Direct Instruction For Ells

English language learners (ELL) are one of the fastest growing classifications of students attending schools in the United States today. They represent a diverse group of students typically coming from homes or backgrounds where English is not the primary language spoken. Additionally, ELL students experience difficulties communicating or learning academic instruction in English.

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

To overcome such a challenge, EFL learners have to read more texts in the target language to enhance their vocabulary and how to put vocabulary into context. Also it is important for teachers to make the students aware of the differences in the structure of their native language and the target language.

be English Language Learners, (ELL) for them to benefit from this lesson or to meet state

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

The class is a mainstreamed first grade co-teach class of 34 students and two teachers. There are 16 females and 18 males that included 12 active English Language Learners (ELLs) (5 females, 7 males) and five Level 5 (proficient) students. The 12 ELL students represent five languages—Spanish (7), Chinese (1), Chin Burmese (1), and Arabic (2), Brazilian Portuguese (1). Eight of the twelve students tested at Level 1 on the WIDA language proficiency scale.

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

Designing lessons for ELL’s using the language acquisition charts would begin with a basic scaffolding. I would use the language that the student would use the language that the student already has and

Growing up in an incredibly diverse area, I completely overestimate the availability of ESL (English as a second language) and ELL teachers. Because all ELL students do not have access to such help, educators can do well to make a personal effort to reach out to their ELL students. By making a personal effort to connect with ELL students, educators can better understand how to help them get the most out of their education. Giving them special attention will not only help them succeed but also make them feel more comfortable and welcome. Educators could go above and beyond by making special copies of homework assignments for students that feature both English and the students first language. This way they will no doubt understand what is being asked of them, but also learn new words at the same time! Another way educators could show a personal effort could be by making time to work with the students outside of classroom time, further explaining anything that was taught

A full range of services are provided to meet individual needs. One of these services, English as a Second Language, provides support in general education classrooms for students whose first language is not English. The English Language Learning (ELL) Program utilizes various instructional models where students work within a classroom setting, in small groups or individually

A technique that is critical for success in an ELL classroom is scaffolding. This is a technique that is similar to the Zone of Proximal Development (ZPD) which is the difference between a student’s lone accomplishment and what the student could achieve with the assistance of someone who has more experience or knowledge (Echevarria, Vogt, & Short, 2008). Teachers utilize this technique by providing a lot of support in the earliest stages of introducing a new

Many are aware that language and vocabulary is very important to English Language Learners (ELLs), but something many are unaware of is the importance of vocabulary as an effective method of teaching ELL student’s mathematics. Success in today’s word for ELL students means understanding our society so that they can fit in. It is best said by Roberts (2009), “Mathematics tends to be a gatekeeper and a sieve for sorting students for future success, life experiences, and incorporation into society”.

It will then present four key components of an effective vocabulary instruction program: word choice, direct instruction of strategies, multiple exposures to new vocabulary, and creating a word-rich environment. In conclusion the paper will present the authors reflection as well as implications for instructional practices.

Vocabulary acquisition can lead the process of learning to read, comprehend, and write. They all are connected and related to each other because acquisition of vocabulary is an initial process for ELLs to become literate in reading and writing. Knowing and learning new vocabulary words with meanings is a kind of gateway to a new environment and surroundings, and also ELLs feel associated with a new community. Teaching and learning vocabulary with meanings through using different strategies help ELLs to retain meaning of words for a longer period of time; it helps them to advance in academic and social contexts.

In order to survive the challenges of advanced vocabulary usage, learners should be taught various types of vocabulary, its usage, and specific approaches that will help them acquire vocabulary. (Brooks, 2008: 153-154)