Learn about 10 instructional practices for English language learners (ELLs) that research shows to be highly effective. These guidelines emphasize an asset-based approach to teaching ELLs and can be integrated into your regular teaching routines.
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.
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 make 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.
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.
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.
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.
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.
One way to create effective literacy instruction for English learners in the elementary grades is to provide extensive and varied vocabulary instruction.
There are many children who are eligible for both special education and English as a Second Language instruction, but few models exist 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.
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.
What are some ways that we can gauge vocabulary development in the content areas? In this article, the authors explain how the intricacies of word knowledge make assessment difficult, particularly with content area vocabulary. They suggest ways to improve assessments that more precisely track students’ vocabulary growth across the curriculum, including English language learners.
ELL expert Susan Lafond provides an overview of the ways in which Common Core State Standards in English Language Arts and Literacy differ from the standards that states currently use. She also discusses the ways in which these shifts will impact ELL instruction.
Concrete suggestions for teachers who want to communicate well with all of their students, especially English language learners and students with learning disabilities.
This article explains how to teach students to identify the compare-contrast text structure, and to use this structure to support their comprehension. It also shows how to use compare-contrast texts to activate and extend students’ background knowledge and expand and enrich their vocabulary.
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.
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.
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.
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.
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.
This Bright Ideas article recommends five specific and measurable actions teachers can implement to assist ELL learning in the upcoming year. The resource section has links to helpful articles and websites for further support.
All students learn in different ways, and ELLs are no exception. Creating opportunities for hands-on learning in the classroom can provide another way for students to grasp difficult concepts.
