Instructional Strategies For ELL Classrooms

In many cases there is an assumption that by placing an ELL student into a mainstream English-speaking classroom they will quickly acclimate themselves to English because that is what they are surrounded by during the school-day. Students will hear English being spoken and will quickly pick up on what is being asked of them.

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

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

Strategies for teaching ELL students in the general education classrooms are also very important. The ELL teachers gave some great

Teachers have begun to question the practices of ELL students in receiving services and the regular education they will receive in some content areas. Though there is often a negative perception towards these students it seems it is on the side of the teacher and the additional work and accommodations they will need to provide and alter to meet a student’s needs. I was happy to speak with the ELL teacher and gain some insight on the current efforts to provide high expectations for ELL students through the use of additional tutors and opportunities. However, if we are not careful and if we stop questioning our practices on responses to ELL students, we will ultimately allow these practices to become stable and controlling.

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

Differentiating instruction for ELLS is extremly inportant for their success in school. Sheltered Contenent Instruction state, "REsearch suggests that English learners benefit from a seperate block of time for ELD or ESL." They also stated that sometimes this can not happen due to the large amount of ELL's in a classroom. In this case the teacher can co teach with an ESL teachers to help these students.

During the interview, Mrs. Gallagher discussed key areas that are essential for a successful ELL classroom. She shared some of the instructional strategies and techniques she uses in order to engage her class effectively. Because it is the beginning of the school year it is important to start off strong. “I try to set high expectations for my students and get to know who they are and their background knowledge.” I can see how this is important in order for students to feel comfortable in a subject that can be difficult and intimidating. She also mentions incorporating multicultural education in the curriculum. Another strategy that she uses for effective teaching is using visuals. “Visuals can help drive a point home.” When students are able to visualize new words or skills it is much easier for them to remember.

Instructional Strategies: (e.g. Inquiry lessons vs. direct instruction. Whole class vs. small group.) The contextualizing of key vocabulary words at the onset of the lesson with a visual powerpoint presentation will be beneficial for Zahara and Dolores. This strategy enables the ELL students and those unsure of the content and text specific vocabulary to enhance their understanding. Additionally, the breaking up into small groups to read, make predictions and to discuss key words and phrases that were touched upon prior to the start of

Jayden is an ESOL student who has strong speaking, listening, and writing skills but is considered intermediate with his reading skills. He has problems decoding reading and even greater problems with getting a deeper understanding from reading, for instance, making inferences. He approaches language for its socially informative aspect. He prefers social interaction to solve problems and to make clarifications on something he does not understand. If he doesn’t understand a text or a word he will usually ask a friend first or the teacher, depending on who is more accessible at the time. He is also motivated by the social aspect of learning and therefore benefits from learning in cooperative learning environments rather than individual ones. He also leans toward looking for answers via oral communication first, rather than looking back at the text and reading for the information. Jayden lacks personal strategies for learning, especially in regards to reading and writing. His strategies have

learning styles: one-on-one instruction, students are then instructed to do online ESL assignments and students also help each other with assignments that were given by other teachers. This establishes positive relationships with their peers where they can be more comfortable and it requires all ELL to practice each of their language skills (listening, speaking, reading, and writing).

Students that are considered to be ELL students have specific tests and procedures that must be followed by schools and teachers in order to properly assess each student proficiency level in English language. After interviewing the ELL coordinator for our school, assessing the ELL student gives both the home and school environment the information needed to develop a plan to to educate each ELL student in the 21st Century. In this essay, it will examine what test are used and who conducts the test,the methods and procedures used for ongoing classroom assessment of the students,how oral language is

English Language Learners (ELL) require appropriate education in the English language. Reading, writing, listening, pronunciation, vocabulary, and grammar are important for an ELL student to learn. Educators should use individualized lesson plans that will cater to each student’s abilities and knowledge of the secondary language. An ELL classroom is formed with students who do not have the capability to speak or read English fluently. These students are unable to participate in a mainstream classroom without some type of help. The ELL classroom will give students more time to practice English.

The purpose of this study is to examine how the strategies implemented within the classroom are set in place to increase young adult literature engagement towards African-American males in middle through high school classrooms living in an inner city sector of North Texas.

There were about twenty-five ELL students in my classroom this past semester, however, I only worked with six. All the ELL students in my class were Spanish speakers as their first language. Although I didn’t work with these students more than once a week, I gained a good enough sense of my six students I will be keeping them in mind as I write this paper. There were five boys and one girls. I addressed their language learning needs in a few ways. I typically worked with my student during their English time during the day to help the develop their English. One way I addressed the needs of my students by making flash cards for the vocabulary words that I would be teaching my students each week. I also adjusted my speech when talking to the students for when the students were not understanding me, using simpler words. Also at times when my students were not understanding English, or felt like they were not able to write in English I let them speak in Spanish between each other to help clarify what was happening and I would let the students write in Spanish, then tell me what they were saying in English. All lesson I did with these student were in English only due to the class I was in was to help the stunt