Ten Tips for Working with English Language Learners

1. Be aware that social competency in English may be reached in as little as three years, but academic competency may take five to seven years. A student may speak and interact nearly at grade level, but her reading, writing and cognitive skills may lag behind. This does not mean she is lazy or stupid; she is going through the necessary stages of language development, much of which is interior and unseen. ELLs may seem to understand something one day and forget it the next, but over time they will construct a more and more complex working knowledge of English.

2. Base lessons on content areas and themes rather than skills and drills. Plan lessons so that opportunities will arise to practice new skills in connection with learning, discussing and discovering new information. It is easier to understand and use new language meaningfully in context. Provide a language-rich environment with lots of books and language-use opportunities.

3. Use social interaction to motivate and engage students. If students need to interact with others in order to reach a goal or get information, they will get more experience using English. It’s important for ELLs to interact with native speakers and their peers.

4. Use a variety of approaches and activities to meet the varied and changing needs of ELLs. Whole class, small group, paired and individual activities all offer different ways to participate and learn. Include activities that incorporate listening, speaking, visual, kinesthetic, and other styles of learning so that the students’ cognitive development will not lag while they are learning English.

5. Provide an encouraging and accepting environment in which students feel safe to try something new and risk making a mistake. Focus on what students are trying to say rather than the perfection of how they say it. Instead of correcting errors, notice what’s needed and go over it in a subsequent lesson. Include various cultural backgrounds and languages in the environment and in the lessons so all students will develop an appreciation of other cultures and will experience acceptance of their own culture.

6. Get feedback from students to determine if they understand the lesson. Repeat, rephrase, think aloud, explain, question, demonstrate and gesture to clarify what you are saying. Interact so that students are identifying and sharing what they’ve learned, and are not solely dependent on you.

7. Encourage your ELLs to maintain their first language. Cognitive development and literacy in the student’s first language carries over into acquisition of English. Help the child become aware of parallels between their first language and English. Language is so closely tied to cognitive development that interruption of native language development can result in interrupted cognitive development. Maintenance of the first language also builds a sense of identity and keeps the child rooted in the family and community.

8. Connect new lessons to students’ background and prior knowledge. This is the foundation from which students can construct understanding of new information if you help them stretch. Students progress best in steps, not leaps.

9. Know your students; become familiar with their cultures, meet their families, get an understanding of how they look at school, education and life. Learn about their past experiences, previous schooling (if any) and their level of literacy in their first language. Invite a variety of people from the community to talk to the students and contribute to the class.

10. Encourage self-expression and reflection so students not only communicate about themselves, but get an opportunity to consider how they’re learning and what they’re learning and incorporate it into their knowledge base.

TIPS FOR WORKING WITH ENGLISH LANGUAGE LEARNERS

Speak simply and clearly.

Don’t speak louder….speak slower!

Understand that new ESOL students may not speak much at first – a “silent period.” However, they are taking in their new surroundings and new language.

Value their unique culture as an asset to your classroom.

Respect the struggle inherent in learning a new language.

Learn to pronounce their name correctly.

Allow ESOL students to use their home language to clarify their understanding.

Reinforce oral directions by modeling what to do.

Do not insist that students make eye contact with you. This is considered rude in many cultures.

Use visual clues when giving directions.

Realize that although ESOL students may appear to be fairly proficient in English during social interactions, studies have shown it takes 5-7 years (or more) to develop academic language and still need special support!

limbs. They can still play and compete in sports; they just need slightly different clothing.

  • Girls who “cover up” generally are told by their religion not to touch boys. If they have to do sit-ups, for example, have another girl hold their ankles.
  • Some boys must wear a turban and leave their beards to grow. These boys can play and compete, too; they don’t have to discard their culture to do so.

Art

  • Don’t make students draw people. Some religions don’t allow representations of people. Give another possibility, such as geometric designs.

ESOL students can be a rich source of enrichment for the classroom. Your attitude is key!

“Help! My student can’t speak English!”

Don’t panic! Here are some helpful hints . . .

All subjects

  • It is very important to make all students feel welcome in your classroom. One way to do this is to display a world map with pushpins and labels marking where each student is from. Students from other countries often love to see that their country is marked.
  • Find out about the student. Ask about his or her culture and traditions. The holidays are an especially good time to do this, but it’s never too soon to start. For example, did you know that Colombians celebrate Valentine’s Day on September 21?
  • When a student is first immersed in another language and culture, he or she often goes through a silent period known as “preproduction.” Don’t force a student to speak. When the student is ready, he or she will begin to speak.
  • Encourage the student to participate in extracurricular activities. English language learners have artistic, musical, and sports skills, just as native speakers do. Greater involvement in the school community can speed the student’s English acquisition.
  • Resist the urge to correct all language mistakes of English language learners. For example, if Ana tells you, “Miss, the thing don’t work,” and points to the pencil sharpener, don’t correct her grammar mistakes. Just say, “Oh, the pencil sharpener doesn’t work” and then resolve the situation.
  • In some cultures, boys and girls are not allowed to work together. Be sensitive to this and make sure that students who are uncomfortable together do not have to work in close proximity.
  • Even though a student may sound fluent in English, do not assume that the student’s writing will be at grade level. It takes from five to seven years for academic language to develop for those who come here with an academic background in their own countries. For those who have had interrupted schooling, it can take seven to ten years!
  • If you generally use a lecture style, and your student doesn’t respond, try another – maybe interpersonal or even physical/kinesthetic. The student may not be used to our classroom conventions but still can learn.
  • If you think a student might belong in the gifted and talented program but wonder if the student’s English deficiencies might be a problem, refer the student to the proper counselor anyway. Students have the right to equal access, regardless of language proficiency. English language learners tend not to be identified as GT, but many do fit in the program.
  • Language problems can mask a need for special education. Refer students if you think that special ed might be useful. English language learners have historically been overidentified as developmentally delayed, but you don’t want to miss the students who genuinely need the program.

Math and science

  • A student may lack fluency in English but still have talent in math and science. Be sure to consider English language learners for higher-level math and science courses, including Advanced Placement courses.

PE and extracurricular sports

  • Some girls must wear headscarves, long sleeves, and long pants or a long skirt. Their religion does not allow them to uncover their heads or

Today’s classroom is a place where people of diverse backgrounds, experiences, and cultures frequently converge for the purpose of learning. This learning environment is influenced by what students bring with them to school and by the quality of instruction that educators provide. In order for instruction to be effective, teachers need to know and understand their students. Instructors need to use these understandings when they are building a classroom community of respect, support, and expectations. This pamphlet is designed for teachers who wish to adapt strategies and practices that will empower English language learners.

Develop a Positive Learning Environment

  • encourage ELLs to use their L1; provide opportunities for them to study their L1
  • recruit people who can tutor ELLs in their L1
  • provide books written in various languages
  • display pictures, objects of various cultures, multilingual signs
  • encourage ELLs to write contributions in their L1 for the school newspaper
  • encourage parents of ELLs to help in the classroom, library, playground, and in clubs
  • invite ELLs to use their L1 during assemblies, prize giving and other official functions
  • invite people from ethnic minority communities to act as resource people and to speak to students in formal and informal settings
  • reward ELLs attempts to communicate in English

Provide Students with Comprehensible Input

  • use visuals, realia, manipulatives, and other concrete materials
  • use gestures, facial expressions, and body language
  • contextualize ideas in relevant, real-life ways
  • tap into and accesses students’ prior knowledge
  • modify instruction as needed using strategies such as scaffolding, expansion, demonstration, modeling
  • encourage participation and interaction
  • focus on meaning making
  • maintain a low-anxiety level
  • monitor ELLs’ comprehension through interactive means such as checking for comprehension and clarification, utilizing questioning strategies, having students paraphrase, define, and model; verify that all students comprehend before moving on
  • modify your speech:

- repeat, rephrase, and/or paraphrase key concepts, and directions

- speak clearly/slower, enunciate

- use shorter, less complex sentences for ELLs at earlier stages

-use longer pauses

-use fewer pronouns

-use intonation, volume, and pauses to aid in meaning

-use idioms and slang minimally; explain when necessary

Help Students to Develop English Language Proficiency

  • encourage ELLs to join in group songs, chants, and poetry reading
  • encourage ELLs to participate in role playing activities
  • expand student responses through modeling and expanded conversations
  • pair ELLs with a native speaker if they need help
  • implement listening activities to assist ELLs in developing the sounds of English
  • encourage ELLs to communicate in English using familiar vocabulary and structures
  • provide opportunities for students to use English with varied audiences and for a variety of purposes
  • allow wait time after asking questions
  • practice sensitive error correction, focusing on errors of meaning rather than form; allow for flow of uninterrupted student thought

Tips for Working with English Language Learners (ELLs)

"Develop a passion for learning. If you do, you'll never cease to grow" (Anthony J. D'Angelo).

written and illustrated by:

Danitza Radichevich

EDCI 519

February 2, 2005


References

Walter, Teresa (1996). Amazing English! How-To Handbook: New York: Addison-Wesley Publishing Company, Inc.

RegisUniversity, Quotes for Teachers:

Tips for Working with English Language Learners (ELL)

  • Be aware of correcting the grammar and/or pronunciation errors of an ELL in front of the class as this will likely have a negative impact on the student’s confidence. Furthermore, despite opinions to the contrary, such embarrassment will not motivate the student to study harder or learn more quickly. To the contrary, the student will probably withdrawal emotionally from the classroom and become even less responsive to the classroom exercises.
  • Allow ELL’s to speak to one another in their L1. This is a way for them to collaborate on any particular topic they might not fully understand. Furthermore this is a way for an ELL who is not completely comfortable in the classroom to have a “comfort zone”. Of course there is a difference between collaboration and disrupting the class, and a good teacher will recognize this difference even if he/she is not conversant in the language being spoken (i.e. Is progress being made on the task at hand).
  • Do not address an ELL in his or her L1. While you may be fostering a connection with the Spanish-speakers in the classroom, a feeling of favoritism may develop in the mind of a students whose first language is Mongolian or Swahili.
  • Be sure that the cultures of all your students are represented in the form of classroom decorations, sensitivity in the class content, and making them aware of the uniqueness of one another.

Helpful Hints for Mainstream Teachers Who Teach ESL Students

By Greer Peden

1.)Note – When an ESL student first enters your classroom they many times bring with them a raised Affective Filter. Make adjustments in your classroom to make them feel welcome and comfortable while trying to learn English.

2.)Do not automatically assume that the ESL child is dumb has no education. Often times they are bringing background education with them in their L1. You must figure out how much they know in their L1 and help them transfer this knowledge over to their L2.

3.)Some ESL students may come from war torn countries and may be very fearful of their new surrounding, or they may be malnourished which might make them appear lazy or tired.

4.)Be patient! Your ESL students bring with them a different culture and if you think they are acting out you first need to assess whether it is just a cultural difference.

5.)Do not assume that your ESL students are familiar with American customs and cultures. You may need to explain different things to them, such as Halloween, so that they do not feel left out when an American holiday or custom takes place.

6.)When an ESL student come into class without their homework or appears very tired, remember that many ESL students are language brokering (translating for their families) at home and this can be very exhausting and demanding for them.

7.)Your ESL students bring a very different pronunciation to your classroom. You must remember this when you are assessing their speech. Often times they are trying to say the right word but it does not come out right due to pronunciation differences.

8.)It takes 2-5 years to acquire a social language (BICS) and a minimum of 7-10 years to acquire an academic language (CALP). Do not assume that since a child has developed “playground” speech that they have the academic English language mastered.

9.)Remember there is a silent period for all ESL learners when they are acquiring English. Do not force them to speak until you know they are ready.

10.)Do not assume that your ESL students are able to be helped with their homework. Often times the parents know less English than the student therefore they are not able to help. This can put your ESL learners at a disadvantage if you expect that they are getting help at home.

2.09.05

EDCI 519

Casson Hersh

Tips for Working With English Language Learners

The following tips are recommendations based on personal experience working with East Asian (Japanese and Korean) students in an English language-learning environment. These tips may or may not be applicable to learners from other cultures and it is recommended that these tips be reviewed by someone with experience working with learners from whichever culture/cultures you find yourself in the position of teaching.

  1. Korean and Japanese students in particular come from a culture where learning is a process that moves from teacher to student. Do not expect students to take much (if any) initiative in developing language skills on their own. With this in mind, it is important that not only you as the instructor, but them as students be fully aware of the expectations you have (and more importantly, why you have them) as far as asking questions and taking responsibility for their own learning.
  1. It is important that you understand that in these cultures (Japanese in particular) the burden of communication is on the speaker rather than the listener.