Professional Journal ArticlePower pointBy Tarrah SchwartzTSL 5085
Teaching English language learnersnew vocabulary, and how to read andwrite English…
Assessments and Instructional writingapproaches for English LanguageLearnersImportant Questions:• Can I assess English Language Learners in myown classroom?• Can I get help from a school liaison ortranslator who speaks the student’s nativelanguage(s)?• What specific aspects of writing am I going toassess?” (Schulz, p. 58)
Teachers should:• Learn more about their students’ prior schooling andbackground• Provide a manageable classroom that allows room forflexibility so students can learn on their own pace.• Implement explicit writing instruction to ELL studentsby tailoring to the different needs of students.• Introduce the four different writing processes :• language experience, shared writing, interactivewriting, and independent writing.• Determine multiply authentic writingassessments, which can provide teachers with moreinformation on a students’ individual writing strengthsand weaknesses.
Learner how to read: What theresearch says• Learning to read in the home language promotes readingachievement in the second language.• When instructing English learners in English, modification ofinstruction is necessary when taking into account students’language limitations. (Goldenberg 2008)• Use scaffolding strategies: SIOP-According to Vogt and Shearer(2011) the SIOP model uses English as the medium for providingcontent area instruction while emphasizing the development ofEnglish proficiency.• Vocabulary development is crucial for ELL learners and this shouldbe done through explicit vocabulary instruction.• Giving additional time for ELL learners to complete a task, evenafter school time, is important to improve learning.
The SIOP Model consists of eightinterrelated components:• Lesson Preparation• Building Background• Comprehensible Input• Strategies• Interaction• Practice/Application• Lesson Delivery• Review/Assessment
Teaching Vocabulary to ELL studentsStrategy:• Making the students build a personal glossary ofvocabulary words out of index cards.• The students vocabulary lists consist of a glossary ofself-chosen words.
Making the front of the card followedfive steps:• Write new word on the top of card• Consult a dictionary or a person• Translate the word• Look for at least one synonym• Associate word with an image; draw or pastepicture
For the back of the card, another fivesteps are followed:• Write the word in the middle of the card and draw abubble around it.• Draw lines coming out of the bubble.• Connect the word to other bubbles with relate wordsin them.• Use the new word in a sentence in English.• Provide an appropriate translation of the sentenceinto the student’s native language.
References:• Larrotta, C. (2011). Second Language VocabularyLearning and Teaching: Still a Hot Topic. MPAEAJournal Of Adult Education, 40(1), 1-11.• Goldenberg, Claude (2008). Teaching English LanguageLearners: What Research Does and Does Not Say.American Educator, Summer, 1-19• Vogt, M.E., & Shearer, B. A. (2011). Reading specialistsand literacy coaches in the real world. (3rd ed.).Boston, MA: Allyn & Bacon• Schulz, Melissa M. (2009) Effective Writing Assessmentand Instruction for Young English LanguageLearners. Early Childhood Education Journal. 37(1),77-62.