...Instructional Strategies for ELL Classrooms Regina Chandler-Pettit Grand Canyon University Edu 523N April 12, 2010 Abstract As the demographics of American schools continue to change and more English Language learner students enter the public school system, educators must find appropriate methods to teach the ELL population. Teaching this diversified population of students is challenging and it is the educators job to incorporate different instructional methods and concepts that “all” students can find beneficial. The skill and language acquisition level for the ELL student are often at various levels and it is up to the educator to utilize teaching methods that combine all techniques into a suitable learning environment. According to data submitted by state departments of education, between 1990 and 2000 the number of limited English proficient students attending American schools rose 76%, from 2.1 million to 1990 to 3.7 million in 2000 (Thompson,2004). The 2001 No Child Left Behind outlined stipulations that held schools accountable for helping “limited English proficient children meet the same challenging state academic and content and student academic achievement standards as all students are expected to meet” (NCLB, Part A, subpart 1).With the rapid shift of demographics in the American population educators face a whole host of challenges when it comes to educating the English Language Learner (ELL) population. ELL students require detailed instruction...
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...choice of instructional strategies to support the content and language learning. It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs. Explain how the differentiation of tasks or activities supported the English language learners' content learning and language development. Differentiating tasks or activities enables and supports ELL students in many ways. Using differentiated teaching strategies gives ELL students the leverage that is needed to be successful. In the case of the aspects of quantity and quality for example, the same reading task can be assigned to the whole class, but students do not have to do the same number of questions or exercises. The ELL students are given a choice and can choose to do one or more tasks; it is important for them to progress at their own pace and interest. Explain how the differentiation of assessments allowed the English language learners to demonstrate knowledge in various ways. Differentiation of assessment allows ELL students...
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...Using effective strategies Sarah Ervin ELL240: Linguistically & Culturally Diverse Learners (ACV1442A) Instructor: Jessica Vargas 10/20/14 ELD or (English Language Development), are classes designed to assist English Language Learners. There are four domains in ELD: reading, writing, listening, and speaking. Each one of these domains are essential to the success of an ELL. It is important to remember to not leave the ELL out of essential domains because without one piece of the puzzle, it will all fall apart. There are many effective instructional strategies used to facilitate an ELD. A few strategies are: To speak slowly and use repetition, Use lots of visuals, Student to student learning, use prior knowledge, and to keep the learner interested by using instructional activities. These strategies will help the ELL succeed in their ELD classes that are essential to learning their new language. High expectations are to be set for ELL’s, just as they would any student. The first strategies that an instructor can use would be to speak slowly and use repetition. Speaking slowly is important because it helps the ELL understand and comprehend what they are learning. It is important to slow down your speech and use shorter sentences. Sometimes it is even necessary to repeat what the lesson was the day before, so that everyone is on the same page. Using repetition helps to refresh the mind of what was taught, or learned. The next strategy is to use a lot of visual aides...
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...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...
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...ABSTRACT Title of Thesis: ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS Arlene E. Silva, Master of Arts, 2005 Thesis Directed by: Professor Sylvia Rosenfield Department of Counseling and Personnel Services University of Maryland, College Park The present study serves as an examination and documentation of referral and placement outcomes of English Language Learner (ELL) cases in Instructional Consultation (IC) Teams schools. Archival data from 838 cases (12% of which were ELL cases) within five mid-Atlantic public school districts implementing IC Teams were analyzed for outcomes using logistic regression. Results included statistically significant differences in ELL versus non-ELL student initial team referral (IC or other prereferral intervention team) and ultimate IEP Team referrals. Initial referral concerns also differed significantly between ELL and non-ELL students. IC Teams were found to be more effective than existing prereferral intervention teams in decreasing the special education referrals of ELL and non-ELL students. The results of the present study serve as a foundation for future research in the areas of at-risk ELL students and their referrals to prereferral intervention teams and special education. ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS by Arlene E. Silva Thesis submitted to the Faculty of the Graduate School...
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...Review of Hansen-Thomas, 2008, ‘Sheltered instruction: Best practices for ELLs in the mainstream,’ Kappa Delta Pi Record, 44 (4), 165-170. Sheltered instruction is defined as a research-based instructional framework developed to meet the academic needs of ELL. In Sheltered Instruction: Best Practices for ELLs in the Mainstream by Holly Hansen-Thomas, (2008) research done on sheltered instructions includes the use of cooperative learning activities involving appropriate heterogeneous groups of ELL students. It includes the use of the ELL first language to enhance comprehensibility, and focuses in on the use of academic language as a key to the curriculum’s vocabulary. In summary, this research also indicates that the use of hands on activities that includes realistic materials, teacher and student based demonstrations, student modeling and strict teaching implementation of learning strategies (Hansen-Thomas, 2008). A Critical Review of Hill & Flynn, 2007, ‘Classroom instruction that works with English Language Learners’, Issues in Teacher Education.’ 16 (2), 86-89. ELL’s are represented in every state and have increased by as much as 400% in many regional areas of the country. In Classroom Instruction that Works with English Language Learners, by Jane Hill and Kathleen Flynn, (2006) recent reports have indicated ELL teachers are scrambling to meet the academic needs of these students through the utilization of cooperative groups. The research is based upon...
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...teachers are not sure whether their student is having a difficult time as result of a reading issue, learning disorder, lack of training on their part, or possibly limited English proficiency. Unfortunately, the result of this kind of distress has been under as well as over representation associated with English students withinside restorative as well as education lessons. Every state has their own formal as well as informal assessments that they use to determine the different proficiency levels of their students. The first thing we as educators must do is build background knowledge on our students. Doing this will allow us to see what our students already know about certain topics. Some ways that you can build background knowledge is by free recall, word association, structured questions, recognition, and unstructured discussion (NYSED Guidelines, 2012). Explicit instruction is another assessment used and is very useful when students are obtaining literacy. Under explicit instruction, the academics are split up into smaller sections that are more compliant for the students. Another assessment used is called scaffolding, which helps students in progressing to the next level in their academics. There are also other strategies that can increase comprehension among students. For example, using pictures, models, and demonstrations are visuals aids that help students understand what is expected of them. The visual aids can also help students let us as educators see what...
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...B. How can ELL teachers assist schools or districts to design ELL instructional programs As a result of the Lau v. Nichols decision, English Language Learners are entitled to receive equal access or opportunity for education, which their local school districts must provide. Furthermore, English Language Learners currently represent the fastest growing segment of students in our public schools. During the period between the U.S. National Censuses of 1990 and 2000, data shows an increase of over 50% in the number of children, ages five through seventeen, speaking other languages. According to an article by Brown University regarding ELL policy, the general population of school-age children grew by 12% since 1990, but the ELL student population...
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...for ELLs According the Echevarria, Vogt, and Short (2013), the 44 states that implemented the Common Core Standards these states are working “to ensure the required standards are included and the U.S. Department of Education (USED) is requiring participating states to revise their NCLB assessments” (p.8). While this alignment of standards promotes a unity between states and helps to promote college preparedness (p.8), it fails at considering the needs of English language learners. Some states, like Illinois and Arizona have created standards that help teachers to understand ELLs and consequently develop instruction that can be differentiated for their various proficiency levels. No two ELLs enter school at the same proficiency level or with the same experiences. This diversity makes it quite challenging for teachers to accommodate every learner. Consequently, teachers can use the Arizona English learner standards to supplement the Common Core Standards in an attempt to differentiate instruction for their ELLs. The standards address all proficiency levels, including pre-emergent, emergent, basic, low intermediate, high intermediate, and proficient. Obviously, the strategies that are adequate for general education students and proficient ELLs would not suffice for those at the pre-emergent or even the low intermediate stage. Therefore, differentiation is absolutely necessary. Differentiation would vary at the different stages as well as take into consideration ELL proficiency...
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...| DisadvantagesSIOP * Research-based * Scaffolding techniques (students must understand first lesson before moving on)EEI * Designed to help an existing lesson plan * Current knowledge and research based | | | | | | Amelia WhiteEDU-230 | | | | Advantages and Disadvantages of SIOP and EEI Lesson Plans | Helping students find their balance! | | | | | Define SIOP! * Sheltered * Instructional * Observation * ProtocolSIOP is an instructional model that teaches in English only. SIOP is not additional or replacement instructional but a complete curriculum for non-native speakers in a content area. The instructional form is meant to extent the time ELLs students receive in language support for academic content area that is required to graduate. | | | | Define EEI! * Education * Environment * InitiativeThis is an environment-based curriculum. This curriculum features 85 individual units. Each unit is aligned to up to 100 selected Science and History-Social Science content standards. This vision encourages an active and hands on experiments. This positively impacts the leaders of tomorrow and their families, schools, and communities. | | | | | | SIOP Key Points * Concrete the structure * Useful for teachers through peer review/self-reflectionEEI Key Points * Teaches Science, History and Social Science standards to mastery * Supports English Language standards | | | | | | Amelia White ...
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...November 4, 2013 In today’s classrooms, throughout America, there are a number of students who speak another language other than English. In fact, a majority of our classrooms consists primarily of English language learner students. For these students, interacting and participating in daily tasks, socially and academically, can at times be challenging. This added pressure and stress can wreak havoc for ELLs and can result in feelings of not belonging or loss of identity, their culture, family, or friends. They may also feel they lack the ability to fully express themselves through their native language. As teachers we need to take extra time and effort to understand that these students originate from diverse backgrounds, and some ELL students will have the learning skills that will enable them to pick up the English language at a more rapid pace than others. The reason for this seldom coincides with the student’s intelligence or motivation levels. Instead, we need to consider all the various learning strategies that can potentially help shape ELLs in becoming more confident in learning and speaking English. Throughout this assignment, I will thoroughly identify the different strategies that are presented throughout the classroom scenario, explain whether or not they are effective, describe how instructional input and scaffolding are used to support ELLs, discuss current theories and research in ELL development, identify and describe a standard, identify and explain several standards-based...
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...the words and phrases that are familiar to us are foreign to our students. Students need to master this language if they are to read, under stand, and discuss mathematical ideas. -Thompson & Rubenstein Thompson and Rubenstein were referring to the issue of language and mathematics learning in mainstream classrooms. They state vocabulary or the fluent use of terminology is a necessary condition for overall mathematics achievement. If the learning of mathematics is highly dependent on its language and the teaching of math vocabulary is crucial, it is doubly so for ELLs. English language learners in secondary schools should have many opportunities to communicate their mathematical ideas and questions. Talking and writing about their mathematical thinking helps ELLs build word knowledge and oral expression and clarify their thinking. Discussions with the teacher or peers are also useful monitoring tools for teachers. Through listening and recording student conversations and peer problem solving, teachers can monitor individual student progress. Mathematics is no longer viewed as isolated, individualistic, or competitive. Mathematics problems are ideally suited to cooperative group discussions because they have solutions that can be objectively demonstrated. Students can persuade one another by the logic of their arguments. Mathematics problems can often be solved by several different approaches, and students in groups can discuss the merits of different proposed solutions...
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...University Title: Writing Process Grade Level: 3 Instructional Setting: Whole classroom usage, sometimes at desks working independently or with a partner, and also working as a class. Standards: CCSS.ELA-LITERACY.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-LITERACY.W.3.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. CCSS.ELA-LITERACY.W.3.2.B Develop the topic with facts, definitions, and details. CCSS.ELA-LITERACY.W.3.2.C Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. CCSS.ELA-LITERACY.W.3.2.D Provide a concluding statement or section (Common Core State Standards Initiative, 2016). Objective: Student will be able to write a paragraph with a topic sentence, 3 supporting sentences and a concluding sentence scoring at least 13 out of 18 on the rubric. Instructional Materials: Copies of the hamburger pre-write, enough for each student. Red pens for corrections. A list of five possible writing topics. Worksheet with pre wrote paragraphs containing errors. Computer with editing software. Instructional Plan: Student Prerequisite skills/connections to previous learning: The student should know what components go into and how to write a complete sentence. The student should be familiar with editing basic sentences for grammar...
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...implemented? Looking at the SEI model and bilingual education model both use strategies to facilitate language development which include using only one language for a given lesson, not focusing on correcting a student’s language but being more concerned with a student’s understanding of the content, the use of visual aids or supplements to support verbal information, as well as positive encouragement. However, there are significant differences between the SEI model and the bilingual education model specifically regarding the language of which the content is taught. The SEI model teaches the content in English by tailoring the level of English used to meet the needs of the students whereas in the bilingual education model the content is taught in the student’s primary language until the student has learned English. Additionally, with the use of the bilingual education model there is a shared common goal for the entire school to be bilingual proficient; for example English and another language for all students whereas the SEI model focuses on English proficiency for all students only. As a future educator, I would have to say that I think the SEI model is a very effective approach and would feel more comfortable with implementing that learning model in my classroom especially since I have only ever observed the SEI model being implemented inside a classroom. Lau v. Nichols One landmark case regarding ELLs is the Lau v. Nichols case (1974). According to the law, it...
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...In today’s classrooms, throughout America, there are a number of students who speak another language other than English. In fact, a majority of our classrooms consists primarily of English language learner students. For these students, interacting and participating in daily tasks, socially and academically, can at times be challenging. This added pressure and stress can wreak havoc for ELLs and can result in feelings of not belonging or loss of identity, their culture, family, or friends. They may also feel they lack the ability to fully express themselves through their native language. As teachers we need to take extra time and effort to understand that these students originate from diverse backgrounds, and some ELL students will have the learning skills that will enable them to pick up the English language at a more rapid pace than others. The reason for this seldom coincides with the student’s intelligence or motivation levels. Instead, we need to consider all the various learning strategies that can potentially help shape ELLs in becoming more confident in learning and speaking English. Throughout this assignment, I will thoroughly identify the different strategies that are presented throughout the classroom scenario, explain whether or not they are effective, describe how instructional input and scaffolding are used to support ELLs, discuss current theories and research in ELL development, identify and describe a standard, identify and explain several standards-based interventions...
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