The document discusses key facts and best practices for teaching English Language Learner (ELL) students. It notes that the population of ELL students in the US has grown significantly in recent decades and is now the fastest growing segment of students. ELL students benefit from materials that are familiar to their culture and language and need opportunities to practice language skills. Teachers should aim to limit cultural discontinuity between students' home and school environments. Successful ELL classrooms utilize techniques like word walls, modeling, explicit vocabulary instruction, and additional time for tasks.

1. Teaching ELL Students
Sean Mikels

2. Facts about ELL Students
 According to Goldenberg
(2008) the population of ELL
learners in the United States
has grown from 2 million to 5
million since 1990. 80% of
these learners are Spanish
speaking.
 ELLs are the fastest growing
segment of the school-age
population

3. Facts about ELL Students
Continued…
 When ELL learners use reading materials that have subject content familiar
to them and their cultural experiences, they are better able to comprehend
the reading text.
 ELL students need MANY opportunities to practice their language skills

4. Cultural Discontinuity
 Cultural discontinuity refers to a lack of
congruence of fit between home and school
environments (Nieto, 2004).
 This happens because these students come from
small, rural communities and become
overwhelmed by the stature and resources of
American schools (Nieto, 2004)
 Many things that American children take for
granted (lockers, cafeterias, electronic pencil
sharpeners, etc) are all new to the migrant
student.

5. An Ideal ELL Classroom
looks like…
 Word walls in English and in
Spanish.
 KWL Charts
 Spanish/English Books and
curriculum
 Welcoming atmosphere

6. Successful Classroom
Practices for ELL
Students
 Modeled Reading
 Mini-lessons for explicit instruction
 Vocabulary development is crucial for ELL learners
and this should be done through explicit
vocabulary instruction.
 Also, that giving additional time for ELL learners to
complete a task, even after school time, is
important to improve learning.

7. SIOP Model

8. Best Practices
 Hands on classroom
 More choices for students
 Multiple styles of teaching
 Having children take ownership
of their own learning

9. Parent Involvement
 Many times families are hesitant
to become involved in their
children’s schooling.
 Often, parents are only called to
the school for disciplinary
reasons.
 developing a trust between a
teacher and a family
 Knowing where your child is
coming from can help you tailor
their education

10. References
 Goldenberg, Claude (2008). Teaching English
Language Learners: What Research Does and Does
Not Say. American Educator, Summer, 1-19.
 Denise Cochran
 Bos, C.S. & Reyes, E.I., (1996) Conversations with a
latina teacher about education for language-minority
students. The Elementary School Journal 96(3)
pp.343-351
 Kimberly Warren
 Bruna, K.R., Ceballos, E.M., Chamberlin, E., & Lewis
H., (2007). Teaching science to Students from Rural
Mexico. The Science Teacher, 74 (8), 36-40.
 Sean Mikels