English Language Learners Summary

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The article Differentiated Instruction for English Language Learners: Strategies for the Secondary English Teacher would like to introduce the main methods of differentiated instruction for English Language Learners (ELL). The author, Laura Becher (2011), hoped this article provide useful methods for the English Secondary Language (ESL) learners and English instructors through models and data. Whereas the population of ELLs is increasing and their personal information is diverse, the teachers should ensure differentiation strategies to appropriate for their learners. Therefore, Becher (2011) listed seven methods for differentiating literacy instruction as a whole.
Seven methods have a significant impact on the improvement of ELLs’ English
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Becher (2011) thinks the ELLs have two misconceptions. Firstly, most learners want to improve English a lot through talk with native speakers or their peers. Secondly is a large number of ELLs pay more attention to speaking English, but it is just the opposite. They do not care about the development of academic English. The author, Becher (2011) hopes to differentiate instruction can correct their misconceptions, at the same time, to build their own English language skills. Several years ago, I was meet a problem about which is the best way that can improve my English. I searched on the Internet and books to find a suitable method for myself. And I also used the good experience of other people, but I found they are not effective for me. I realized that I should create my own way through practice.
Seven methods are expanded in following part. In the Sheltered Instruction, the famous techniques include Sheltered Instruction Observation Protocol (SIOP) and the Cognitive Academic Language Learning
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Becher (2011) finds use the differentiated instruction can improve the quality of what the learners can remember and enhance. “As English teachers continue to encounter non-English speaking students in their classrooms, their skills in differentiating instruction will continue to expand. Tapping into the vast resources available online makes both sharing and discovering the strategies of other teachers easier than ever” (Becher, 2011, P71). Personally, differentiated instruction is the embodiment of the students communicate with their teachers. And teaching is the expression of the collaboration between students and teachers. Teachers can accurately understand the students’ personality and locate their level through communication in order that they can provide a suitable teaching method. For example, a method called cultural responsiveness, and how does it work in ESL classrooms. Teachers need prepare the background information from different students, and this step asked teachers have an conversation with their students. Next step, the group practice will encourage students talk with each other, then a cooperative presentation will show the knowledge they learn. Teachers use the textbook to correct students’ mistake and promote the development of speaking skills at the end. The communication and collaboration should be used in this

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