This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
This document discusses some of the challenges facing English language learners (ELL) in U.S. schools. ELL students must learn academic content while also developing English language skills. They often have lower standardized test scores, which can result in being placed in lower-level classes that may not accurately reflect their abilities. As a result, ELL students also have higher dropout rates from high school than native English speakers. Earning the necessary English credits to be accepted into college can also be difficult for ELL students if they enroll in the U.S. school system later. ESL programs aim to help ELL students adjust to their new environment and form friendships with other non-native English speakers.
The document discusses task-based language teaching (TBLT). It defines tasks as classroom activities that focus on meaning over form and involve students comprehending, manipulating, or interacting with the target language. TBLT moves learning from fluency to accuracy plus fluency by integrating the four language skills. The teacher's role is to select and sequence tasks and prepare students, while students participate in groups, monitor their learning, and take risks using the new language. The document outlines the framework of TBLT including the task cycle and language focus after tasks. It notes advantages like meaningful communication and exposure to language, and disadvantages like requiring creativity and resources.
CBLT is an approach to language teaching that focuses on what learners can do with the language. It emerged in the 1970s and defines educational goals by describing the knowledge, skills, and behaviors students should have. CBLT uses competencies related to real-world tasks, modularized instruction, and ongoing assessment. The teacher's role is to provide feedback and select activities, while learners must perform skills and transfer knowledge. Reasons for using CBLT include that it lists competencies for situations, focuses on outcomes, and views language as a medium for interaction.
Content-based instruction (CBI) uses content area subjects to teach language skills. Students can acquire content knowledge through comprehensible input which also increases their language abilities. CBI has advantages like making language learning more interesting and motivating while also teaching valuable study skills. However, disadvantages include potentially confusing learners about language learning and difficulties finding leveled texts.
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.
The document discusses Communicative Language Teaching (CLT) and provides details about its background, theory of language, theory of learning, curriculum design, roles of teachers and learners, and teaching procedures. CLT aims to make communicative competence the goal of language teaching by focusing on meaningful communication. It emphasizes using language functions and notions to develop the four skills and views language as a social tool for interaction.
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
This document discusses some of the challenges facing English language learners (ELL) in U.S. schools. ELL students must learn academic content while also developing English language skills. They often have lower standardized test scores, which can result in being placed in lower-level classes that may not accurately reflect their abilities. As a result, ELL students also have higher dropout rates from high school than native English speakers. Earning the necessary English credits to be accepted into college can also be difficult for ELL students if they enroll in the U.S. school system later. ESL programs aim to help ELL students adjust to their new environment and form friendships with other non-native English speakers.
The document discusses task-based language teaching (TBLT). It defines tasks as classroom activities that focus on meaning over form and involve students comprehending, manipulating, or interacting with the target language. TBLT moves learning from fluency to accuracy plus fluency by integrating the four language skills. The teacher's role is to select and sequence tasks and prepare students, while students participate in groups, monitor their learning, and take risks using the new language. The document outlines the framework of TBLT including the task cycle and language focus after tasks. It notes advantages like meaningful communication and exposure to language, and disadvantages like requiring creativity and resources.
CBLT is an approach to language teaching that focuses on what learners can do with the language. It emerged in the 1970s and defines educational goals by describing the knowledge, skills, and behaviors students should have. CBLT uses competencies related to real-world tasks, modularized instruction, and ongoing assessment. The teacher's role is to provide feedback and select activities, while learners must perform skills and transfer knowledge. Reasons for using CBLT include that it lists competencies for situations, focuses on outcomes, and views language as a medium for interaction.
Content-based instruction (CBI) uses content area subjects to teach language skills. Students can acquire content knowledge through comprehensible input which also increases their language abilities. CBI has advantages like making language learning more interesting and motivating while also teaching valuable study skills. However, disadvantages include potentially confusing learners about language learning and difficulties finding leveled texts.
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.
The document discusses Communicative Language Teaching (CLT) and provides details about its background, theory of language, theory of learning, curriculum design, roles of teachers and learners, and teaching procedures. CLT aims to make communicative competence the goal of language teaching by focusing on meaningful communication. It emphasizes using language functions and notions to develop the four skills and views language as a social tool for interaction.
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
This document discusses two aspects of classroom management: teacher presence and teacher talk. For teacher presence, it describes how a teacher's proximity to students, appropriateness, movement, and awareness can impact classroom management. It advises that teachers monitor how close they are to students and be aware of what students are doing. For teacher talk, it emphasizes establishing rapport with students through rough-tuning language by simplifying grammar, vocabulary and voice tone based on students' comprehension. The goal is to speak at an appropriate level for students.
CBI is an effective method for combining language and content learning, particularly in EFL contexts. It involves using content or information as the organizing principle for instruction rather than focusing on language. Students learn a second language more successfully when using it to acquire meaningful information rather than focusing on language itself. CBI builds on students' prior knowledge and experiences and aims to develop their language skills through engaging with interesting and useful content.
Types of Syllabus- ESP (English for Specific Purposes)MjAbles1
This document discusses different types of syllabuses that can be designed for language courses. It describes linear and spiral syllabuses, with linear being where new points are completely covered before moving on and spiral revisiting language items multiple times. It also outlines several types of syllabuses including external/internal, uninterpreted/interpreted, evaluation, organizational, materials, teacher, classroom, and learner syllabuses. The importance of designing an effective syllabus for organizing language learning is emphasized.
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
1. Standard English is the variety used in printed materials like newspapers and books, and is the variety typically taught as a second language.
2. All language users speak with an accent and dialect, with accent describing aspects of pronunciation and dialect describing grammar, vocabulary, and pronunciation variations.
3. Isoglosses represent boundaries between linguistic features in dialects, and clusters of isoglosses define dialect boundaries across regions.
The document discusses Communicative Language Teaching (CLT) at the level of approach and design. It defines CLT as an approach that emphasizes authentic communication, interaction, task-based activities, and language use for meaningful purposes. The goal of CLT is to develop communicative competence, which includes grammatical competence as well as sociolinguistic competence. In CLT, the teacher acts as a facilitator and the learner participates through cooperative work. The syllabus can be organized around grammar, skills, functions, or tasks to promote meaningful communication.
1. The document discusses environment analysis, which involves analyzing constraints and factors related to the teaching situation that could impact course design. These include the learners, teachers, and teaching/learning environment.
2. An example is provided of an environment analysis for a course for young Japanese learners who had lived abroad and were taking weekly classes to maintain their English skills back in Japan. Key constraints included limited class time and opportunities to use English outside class.
3. The constraints could affect curriculum design, such as guiding parents to provide extra English practice, using fun, meaningful activities to maintain student interest, and focusing on teacher-centered rather than pair/group work due to the language barrier. A wider analysis may also consider
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
How to Teach Pronunciation: Getting StartedJudy Thompson
We asked hundreds of ESL/EFL teachers, "If I could wave a magic wand and fix one thing to help you teach Pronunciation - what would it be?" The number one answer was - How do I start? I created a webinar to answer this great question (link to recording of the webinar http://bit.ly/1SW62M7) and these are the slides from that webinar.
CLIL (Content and Language Integrated Learning) is an educational approach that teaches subjects through the medium of a foreign language. It aims to develop both subject knowledge and language skills simultaneously rather than separately. CLIL lessons combine content, communication, cognition, and culture. Language is used to learn the subject matter rather than being the objective itself. A successful CLIL lesson balances these four components to teach curriculum content through meaningful use of the target language.
Content-based instruction is a method that integrates language and content learning. It focuses on using meaningful content from other subject areas as the basis for developing language skills. Key aspects of CBI include using the content and students' background knowledge and experiences to drive the curriculum; focusing on purposeful, contextualized language use; and having students play an active role in interpreting information while teachers facilitate learning. CBI aims to make language learning more motivating by focusing on meaningful ideas rather than just language forms.
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
The communicative approach focuses on using language as a medium for communication rather than just studying its structure. It emphasizes meaningful interaction and real-life language use over rote learning of grammar rules. Classroom activities aim to simulate real-world situations through techniques like role-plays, information gaps, and group projects. While grammar is still taught, the goal is practical communication skills rather than academic knowledge of the language.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
The document discusses the structural approach to teaching English as a foreign language. It focuses on systematically teaching grammatical structures through patterns of sentences and a scientific selection of vocabulary. The approach believes mastery of structure is more important than vocabulary acquisition alone. It emphasizes speech, habit formation, and developing skills like writing, listening, understanding and pronunciation through repetition, dictation, dialogues and drilling vocabulary. The goal is to promote everyday English use and mastery of fundamental skills through automatically learning grammar, word order and usage.
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use rather than language forms. There are three main elements in TBLT: language data, information, and opportunities for practice. A task is an activity where learners use the target language for a communicative purpose. TBLT advocates like David Nunan and C. Candlin believe it provides a natural context for language learning. The rationale for TBLT is that tasks provide both input and output practice for acquisition, and task performance is motivating for learners. A key part of TBLT is the task cycle, which involves pre-task preparation
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar and analytic using relevant topics. For reading instruction, whole-word, phonics, and whole-language approaches are compared. The document also covers challenges in teaching literacy to deaf students and the benefits of bilingual education versus English-only models.
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar rules and analytic using immersion. For reading instruction, it examines whole-word, phonics, and whole-language methods. It also covers topics like bilingual education, sign language literacy, and teaching students who speak non-standard dialects. Overall, it suggests an eclectic approach that combines strengths of different methods is often most effective.
This document discusses two aspects of classroom management: teacher presence and teacher talk. For teacher presence, it describes how a teacher's proximity to students, appropriateness, movement, and awareness can impact classroom management. It advises that teachers monitor how close they are to students and be aware of what students are doing. For teacher talk, it emphasizes establishing rapport with students through rough-tuning language by simplifying grammar, vocabulary and voice tone based on students' comprehension. The goal is to speak at an appropriate level for students.
CBI is an effective method for combining language and content learning, particularly in EFL contexts. It involves using content or information as the organizing principle for instruction rather than focusing on language. Students learn a second language more successfully when using it to acquire meaningful information rather than focusing on language itself. CBI builds on students' prior knowledge and experiences and aims to develop their language skills through engaging with interesting and useful content.
Types of Syllabus- ESP (English for Specific Purposes)MjAbles1
This document discusses different types of syllabuses that can be designed for language courses. It describes linear and spiral syllabuses, with linear being where new points are completely covered before moving on and spiral revisiting language items multiple times. It also outlines several types of syllabuses including external/internal, uninterpreted/interpreted, evaluation, organizational, materials, teacher, classroom, and learner syllabuses. The importance of designing an effective syllabus for organizing language learning is emphasized.
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
1. Standard English is the variety used in printed materials like newspapers and books, and is the variety typically taught as a second language.
2. All language users speak with an accent and dialect, with accent describing aspects of pronunciation and dialect describing grammar, vocabulary, and pronunciation variations.
3. Isoglosses represent boundaries between linguistic features in dialects, and clusters of isoglosses define dialect boundaries across regions.
The document discusses Communicative Language Teaching (CLT) at the level of approach and design. It defines CLT as an approach that emphasizes authentic communication, interaction, task-based activities, and language use for meaningful purposes. The goal of CLT is to develop communicative competence, which includes grammatical competence as well as sociolinguistic competence. In CLT, the teacher acts as a facilitator and the learner participates through cooperative work. The syllabus can be organized around grammar, skills, functions, or tasks to promote meaningful communication.
1. The document discusses environment analysis, which involves analyzing constraints and factors related to the teaching situation that could impact course design. These include the learners, teachers, and teaching/learning environment.
2. An example is provided of an environment analysis for a course for young Japanese learners who had lived abroad and were taking weekly classes to maintain their English skills back in Japan. Key constraints included limited class time and opportunities to use English outside class.
3. The constraints could affect curriculum design, such as guiding parents to provide extra English practice, using fun, meaningful activities to maintain student interest, and focusing on teacher-centered rather than pair/group work due to the language barrier. A wider analysis may also consider
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
How to Teach Pronunciation: Getting StartedJudy Thompson
We asked hundreds of ESL/EFL teachers, "If I could wave a magic wand and fix one thing to help you teach Pronunciation - what would it be?" The number one answer was - How do I start? I created a webinar to answer this great question (link to recording of the webinar http://bit.ly/1SW62M7) and these are the slides from that webinar.
CLIL (Content and Language Integrated Learning) is an educational approach that teaches subjects through the medium of a foreign language. It aims to develop both subject knowledge and language skills simultaneously rather than separately. CLIL lessons combine content, communication, cognition, and culture. Language is used to learn the subject matter rather than being the objective itself. A successful CLIL lesson balances these four components to teach curriculum content through meaningful use of the target language.
Content-based instruction is a method that integrates language and content learning. It focuses on using meaningful content from other subject areas as the basis for developing language skills. Key aspects of CBI include using the content and students' background knowledge and experiences to drive the curriculum; focusing on purposeful, contextualized language use; and having students play an active role in interpreting information while teachers facilitate learning. CBI aims to make language learning more motivating by focusing on meaningful ideas rather than just language forms.
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
The communicative approach focuses on using language as a medium for communication rather than just studying its structure. It emphasizes meaningful interaction and real-life language use over rote learning of grammar rules. Classroom activities aim to simulate real-world situations through techniques like role-plays, information gaps, and group projects. While grammar is still taught, the goal is practical communication skills rather than academic knowledge of the language.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
The document discusses the structural approach to teaching English as a foreign language. It focuses on systematically teaching grammatical structures through patterns of sentences and a scientific selection of vocabulary. The approach believes mastery of structure is more important than vocabulary acquisition alone. It emphasizes speech, habit formation, and developing skills like writing, listening, understanding and pronunciation through repetition, dictation, dialogues and drilling vocabulary. The goal is to promote everyday English use and mastery of fundamental skills through automatically learning grammar, word order and usage.
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use rather than language forms. There are three main elements in TBLT: language data, information, and opportunities for practice. A task is an activity where learners use the target language for a communicative purpose. TBLT advocates like David Nunan and C. Candlin believe it provides a natural context for language learning. The rationale for TBLT is that tasks provide both input and output practice for acquisition, and task performance is motivating for learners. A key part of TBLT is the task cycle, which involves pre-task preparation
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar and analytic using relevant topics. For reading instruction, whole-word, phonics, and whole-language approaches are compared. The document also covers challenges in teaching literacy to deaf students and the benefits of bilingual education versus English-only models.
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar rules and analytic using immersion. For reading instruction, it examines whole-word, phonics, and whole-language methods. It also covers topics like bilingual education, sign language literacy, and teaching students who speak non-standard dialects. Overall, it suggests an eclectic approach that combines strengths of different methods is often most effective.
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 provides definitions and explanations of key terminology and acronyms used in ESL education. It discusses concepts like ESL, ELL, BICS, CALP and realia. It also summarizes legal obligations to provide ESL programming, examples of co-teaching models, WIDA assessments, and lists professional organizations for ESL teachers.
English language learners with learning disabilities face challenges distinguishing between language difficulties and learning disabilities. Teachers should monitor student progress when using effective ELL strategies and seek evaluation if progress is inadequate. A comprehensive dual-language assessment considers skills in both languages to identify learning disabilities across languages. For students identified with disabilities, their IEP should include the language of instruction and educators should consider adaptations to make instruction comprehensible.
This document discusses strategies and considerations for teaching English language learners (ELLs). It emphasizes viewing ELLs as assets and combating deficit perspectives. Teachers should value students' home languages and cultures. Effective strategies include using small groups, hands-on materials, word walls, displaying student work, modeling language, and assessments to guide instruction. Digital tools like Epic, Newsela and Google Translate can help facilitate learning. Teachers' positive attitudes are crucial to student achievement. Home languages should not be seen as inferior to English.
This document discusses effective early literacy instruction strategies for English language learners. It outlines key early literacy skills like alphabet knowledge and phonological awareness that ELL students need to acquire. Recommendations include supporting students' native language, providing balanced and meaningful literacy programs, and ensuring instruction is culturally appropriate. Classroom strategies presented focus on interactive storybook reading, games to identify letters, and connecting skills between a student's first and second language. Potential pitfalls for teachers to avoid are mismatched instruction, an imbalanced focus on skills, and a lack of ongoing professional development.
Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
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.
This document discusses meeting the needs of English language learner (ELL) students. It defines ELL students as K-12 students who have not yet achieved proficiency in English based on assessments. While some ELL students pass English proficiency exams, they may still need academic language support. Schools identify ELL students through home language surveys. Research shows that teaching students to read in their first language promotes higher English achievement and that effective instructional practices benefit ELL students. When teaching ELL students, teachers must modify instruction to support students' language skills through scaffolding, clear speech, vocabulary lessons, and visual aids.
This document discusses meeting the needs of English language learner (ELL) students. It defines ELL students as K-12 students who have not yet achieved proficiency in English based on assessments. While some ELL students pass English proficiency exams, they may still need academic language support. Schools identify ELL students through home language surveys. Research shows that teaching students to read in their first language promotes higher English achievement and that effective instructional practices benefit ELL students. When teaching ELL students, teachers must modify instruction to support students' language skills through scaffolding, clear speech, vocabulary lessons, and visual aids.
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 training provides mainstream teachers with strategies to help English language learners succeed academically. It discusses who ELL students are, challenges they face, and factors that affect their learning. It introduces key concepts like BICS versus CALP and explains the stages of second language acquisition. The training covers lesson planning strategies like using academic language and SIOP, as well as co-teaching models. It also addresses assessing ELL students and modifying homework. The goal is to help teachers create an inclusive learning environment and build bridges instead of roadblocks for ELLs.
This document discusses factors that affect the school success of English language learners (ELLs) who live between worlds. It notes that ELLs come from different cultural worlds than their teachers and may feel marginalized in school. The school exists within various overlapping contexts including national/state, community/family, and school levels. These contexts interact dynamically and no single factor explains ELL success or failure. The document examines characteristics of different types of ELL students and discusses how teacher knowledge, beliefs and classroom practices impact ELL learning. It advocates supporting students' home languages and cultures while developing English proficiency.
This document provides information and strategies for teaching English Language Learner (ELL) students. It notes that in 2010-2011, 4.7 million public school students were ELLs, with the highest populations in western states. Theories and methods are presented to help ELLs, including bilingual education, allowing use of first languages, and drawing on theories from Piaget, Krashen, and Dewey. Suggested teaching strategies include visual aids, partnering ELLs with peers, hands-on activities, and assessing formatively.
The document provides information and strategies for teachers to help English Language Learners (ELLs) with reading. It discusses who ELL students are, the challenges they face with English reading, and strategies teachers can use at the word, text, and whole-classroom level to support their reading development in English. These include utilizing students' native language skills, incorporating their cultures, using multicultural literature and videos, and providing multiple opportunities for oral language practice.
Week 3 slide show esl and the new teacher march upload 101 free learning to...LeTourneau University
The document discusses English as a Second Language (ESL) programs and instruction for students learning English. It explains that ESL students are typically taught English in a separate classroom by a teacher trained in teaching ESL. It also outlines the qualifications students must meet to be placed in an ESL program, such as failing an English proficiency assessment. Additionally, the document provides guidance on effective instructional strategies for ESL students, including using visuals, modeling, and focusing on reading comprehension rather than just pronunciation.
The document discusses different approaches to using a student's mother tongue in an English language classroom. It argues that using the mother tongue can help students understand new concepts by relating them to what is already known. It also allows students to feel secure enough to ask questions and explain problems. However, there is a risk they will hear too little English. The document provides practical ideas for balancing mother tongue and English use, such as giving instructions in both languages or teaching classroom language phrases. The overall approach is to use English as much as possible while avoiding student confusion.
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Teaching English Language Learners ELLs
1. Teaching English Language Learners
B. J. Zagorac, M.A., M.Ed., M.Ed.
Reading Specialist Expert Educator
2. ELL Student Demographics
• Over14 million students whose native language is not
English attend K-12 U.S. schools (Garcia, Jensen, &
Scribner, 2009).
– About 5 million of these students are English language learners (ELL),
a term used to describe students who have not yet fully developed
proficiency in the English language.
– ELL students compose approximately 10% of the entire student
population in schools.
– Information above is from Census data, which usually underestimates
the number of ELL students.
• Most immigrant families come from Mexico (40%),
followed by families from the Caribbean (10-11%) and
East Asia (10-11%).
– 77% of ELL students speak Spanish as their native language.
– There is no common language that can be identified for the other ELL
students.
– ELL students in the United States speak over 350 languages.
3. Where Do Immigrants Come From?
Mexico
41%
Carribean
11%
East Asia
10%
South
America
6%
Central
America
6%
Indochina
6%
West Asia
6%
Soviet Union
2%
Africa
2%
Europe,
Canada, &
Austrial
10%
4. What Factors Affect the Achievement of ELLs?
Family and school factors work in tandem
to influence achievement (Garcia et al., 2009)
Primary language spoken at home
About ¼ of ELL children live in homes where
nobody over the age of 13 speaks English
proficiently.
For Spanish students, those who lived in homes
with limited spoken English lagged behind in
math and reading compared to students who live
in homes where English is the primary language.
5. What Factors Affect the Achievement…..cont.
Social and economic variations
In general, ELL students come from lower-
income families that their English-speaking
peers.
In 2000, 68% of grade K-5 ELLs and 60% of
grade 6-12 ELLs lived below the federal poverty
level.
Parent Education
ELL children are more likely to have parents with
limited education
Nearly 50% of PK-5 ELL parents had less than a
high school education.
6. How Can Schools Boost Achievement of ELLs?
If possible, schools should retain teachers who are bilingual so
instruction can occur in both languages for ELL students.
Closely monitor and screen ELLs for learning problems or other
difficulties with learning in school (Garcia et al., 2009).
Teach English frequently and tailor instruction in English to the
level appropriate for the ELL students. Grouping based on
students’ language needs is encouraged (Clark, 2009).
Provide instruction in the student’s native language when teaching
content-area subjects so ELLs can learn and do work at grade-
level (Estrada, Gomez, & Ruiz-Escalante, 2009).
Build on the strengths ELL children have in their first language
when teaching new material (International Reading Association, 2001).
7. How Can Schools Motivate ELLs to Read?
5 Components Influence Motivation for ELLs (Protacio, 2012):
1) Family and friends within immediate environment serve as motivating
factor.
In Praxis: Promote interaction and conversations among all
students in the classroom; Encourage ELL parents to model reading in front or
their children or read with them often.
2) ELL students read to bond with American students and learn
about the new culture.
In Praxis: Provide ELLs with books about the culture of the U.S.
and have ELL students talk about their culture with American peers.
3) ELL students read because they want to improve their English
skills.
In Praxis: Encourage ELLs to read books in English (at their
level), and allow them to talk with peers to use new vocabulary.
8. How Can Schools Motivate ELLs to Read? – cont.
4) ELL students’ perception of their English abilities are related to
their motivation to read.
In Praxis: Create a safe classroom environment where ELLs feel
they can openly explore the English language and feel comfortable making
mistakes during the learning process. Positive feedback and reinforcement
should be offered to ELLs by the classroom teacher.
5) ELL students are motivated to read engaging books at their
independent reading level.
In Praxis: Teachers should inquire which genres ELLs are interested in, and
help them select appropriate reading material in that area that they can read
independently.
a) Linguistic background and ability of student should be carefully
considered when recommending texts to ELLs.
b) Classroom library should include texts geared toward the
interests of ELLs and their proficiency in English.
9. How Does the Law Affect ELLs?
No Child Left Behind (NCLB):
Under this federal law, ELL students are only exempt
from testing requirements for 1 school year, in which
they are expected to be fully proficient in English to
take the tests the next school year.
Failure to make Adequate Yearly Progress (AYP)
results in schools being sanctioned for poor quality
instruction.
ELL students are included in measurements of AYP, yet
there is no empirical evidence that they should be performing
at grade level after only having 1 year to learn English
(Cummins, 2011).
10. How Long Does it Take for ELLs to Acquire
Proficiency in English?
• 2 Different Forms of Language:
1. Social/Conversational English typically takes around 1-2
years for ELLs to acquire (Cummins, 2011; Hadaway, Vardell, &
Young, 2009).
2. Academic English takes at least 5 years for ELL
students to acquire.
• This is the type of language that students encounter in
content-areas textbooks.
• Standardized tests include academic vocabulary, so ELL
students are put at a disadvantage until they have had
sufficient experience with content-area words.
11. How Can Teachers Help ELL Students Learn New Vocabulary?
• New vocabulary should be taught to ELLs within 3 phases of
reading (Wessels, 2011):
1 – Before Reading Phase
Select vocabulary words for the upcoming lessons.
Students (small groups are preferable) write or draw whatever comes to
their mind for each word the teacher presents.
Students discuss the words within their groups to see what background
connections were made from what they drew or wrote down.
2 – During Reading Phase
The teacher gives examples of the words in context and prompts groups to
discuss their understanding of the words.
Small group activities for the new words can be provided so students have
multiple exposures to the words
At selected points, the teacher stops the lesson when the new word is
encountered in the text, discusses the context in which the word was used,
and clarifies any misunderstandings about the words.
12. How Can Teachers Help ELL Students….. cont.
3 – After Reading Phase
Students should work together in their groups to write an appropriate
definition for the words based on what they learned in the lesson.
Students can share the definitions they developed with the class.
The teacher should include a component to have students reflect what they
learned and how their new knowledge about the words relates to their
background knowledge.
Importance of Vocabulary for ELLs
Direct instruction in vocabulary for ELL children is critical since low
vocabulary is a major factor in low literacy achievement for these children
(Carlo & Bengochea, 2011).
Most of the instructional methods that teachers use to teach vocabulary to
native speakers work very well with ELL students too.
Like native speakers, ELLs need instruction in phonological awareness and
word identification strategies.
13. How Can Teachers Help ELLs with Academic Reading?
Focus on one topic or theme during the beginning stages of instruction
(Hadaway, 2009).
– Focusing on one area allows ELLs to enhance their vocabulary and
comprehension on the topic.
– Wide reading is still important, but it can confuse ELL students when they are first
learning new vocabulary and concepts.
Try arranging books in order of difficulty with the easier books on a
topic coming first.
– Easier books will help ELLs form the necessary background knowledge and
understanding of the vocabulary for the topic.
– After background knowledge is developed, students can progress in reading
more challenging material on the topic depending on their level of English
proficiency.
Use children’s literature such as picture books, easy readers, and
chapter books to supplement textbooks.
– Textbooks generally contain difficult language and poor organization, and other
nonfiction reading material can better help ELLs understand a topic.
14. What Are Some Helpful Websites For/About ELLs?
• Website:
http://www.manythings.org/
This site has a wealth of activities for ELL students ranging from
games and puzzles on common English expressions to read-along
stories and anagram activities.
• Website:
http://www.literacyconnections.com/SecondLanguage.php
This site contains many links to additional websites about ELL teaching
and learning; many organizations are includes.
• Website:
http://rbeaudoin333.homestead.com/shortvowel_1.html
This site will be helpful for teachers with younger ELLs who need help
with learning short vowel sounds; it offers wonderful activities in sorting
and pronunciation.
15. What’s Most Important to Remember
about Teaching ELLs?
• ELL students should be viewed as capable learners who can attain
success in school like their native speaking peers.
• Many skills from an ELL’s first language can transfer to the second
language, and teachers should determine those links.
o Phonological skills in Spanish have a high degree of transfer to the English
language (Lindsey, Manis, & Bailey, 2003).
o Teachers should assess literacy skills in both English and the child’s native
language (or request information about the child’s performance in their first
language).
• ELLs are not a homogenous group; many have unique needs and
are functioning at different levels depending on their present
knowledge of English.
• Embrace the language and cultural diversity of ELL students and
what they have to contribute to the class.
16. Concluding Remarks
• As increasing numbers of ELL students enter schools within the
U.S., educators will need to closely examine their teaching
practices to ensure the diverse needs of students are being met.
• Even if schools are unable to allocate sufficient resources for ELL
students, teachers should remember that many of the methods
used to teach native speakers can be easily modified to help ELL
children learn as well.
• Schools should encourage the involvement of community members
to help out in anyway they can; common practices could include
volunteering time, donating resources, developing tutoring
programs for ELLs, and holding fundraisers for important school
programs.
17. References
Carlo, M. S., & Bengochea, A. (2011). Best practices in literacy instruction
for English language learners. In. L. M. Morrow & L. B. Gambrell (Eds.),
Best practices in literacy instruction (pp.117-137).
New York, NY: The Guilford Press.
Clark, K. (2009). The case for structured English immersion. Educational
Leadership, 66(7), 42-46.
Cummins, J. (2011). Literacy engagement: Fueling academic growth for
English learners. The Reading Teacher, 65, 142-146.
doi: 10.1002/TRTR.01022
Dong, Y. R. (2009). Linking to prior learning. Educational Leadership, 66(7),
26-31.
Estrada, V. L., Gomez, L., & Ruiz-Escalante, J. A. (2009). Let’s make dual
language the norm. Educational Leadership, 66(7), 54-58.
Garcia, E. E., Jensen, B. T., & Scribner, K. P. (2009). The demographic
imperative. Educational Leadership, 66(7), 8-13.
18. References – cont.
Hadaway, N. L. (2009). A narrow bridge to academic reading. Educational
Leadership, 66(7), 38-41.
Hadaway, N. L., Vardell, S. M., & Young, T. A. (2009). What every teacher
should know about English language learners. Boston, MA: Pearson
Education, Inc.
International Reading Association. (2001). Second language literacy
instruction: A position statement of the International Reading
Association. Retrieved from http://www.reading.org/Libraries/position-
statements-and-resolutions/ps1046_second_language.pdf
Lindsey, K. A., Manis, F. R., & Bailey, C. E. (2003). Prediction of first-grade
reading in Spanish-speaking English-language learners. Journal of
Educational Psychology, 95, 482-494. doi:10.1037/0022-0663.95.3.482
Protacio, M. S. (2012). Reading motivation: A focus on English learners.
The Reading Teacher, 66, 69-77. doi: 10.1002/TRTR.01092
Wessels, S. (2011). Promoting vocabulary learning for English learners.
The Reading Teacher, 65, 46-50. doi: 10.1598/RT.65.16