Active Learning Instructional Model Of ELL Students In The Classroom

7197 Words 29 Pages
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;
…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,

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