Internationally, having an intermediate level of English proficiency has become necessary for many employment opportunities. English is also often required for travel, study, and use of technology. It is the dominant language of the internet and mobile applications. Good language teachers understand different learning styles and methods in order to give students the best chance of success. When teaching English language learners, there are several important principles to follow like making content comprehensible, increasing interaction and higher-order thinking skills, and incorporating students' native languages.

2. 
Internationally, have a high intermediate English
proficiency has become a requirement for access to many
sources of employment.
English for business

3. 
English for travel
Most people in the
world speak only
their native or
local language,
but the fact is that
in the service
sector globally
more and more
people speak
English

4. 
English to study
Now you require to
pass an English test
to show you have the
level of English
needed to understand
the classes.
TOEFL is one of the
two major English-
language tests in the
world, the other being
the IELTS. The scores
are valid for two
years;

5. 
 English is the language that prevails in the world of
Internet and new technologies
 For example:
mobile phones, tablets, apps, social networks, etc
English and technologies

6. teacher must be competent with the knowledge
 A good language teacher has to know that there are
several methods of learning and all are different.
 even experimental, to give students the best
opportunity to learn.
English in the classroom

7. GENERAL RINCIPLES FOR TEACHING ELL
STUDENTS
 Languaje acquisition theories have 4 key principles
that can be applied to the clasroom.
INCREASE COMPREHENSIBILITY (INTERMEDIATE LEVEL)
 This principle involves the ways in which teachers can
make content more understandable to their students.
 Some strategies include building from language that
is already understood, using graphic organizer, hands
on learning opportunities, and cooperative or peer
tutoring techniques.

8. • Emphasizes on comprehensible output
• There are strategies that increase
students’ oportunities to use their
languaje skill in direct communication
and the purpse of « negotiation
mening» in real life situations.
Increase interation
• These strategies suggest ways to
develop more advanced, higher order
thinking skills as a student's
competency increases.
Increase thinking/
study skills
• This principle also draws on wealth of
current research that show the
advantage of incorporatiing a
student`s native languaje into their
instruction.
• Many of strategies include, implicity
or explicity, the use of a student`s
native languaje to increase his or her
understanding.
Use a student`s native
languaje to increase
comprehensibility

9. This approach uses student’s words to create a text
where the students describe orally a person
experience to a teacher meanwhile the teacher
writes the story using the student’s word .
Example:
A student talks about her experience orally when
she went to Atacames beach with your family
meanwhile the teacher writes everything the
student says.

10. A dialogue journal is a written
conversation in which a student and
teacher communicate.
Students write in a journal and the
teacher writes regularly, responding
to students' questions and
comments, introducing new topics, or
asking questions.

11. ACADEMIC
LANGUAGE
SCAFFOLDING
EXAMPLE:
A teacher to teach using
visuals, graphics, gesture,
demostrations and practical
learning for students to
understand.
helping to build
student's ability to
complete tasks on
their own.
Scaffolding refers to
support contextual meaning
through the use of a
simplified language.

12. Accessing Prior
Knowledge

13. What is It?
 This is relevant background
knowledge, prior knowledge, or
just plain experience.
 It helps students to make
connections to the new
information they will be learning.

14. Why Is It Important?
 Deepens understanding
 Build a foundation of knowledge
(upon which they can place new facts,
ideas, and concepts)

15.  When teaching a new concept is to
ask students what they already
know about a subject.
 Creating a visual, such as "semantic
webs", with the topic in the center
and students' knowledge
surrounding it.
 It’s a good way to engage students
in the topic and to find out what
they already know.
Example:

16. Culture Studies
It’s a project in
which students do
research and
share information
about their own
cultural history.
This studies can be
appropriate at any
level and incorporate
many skills, including
reading, writing,
speaking, giving
presentations, and
creating visuals.

17. Other strategies for including
culture
 Story-telling
 Show and Tell
 Misunderstandings

18. Story telling
• Asking students
to tell a story
that is popular
in their home
country or
draws on their
own experience
and allowing
them to tell it
both in their
native language
and in English.
Show and Tell
• Inviting students
to bring an
object that
represents their
home culture
and to tell the
class about it is
uses.
• Where it’s from?
how it’s made?
and so on.
Misunderstandings
• Teachers can ask
students to share an
incident, they have
experienced that
involved a cultural
misunderstandings
• Students can
examine the
misunderstandings
and gain insight into
the complexities and
importance of cross-
cultural awareness.

19. Realia Strategies
Is a term for any real, concrete
object used in the classroom.
Realia gives students the
opportunity to use all of their
senses to learn about a given
subject. Is appropriate for any
grade or skill level.
when the real object is not
available or is impractical,
teachers can use models or semi-
concrete objects, such as
photographs, illustration and
artwork

20. For example:
The use of realia can also be an ideal way t
incorporate cultural content into a lesson
Studying clothing
items from
different cultures
Eating utensils
and kitchen
apliances
Santo Domingo
de los
colorados.
ChopsticKs

21. TEN THINGS MAINSTREAM TEACHER CAN DO TODAY TO
IMPROVE INSTRUCTION FOR (ENGLISH LANGUAGE
LEARNER) ELL STUDENTS
 Enunciate clearly,
but do not raise
your voice. Add
gestures, point
directly to objects,
or draw pictures
when appropriate
or necessary.
Write
clearly,
legibly, and
print many
ELL
students
have
difficulty
reading
cursive.
Develop and
maintain
routines.
use clear
and
consistent
signals for
classroom
instructions.

22.  Repeat information and
review frequently. If a
student does not
understand, try
rephrasing or
paraphrasing in shorter
sentences and simpler
syntax. Check often for
understanding, but do
not ask “Do you
understand?” instead,
have students
demonstrate their
learning in order to show
comprehension.
Try to avoid
idioms and
slang words.
Tope
A combination of
tight and
dope. This means
it's good.
Announce the
lesson’s
objectives and
activities, and list
instructions step
by step
Present new
information in
the context of
know information
Present
information in a
variety of ways.

23. Recognize student
success overtly and
frequently, but, also be
aware that in some
cultures overt,
individual praise is
considered
inappropriate and can
therefore be
embarrassing or
confusing to the
student.
Provide frequent
summations of the
salient points of a
lesson, and always
emphasize key
vocabulary words