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- Supporting ELLs in the Mainstream Classroom: Language Tips | Colorín Colorado
- Supporting ELLs in the Mainstream Classroom: Language Tips
The influence also may lead to some ongoing errors in English, which will become evident with time and repeated use by students who have the same native language. Languages may differ in a number of aspects, such as phonetic sounds, pronunciation, grammar, word order, or sentence structure.
For example, in Spanish, the adjective often follows the noun, so a student may write, "We are a family happy. Somali students need to be taught this sound explicitly as two distinct sounds.
Otherwise, they may ask for a can of pop and it sounds like "bob. Native language may also influence students' vocabulary as they translate words or phrases from one language to another. Perhaps a vocabulary word has multiple meanings, a different meaning in each language, or the concept doesn't exist in one of the languages. Even if you don't know a student's native language, being aware of native language influence will allow you to target your instruction. Help students by providing a model of how to use sounds, structures, and vocabulary correctly in English. In the case of a pronunciation difficulty such as the Somali example above, teachers can demonstrate how the mouth forms the sounds.
Have students put their hand in front of their mouths to feel the air in "p" and their hands on their neck to feel the vibration of "b. It may seem difficult to balance this at first, but here are some tips for communicating effectively with your students:. Remember that ELLs may not understand instructions and key vocabulary words, and that reading something aloud doesn't always help comprehension.
You can aid student comprehension by scaffolding language providing extra supports such as realia, graphic organizers , visuals, etc.
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ELLs may not have the same background knowledge as their English-speaking peers, especially when it comes to references to American culture and geography, such as the Grand Canyon or Martin Luther King Jr. Identify key concepts, vocabulary words, and references before the lesson, and give students as much time and practice with the new material as possible before starting the lesson. If students are having trouble with an activity, try to identify whether a new concept, set of directions, vocabulary word, or other element is causing the difficulty. Identify some different ways that you can help students move beyond those obstacles.
These might include providing a book about the topic in the student's native language or reviewing new vocabulary words together. Academic language is the language that students need to succeed in school. It is different than social language, which many students acquire first. Often students are available to communicate effectively with teachers or peers in social settings, but struggle when it comes to textbooks, tests, assignments, or class presentations. There are a number of ways to support academic language development, such as previewing the text, teaching grammatical structures relevant to a particular content area "greater than" and "less than" in math class , and showing how the targeted academic language is used in reading, writing, speaking, and listening.
ELLs may have a difficult time knowing which form of a word to use. Help students look for spelling and usage patterns, such as past tense verbs ending in "-ed. Cognates can also help Spanish-speakers learn English and derive meaning from content. Teachers can explicitly point out cognates for Spanish-speaking students so they begin to realize that this is a useful way for them to increase their English vocabulary.
ELLs may speak different dialects or use "Spanglish," a combination of English and Spanish, in their classroom and with their friends and family. It's important to respect the language students use and realize that it is effective for them in certain settings.
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Rather than looking at certain dialects or slang as "good" or "bad," help students understand when different kinds of language are appropriate — and what the benefits of learning Standard Academic English will be for them in the long run. Discuss the uses of Standard Academic English in college and career settings, as well as the importance of effective communication on applications and in interviews.
One teacher I know calls this English the "green language" because it represents money the students can earn in the future with good English communication skills. Make it clear what kind of language you expect students to use in the classroom, and provide language models or structures when students have difficulty expressing themselves appropriately.
Cooperative learning activities promote peer interaction, which helps the development of language and the learning of concepts and content. Effective activities may include working on a worksheet together as problem-solver and coach then switching roles , think-pair-share , and book groups. It is important to assign ELLs to different groups so that they can benefit from English language role models. ELLs learn to express themselves with greater confidence when working in small teams. In addition to 'picking up' vocabulary, ELLs benefit from observing how their peers learn and solve problems.
If you decide to assign each student in a team a role such as reporter, recorder, time keeper, and materials manager , you might want to rotate roles each week or by activity.
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This prevents what typically happens if students select their own roles — the same students wind up performing the same tasks. By rotating, students develop the skills they most need to practice. While it is difficult to know when to correct students, constructive and effective feedback is essential to student progress.
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It is possible for incorrect language production to become "fossilized" so that students continue to use the same incorrect structures into adulthood. This reduces their chances of being a clear communicator and ultimately limits them in professional settings. Nevertheless, it is important to balance between encouragement and error correction. One way to do this is to focus on one or two concepts at a time when listening to or reading student work.
Let students know what you will be focusing on so that they in turn can focus on those particular concepts in the assignment. Another strategy is to circle errors in writing assignments, and have students try to figure out what the mistakes were. If you correct your English, you improve yours.
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Families may have different views about education, including the assumption that education remains the duty of the school and any involvement would encroach on that responsibility. Some immigrant and refugee families may not be proficient enough in English to know how to engage, despite a desire to do so. Additionally, many families may experience practical barriers, such as not having a car, or employment that does not allow for active engagement during school hours.
Some families may fear calling additional attention to themselves and their diverse backgrounds. Schools can work with cultural liaisons and families to find ways to connect with parents and ensure they have opportunities to meaningfully participate in their child's schooling. Schools may consider reaching out to local community organizations that support marginalized groups to gather additional resources on how to support families from diverse backgrounds.
Securing translators may be needed as well. Access community resources. It is important to compile and maintain an accurate and evolving list of community resources available to help impacted families. This should include the name, telephone number, website if available , contact person if appropriate , a description of services, and fees if charged.
Supporting ELLs in the Mainstream Classroom: Language Tips | Colorín Colorado
To specifically support immigrant and refugee families, it can be useful to reach out to community organizations that specialize in working with these families if those resources are available see Resources section below. Local universities and colleges may offer tutorial services, English classes, mentorship, and summer programs for refugees.
For all marginalized students and families, attempt to determine if support groups are being provided at local churches or community agencies. Stop any type of harassment or bullying immediately. Given the tone of the current climate, children may feel bullying and intimidation are acceptable. Make it clear that such behavior, in any form in person, online, on social media , is unacceptable. Promote acceptance and actively teach conflict resolution skills to the perpetrators, bystanders, and victims. Focus on student strengths, and promote a sense of belonging.
Supporting ELLs in the Mainstream Classroom: Language Tips
All students bring unique skills, strengths, and knowledge into the classroom and school community. Build on those strengths. To promote a sense of belonging in the school, consider having students who are comfortable share their knowledge about their origins, customs, and culture. Reassure all students that they belong and are welcome community members in their schools. Activities that make students feel like they are heard may also be beneficial. The school principal may wish to make a loudspeaker announcement such as:.