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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.
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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: 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: 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: Virginia P. Collier (1995)
Learning a second language for school is not simply a linguistic challenge; it poses social, cultural, academic, and cognitive challenges as well. This article describes a conceptual model for acquiring a second language for school that reflects all these challenges, and makes recommendations for instruction stemming from this model.
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)
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: 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)
One way to create effective literacy instruction for English learners in the elementary grades is to provide extensive and varied vocabulary instruction.
By: Mary Ann Zehr (2001)
There are many children who are eligible for both special education and English as a Second Language instruction, but few models for how to serve these children well. Learn about a program in Clark County, Nevada in which dually trained teachers provide overlapping instruction to meet both these needs.
By: American Speech-Language-Hearing Association (2005)
Children pick up languages much more easily than adults. This article answers some common questions about raising bilingual children.
By: Sarah Hudelson (1988)
In teaching second language learners how to speak and read English, it is important not to neglect their writing development. Here are some strategies for teaching ESL children to become writers.
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.
By: Aida Walqui (2000)
Learning a second language is hard, but it can be made easier when the teacher knows a bit about the similarities between the first and second languages, and can successfully motivate students.
By: Colorín Colorado (2009)
On a daily basis, ELLs are adjusting to new ways of saying and doing things. As their teacher, you are an important bridge to this unknown culture and school system. There are a number of things you can do to help make ELLs' transitions as smooth as possible.
By: Margaret Mulhern, Flora V. Rodriguez-Brown, and Timothy Shanahan (1994)
For language minority families, learning English is a key component of family literacy programs. This article describes questions to consider when establishing a program for language minority families.
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: Catherine Snow, Susan Burns, and Peg Griffin (1998)
English language learners are at risk for future reading difficulties for a number of reasons. Here are some factors all teachers of ELLs should know.
By: Beth Antunez (2002)
Find out how teachers can play to the strengths and shore up the weaknesses of English Language Learners in each of the Reading First content areas.
By: Kathleen A.J. Mohr and Eric S. Mohr (2007)
Despite the need to use and develop their English-language proficiency, English-language learners (ELLs) are often quiet during classroom discussions. The Response Protocol was developed to help teachers elicit and support the oral interactions of ELL students.
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.
- For older articles, see the English Language Learners Archives >
