Register to read the introduction…
For example, an ELL student may understand the statement, "I like the way Mary is sitting" merely as a simple statement rather than as a referenced example of good behavior).
Provide additional support for understanding English
ELL students will need additional support to assist them in understanding the instruction provided in English. This support will be helpful, however, to all students in the class. The teacher should provide nonlinguistic examples that help to explain or clarify the content that is presented. Some suggestions are:
· bring in objects, photographs, or other materials as examples;
· use visual organizers and graphics to organize, illustrate, and point out key points;
· use demonstrations or role playing to illustrate a concept;
· provide notes (perhaps an outline of the lesson) to students for their later review of what was presented; and · allow time for students to discuss what they learn and generate questions in areas that require clarification. Have other students try to answer the questions that arise. It will be important for the teacher to monitor students' work closely to be able to provide assistance when needed. Do not rely exclusively on oral responses or spoken language when assessing how well ELL students have learned specific content. Other forms of assessment can be based on written work, demonstrations, or special projects. Work with peers Students can also be supported through working with peers. This should entail working with a variety of other students, both ELLs and English speakers, at different types of activities. In some activities, for example, it may be advantageous to mix ELLs with English proficient peers in a cooperative group effort (projects that have a lot of hands-on involvement often work well in this setting). This opportunity to work with proficient English speakers can be motivating for ELL students, while also providing meaningful, goal-directed opportunities for them to use English. ELL students will also benefit from one-on-one work with English proficient students, especially ones who have shown interest in or a special ability for working in tandem with students who are not fully proficient in English. Larger groups that include multiple ELL and English proficient students also offer certain advantages. For example, two ELL students from the same language group can work together in their native language to complete a project, then practice presenting their work in English to other students in the group. A variation is to pair each ELL with a "buddy" who speaks the same native language but is more proficient in English. Another variation is to pair ELLs with older, English proficient students (perhaps high school or college students) who serve as tutors. Use native language Use of the native language is helpful to the ELL student in learning content area material. If the teacher or the aide in the classroom speaks the native language of the ELL student, then the student's language can be used to further explain or expand upon what is being presented. If students are literate in their native language, then, where available, it is helpful to provide materials written in the native language of the ELL students that deal with topics related to those …show more content…
The same active learning model and the levels of expectation and involvement of the ELL student should pervade all classes. For this reason, ideally, change toward an active learning instructional model should occur within a school rather than within a single classroom. Gaining a principal's support for an active instructional model is key to this. Even if it is only one teacher or two teachers working together to bring about change into their classrooms, the principal's support and recognition of this effort will be important.
YOU CAN'T DO IT ALL AT ONCE
If you are interested in moving toward an active learning instructional model, starting small is okay. Begin by becoming more familiar with your students. Perhaps set up a regular time with each for discussion. Learn about models for cooperative group work and plan to try cooperative work for one specific type of activity on a regular basis. Talk with other teachers and develop ideas together. Step by step you will be able to build an active learning approach that will benefit all students in your classroom.
REFERENCES
Collier, V. (1989). How long: A synthesis of research on academic achievement in a second language. TESOL Quarterly, 23,
Provide additional support for understanding English
ELL students will need additional support to assist them in understanding the instruction provided in English. This support will be helpful, however, to all students in the class. The teacher should provide nonlinguistic examples that help to explain or clarify the content that is presented. Some suggestions are:
· bring in objects, photographs, or other materials as examples;
· use visual organizers and graphics to organize, illustrate, and point out key points;
· use demonstrations or role playing to illustrate a concept;
· provide notes (perhaps an outline of the lesson) to students for their later review of what was presented; and · allow time for students to discuss what they learn and generate questions in areas that require clarification. Have other students try to answer the questions that arise. It will be important for the teacher to monitor students' work closely to be able to provide assistance when needed. Do not rely exclusively on oral responses or spoken language when assessing how well ELL students have learned specific content. Other forms of assessment can be based on written work, demonstrations, or special projects. Work with peers Students can also be supported through working with peers. This should entail working with a variety of other students, both ELLs and English speakers, at different types of activities. In some activities, for example, it may be advantageous to mix ELLs with English proficient peers in a cooperative group effort (projects that have a lot of hands-on involvement often work well in this setting). This opportunity to work with proficient English speakers can be motivating for ELL students, while also providing meaningful, goal-directed opportunities for them to use English. ELL students will also benefit from one-on-one work with English proficient students, especially ones who have shown interest in or a special ability for working in tandem with students who are not fully proficient in English. Larger groups that include multiple ELL and English proficient students also offer certain advantages. For example, two ELL students from the same language group can work together in their native language to complete a project, then practice presenting their work in English to other students in the group. A variation is to pair each ELL with a "buddy" who speaks the same native language but is more proficient in English. Another variation is to pair ELLs with older, English proficient students (perhaps high school or college students) who serve as tutors. Use native language Use of the native language is helpful to the ELL student in learning content area material. If the teacher or the aide in the classroom speaks the native language of the ELL student, then the student's language can be used to further explain or expand upon what is being presented. If students are literate in their native language, then, where available, it is helpful to provide materials written in the native language of the ELL students that deal with topics related to those …show more content…
The same active learning model and the levels of expectation and involvement of the ELL student should pervade all classes. For this reason, ideally, change toward an active learning instructional model should occur within a school rather than within a single classroom. Gaining a principal's support for an active instructional model is key to this. Even if it is only one teacher or two teachers working together to bring about change into their classrooms, the principal's support and recognition of this effort will be important.
YOU CAN'T DO IT ALL AT ONCE
If you are interested in moving toward an active learning instructional model, starting small is okay. Begin by becoming more familiar with your students. Perhaps set up a regular time with each for discussion. Learn about models for cooperative group work and plan to try cooperative work for one specific type of activity on a regular basis. Talk with other teachers and develop ideas together. Step by step you will be able to build an active learning approach that will benefit all students in your classroom.
REFERENCES
Collier, V. (1989). How long: A synthesis of research on academic achievement in a second language. TESOL Quarterly, 23,