Accommodating ell in the classroom
Introduce the vocabulary in a familiar and meaningful context and then again in a content-specific setting. Teaching English language learners across the content areas.
For example, in a unit on tornadoes, the word “front” needs to be reviewed in a familiar context and then taught in the context of the unit. Alexandria, VA: Association for Supervisors and Curriculum Developers.
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According to the TESOL’s Implementing the Common Core State Standards for English Learners: The Changing Role of the ESL Teacher, “ESL teachers should be recognized as experts, consultants, and trainers well versed in teaching rigorous academic content to ELs.” What can you do to share your expertise with the classroom teachers in your school?
Understanding context clues such as embedded definitions, pictures, and charts builds ELLs’ schema.
They should actively engage in holistic activities to practice new vocabulary because learning words out of context is difficult for them. Pick vocabulary that is absolutely essential in each unit.
The box below presents several areas of difficulty for students with writing problems.
We provide research-based recommendations, activities, and materials to effectively teach writing to the wide range of students educators often find in their classrooms.
In some classrooms, writing instruction focuses almost exclusively on text transcription skills, such as handwriting and spelling, with few opportunities to compose meaningful, authentic text (e.g., Palinscar & Klenk, 1992).
In other classrooms, frequent and varied opportunities exist to use the writing process to complete personally relevant and engaging writing tasks, but little time is devoted to teaching important writing skills and strategies, as it is assumed these can be mastered through incidental teaching and learning (e.g., Westby & Costlow, 1991).
This increasing diversity of the school-aged population has occurred within the context of the standards-based education movement and its accompanying high-stakes accountability testing.
As a consequence, more demands for higher levels of writing performance and for demonstration of content mastery through writing are being made of students and their teachers, while teachers are simultaneously facing a higher proportion of students who struggle not only with composing, but also with basic writing skills.Classroom teachers also need to set language objectives for the ELLs for each lesson.A language objective specifically outlines the language that ELLs will need in order to meet the content objective. Teachers need to consider the schema that ELLs bring to the classroom and to link instruction to the students’ personal, cultural, and world experiences.Yet, for students with disabilities who tend to develop or exhibit chronic and pernicious writing difficulties, even this type of instruction may be inadequate.