teaching English as a language. While lecture is effective for content-based subjects, it is problematic for language classes because it does not promote active student participation or development of communication skills. The document reviews literature on different teaching methods and finds inconclusive evidence about the superiority of any single method. It concludes that lecture can be improved through innovative techniques and technologies, but may not be optimal for developing language proficiency.
This document discusses second language acquisition and the development of interlanguage. It defines interlanguage as the intermediate language system that learners develop between their native language and the target language. Interlanguage has its own grammar, lexicon, phonetic rules, etc. The document then analyzes examples of learner work to identify features of their interlanguage systems. It finds that learners may overgeneralize rules and rely on their native language, resulting in errors. Additional context is needed to fully understand learners' development, such as their background, input, and beliefs. Interlanguage shows that learning is a process as learners employ strategies to communicate and progress toward proficiency.
This article discusses an approach to ESL/EFL teaching that aims to help teachers bridge the gap between theoretical knowledge and practical application in the classroom. It proposes integrating an understanding of language variation across communication contexts, using corpus-based descriptive grammar, and incorporating scaffolded language learning activities based on sociocultural theory. This specific approach is intended to address challenges faced by K-12 teachers in connecting theory to practice by providing concrete models of language use.
The document discusses effective teaching strategies for English language learners (ELLs). It begins by providing background on the growing ELL population in U.S. schools and the challenges they face in acquiring a new language and academic content. It then discusses how a student's first language proficiency contributes to their second language development. Five effective teaching strategies are outlined: gathering student background information; providing instruction in the student's first language when possible; using comprehensible input; being aware of students' silent period; and understanding stages of second language acquisition. The strategies emphasize the importance of developmentally, culturally and linguistically appropriate instruction for individual ELL students.
14 Middle School Journal November 2012linguistic ide.docxaulasnilda
14 Middle School Journal November 2012
linguistic identities are. Simply treating ELLs just like
everyone else will not close the achievement gap between
these students and their grade level peers. In an age of
differentiated instruction, middle level educators need to
be cognizant of specific reading strategies that will allow
their ELLs to achieve their true potential.
The benefits and challenges
of biliteracy
ELLs have a variety of unique characteristics that
teachers should consider when determining appropriate
instruction. Because students come to schools with
varying levels of first language proficiencies, the amount
of language instruction required varies from one student
to the next. Before instruction begins, it is essential for
teachers to gauge each student’s language proficiency
level to guide future instruction. However, when teachers
assess a student's language proficiency, it is important
for them to keep in mind that a student may sound fluent
in English when, in fact, he or she is not. According to
Cummins (1981), students have two levels of language
proficiency: “basic interpersonal communication skills
(BICS)” and “cognitive academic language proficiency
(CALP)” (p. 16). Generally, students who sound fluent
have strong social language skills (BICS) because
these skills typically develop in the first three years of
learning a new language (Watkins & Lindahl, 2010).
In social situations, such as lunch time in the cafeteria,
ELLs might have lengthy conversations in English about
Carlos (a pseudonym) moved from Guatemala to the
United States when he was in sixth grade. When Carlos
started school, his teachers expected him to speak only
in English and practice English in his Spanish-speaking
household. Carlos’s state test scores showed that, at the
end of sixth grade, he was significantly below his grade
level peers in reading. Sadly, Carlos began to state that
he hated school and wanted to move back to Guatemala.
That summer, Carlos moved again. At his new middle
school in Illinois, Carlos’s teacher allowed him to write
in Spanish while learning English content at grade level
and to read bilingual books (English and Spanish). He
also received daily small-group reading instruction that
focused on vocabulary in context and comprehension.
That year on his reading tests, Carlos’s scores grew
significantly from the year before, and his motivation to
learn became evident by the smile on his face and his
desire to excel at each task his teacher assigned.
Carlos’s story is not unique; similar educational
experiences happen to English language learners, or
ELLs, every year in the United States. According to
the U.S. Department of Education’s National Center
for Education Statistics (2010), in 2008 there were
approximately 10.9 million children in the United States
who did not speak English in their homes. Unfortunately,
today too many of the 10.9 million ELLs still receive ...
The document discusses the relationship between literacy and diversity in Australia. It focuses on students from low socioeconomic backgrounds and how recent education policies have impacted them. Specifically, it discusses how the introduction of standardized testing (NAPLAN) and school performance reporting (MySchool) have shifted curriculum and pedagogy away from multimodal texts that low SES students can connect with. This has reduced student engagement and risks widening educational divides. While multimodal literacy instruction can boost outcomes for these students, current testing does not assess these skills.
This document discusses strategies for developing academic literacy skills in emergent bilingual students. It notes that these students struggle with the literacy demands of the Common Core standards. The document advocates for an integrated approach to teaching language and science. It presents a model of literacy progression and describes strategies like inquiry-based learning, cooperative learning, and vocabulary development that can help emergent bilinguals master both academic content and language. The document concludes that academic literacy requires a variety of skills, including understanding discipline-specific vocabulary and using literacy to comprehend and communicate information.
This document discusses identification and assessment of English language learners (ELLs) and their needs. It outlines that under No Child Left Behind, schools must demonstrate that ELLs meet academic standards and provide annual English proficiency assessments. The Individuals with Disabilities Education Act regulates education of students with disabilities. Accurately identifying ELLs' language proficiency and academic achievement is challenging due to interactions between language and disability. Early identification of at-risk ELLs is important to provide appropriate interventions.
English Language Learners in the Mainstream Classroomkma08009
This document provides information and strategies for mainstream classroom teachers to effectively support English Language Learners (ELLs). It discusses that most ELLs in the US are Spanish-speakers from immigrant families and face socioeconomic challenges. While ELLs develop social English quickly, academic English takes longer and must be explicitly taught. The document recommends strategies like building background knowledge, explicit vocabulary and language development instruction, scaffolding, and connecting reading and writing. It emphasizes the importance of both the students' native language and English in developing literacy in order to support ELLs in mainstream classrooms.
11.[22 32]a means to improve language skills and encourage student engagement...Alexander Decker
This document summarizes a study that examined how critical thinking-based English as a Foreign Language (EFL) lessons helped facilitate language learning and engagement for Thai university students. The study utilized classroom observations and collected student assignments and tests over one academic year. Findings showed the critical thinking lessons empowered students' EFL learning and engagement to a large extent by developing their voices and language use. However, language gains were only marginally significant over the year. The study contributes to understanding how critical thinking lessons can be incorporated to facilitate EFL learning.
Second Language Accent And Pronunciation Teaching A Research Based Approachenglishonecfl
This document discusses research on second language pronunciation teaching and accent. It argues that empirical research is essential to improving our understanding of accent and informing pronunciation instruction, but that the study of pronunciation has been marginalized in applied linguistics. It calls for more research collaboration between researchers and teachers to enhance knowledge and develop classroom-relevant materials. The document summarizes key findings on factors that influence accents, settings intelligible goals for learners, and identifying pedagogical priorities informed by research.
This document discusses a study that analyzed writing errors in essays produced by first-year chemistry students at Cape Peninsula University of Technology in South Africa. The study aimed to identify common errors and their pedagogical implications. Literature on academic language proficiency and disciplinary literacy was reviewed. It was found that errors related to mother tongue interference, syntax, morphology, essay structure, punctuation and spelling compromised essay quality and meaning. The results provide feedback to lecturers on students' development of academic writing skills in chemistry. Tailoring academic literacy interventions to promote discipline-specific language proficiency could help students.
Special Education Evaluation of English Language Learners (ELLs)- The Importa...Amanda Lee Palmer
This document discusses collaboration between general education and special education teachers to support English language learners with learning disabilities. It provides background information on English language learners and those with learning disabilities. It also discusses challenges in identifying learning disabilities in English language learners. The document advocates for teacher collaboration and recommends strategies like preventative discipline and providing structure to support these students. It suggests teacher education programs should provide opportunities for collaboration and connecting theory to practice in real classrooms to better prepare teachers.
In a study, teacher candidates who specialized in teaching English as a second language (ESL) were surveyed about their readiness to teach culturally and linguistically diverse students. The majority felt their strengths came from strategies learned in their teacher education program or from exposure to diverse groups. Some cited personality traits like patience and respect. A few felt their own diverse backgrounds prepared them. Recommendations were made to improve ESL teacher preparation programs based on candidates' perceptions of their strengths and challenges in teaching diverse students.
Similar to Bautista, N., Castañeda, M. (2011). Teaching science to ELLs, part I. The science teacher, 78(3), 35..pdf (20)
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Teaching Science to ELLs, Part I
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2. March 2011 35
Teaching Science to ELLs, Part I
Nazan Bautista and Martha Castañeda
Since 1995, the population of English language learners
(ELLs) in the United States has increased by an astonishing
57% (Maxwell 2009). Though ELLs come from many dif-
ferent backgrounds, they share the common challenge of learning
English while responding to academic content demands. This is
an especially difficult task for ELLs at the secondary level because
these students have limited time to develop their language skills
while attending to academic content.
Key strategies every science teacher should know
March 2011 35
3. The Science Teacher
36
This article provides key strategies every science
teacher should know to better accommodate ELLs in
the science classroom. We present five levels of language
proficiency (Figure 1) and strategies for both planning
(Figure 2) and implementing science instruction (Figure
3). Fortunately, all students—not just ELLs—will benefit
from using these strategies in the classroom.
Background
Teachers have a legal and professional responsibility
to provide meaningful learning experiences for ELLs
(Ovando, Collier, and Combs 2006; Normore, Rodriguez,
and Wynne 2007). Historically, this responsibility has
fallen to English for speakers of other languages (ESOL)
specialists, if available, in the school or district. It has
also long been assumed that language development and
content learning happen independently.
However, there is increasing evidence that language
development is best achieved in the context of content
learning (TESOL 2006). For example, the future tense
(e.g., “I will go”) can be learned in the science classroom
while predicting the outcome of an investigation (e.g.,
“The ball will float”).
Becoming proficient in a language is a complex and
demanding process that takes many years to achieve,
regardless of age. Cummins (1981), for example, has
established a distinction between social language (or
basic interpersonal communication skills [BICS]), and
academic language (or cognitive academic language
proficiency [CALP]). He found that though students pick
Fi gur e 1
Proficiency levels.
Adapted from TESOL 2006.
Level 1 Starting Limited or no understanding of English and able to respond nonverbally.
Level 2 Emerging Able to understand phrases and short sentences and use memorized phrases and
groups of words.
Level 3 Developing Able to understand more complex speech, but requires repetition and uses simple
sentences.
Level 4 Expanding Able to communicate day-to-day needs and read independently, but has chal-
lenges with content comprehension.
Level 5 Bridging Able to express personal or academic topics fluently. Grammatical errors are
minimal.
Fi gur e 2
Key strategies for planning science instruction for English language learners (ELLs).
Know your ELLs’
proficiency level
Align content and language objectives
Create a link between ELLs’ background
and content knowledge
Body systems and organs:
Level 1: “Match descrip-
u
u
tive phrases or words to
diagrams or models.”
Level 5: “Make predic-
u
u
tions or inferences from
modified grade-level
material” (TESOL 2006).
Plant life cycle:
Content objective: Explain the pro-
u
u
cesses involved in the plant life cycle.
Language objective: Use spe-
u
u
cific vocabulary (e.g., germination,
fertilization) and action verbs (e.g.,
germinate, fertilize). Present this in-
formation using complete sentences.
Environmental occurrences:
Identify the environmental occur-
u
u
rences specific to the ELLs’ back-
ground and home region (e.g., earth-
quakes, El Niño effect, volcanoes).
While discussing Earth science
u
u
concepts—such as fast changes—take
advantage of the knowledge and
experience the ELL may bring to the
classroom.
4. March 2011 37
Teaching Science to ELLs, Part I
up BICS relatively quickly, CALP takes years to develop.
This creates a sense of urgency for ELLs at the second-
ary level, who must develop both levels of proficiency in
a limited time frame. Such students are dependent on
their teachers to help them learn the specialized language
needed to understand the content.
Teaching ELLs must be considered a shared respon-
sibility between the content area teacher and the ESOL
specialist. This presents a challenge for content teachers
who might not have the knowledge and skills to accommo-
date ELLs in instruction and assessment. In a nationwide
study, 42% of participating U.S. public school teachers
reported ELLs in their classes, but only 13% had received
training to teach linguistically and culturally diverse stu-
dents (Echevarria, Vogt, and Short 2008). Since this type of
training may not be readily available, content area teachers
must take initiative and seek knowledge and resources for
teaching ELLs in their classrooms.
The following sections present key strategies for plan-
ning and implementing science instruction.
Key planning strategies
1. Know ELLs’ language-proficiency levels
All students enter the classroom with varying abilities,
experiences, needs, and strengths. A unique facet of an
ELL’s profile is his or her English-proficiency level. The
Teachers of English to Speakers of Other Languages
(TESOL) organization provides a five-level language
proficiency scale, which describes the learner’s ability in
English (TESOL 2006) (Figure 1).
When teaching ELLs, science teachers must first iden-
tify each student’s language-proficiency level with the
help of the school or district ESOL specialist. Using this
information, they can then identify appropriate content
objectives, modify instruction, make accommodations, and
adapt assessments. For example, a Level 1 student on the
TESOL scale can label the parts of the urinary system by
matching the terms to a diagram (Figure 1), and a Level 5
student can explain the causes and consequences of losing
kidney function (TESOL 2006).
The content expectations for ELLs—regardless of their
proficiency level—are equivalent to those of mainstream
students; it is only the language that is modified. Addi-
tionally, as ELLs move through the various proficiency
levels, teachers should scaffold language to maximize their
language development.
2. Align content and language objectives
One way science teachers can assist ELLs is to pro-
vide explicit language objectives aligned with content
objectives. Language objectives focus on the spe-
cific vocabulary, grammatical, rhetorical, and dis-
course structures needed to learn the science content.
For instance, in a unit on physical and chemical changes,
Figur e 3
Key strategies for English language learners (ELLs): Investigating pitch of sound.
Provide comprehensible input and
opportunities for output
Provide
opportunities
for interaction
Use performance-based
assessment to promote
science learning
Input:
u Show and name the materials (e.g., rubber bands, tun-
ing forks, ruler).
u Illustrate the differences (i.e., long vs. short, thick
vs. thin).
u Model the verbs (e.g., hit, listen).
u Model one of the investigations, such as how length
of a tuning fork affects the pitch of a sound.
ELL repeats the modeled process.
Output:
u ELL explains the process to a peer and writes the
outcome of the investigation by filling in the blank.
For example, “The _____ (longer or shorter) the tuning
fork, the _____ (lower or higher) the pitch.”
During an investiga-
tion, pair up students.
Pairs converse and de-
scribe the process (e.g.,
“I hear a low pitch”)
and the outcomes (e.g.,
the longer the tuning
fork, the lower the
pitch). This interaction
helps ELLs test out and
verify language while
learning academic
content.
In pairs, ask learners to
perform the two remaining
investigations regarding the
impact of thickness and ten-
sion on pitch of sound, and
write outcomes by using the
model sentence. The teacher
uses a rubric to evaluate
the student’s group perfor-
mance, individual perfor-
mance, accurate representa-
tion of results, and the use
of complete sentences.
5. The Science Teacher
38
one of the content
objectives might be
to “explain changes
in matter, the nature
of changes, and their
real-world applications
in extended discourse”
(TESOL 2006, p. 94).
A language objective
for this unit might be
to “compare and clas-
sify information using
technical vocabulary”
(TESOL 2006).
By linking the con-
tent objectives to the
TESOL Science Standards and Performance Indicators
(TESOL 2006) and the ELLs’ level of English proficiency,
science teachers can set reasonable expectations for their
performance in a given lesson. Making language objectives
explicit can also help native English-speaking students who
struggle with academic language.
3. Create a link between background knowl-
edge and science instruction
All learners, including ELLs, bring a wealth of back-
ground knowledge to the science classroom. This
knowledge plays an essential role in teaching ELLs:
They benefit when the teacher activates their prior
knowledge of a science concept and builds on it. Ac-
cessing prior knowledge enhances new learning, influ-
ences performance, and improves comprehension for all
students—but it is crucial for ELLs.
For example, most countries use the metric system,
so most ELLs bring knowledge of this system to the
classroom. A science teacher can take advantage of this
existing knowledge and, at the same time, include ELLs
in classroom instruction. Efforts to draw attention and
make connections to prior knowledge and experiences
will significantly improve all students’ comprehension of
science concepts—but this is especially true for ELLs.
Key strategies for science instruction
1. Provide opportunities for input and output
To successfully learn a new language, ELLs must have access
towhatKrashen(1982)callscomprehensibleinput,orlanguage
that learners can understand, but is just beyond their current
level of competence. This presents a unique challenge for the
science teacher, because he or she not only needs to present,
demonstrate, and clarify the content, but also ensure that the
language being used is accessible for ELLs.
There are many strategies a teacher can implement to
make input comprehensible—such as using cognates, visu-
als, simulations, and models; rephrasing; or allowing the
learner to explore first. For example, involving ELLs in
simulation activities about the water cycle can help them
not only understand the processes involved, but also realize
that not all water molecules go through the cycle all the
time (e.g., the ice on top of glaciers may remain solid for
many years). Teachers can also support this learning by us-
ing visuals—such as a water cycle diagram—to show how
plants, animals, and humans are involved in the process.
Accommodations such as this benefit not only ELLs, but
also students with diverse learning preferences.
Access to new language plays a key role in language
acquisition, but it is only one of many important elements.
ELLs also need opportunities to produce language and
interact with others in a safe and welcoming environ-
ment. Producing language, or what Swain (1985) calls
output, allows the student to engage with the language.
Learners test out the language and reflect on linguistic
forms in context, which shows them what they can and
cannot do. Poster presentations can allow ELLs to prac-
tice writing and speaking. The visual explanation can
also decrease their anxiety level when presenting the
information orally.
2. Provide opportunities for interaction
Another factor for ELLs’ success in language acquisition
is interaction, an activity that connects input and output.
Interaction serves as the foundation for language develop-
ment because it requires ELLs to comprehend language
input, produce language output, and negotiate meaning
with others. Through interaction, ELLs not only develop
their scientific communication skills, but also clarify their
understanding with classmates who are more proficient
in English.
For this reason, carefully planned small-group ac-
tivities, such as information gaps, can be an effective
instructional strategy for ELLs. In an information gap
activity, two or more students must communicate to ob-
tain missing information. For instance, one student may
have a biography of a famous scientist with the names of
places missing, and another student may have the same
biography with the dates missing. By asking questions,
they can complete the biography together. For these ac-
tivities, science teachers should
u provide clear directions, both written and oral,
u assign roles according to the ELLs’ levels of lan-
guage proficiency—asking beginners to perform less
language-dependent tasks, and
u include proficient English speakers in larger groups.
The key is to
provide a variety
of opportunities
for ELLs with
varying language
proficiency to
express their
understanding of
scientific concepts.
6. March 2011 39
Teaching Science to ELLs, Part I
If possible, students at the lower proficiency levels should
be paired with speakers of their native language so they can
use this language when discussing scientific concepts. Like-
wise, students at higher proficiency levels should be paired
with proficient English speakers (Ballantyne, Sanderman,
and Levy 2008). When used effectively, small groups can
provide a nonthreatening and more relaxed environment in
which ELLs feel comfortable asking questions and seeking
explanations.
3. Use performance-based assessment
Science teachers need to make sure that ELLs have a
reasonable way to communicate what they are learning.
The teacher must lower language barriers in the assess-
ment process so that the focus is on science learning, not
English-language proficiency (NRC 1996). For this reason,
performance-based assessment strategies, such as oral re-
ports, presentations, demonstrations, debates, written task
performances, and portfolios, can be effective in assessing
ELLs’ academic achievement.
In a performance-based assess-
ment, students demonstrate their
scientific knowledge and skills
through a performance (e.g., using
data collected via observations to
generate inferences) and a product
(e.g., creating a model of a thermos
while studying thermal conductors
and insulators). The key is to provide
a variety of opportunities for ELLs
with varying language proficiency
to express their understanding of
scientific concepts.
Similarly, teachers should simplify the language used in
the directions for the assessment and allow extra time for
ELLs to complete the tasks. When constructed effectively,
performance-based assessment can help ELLs support
their language and content development, meet their needs
at different levels of English-language proficiency, moni-
tor their own academic development, and show what they
know and are able to do.
Performance-based assessments promote a wide range
of responses and do not typically produce a single correct
answer. Hence, science teachers should set clear and fair
criteria to evaluate ELLs’ performances, and share these
criteria with ELLs when the task is first introduced. A
rubric is helpful in this regard.
Conclusion
Teachers need strategies to help build the language and
content knowledge of all students—making sure that
ELLs, along with native English speakers, have the op-
portunity to succeed in science. Though there are many
strategies that can be helpful to a teacher, the strategies
we have outlined in this article will allow teachers to
provide meaningful science learning experiences for all
students, but particularly for ELLs.
(Note: The second part of this two-part series focuses
on strategies for assessing ELLs in the science classroom.
This article, appearing on page 40 of this issue, provides
ideas for monitoring language and content development
of ELLs.) n
Nazan Bautista (uludagn@muohio.edu) is an assistant profes-
sor of science education and Martha Castañeda (castanme@
muohio.edu) is an assistant professor of foreign language
education, both at Miami University in Oxford, Ohio.
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Access to new
language plays a
key role in language
acquisition, but it is only
one of many important
elements.
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