As Milford's ESOL population grows, the daily challenges for our teachers
continues to grow as well. Many of you have had, presently have, or will
have an ELL (English Language Learner) in your classroom at some point
during your teaching career.
***Please understand that acquiring a second language is a process, it takes
time, understanding and nurturing. Research has shown that it takes 1 to 2
years for the ELL to gain BICS (Basic Interpersonal Communication Skills) -
simply put - basic survival skills for communication in everyday
situations. It takes another 5 to 7 years to acquire CALP (Cognitive
Academic Language Proficiency) the language needed to read, truly
comprehend, and produce quality grade-level work. As you can see, the fact
that your ELL communicates well with his/her friends on the playground has
little bearing on what he/she is capable of accomplishing academically in
the classroom.
Of course, the rate of language and content acquisition will depend on a
number of factors, including proficiency in the native language, age the
student starts learning the second language, prior experiences and
motivation.
With that said, I've listed a number of suggestions and strategies that are
helpful for the ELL in your classes.
Please see FAQ for more info on the ESOL program.
***THANKS FOR ALL YOU DO FOR OUR ENGLISH LANGUAGE LEARNERS!!!***
SUGGESTIONS FOR CLASSROOM TEACHERS TO USE WITH ESL STUDENTS
STRATEGIES
- Learn to pronounce the student’s name.
- Learning IS taking place even if the student does not speak for the first
few weeks or months.
- Set up a buddy system for socialization as well to help the ELL follow
directions and write down assignments. (The buddy system should not be a
simultaneous interpreter - such behavior can become a crutch for the ELL
and a burden to the buddy.)
- When a student does not understand, say less and simplify.
DO NOT SPEAK LOUDER.
- Provide preferential seating to assist the student’s ability to hear, see
and focus.
- MODEL, MODEL, MODEL. REPEAT, REPEAT, REPEAT.
- Use visuals (pictures and words) and hands-on activities to reinforce
verbal content.
- BE PATIENT!
- Emphasize Vocabulary.
- Limit amount of reading, assessments and assignments to the most important
concepts in each lesson.
- Use graphic organizers, charts, diagrams, and summaries of key points.
- Supplement oral presentations with written material and vice-versa. ELLs
have difficulty copying material. They also have trouble listening and
writing at the same time. If a proficient student volunteers, allow the
ELL to photocopy notes.
- Paraphrase complicated material.
- Write the assignments on the board.
- Continue cooperative learning groups that support the ELL.
- Encourage the use of bilingual dictionaries/ electronic translators in
class as well as at home.
- Repeat/clarify directions when necessary.
- Use computer technology as appropriate to assist student with refining and
building English language skills.
- Be sensitive with feedback/corrections. Be positive and avoid putting
them on the spot.
- Monitor student’s ability to focus and comprehend material. Contact ESL
teacher when necessary.
ASSESSMENT
- Allow brief answers: graphic organizer, bullets, or outlines instead of
full sentences/paragraphs/essays.
- Allow extra time to complete tests, quizzes, and assignments.
- Read written directions and repeat them when necessary.
- Allow use of bilingual dictionary/electronic translator or thesaurus.
- Limit amount of information. Give a unit test in parts.
- Don’t penalize for handwriting or spelling as long as it’s
readable/recognizable.
- Test student in concrete terms. Test them on recognition rather than
production. (e.g., word banks, matching, labeling).
- Assess student progress frequently to identify problems early.
SUGGESTIONS FOR SPECIFIC SUBJECT AREAS
MATH
- If available, use a book of math terms with translations into 10
languages. Provide student with a glossary of mathematical terms.
- Give a written example of each concept so that the student clearly
understands what he/she is supposed to do.
- Limit number and type of word problems according to the level of the
student.
- Be aware of the difficulty in setting up word problems. Model setting up
problems (orally and visually).
SCIENCE
- Provide students with an outline of next unit before starting class
lecture, reading and discussion.
- Provide hard copies of overhead material, lecture notes/outlines and
handouts prior to use in class.
- Paraphrase directions in simple step-by-step format.
- Instruct ELLs to use appropriate sections of ESL picture dictionaries that
may be available.
ENGLISH
- Provide simplified version of the text.
- Reduce reading assignments.
- Modify written assignments to accommodate the ELLs proficiency level.
Limit to main ideas and comprehension.
- Unless grammar is the focus of the lesson, do not correct or assess for
grammar.
- Permit use of word processor to facilitate production.
SOCIAL STUDIES
- Use students’ background as a resource to compare and contrast with content
material.
- Limit expectations for comprehension of details. Focus ELLs on main ideas
(instruction and assessment).
- Modify technical vocabulary requirements.
- Limit the reading required and provide summaries, outlines, and additional
text. Assess with appropriate homework and tests.
- Use alternative projects/assessments that minimize language required (i.e.
visual display, map, time line, chart, graph, diagram, lists, etc.)
SPECIALS
- Model instructions for activities.
- Permit ELLs to talk with a designated buddy to clarify instructions and
content.
- Display examples of vocabulary and content concepts
