Step #1
Bond with your ELLs.
It is expedient for teachers to bond with the ELLs in their classrooms. Let them know they are welcome and appreciated in your classroom, the school, and their new country. Once the students realize you have their best interests in mind, they will be open to learning and receptive to instruction. There are many strategies to accomplish this task.
- Attending extracurricular activities such as sporting events, concerts, talent shows, etc., provides opportunities to meet parents and show the students that you are interested in them.
- Reach out to the family whenever possible.
- Advocate for your ELLs with other teachers and faculty.
- Learn about your ELLs’ countries of origin and explore those countries’ cultures, etc., together.
Step #2
Learn your student’s name.
Many ELLs have names unfamiliar to many American teachers; however, teachers must learn to pronounce and spell the ELLs names correctly. A name represents a person’s identity, and your students will appreciate your effort to get their names correctly. They will also enjoy teaching you how to pronounce the more difficult names correctly.
Step #3
Communicate Clearly
- Enunciate clearly and slowly but not too slowly.
- Use concise, plain English, avoiding idiomatic language.
- Use body language and facial expressions
- Encourage classmates to engage with your ELLs.
- Encourage class participation from your ELLs as much as possible.
Step #4
Lesson plan for ELLs.
- Identify background knowledge
- Use pictures, maps, or personal experiences.
- Connect content to students’ experiences.
- Pre-teach important vocabulary words and concepts.
- Explaining concepts and labeling them with keywords ELLs can remember.
- identify content and language objectives
Facebook forums for posting questions, ideas, and resources.
- ELL Educator Group: Facebook group (Colorín Colorado)
- ELLs at Home Idea Exchange: Facebook group
- Advocating for ELLs: Facebook group
ELL professional learning community (PLC) on Twitter.
- Twitter for Teachers: An Hour-A-Week Plan (Empowering ELLs Blog by Tan Huynh)
- #ELLChat
- Follow #ELLchat
- Post resources and ideas with the #ELLchat hashtag all week long
- Join the Twitter chat on Mondays at 9pm ET
- Browse the #ELLchat archive
Blog Posts
- HELP! I’m teaching ESL next year. What can I do now to prepare? (Valentina Gonzalez)
- 6 Essential Strategies for Teaching English Language Learners (Edutopia)
- 12 Ways to Support English Learners in the Mainstream Classroom (Cult of Pedagogy)
- 10 Ways to Value ELs’ Language Assets (Tonya Ward Singer)
- 5 Strategies to Position English Learners for Success This Year: Blog Post + Infographic (SupportEd)
- Create a keyword vocabulary list of academic language needed for the lesson.
- Scaffold instruction and differentiate strategies.
- Integrate peer learning.
Step #5
Learn about your ELLs’ English proficiency levels.
Across the country, public schools give English language learners the English language proficiency (ELP) assessment every spring. The ELP assesses the students in four domains. The results of this test help teachers understand the areas of English the ELLs need the most help with and can assist with teaching strategies, planning, and accommodations required. In Louisiana, teachers can find the results of the ELPT in the students’ cumulative folders, usually kept in the office file room. If you do not understand the scoring rubric for the ELP, the English as a second language (ESL) teacher in your school district, school counselor, or school administrator should be able to provide that understanding.
Understand the domains of Language:
- Listening
- Reading
- Speaking
- Writing
Teachers must understand that each student’s domain score is important and affects their cumulative ELP score. For instance, the state labels students by their lowest domain score in Louisiana. For example, a student who scored level 4 in listening, reading, and writing but only scored level 2 in speaking would be designated a progressing level 2 (P2). Unfortunately, many educators, especially school administrators, only look at the students’ ELP designation and do not dig deep into the students’ other domain scores.
Link to Help understand ELP scores
https://docs.google.com/presentation/d/1AlgsG6RaxmM-2_z5sAQTliUnvCE_C3YdXhIhj7UVJJ4/edit#slide=id.p
Step #6
Teach CALP as well as BICS
CALP: Cognitive Academic Language Proficiency
BICS: Basic Interpersonal Communication Skills
Although Basic Interpersonal Communication Skills (BICS) are important, teachers must also promote Cognitive Academic Language Proficiency (CALP) for the ELs in their classrooms. CALP is essential for ELs to be academically successful. ELs must develop their oral academic proficiency to reach their academic potential. Here are some helpful links:
- Oral Language Development and ELLs: 5 Challenges and Solutions
- How to Stop Ourselves from Doing All of the Talking (ELL blogger Valentina Gonzalez)
- Wait Time Can Make or Break Your Lesson (ELL blogger Valentina Gonzalez)
- 12 Fun Speaking Games for Language Learners (Edutopia)
- Video Series: Engaging ELLs in Academic Conversations (Teaching Channel)
Step #7
Use the Students’ First Language (L1) as a Resource
Students with good first language proficiency skills generally have a more effortless experience acquiring English language proficiency. Therefore, it is a good strategy for teachers to utilize ELs first languages to assist in their English acquisition. For newcomers, this could mean:
- allowing first-language editions of novels for required reading in ELA classes
- using electronic translators or computer/phone apps
- bilingual dictionaries
- Peer assistance in first-language
Teachers should also try to understand the ELs first language phonetics, alphabet, and grammar rules to assist their students acquire English proficiency. For example, Spanish speakers from Central American countries often do not distinguish the letters be and v when speaking or writing. They often use those letters in the reverse of how the English language rules require. In many languages, the noun precedes the adjectives, which is the opposite of the English language. Knowing these types of differences allows teachers to understand and assist the ELs in their classrooms in grasping the differences between their first language and English, which can help them speak and write English more easily.
Step #8
Seek Support from ELL Colleagues
Teachers need to reach out to colleagues for assistance in addressing many issues as they try to meet the needs of a diverse student population. In the case of teaching ELs, it is vital that teachers reach out to the ESL teachers/coaches in their schools or school districts. Many teachers are not fortunate enough to have a full-time ESL colleague at their school; however, their school district should have an ESL teacher or teacher coach on staff whose task is to assist teachers with strategies and resources. Many school districts have multiple ESL teachers who visit numerous schools. Teachers can always turn to school administrators to help find their school district’s ESL teacher/coach.
