This document discusses social strategies and teacher influences that help English language learners succeed academically. It describes two types of social strategies: interacting with one's environment to learn English naturally, and working with other students in groups. Teacher influences include speaking slowly, using visuals, modeling activities, and providing multiple exposures to new vocabulary. The document also discusses strategies like graphic organizers, hands-on activities, and modifying homework for English language learners.

1. Influences and Strategies on
English Language Learners
Success in the Classroom
Amy Tripp

2. Learn about these important first
steps that will help ELLs feel
welcome and get them on the path
to academic success.

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. 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. 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. 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. 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. Vocabulary
It is suggested that teachers focus on
about five words per lesson with many
opportunities to interact with the terms
(Himmel, et al., 2009). Multiple
exposures is key.

9. One example of Vocabulary
Strategies 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. Vocabulary-Watch & Learn

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. 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. 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. 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.