ELL & ESL Teaching Strategies
Summary
TLDRThis educational video offers an in-depth look at teaching English as a Second Language (ESL) to students. It covers terminology, challenges, and strategies for effective instruction, including accommodations, communication tips, and understanding BICS and CALP. The video outlines the five stages of second language acquisition and introduces sheltered instruction goals. It also recommends instructional strategies such as culture studies, realia, language experience approach, group work, and total physical response, emphasizing the importance of engaging families and integrating cultures into the classroom.
Takeaways
- 📚 English language learners (ELLs) often go unnoticed in classrooms due to their good behavior and lack of parental involvement.
- 🔠 Terminology like ELL, ESL, LEP, and the emerging term 'emergent bilingual' are used to describe students learning English as a second language.
- 👨🏫 Teachers may feel unprepared or anxious about teaching ELLs, which can lead to a lack of support for these students.
- 🔧 Accommodations are essential to provide ELLs with equal access to the curriculum, including graphic organizers, manipulatives, and extended time.
- 🗣️ Communication strategies for teachers include avoiding idioms, speaking clearly without raising the voice, using hand signals, and summarizing lessons.
- 🧠 BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency) are two types of language proficiency with different acquisition timelines.
- 🌱 The five stages of second language acquisition include pre-production, early production, speech emergence, intermediate fluency, and advanced fluency.
- 🏫 Sheltered instruction aims to develop English proficiency and provide access to grade-level content without 'dumbing down' lessons.
- 🌐 Cultural studies and realia (real-life objects) are effective instructional strategies to engage ELLs and connect learning to their experiences.
- 👥 Group work and total physical response (TPR) activities can enhance social interaction and language practice for ELLs.
- 👨👩👧👦 Involving the families of ELLs in school activities and integrating their culture into the curriculum can foster a more inclusive learning environment.
Q & A
What is the term 'ëall' referring to in the context of the video script?
-ëall refers to 'English as an Additional Language' learners, which is a term used to describe students who are learning English in addition to their native language.
Why might ëall students sometimes not receive the same attention as special education students?
-ëall students might not receive the same attention because they are often well-behaved, their parents aren't typically involved, and they fall through the cracks in the educational system.
What is the significance of the term 'emergent bilingual' as mentioned in the script?
-The term 'emergent bilingual' is a more positive term that may soon replace 'ëall' or 'ESL,' emphasizing the growth and development of students learning a new language.
What are some common accommodations that teachers can provide to ëall students to help them understand the curriculum?
-Common accommodations include graphic organizers, concrete manipulatives for math, vocabulary scaffolding or flashcards, extended time, peer tutoring, audiobooks, and presenting content in their native language.
Why should teachers avoid using idioms and acronyms when communicating with ëall students?
-Idioms and acronyms can be particularly confusing for new language learners as they may not understand the figurative meanings or the specific abbreviations.
What does BICS stand for and what does it relate to in terms of language proficiency?
-BICS stands for 'Basic Interpersonal Communication Skills,' which relates to the social language proficiency needed for casual conversations and everyday slang.
What is the duration of the 'pre-production stage' in the five stages of second language acquisition?
-The pre-production stage, also known as the silent period, can last anywhere from a day to six months.
What is the main goal of sheltered instruction for ëall students?
-The main goal of sheltered instruction is to help ëall students develop proficiency in English while providing them with access to grade-level content without 'dumbing down' the lesson.
How can cultural studies benefit ëall students in the classroom?
-Cultural studies can benefit ëall students by developing research skills, public speaking skills, and providing a chance for students to hone their writing abilities through presentations about their ethnic background.
What is the purpose of using realia in the classroom for ëall students?
-The purpose of using realia is to make learning more relatable by incorporating real-life objects, which can help students make deeper connections with the material and engage their senses in a multi-sensory experience.
How does the 'total physical response' (TPR) strategy benefit ëall students?
-TPR benefits ëall students by integrating physical activity with learning, which can increase engagement and help students better understand and remember vocabulary through physical actions.
What are some ways to involve the families of ëall students more in the school community?
-Ways to involve ëall families include inviting them to be chaperones on field trips, translating emails, attending cultural events, ensuring interpreters are available for meetings, sending welcome letters, and integrating their culture into the classroom curriculum.
Outlines
📚 Introduction to Teaching ESL and ëall Students
This paragraph introduces the video's focus on teaching English as a Second Language (ESL) and working with ëall (English language learners) students. It discusses the challenges teachers face, the lack of attention these students often receive, and the various acronyms used to describe them. The importance of understanding the task of teaching ëall students is emphasized, along with the common misconception that it's not the teacher's responsibility to educate non-English speaking students. The paragraph also touches on the anxiety some teachers feel due to inadequate preparation in schools and transitions into the topic of accommodations needed for ëall students to access the curriculum effectively.
🔍 Accommodations and Communication Strategies for ëall Students
The second paragraph delves into the types of accommodations teachers must provide to ensure ëall students have equal access to the curriculum. Examples of accommodations include graphic organizers, manipulatives, vocabulary scaffolding, extended time, peer tutoring, and content in the student's native language. The paragraph also offers communication tips for educators, such as avoiding idioms and acronyms, speaking clearly without raising the voice, using hand signals, being animated, summarizing lessons, and frequently checking for understanding. It introduces the concepts of BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency), explaining the difference between social language proficiency and academic language proficiency, and noting the time it takes for students to acquire each.
🌟 Stages of Second Language Acquisition and Sheltered Instruction
This paragraph outlines the five stages of second language acquisition, as credited to Julie Haynes, starting with the pre-production or silent period, where students absorb language and may repeat phrases without understanding. It progresses through early production, where students begin to speak in short sentences, speech emergence, intermediate fluency, and advanced fluency, where students feel English is their native language. The paragraph also introduces sheltered instruction, which aims to develop English proficiency and provide access to grade-level content without 'dumbing down' the material. It lists strategies associated with sheltered instruction, such as simplified language, extra wait time, sensory activities, and using visuals.
🏫 Recommended Instructional Strategies for ëall Students
The final paragraph presents six recommended instructional strategies for working with ëall students. It begins with cultural studies, which involve students researching and presenting on their ethnic backgrounds, developing research, public speaking, and writing skills. The paragraph continues with the use of realia, or real-life objects, to make deeper connections with vocabulary and concepts. It discusses the language experience approach, where students' life stories are incorporated into the classroom to improve fluency and sight word recognition. Group work is highlighted as a way to increase face-to-face interactions and social learning. The total physical response (TPR) method is explained as a way to integrate physical activity with learning. The paragraph concludes with strategies for supporting new ëall students, such as assigning classroom buddies, providing extended time on exams, and integrating their culture into the classroom curriculum. It also emphasizes the importance of involving ëall students' families in school activities and making them feel included in the educational process.
Mindmap
Keywords
💡ELL
💡ESL
💡Accommodations
💡Communication Strategies
💡BICS and CALP
💡Second Language Acquisition
💡Sheltered Instruction
💡Cultural Studies
💡Realia
💡Total Physical Response (TPR)
💡Family Involvement
Highlights
ëall students often fall through the cracks due to lack of attention and involvement.
A variety of acronyms are used to describe English language learners, such as ëall, ESL, and LEP.
The term 'emergent bilingual' may replace existing terminologies to be more positive.
Teaching ëall children is a challenging task often overlooked by teachers.
Teachers must provide accommodations to ensure ëall students have equal access to the curriculum.
Examples of accommodations include graphic organizers, manipulatives, and extended time.
Educators should avoid idioms and acronyms when communicating with ëall students.
Speaking slowly and using hand signals can help ëall students better understand instructions.
BICS and CALP are key concepts in understanding language proficiency in ëall students.
It takes approximately five years for students to develop CALP for academic language.
The five stages of second language acquisition include pre-production, early production, speech emergence, intermediate fluency, and advanced fluency.
Sheltered instruction aims to develop English proficiency and provide access to grade-level content without 'dumbing down' lessons.
Strategies for sheltered instruction include simplified language, extra wait time, and using visuals.
Cultural studies can enhance ëall students' research, public speaking, and writing skills.
Realia, or real-life objects, can make learning more engaging and multi-sensory for ëall students.
The language experience approach helps students increase sight word recognition and fluency by reading their own life stories.
Group work enhances face-to-face interactions and social learning among ëall students.
Total Physical Response (TPR) integrates physical activity with learning to keep students engaged.
Supports for new ëall students include assigning a buddy, using print over script, and providing preferential seating.
Involving ëall families in school activities and integrating their culture into the curriculum is crucial for a supportive learning environment.
Transcripts
hello and welcome to teachings in
education ESL and elly4s occator franca
Vella in this video we're gonna cover
everything you ever wanted to know about
working with ëall and ESL students a
variety of different topics will be
covered such as second language
acquisition and instructional strategies
but we're gonna begin with a broad
overview now ëall students often fall
through the cracks that's because they
are usually well behaved their parents
aren't typically involved and they don't
get the same attention as special
education students there are many
associated acronyms ëall meaning English
language learner ESL English as second
language
LEP limited English proficiency these
may soon be replaced by a more positive
term called emergent bilingual
nevertheless terminology is not
important understand that teaching these
children is a very challenging task as a
teacher you're gonna have your work cut
out for you unfortunately some teachers
feel that it isn't their responsibility
to teach these students that don't speak
English there are a number of teachers
that feel anxiety the anxiety comes from
the fact that schools seldom prepare
teachers on to the next section which is
accommodations teachers must provide
ëall students with equal access to the
curriculum through accommodations these
accommodations are meant to help al ELLs
understand simple things that are asked
of them with the help of these
accommodation PLL's should better be
able to keep up with their work and
maintain the pace of instruction set
forth by the teacher
here are some common examples teachers
may provide different types of graphic
organizers concrete manipulatives for
math scaffolding or flashcards for
vocabulary extended time peer tutoring
audiobooks and even having content
presented in their native language
the next section up is communication
tips for teachers educators should use
certain strategies to better help
communicate with Els the first strategy
is to avoid speaking in idioms and
acronyms both are particularly confusing
for new language learners next teachers
should not raise their voice when
directly talking to the child the child
may think that you are yelling at them e
nun c8 your words will sound clearer and
your ll student will better understand
each word that you say use hand signals
use your hand signals as much as you can
be animated in the way you teach
communication doesn't have to be all
verbal take the time to summarize what
was just taught through short notes be
sure to frequently check for
understanding as there is no doubt going
to be times where Els get lost during
instruction look at their faces it'll
tell you everything
and lastly speak slowly do not rush
classroom instruction is not a race it's
about learning the next section covers
BICS and CALP and credit given to Jim
Cummins Kalp stands for cognitive
academic language proficiency Vic's on
the other hand stands for basic
interpersonal communication skills kelps
is basically your content language on
the other hand fix is more of your
social language proficiency for cap is
based on the ability to understand
academic language for different content
subjects it takes about five years for
students to learn this language type
this is the type of language proficiency
that is integrated with higher-order
thinking skills for example Bloom's
taxonomy Bicks relates to the skills
necessary to have a casual conversation
with your group of friends Bix can take
as early as six months semester it also
includes your everyday slang or the
basic language that you use while on the
phone with your friend or your mother
next we're going to cover the five
stages of second language acquisition
with credit to Julie Haynes and the
first stage is the pre-production stage
the pre-production stage is also called
the silent period the period of time
less anywhere from a day to six months
you can expect students to have a
vocabulary of only 500 words this is
also sometimes called the absorbing
phase students are just trying to absorb
what is being said
students may simply repeat things that
were said this isn't an effort to
understand its meaning they parrot back
phrases this is a very stressful time
for the student they aren't able to
express themselves verbally one thing to
do is to incorporate more visuals into
the lesson but there are many more the
next phase is early production early
production has a duration period that
lasts about six months the amount of
words that are in the vocabulary
increased to a thousand at this point
you'll begin to hear some meaningful
speed from Els they may speak in one or
two-word sentences as a teacher you can
provide some semantic graphic organizers
although you don't really want to modify
the content unless it's absolutely
necessary this may be a stage where it
is necessary and of course you would
want to use your CF use meaning check
for understandings right now I'm going
to take a quick break and ask if you
could give me a quick like and subscribe
if you can anyway let's get back to the
lesson the third stage of second
language acquisition is speech emergence
this stage lasts approximately one year
in length students have a vocabulary of
about 3,000 words you'll see students
coming into their own
they'll be able to speak in short
sentences and ask questions even more
they should actually start to understand
everything that is being said in the
classroom
continuing we'll get to the fourth state
which is intermediate fluency
this is a period that lasts
approximately two years the e ll
students also have a vocabulary of
around 600 words students in the
classroom will begin to question some of
the things that are said they will build
ideas of the content that was covered
this is also the point where Els will
start to have conversations in English
with other students teachers may want to
scaffold assignments for Els but overall
teachers should be decreasing the amount
of assistance at this point and now to
the last stage of second language
acquisition which is the advanced
fluency stage it has a duration that
lasts anywhere from four to ten years
Els have built up an extensive
vocabulary and that vocabulary will
continue to increase this far into
second language acquisition students
will start to feel as if English is
their native language now
just because these students speak
English well doesn't mean they still
don't need the extra help for the
content matter so we finished up with
the stages of second language
acquisition and now we're going to move
on to sheltered instruction let's begin
with some of the goals of sheltered
instruction educators want to see
students develop proficiency in English
as well as provide access to grade-level
content
sheltered instruction is based on the
principle of equal content where
teachers do not dumb down the lesson now
I have to say this is not as easy as it
sounds and most teachers do need
assistance in utilizing sheltered
instruction perhaps bringing in
professional development here's a quick
list of some associated strategies you
simplified language give extra wait time
sensory activities access for our
knowledge use visuals pair students with
native speakers don't force speaking no
student cultures and many many more now
we're going to move on to some
recommended instructional strategies for
working with these children and the
first one is to use a culture study
cultural studies are a great lesson for
al ELLs because most children's are
proud of their culture there are several
benefits to culture studies such as the
development of research skills public
speaking skills and it even gives
students a chance to hone their writing
abilities
what are the steps for a culture study
the first is to assign students to
research their ethnic background as a
class project students should then take
the time and do the research and one way
to do that is to interview their family
members after all the work is done
students should present to the classroom
getting e/l else to present and speak in
front of a crowd is always a good thing
and lastly have students take questions
from the audience this is great for
two-way dialogue a great alternative to
cultural studies would be to do a Show
and Tell lesson now on to the second of
six recommended instructional strategies
realia realia is basically incorporating
real-life objects into the classroom
it's great for making work connections
also adding real-life objects into the
classroom will get the attention of
those students that are bored all the
time it is a multi-sensory experience
students get to see hear touch and
possibly taste vocabulary is the most
common way to use realia in the
classroom is to have a student just read
a word like Apple but with realia they
make a deeper connection with the brain
as a side note it's sometimes using a
science classroom as it's not just for
yourself science teachers bring in
models I feel obligated to point out
that these types of lessons do take a
lot of work the next strategy is a
language experience approach here
students life lessons become part of the
classroom it's a great way to get these
kids engaged it also helps them increase
their sight word recognition through
reading their own life stories they
start to improve on their fluency more
and more let me walk you through the
process it begins when an e ll student
tells one of their life stories the
student tells their story verbally at
first
next teachers usually have a
paraprofessional write down the story as
the student tells it they should write
it down word-for-word the student can
read this story to themselves at first
once they've mastered it with assists
then they can read the story alone there
are other variations on the language
experience approach the fourth
instructional strategy is group work so
let's dive in the great thing about
group work for it
Els is that it increases face-to-face
interactions students experience social
learning through connecting with their
peers they also have a dialogue around
concepts and content sometimes
friendships develop dll's need friends
to help them get around the school when
they're new to translate and to be there
for them group work even works for
students in the silent period a second
language acquisition because they can
learn by observation some of the ways to
integrate group work is to give projects
labs jigsaw activities and many more
some subjects are more inclined to group
work than others the fifth strategy is
total physical response abbreviated here
as TPR total physical response TPR
integrates physical activity with
learning from my experience students
enjoy getting up and getting out of
their seats therefore you could expect
your students to appreciate this lesson
to get started the teachers should first
model the vocabulary word or action for
the students the word here is meditate
and the teacher is showing the student
what it really means to do so when it's
a noun something like a desk you can
simply ask the student to point to the
desk students are still allowed to get
out of their seats to do the pointing of
course actions are a little bit more
suited when it comes to TPR for example
things like waving or easy teaching the
students to jump though teachers need to
make sure that they are actually saying
the words while they're performing the
actions and I have to mention that the
writing component should be incorporated
into the lesson just as students have to
say they should also have to write on to
the last instructional strategy which
includes a number of typical supports
for Els when the Els are new to the
classroom the teacher should first
assign a classroom buddy or friend
earlier I mentioned that I ll need
friends for both social and academic
purposes to make it easier on these
children write in print as opposed to
script
granthi students extended time on their
exams this goes back to the
accommodations described give them
preferential seating and that often
means not by the teacher but by the
assigned classroom buddy try to smile
and have a warm disposition with Els
procedures are great because these
students can learn through observation
and follow the crowd teachers should
have procedures in place regardless of
Els or not
and lastly lessons have to be well
planned out the language barrier makes
it really difficult for both parties and
now we're going to finish up this
wonderful lesson with getting the
families of Els students more involved
in the school and the first way to do
that is to invite them to be chaperones
on field trips specifically reach out to
e ll parents and encourage them to be
chaperones when sending emails to
parents you should translate them
because a large majority of these
parents do not speak or read English if
they don't come to you then you got to
go to them attend their cultural events
school should do their best to make
these parents stakeholders and
decision-makers very rarely do you see
these parents on school improvement
committees identify the parents that
need to have interpreters and make sure
that they get an interpreter whenever
there's a meeting school send out
welcome letters but teachers can send
out their individual welcome letters
also and lastly integrate their culture
with that of your classroom that
includes more than just hanging up flags
and posters it means making serious
changes to the curriculum right now I
want to say thank you for your time
please check the description for a link
to my ll presentation and don't forget
to Like share and subscribe to this
channel thank you
[Music]
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