Primary Language Support Strategies Paper

How does an English Language Learner learn and what are some ways that we, as teachers, can better help them with their learning? Prior studies into literacy skills of ELL students have identified the different ways ELL students learn compared to students that are only monolingual. Both monolingual English speakers and English Language Learners are more likely to be at equal levels when it comes to decoding and spelling words (August, Shanahan, & Escamilla, 2009). Reading, comprehension, and writing skills of bilingual speakers rarely reach equal levels to those that are monolingual speakers.

Many of their learning needs are similar to those of other children and young people learning in our schools. However, these learners also have distinct and different needs from other learners by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning”. (NALDIC, 1999).

English Language Learners (hereafter referred to as ELLs) currently comprise 10% of the total school population in the United States (National Center for Education Statistics, 2005). It is a population that is going to continue to increase in American public education and their specific needs for learning literacy are of great importance to teachers. Since schools and teachers are increasingly judged based upon the academic achievement of students, then the success of the growing population of ELLs is going to be increasingly important. In the present paper the role of the teacher and specific research-based literacy strategies for ELLs is investigated.

The article, Many Languages, One Teacher: Supporting Language and Literacy Development for Preschool Dual Language Learners, explains to educators how to support the language development in young children who are learning English, how to incorporate Personalized Oral Language Learning (POLL) into the classroom, and how to be intentional about supporting the needs of the English language learners. The four individuals who wrote this article consult programs on dual language learners and have their masters or doctorates in education (Magruder, et al., 2013).

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

Furthermore, Vonderlack-Navarro suggest another beneficial way to support English language learners is to involve parents in the students’ education. Because of the language barriers, education levels, and culture, this goal will not be a stress-free assignment; however, once the parents have “buy-in” and trust the school systems, the goal would be accomplished (Stover,

Explain how understanding specific English language learners' needs guided the choice of instructional strategies to support the content and language learning.

In this paper, I will discuss definitions of literacy, review research related to the transfer of literacy skills, and suggest practical applications of research findings of ways Linguistics (L1) support literacy in L2 for individuals learning English as a Second Language (ESL). Further, I will explore instructional practices implemented as L1 is transferred to L2 knowledge-base. As learning practices for L1 and L2 are outlined, cognates of L2 will be demonstrated in this paper for further understanding. In addition, L1 proficiency learners stem from individuals’ first language also known as their “mother language.” L1 can be described in four acquisition stages from the following: (1) babbling (2) one-word (3) two-word (4) string of words

Bilingualism and home language can be encouraged by the educator to ensure that the student learns successfully. As an ELL student it can be a challenge to learn a new language, this is why educators should allow students to use their first language to promote a meaningful connection with the second language that is being learned. At home it is quite evident that ELL students communicate using their primary language, therefore at school it is a complete turnaround. Educators, at this point can promote literacy skills in which the native language is used, but then transferred into skills that are valuable to learn English. The home language use in effect influences English learning in maintenance of cognitive aspects in bilingualism by the ELL students (Academic Writing Tips, 2011). For example, encouraging collaboration and peer groups of students of the same academic level, but of various cultures, will promote the student to use their language sparingly, but also become familiar with the second language. ELL students have to have the confidence and courage to learn a second language and develop the literacy skills that are involved in learning, this is when parental and community resources should be available to incorporate English acquisition skills.

This paper takes a close look at various instructional strategies for teaching English Language Learners (ELL). It explores many methods and techniques utilized by ELL teachers; specific strategies include sheltered instruction, scaffolding, and the transfer of cognate knowledge. It is imperative in the ELL classroom that comprehensible input be disseminated to the students on an age-appropriate basis; therefore, it will be detailed in this paper. Various methods of feedback

It is crucial that as educators we try to support the ELL student populations as much as possible to provide them with the chance to succeed acamedically.  Also, we should have an open line of communcation with the ELL teacher to find ways to build lessons that utilize teaching strategies that develop the language development skills of the ELL student.

Implementing reading, speaking, and writing instruction for ELLs is in secondary classrooms is essential as these students face many challenges when entering the classroom. Student’s such as Luisa in our case study, must gain fluency in English while also learning grade-level content in several academic areas. As such, a sheltered-instruction model which integrates core academic courses with specially designed academic instruction in English (SDAIE) strategies and an intense focus on language development demonstrate best practice for these students. As Luisa’s teacher, it will be important for me to frequently assess Luisa to determine gaps in content area knowledge as well as language development. Strategies to address and develop Lusia’s reading, speaking, and

In the 2014 October edition of the Education Update, authors, Kathy Checkley and Virgina Rojas discussed the topic of various ways that educators can provide support for the academic succession of ELL students. In their article Setting ELLs Up for Success, the authors stressed that along with the proper scaffolding techniques and student access, ELL students will thrive in a mainstream classroom. The objective of the article involves demonstrating the methodology in how to teach effectively for all and ELL students. Many times, language learners are looked upon as having a cognitive disability, when that is often not the case. The authors’ main purpose is to illustrate the significance of engaging ELL students in the class, providing good instruction, having high expectations, and building on students’ prior knowledge. Some of the essential features that were included in the article were ways to extend good practice for students which included expectations, assessment, and instruction. In order for ELL students to be set up for success, as included in the article, learning must also be socially and culturally connected.

a way to bridge the gap in English Language Learners (ELLs), those who speak English as their second language, and individuals

This instruments helped in knowing more about the students’ backgrounds, about their language skills, and the activities they usually do using English to figure how to properly address their needs and help them in the areas that they need help in or find difficult to do. It also helped in knowing what they want to learn in order for the teacher to use a learner-centered approach to engage the students in their learning process and keep them interested in learning the language.