This document outlines strategies and activities for teaching English to language learners. It discusses promoting vocabulary development through using subject-specific words, visual aids, and games. It also addresses comprehending content by having students do oral reports, reading stories, and exercises tailored to their proficiency level. Discussion is recommended between teacher and student as well as among students, using oral reports, exercises, and picture naming. Interaction should promote confidence in speaking English. Regular practice of oral and written exercises at the appropriate proficiency level helps students learn and prepares them for assessment according to relevant language standards.

1. Strategies and Activities for
English Language Learners
Candis Johnson

2. Vocabulary Content
 Using subject specific vocabulary e.g. vocabulary on the school, home
 Guiding the student on pronunciation.
 Using visual aids to enhance vocabulary
 Playing vocabulary based games .

3. Vocabulary Based Exercises
 Use of flashcards
 Use of language based mobile applications e.g. Duolingo
 Use of word clouds

4. Content Comprehension
 The teacher can have the student make oral report with guidance.
 The teacher should make the learner read storybooks with simple language.
 The teacher should give the students exercises depending on their proficiency
level.

5. Content Comprehension Exercises
 Using open ended questions to gauge learner comprehension.
 Reading short stories with blank spaces to see if the learner can connect the
dots.
 Have learners make simple oral reports.

6. Discussion
 Discussion should be two pronged that is there should be discussion between the
teacher and the learner and among the learners themselves.
 Teacher learner discussions are slow guided conversations.
 Discussions among the learners works better when learners of different
proficiencies work together.

7. Exercises During Discussion
 Oral reports depending on the proficiency of the learner.
 Doing language exercises as a group.
 Naming pictures as part of the discussion to promote pronunciation techniques.

8. Promoting Interaction
 This is mainly between the students themselves.
 This can happen during class discussions and group presentations.
 Interaction is meant to promote confidence in the learners in speaking another
language.

9. Practice
 For the students to achieve learning objectives, they have to practice constantly.
 The exercises the students do have to specifically catered to the students’
proficiency level.
 The exercises are both oral and written.
 Practice helps students with assessment.

10. Lessons and Assessment
 Language standards are in place to ensure that the students and the teacher are
on the same level in terms of teaching and final assessment.
 Some common language standards are the Common Core State Standards which
ensure each state adheres to a certain set of standards.
 Assessment has to be in a language that is simple enough for the learner to
understand.
 If necessary, the teacher can guide the student during assessment (Carless
&Winstone ,2020).

11. References
 Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay
with student feedback literacy. Teaching in Higher Education, 1-14.