For Other Professionals
e-mail
print
shareEnglish Language Learners
The population of English language learners (ELLs) in U.S. public schools is quickly on the rise. This section includes information about the most effective ways to teach ELL students (sometimes referred to as ESL students), methods for encouraging learning, and ways to promote family involvement. Please also visit our sister web site ColorinColorado.org, which is specifically focused on how to help ELL students succeed in school.
Sort by: | Date | Title |
Display: Summaries | Titles only
By: Kristina Robertson (2009)
This article discusses strategies for writing poetry with ELLs, presents an overview of poetry forms that can be used effectively in writing lessons, and suggests some ideas for ways to share student poetry.
By: Kristina Robertson (2009)
This article offers some ideas on how to introduce poetry to ELLs and integrate it with reading instruction, as well as some ideas for reading poetry aloud in a way that will encourage oral language development.
By: Kristina Robertson (2009)
This Bright Ideas article recommends five specific and measurable actions teachers can implement to assist ELL learning in the upcoming year. All of the strategies have been featured on the Colorín Colorado website, and the Hotlinks section has links to helpful articles and websites for further support.
By: Rebecca Silverman (2009)
The principles of a multidimensional vocabulary program hold promise for supporting the vocabulary development of all students, especially English language learners. Eight characteristics of a multidimensional approach are described. The first is the introduction of new words through engaging children's literature.
By: Rebecca Silverman and Sara Hines (2009)
A recent research study shows that using multimedia video in conjunction with traditional read aloud methods may improve the vocabulary growth of English language learners. An example of how to implement multimedia during classroom read-alouds is described.
By: Kristina Robertson (2008)
One of the most important skills students learn as they transition into middle and high school is how to get information from a non-fiction text. This skill can be especially challenging for ELLs, who may not have had much experience working independently with expository texts. This Bright Ideas article offers ways that teachers can help ELLs work effectively with non-fiction texts and includes strategies for introducing components, structure, and purpose of expository texts.
By: Kristina Robertson (2008)
Educators may wonder how to hold an effective parent-teacher conference with the parents of English language learners if they can't communicate comfortably in English. Here we provide a number of tips that will help you bridge the language gap, take cultural expectations about education into account, and provide your students' parents with the information they need about their children's progress in school.
By: Kristina Robertson (2008)
As you teach content areas to ELLs of diverse backgrounds, you may find that they struggle to grasp the content, and that they approach the content from very different perspectives. Drawing on your students' background knowledge and experiences, can be an effective way to bridge those gaps and to make the content more accessible. This article offers a number of suggestions to classroom teachers as they find ways to tap into the background knowledge that students bring with them.
By: E. Sutton Flynt and William G. Brozo (2008)
Concerns about how to build academic vocabulary and weave its instruction into curricula are common among classroom teachers. This article reviews the research, and offers some practical suggestions for teachers.
By: Pre-K Now (2008)
Latino children make up the largest and most rapidly growing racial/ethnic minority population in the U.S. Find out how pre-K programs can play a key role in helping these children in school readiness and educational achievement.
By: American Speech-Language-Hearing Association (2008)
Anyone at any age can learn a second language after a first language is already established, but it takes a lot of practice. Second language acquisition often happens when a child who speaks a language other than English goes to school for the first time. This American Speech-Language-Hearing Association brief looks at the best way to teach a second language and how speech professionals can help.
By: American Speech-Language-Hearing Association (2008)
Learning to speak two languages is like learning any other skill. To do it well, children need lots of practice, which parents can help provide. This American Speech-Language-Hearing Association brief gives information and tips for parents.
By: Mary Ann Zehr (2007)
Technology that encourages interactive learning can be an effective tool for teaching English language learners, even if the technology is not specifically designed particularly for ELLs.
By: U.S. Department of Education (2007)
Teachers of English learners should devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or proficiencies work together on academic tasks in a structured fashion.
By: U.S. Department of Education (2007)
One way to create effective literacy instruction for English learners in the elementary grades is to provide extensive and varied vocabulary instruction.
By: U.S. Department of Education (2007)
Providing small-group reading instruction in five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension) can really help English language learners in the elementary grades.
By: U.S. Department of Education (2007)
Most scholars believe that instruction in academic English — done early, consistently, and simultaneously across content areas — can make a difference in English learners’ ability to understand the core curriculum.
By: U.S. Department of Education (2007)
Studies show that screening English language learners for abilities in phonological processing, letter knowledge, and word and text reading will help identify those who are progressing well and/or who require additional instructional support.
By: Suzanne Irujo (2007)
In this article, a seasoned ELL teacher synthesizes her own classroom experience and the findings of the National Literacy Panel on Language-Minority Children and Youth to make recommendations for effective literacy instruction of ELL students.
By: Dale S. Brown and Karen Ford (2007)
Here are some concrete suggestions for teachers who want to communicate well with all of their students, especially English language learners and students with learning disabilities. Incorporate these suggestions and you will reach many more students.
- For older articles, see the English language learners Archives >
