" In these days it is Doubtful that any Child may Reasonably be Expected to Succeed in Life if he is Denied the Opportunity of an Education. Such an Opportunity is a Right which must be made Available on Equal Terms to All."
ELLs are faced with the challenge of learning English as well as school/after-school culture.
Three basic principles will assist ELLs to adjust and excel:
1) Increase comprehensibility,
2) Increase interaction and participation, and
3) Increase thinking skills.
The following teaching suggestions will help educators achieve these objectives:
Announce the Lesson’s Goals and Activities
Writing objectives on the board and reviewing them orally before class begins will help students know what to expect. At the end of the lesson, ask students to state whether the objectives have been met. It’s also helpful to explain how the activity or project fits into the broader theme.
Develop and Maintain Routines
Students need to know what to do and when they are expected do it (e.g. How to behave; where materials are; how to start and complete a project; what to do when they don’t know what to do). Don’t assume that all your students know what is expected and how to achieve; teach these explicitly.
List and Review Instructions Step by Step
Before students begin an activity, familiarize them with the entire list of instructions. Then, have students work on each step individually before moving on to the next step.
Activate Students’ Prior Knowledge
Introduce a topic and find out what students already know about a subject before getting too involved. Graphic-organizers such as webs and Venn diagrams are helpful to stimulate prior knowledge and organize students’ thoughts.
Teach Essential Vocabulary
Post word banks in the room and place word labels on common objects. Whenever possible provide ELLs with a list of essential vocabulary a day or two before the introduction of a project so that the students can use an English or bilingual dictionary to learn the meanings and familiarize themselves with the words, which prepares them and activates thinking.
Write Legibly
Students with low literacy or who are unaccustomed to the Roman alphabet may not be able to decipher hasty writing.
Present Information in Varied Ways
By using multiple media (pictures, photos, charts, graphs, maps, etc.) teachers place the information in a context that is more understandable to students. Make sure that reading, writing, listening and speaking are addressed in each class session.
Provide Summary and Review of Material
Teachers: (1) try to use visual reviews with graphic organizers, (2) summarize the main points, and (3) ask students to provide oral summaries.
Provide Opportunities for Hands-On Exploration
Experiential activities are of great importance ELLs as well as native English speakers. Hands-on activities increase engagement and interest. Present information & instructions both verbally and visually. Include experimentation, measurement, construction, graphing, chart and mapmaking, etc.
Design Interdisciplinary Projects that Stress Depth, not Breadth
Thematic units that cut across disciplines help ELLs make connections and achieve a deeper understanding of concepts. Spending more time on thoroughly learning fewer concepts enhances students’ chances of success.
ELLs are faced with the challenge of learning English as well as school/after-school culture.
Three basic principles will assist ELLs to adjust and excel:
1) Increase comprehensibility,
2) Increase interaction and participation, and
3) Increase thinking skills.
The following teaching suggestions will help educators achieve these objectives:
Announce the Lesson’s Goals and Activities
Writing objectives on the board and reviewing them orally before class begins will help students know what to expect. At the end of the lesson, ask students to state whether the objectives have been met. It’s also helpful to explain how the activity or project fits into the broader theme.
Develop and Maintain Routines
Students need to know what to do and when they are expected do it (e.g. How to behave; where materials are; how to start and complete a project; what to do when they don’t know what to do). Don’t assume that all your students know what is expected and how to achieve; teach these explicitly.
List and Review Instructions Step by Step
Before students begin an activity, familiarize them with the entire list of instructions. Then, have students work on each step individually before moving on to the next step.
Activate Students’ Prior Knowledge
Introduce a topic and find out what students already know about a subject before getting too involved. Graphic-organizers such as webs and Venn diagrams are helpful to stimulate prior knowledge and organize students’ thoughts.
Teach Essential Vocabulary
Post word banks in the room and place word labels on common objects. Whenever possible provide ELLs with a list of essential vocabulary a day or two before the introduction of a project so that the students can use an English or bilingual dictionary to learn the meanings and familiarize themselves with the words, which prepares them and activates thinking.
Write Legibly
Students with low literacy or who are unaccustomed to the Roman alphabet may not be able to decipher hasty writing.
Present Information in Varied Ways
By using multiple media (pictures, photos, charts, graphs, maps, etc.) teachers place the information in a context that is more understandable to students. Make sure that reading, writing, listening and speaking are addressed in each class session.
Provide Summary and Review of Material
Teachers: (1) try to use visual reviews with graphic organizers, (2) summarize the main points, and (3) ask students to provide oral summaries.
Provide Opportunities for Hands-On Exploration
Experiential activities are of great importance ELLs as well as native English speakers. Hands-on activities increase engagement and interest. Present information & instructions both verbally and visually. Include experimentation, measurement, construction, graphing, chart and mapmaking, etc.
Design Interdisciplinary Projects that Stress Depth, not Breadth
Thematic units that cut across disciplines help ELLs make connections and achieve a deeper understanding of concepts. Spending more time on thoroughly learning fewer concepts enhances students’ chances of success.