This is the conclusion of last week’s blog post “Working with ELLs” where we will continue the discussion on how to best help our English Language Learner students to learn and meet with success.
Now, armed with all of this information and data on your ELLs language proficiency levels, how do you make it work? Well, their scores on the WIDA assessments let you know what your ELLs are capable of doing in each language domain, so I would use that information to group my students either homogeneously based on their needs or heterogeneously to allow my ELLs to interact with and learn from their peers. Also, I would adjust my questioning to challenge my students accordingly based on their language levels and how they are able to answer my questions. For example, if I have an English Language Learner who can understand my math lesson and get the right answer but does not have enough English language vocabulary to explain how he got his answer, then I would not require that student to explain his answer to me as he would be incapable of doing so at this time based on his language level. I would however, work with him to develop the necessary language skills to be able to do so at a later time. I would also use the multiple intelligences and various other differentiated instruction techniques to allow my English Language Learners to answer questions, provide feedback, and demonstrate understanding using a variety of activities so that they will feel comfortable and meet with success.
“If a child can't learn the way we teach,
maybe we should teach the way they learn.”
― Ignacio Estrada
ELLs do best when you use these particular techniques:
- Build Background Knowledge
- Modeling (Writing, Think Alouds, Reading, Group Work, etc.)
- Increase Wait Time
- Verbal and Written Directions
- Checking for Understanding
- Graphic Organizers
- TPR (Total Physical Response) to interact with vocabulary
- Read Alouds
- Sentence Frames
- Visual Cues/Visual Support (Pictures with Vocabulary Words, Word Walls, etc.)
- Anchor Charts
- Use of technology and hands on centers
- Encourage use of native language at home (Ex. Reading in L1 at home to transfer skills to L2)
- Do not forbid use of L1 at school but do encourage use of English
Also, don’t forget to differentiate instruction by:
- Incorporating the four language domains (Listening, Speaking, Reading, and Writing) in your lessons
- Using the Can Do Descriptors to modify the lessons and expectations based on the student’s English language proficiency level
- Offering activities such as Cooperative Learning Activities; Think, Pair, Share; and Reading Pairs (Pair up with a fluent reader)
- Offering appropriate assessments and/or modifications to assessments for ELLs based on their language proficiency levels
- Visual Thinking Strategies
- Incorporating Music (Songs/Chants for specific skills, techniques, etc.)
- Establishing purpose for reading
- Pre-reading the text
- Taking a picture walk
- Choosing one specific comprehension strategy for students to learn and use at a time
- Pre-teaching vocabulary; select tier 1, tier 2, and tier 3 words from target content; use different strategies to teach them
Please keep in mind that there are many differentiated instruction techniques that one could use. Not all of them could be listed in this blog post. These differentiated instruction techniques and strategies are best practices for all of our students, not just for our English Language Learners. As we differentiate instruction, our students are better prepared to access the information and ascertain knowledge. Our students' self-esteem and confidence will build as they feel more comfortable taking risks and ownership of their own learning. Motivation for learning will increase, which in turn will give our students the enthusiasm and excitement needed to become lifelong learners.
I leave you with this very powerful and moving video that has been shared many times in the ELL circuit. Please watch it in its entirety and think about how you would help the student in the video and what were his difficulties in meeting with success in his class.
With the help of all of the stakeholders in our ELLs education, they will persevere and learn the language. They will meet with success as long as they are given the proper tools and time to do so. We can still set high expectations for our English Language Learners as long as they are pedagogically sound and appropriate. Together we should be advocates and the voice of our students to give them the best education possible.
I hope that this blog post helps you to have much needed discussions in your schools about how to best meet the needs of our English Language Learners.
Mrs. Rosalie Pereda is currently a First Grade Bilingual and ESL Teacher. She has taught grades K-8 in various capacities over the years in both urban and suburban districts. She received her B.A. in Elementary Education and Spanish from Rider University. She holds certifications in Elementary Education, Spanish, Bilingual Education, and ESL. She is in her 18th year of teaching, all of which have been in New Jersey. Rosalie believes in being an advocate for her students and in doing so, helps to prepare teachers to meet the needs of English Language Learners through professional development opportunities. As a professional development presenter, she has presented several workshops on English Language Learners and differentiated instruction at conferences, including the NCAEE Conference and district in-service trainings.
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