ELL & ESL Teaching Strategies

Summary

This 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.