English Language Learners (ELLs), also often called Limited English Proficient (LEP), are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses. Those future teachers who major in education are often trained in techniques to be used during instructing, almost every school has policies in place that give ELLs specialized instructions, and sections of the lesson plans dedicated to differentiation ask the teacher to provide separate materials to aid ELLs. Which of these methods really work in teaching ELLs? And why is it, despite all of
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Too often students are broken into two groups—ELLs and not ELLs—without taking into consideration their other diversities (prior knowledge, culture, family, learning styles, introverts v. extroverts, etc.) The best strategies for teaching ELLs are those that address the students not just as a group but as individuals. According to one study, which addressed ELLs that were part of what some may have thought was a minority group, nearly 25% of Deaf and Hard of Hearing (DHH) students come from homes where a language other than English is used and are known as English-Language Learners (ELLs). “Evidence-based practices used to teach students who are DHH ELLs are imperative. To build an evidence-base, successful strategies must be examined across multiple researchers, sites, and participants.” (Guardino 65). In this study the researchers taught vocabulary to five very hearing impaired ELLs using repeated pre-teaching sessions paired with viewing American Sign Language books on DVD. After using this series of strategies multiple times the majority of participants signed correctly 90% to 100% of the targeted vocabulary. Teachers and schools should always create a curriculum and lesson plans that address as many diversities as possible as this study clearly shows. Do you think you learn the same as everyone else? No? Then why teach students …show more content…
Technology is a predominant aspect of our society that influences almost every other aspect including: social, personal, medical, transport, professional, etc. More and more, technology is making its way into our schools, from reading and math games on the computer in even the youngest grades, to using computers to research and type papers in college. One study featured in the Journal of Educational Technology & Society focused on a new electronic learning system for not just ELLs but all second language learners (or L2s). The aim of the current study was to develop and evaluate a co-sharing-based strategy learning system for L2 vocabulary learning known as "Mywordtools." Mywordtools is designed “specifically for lexical learning, enabling learners to use the currently available vocabulary learning strategies (VLSs) as well as e-tools provided within this system to learn L2 vocabulary for both indoor and outdoor settings during learners' free time” (Yu- Ju 1). The effects were observed over a 5-week period. Sixty-one sixth-grade ELLs participated in this study. The results showed that students using Mywordtools to practice and share VLSs outperformed both those who did not use Mywordtools and those who used the platform but without sharing. It was also found that “strategy sharing helped L2 learners to construct more VLSs, and they consequently performed significantly better than those who did not implement strategy sharing” (Yu-
Too often students are broken into two groups—ELLs and not ELLs—without taking into consideration their other diversities (prior knowledge, culture, family, learning styles, introverts v. extroverts, etc.) The best strategies for teaching ELLs are those that address the students not just as a group but as individuals. According to one study, which addressed ELLs that were part of what some may have thought was a minority group, nearly 25% of Deaf and Hard of Hearing (DHH) students come from homes where a language other than English is used and are known as English-Language Learners (ELLs). “Evidence-based practices used to teach students who are DHH ELLs are imperative. To build an evidence-base, successful strategies must be examined across multiple researchers, sites, and participants.” (Guardino 65). In this study the researchers taught vocabulary to five very hearing impaired ELLs using repeated pre-teaching sessions paired with viewing American Sign Language books on DVD. After using this series of strategies multiple times the majority of participants signed correctly 90% to 100% of the targeted vocabulary. Teachers and schools should always create a curriculum and lesson plans that address as many diversities as possible as this study clearly shows. Do you think you learn the same as everyone else? No? Then why teach students …show more content…
Technology is a predominant aspect of our society that influences almost every other aspect including: social, personal, medical, transport, professional, etc. More and more, technology is making its way into our schools, from reading and math games on the computer in even the youngest grades, to using computers to research and type papers in college. One study featured in the Journal of Educational Technology & Society focused on a new electronic learning system for not just ELLs but all second language learners (or L2s). The aim of the current study was to develop and evaluate a co-sharing-based strategy learning system for L2 vocabulary learning known as "Mywordtools." Mywordtools is designed “specifically for lexical learning, enabling learners to use the currently available vocabulary learning strategies (VLSs) as well as e-tools provided within this system to learn L2 vocabulary for both indoor and outdoor settings during learners' free time” (Yu- Ju 1). The effects were observed over a 5-week period. Sixty-one sixth-grade ELLs participated in this study. The results showed that students using Mywordtools to practice and share VLSs outperformed both those who did not use Mywordtools and those who used the platform but without sharing. It was also found that “strategy sharing helped L2 learners to construct more VLSs, and they consequently performed significantly better than those who did not implement strategy sharing” (Yu-