- Grade Levels K - 2
- Grade Levels 3 - 5
- Grade Levels 6 - 8
- Grade Levels 9 - 12
- Kinesthetic Learner
- Visual Learner
- Auditory Learner
- Technology Integration
Considerations for Teaching English Language Learners
For English language learners (ELLs), school can represent a formidable daily task, both socially and academically. In addition to the pressures that all adolescents experience, these students also experience a myriad of other strains: loss of identity, friends, and culture; an inability to express oneself in a familiar language; family expectations for academic success.
It is difficult to make generalizations about ELLs because they come from such diverse backgrounds. Some students will pick up English more quickly than others. The reasons for this do not always reflect intelligence or motivation, but rather they are related to a variety of different dependencies. Some of these are listed below with a brief description of how they affect the student.
- Age—Typically, the older the student, the more difficult it is for them to acquire the second language naturally. Research has shown that children younger than 12 usually acquire languages more quickly than older children.
- Native Language—A student's fluency in his or her first language directly impacts his or her acquisition of English. Also important are the proximity of speech sounds for oral communication and whether or not the first language uses Roman letters for written communication.
- Literacy of Parents—The level of literacy of a student's parents may also affect the acquisition of written language. Some students' parents are illiterate in their native language. The students of these parents may have a tougher time learning how to read and write in English.
- Reason for Immigrating—Gaining knowledge of why the student's family immigrated can help teachers understand the psychological implications of the move. For example, refugee status immigrants may be escaping violence, war, or political or religious persecution. These issues may surface in the classroom.
English language learners pose unique educational challenges to mainstream classroom teachers. It is worthwhile to be aware of several specific difficulties that second language learners face.
Cultural differences can be a source of misunderstanding for teachers and their ELLs. People of all cultures express themselves both verbally and non-verbally. Non-verbal cues in one culture may represent something entirely different in another. For example, in Western cultures, when a student smiles at the teacher, it often indicates understanding. However, in many Asian cultures, smiling often camouflages confusion or frustration.
It is easy to forget that not all students share the same background knowledge or experiences. Analogies are often used to help students understand new concepts. Teachers of ELLs must be careful to consider whether their ELL students share the background knowledge. Analogies often refer to shared histories or cultural experiences. For example comparing something to a common American childhood experience such as summer camp or little league may not resonate with an English language learner.
Read more about the interpersonal/academic language distinction on Dr. Cummins page. You will also find links to a variety of other resources.
This monthly Internet journal provides articles, links, activities, and lesson plans for the ESL teacher. In existence since 1995, the archives provide a wealth of information for your classroom.
TESOL is the primary professional organization of ESL teachers around the world. This site provides information about their organization, as well as a variety of resources to support teachers.
Social Studies Professional Development Series includes five DVDs, each focusing on a different category of educational teaching strategy. Each DVD includes classroom footage, guest educator commentaries, and a downloadable PDF guide for using the program. The lessons are designed to be used at school sites by mentors, coaches, or leadership personnel and focus on teaching techniques and strategies appropriate in the secondary social studies classroom.
Differentiated Instruction Strategies Learn about Implementing flexible grouping patterns, selecting appropriate instruction and materials, varying assessments to meet student abilities, managing diverse groups, and organizing learning centers.
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