Crystal Cook
Grand Canyon University- ESL 423N
December 24, 2012

Abstract Teachers have to have a skill when it comes to teaching English Language Learners students because they require double the help just like a student that may have a learning disability. The teacher has to be comfortable with themselves and their teaching strategies in order to run successful classroom with English Language Learners because the student are learning a new language and skills. As well the teacher should use a diverse instruction because not all the children learn the same and require the same needs. Needless, to say every teacher should incorporate different learning concepts and instructions that tailor the classroom. The teacher should have lessons and instructions that teach the students communication ranging to understanding skills. Meanwhile, teachers should have several strategies that will keep their student focus on learning so when it comes to taking assessments the student will comprehend and pass without struggling. Today society considers America to be like the Melting Pot because America has so much to offer and have a blend of different cultures.
Instructional Strategies I think teachers know that English Language Learners need specific instructions while in school, class, or the learning environment period. I truly believe that there are multiple strategies or teaching methods that can be used to teach English Language Learners. The paper will discuss some components for teaching instructional strategies for English Language Learners within the classroom. The first component we will look at will be comprehensible input. The next one will be the ongoing, specific, and the immediate feedback. Thirdly, we will review the grouping structures and the techniques along with the background and vocabulary development. The every last one will be the student engagement and how all the component tie in together to create a successful English Language Learners.
Comprehensible:
Everyone knows that communication is the key to a lot success. For as communication in the classroom it is the way that we as teachers get the students to understand and grasp what we are talking about in the lesson. Communication can be very effective when used the correct way and should be used by the teacher and students. Every student that attends school should be able to communicate in some form of way. Usually students are evaluated when they are enrolling into school for the first time so the school can establish where the student is in English and then they are placed in the appropriate English Language Learner program. Once the teachers and school have gathered the information needed the ELL teachers and classroom teachers establish a plan the best meet the need of the student. The teacher can use repetition; hang pictures or objects throughout the classroom with appropriate labels and also using facial expression and gestures are some form of modifications that the teachers can use as input to teaching the English language for ELLs. ELL teachers along with non-ELL teachers teach strategies that will be helpful to the students so that can succeed in the class and out. The strategies the students learn in school and help them farther their life outside school for as getting jobs or going to college. If the students receive structure and support from home and from school learning the English language will be a breeze in the park. Sad to say English Language Learners can fall behind if they don’t have the proper support because they have to learn quick in order to keep up with regular students and the teacher have to really explain terms and knowledge to them clear if the student will understand things and get alt of things wrong. For the process to be a success, the customers, the students, must understand the seller, the educator. (Echevarria, 2004).
On-going/Feedback:
Teachers take the time to analyze the student’s response to things and work in the class. Feedback is a return of a portion of the output of a process or system to the input, especially when used to maintain performance. Generally, feedback gives an example of the student comprehension, regardless of the feedback being non-verbal or verbal. As a teacher he or she should be able to observe if the child comprehend or having problems. When the teacher use immediate feedback in the appropriate manner he or she can build confidence and communication skills between the student in the class and teacher. The form of feedback can vary depending on the child developmental level and the level of the English language acquisition. When it comes to feedback younger students seems to benefit more if model correctly in school, class, and home. Young ELLs are successful with the word selection and vocabulary they use and learn because they are learning new ways to say and use the words. Even though younger student require more time when correcting them in the English language that because they are eager to learn. Students need greater exposure at this level to sophisticate English language (Hill, 2006).
Structures and Techniques: I think teachers are more successful when the engage or promote interaction and learning with their student by group collaboration. Grouping the ELL students with non-ELL students, the teacher has the opportunity to group the student according to how well the student has develop in English skills and the students that are still having problems. Another way a teacher could be successful in the English language by not grouping only ELL students together because they might take advantage and talk only in their native language.
Background and Vocabulary: Teachers should be able gather enough ideas from the student’s progress so that the can make lesson that will be meaningful to the English Language Learners in the class which they use a schema to build on the background knowledge the student knows or need. When the teacher uses the schema they can find out information they connect to the lesson objectives that can show that a better chance of understand English. As well teachers should always use visuals and other materials that will be helpful to English Language Learners so that they understand the message the teacher is giving them. Even if you have a small percentage of students in a class that are visual learners displaying things can be beneficial. Teachers also need to understand some ELL students during their early stages of second language acquisition do not have all the things needed to fully understand the English language. Depending on how the teacher involved the students in the learning process the student’s well be more open to learning the English language. The next important thing to the schema is to let the English Language Learner students develop and use vocabulary they need in order to understand the English language.
Student Engagement: When the teacher use student engagement is can be the most vital or important tool or instructional strategy for teaching English Language Learner students. Another thing is when the teacher has all the instructional strategy tools in place, the ELL students in the classroom can spend time appropriate time and strategies to their advantage when it comes to learning. If the strategies are not going to be used correctly the ELL students suffer and lack the learning tools it take to learning the English language. I truly think if the students are engaged in the learning they will be more successful in the process. Once the teacher if fully prepared him or she can teach much better to increase the student engagement. As a teacher I have to show the students the importance of an education.
Conclusion:
However, the number one goal of instructional strategies is for the teacher to find the technique(s) that will work and show results when it comes to teaching ELL students. In conclusion, it is extremely important for teachers to have an open mind to new ideas that will increase the ELL student knowledge and build a relationship of trust with the students.

Works Cited
Echevarria, J. (2004). Making content comprehensible for English learners: The SIOP model. NY: Pearson A and B.
Hill, J. D. (2006). Classroom instruction that works with English Language Learners. Alexandria , Virginia: Association for Supervision and Curriculum Development.