Effective Teaching Resources and Strategies
Students who are ELL need extra help and more importantly support in the classroom. They not only have the process the classroom content, but also the language in which that content is being given. Patients and repetition are key factors in helping ELL students learn. Teachers do not have to work alone when creating a plan for ELL students. They can work with their peers to adapt instruction to differentiate to the students needs. Providing explicit clear instructions and creating an environment that accepts all cultures are very important in helping ELL.
There are many factors to consider before creating a plan to deliver proper instruction:
• English language level and learning needs of the students
• Family support and English language level of parents
• Number of ELL students in the school
• Availability of trained ELL teachers, teacher assistants and specialists
• Availability of resources and materials
• Availability of appropriate instructional space.
(ELL Brochure, 2007)
Teaching Strategies
Organized Structured Cooperative Learning
By working in pairs or groups ELL students learn the language from their peers. Other students model the appropriate use of the English language, which the ELL student picks up on. They also develop positive interdependence (ELL Brochure, 2007).
Creating a Supporting Language Learning Environment
Your lessons should have clear objectives that are communicated to the students. the lesson should be structured with a beginning, middle and end. There should be cues that mark each stage of the lesson. Having a set routine that the students can see is very important. Students like having structure and knowing what is happening. Lessons should be taught in roughly the same fashion in call curricular areas. Having visual cures up around the classroom helps students make associations. For example, pairing words with images gives the ELL student a visual cue as to what you are talking about. It is even helpful for them to communicate to others in the classroom. If they do not know how to say a word they can point to the picture instead.
Differentiating Content, Process and Products
Each student will need to be taught in a fashion the aids their learning abilities.The materials used need to be changed to suit the needs of the student.This is differentiating content. Differentiating the process is about teaching a concept in more than one way. Students do not learn all the same way. As a teacher you have to recognize their learning style and make the appropriate changes in your lesson to give them the best learning environment. Some ways teachers can do this is through graphic organizers, working in groups or pairs (ELL Brochure, 2007). Giving the students options on what their assignments look like is a way to tailor to each students abilities. Because the ELL student struggles with language, having alternate ways to do an assignment can help they gain the curricular knowledge while slowly developing their language skills. Posters, or presentations help students get their ideas across without having to do a lot of writing.
Assessment
The students English language proficiency, academic achievement and recent school experience are used to place the student in the proper grade and also it determines how much and what kind of ELL support they need (ELL Brochure, 2007).
Tips for Appropriate ELL Student Assessment from Alberta Education:
• Focus on the students’ meaning rather than on their language errors, such as grammatical mistakes. Students will want to communicate with you when they know that their errors are not the focus of what is being communicated.
• Grade a combination of processes and products for all students. The final product is not all the matters. Students develop skills and knowledge in all steps the the learning process.
• Explain to students what and how you grade. Show examples of good work, using rubrics with clear criteria. Showing example to the whole class helps the students understand what you are looking for ans what is expected of them.
• Have grades reflect a variety of performances, such as participation, projects, portfolios and oral explanations. Having other aspects in your grading helps the student receive feedback on how they are doing in all school aspects.
• Adapt tests and the administration of tests. You can give the test in simple English or even in the students native language.
Supporting the ELL Student
Alberta Education says to welcome students and families and answer all their questions. You may need an interpreter or an ELL specialist to help you exchange information. Make sure the student and parents know the layout of the school. They need to be familiar with where everything is just like the other families in your school. Showing them can communicate places when language can not. You should include the parents in your classroom so they know that their child is getting the best education. Have them volunteer in your class or simply watch a lesson being taught. Each culture is different, because of this you should familiarize yourself with the cultures customs, holidays or practices. You need to be knowledgeable about anything that will keep the students away from school or prevent them from doing an activity. When communicating with the parents at home, write correspondences in simple English. Another communication option is to make phone calls and actually talk to the parents. If the language barrier is large you should also include a translator in your communications. You can also get in contact with Citizenship and Immigration Canada if your student is not Canadian born. They may be able to give you background information the the student`s culture and they can also volunteer in your classroom to as support staff.
There are many factors to consider before creating a plan to deliver proper instruction:
• English language level and learning needs of the students
• Family support and English language level of parents
• Number of ELL students in the school
• Availability of trained ELL teachers, teacher assistants and specialists
• Availability of resources and materials
• Availability of appropriate instructional space.
(ELL Brochure, 2007)
Teaching Strategies
Organized Structured Cooperative Learning
By working in pairs or groups ELL students learn the language from their peers. Other students model the appropriate use of the English language, which the ELL student picks up on. They also develop positive interdependence (ELL Brochure, 2007).
Creating a Supporting Language Learning Environment
Your lessons should have clear objectives that are communicated to the students. the lesson should be structured with a beginning, middle and end. There should be cues that mark each stage of the lesson. Having a set routine that the students can see is very important. Students like having structure and knowing what is happening. Lessons should be taught in roughly the same fashion in call curricular areas. Having visual cures up around the classroom helps students make associations. For example, pairing words with images gives the ELL student a visual cue as to what you are talking about. It is even helpful for them to communicate to others in the classroom. If they do not know how to say a word they can point to the picture instead.
Differentiating Content, Process and Products
Each student will need to be taught in a fashion the aids their learning abilities.The materials used need to be changed to suit the needs of the student.This is differentiating content. Differentiating the process is about teaching a concept in more than one way. Students do not learn all the same way. As a teacher you have to recognize their learning style and make the appropriate changes in your lesson to give them the best learning environment. Some ways teachers can do this is through graphic organizers, working in groups or pairs (ELL Brochure, 2007). Giving the students options on what their assignments look like is a way to tailor to each students abilities. Because the ELL student struggles with language, having alternate ways to do an assignment can help they gain the curricular knowledge while slowly developing their language skills. Posters, or presentations help students get their ideas across without having to do a lot of writing.
Assessment
The students English language proficiency, academic achievement and recent school experience are used to place the student in the proper grade and also it determines how much and what kind of ELL support they need (ELL Brochure, 2007).
Tips for Appropriate ELL Student Assessment from Alberta Education:
• Focus on the students’ meaning rather than on their language errors, such as grammatical mistakes. Students will want to communicate with you when they know that their errors are not the focus of what is being communicated.
• Grade a combination of processes and products for all students. The final product is not all the matters. Students develop skills and knowledge in all steps the the learning process.
• Explain to students what and how you grade. Show examples of good work, using rubrics with clear criteria. Showing example to the whole class helps the students understand what you are looking for ans what is expected of them.
• Have grades reflect a variety of performances, such as participation, projects, portfolios and oral explanations. Having other aspects in your grading helps the student receive feedback on how they are doing in all school aspects.
• Adapt tests and the administration of tests. You can give the test in simple English or even in the students native language.
Supporting the ELL Student
Alberta Education says to welcome students and families and answer all their questions. You may need an interpreter or an ELL specialist to help you exchange information. Make sure the student and parents know the layout of the school. They need to be familiar with where everything is just like the other families in your school. Showing them can communicate places when language can not. You should include the parents in your classroom so they know that their child is getting the best education. Have them volunteer in your class or simply watch a lesson being taught. Each culture is different, because of this you should familiarize yourself with the cultures customs, holidays or practices. You need to be knowledgeable about anything that will keep the students away from school or prevent them from doing an activity. When communicating with the parents at home, write correspondences in simple English. Another communication option is to make phone calls and actually talk to the parents. If the language barrier is large you should also include a translator in your communications. You can also get in contact with Citizenship and Immigration Canada if your student is not Canadian born. They may be able to give you background information the the student`s culture and they can also volunteer in your classroom to as support staff.