University of Kwazulu-Natal

15 Ell Strategies For Paraprofessionals Nea

Bonisiwe Shabane
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15 ell strategies for paraprofessionals nea

As a paraprofessional who works with English language learners (ELLs), you have an important role to play in supporting your students! Here are some tips that will help you succeed, compiled from the following veteran educators: Getting to know your students is an important first step towards helping them to succeed in the classroom. Start by learning your students’ names and how to pronounce them correctly. (Many ELLs will not correct a teacher who mispronounces their name.) In addition, use positive body language, remember to smile, and get to know your students’ strengths and interests. Small steps can go a long way in making students comfortable and open to working with you.

Build trust by letting students know that their cultures and languages are welcome in the classroom. You can do this by finding out where your students are from and what language(s) they speak at home, asking them to teach you a greeting in their language, and inviting them to share... Having information about your students’ language background and proficiency can help you make more informed choices about instruction. Start by finding out how much schooling your students have had and how strong their literacy skills are in their heritage languages. In addition, look for information on students’ English language proficiency levels in the following areas: reading, writing, speaking, and listening. You should be able to find this information from the classroom or ELL teacher.

Keep in mind that students may be stronger in one skill than another and that it is common for new students, particularly at the beginning level, to experience what experts call a silent period. As a paraprofessional who works with English language learners (ELLs), you have an important role to play in supporting your students! Here are some tips that will help you succeed, compiled from the following veteran educators: Getting to know your students is an important first step towards helping them to succeed in the classroom. Start by learning your students’ names and how to pronounce them correctly. (Many ELLs will not correct a teacher who mispronounces their name.) In addition, use positive body language, remember to smile, and get to know your students’ strengths and interests.

Small steps can go a long way in making students comfortable and open to working with you. Build trust by letting students know that their cultures and languages are welcome in the classroom. You can do this by finding out where your students are from and what language(s) they speak at home, asking them to teach you a greeting in their language, and inviting them to share... Having information about your students’ language background and proficiency can help you make more informed choices about instruction. Start by finding out how much schooling your students have had and how strong their literacy skills are in their heritage languages. In addition, look for information on students’ English language proficiency levels in the following areas: reading, writing, speaking, and listening.

You should be able to find this information from the classroom or ELL teacher. Keep in mind that students may be stronger in one skill than another and that it is common for new students, particularly at the beginning level, to experience what experts call a silent period. As a paraprofessional who works with English language learners (ELLs), you have an important role to play in supporting your students! Here are some tips that will help you succeed, compiled from the following veteran educators: Getting to know your students is an important first step towards helping them to succeed in the classroom. Start by learning your students’ names and how to pronounce them correctly.

(Many ELLs will not correct a teacher who mispronounces their name.) In addition, use positive body language, remember to smile, and get to know your students’ strengths and interests. Small steps can go a long way in making students comfortable and open to working with you. Build trust by letting students know that their cultures and languages are welcome in the classroom. You can do this by finding out where your students are from and what language(s) they speak at home, asking them to teach you a greeting in their language, and inviting them to share... Having information about your students’ language background and proficiency can help you make more informed choices about instruction. Start by finding out how much schooling your students have had and how strong their literacy skills are in their heritage languages.

In addition, look for information on students’ English language proficiency levels in the following areas: reading, writing, speaking, and listening. You should be able to find this information from the classroom or ELL teacher. Keep in mind that students may be stronger in one skill than another and that it is common for new students, particularly at the beginning level, to experience what experts call a silent period. In this article written for Colorín Colorado, Bright Ideas author Kristina Robertson offers an overview of WIDA's new Essential Actions handbook and shares a step-by-step process for using this tool as part of a... In this article written for Colorín Colorado, Bright Ideas author Kristina Robertson offers an overview of WIDA's new Essential Actions handbook and shares a step-by-step process for using this tool as part of a... The first time I tried to collaborate with a mainstream teacher, I spent my time listening to her read stories to students and helping them with worksheets.

It wasn't her fault that it was such a dreadful attempt at collaboration or that there were many problems, which included lack of planning time, lack of understanding of collaboration, and my poor placement... Probably the biggest problem, however, was that we didn't have a way to communicate effectively about English Language Learners (ELLs). She didn't have background knowledge of their language proficiency levels and there were no English Language Development standards at the time, so even if we had wanted to be very intentional about language instruction,... Thankfully, now there are many more ELL resources readily available, and general knowledge about ELLs' academic language needs have increased. In addition, the WIDA consortia (World-class Instructional Design and Assessment) recently published a very useful collaborative resource for teachers called Essential Actions: A Handbook for Implementing WIDA's Framework for English Language Development Standards by... We are right in the middle of a series called Small Steps to Success for ELLs!

Throughout this series, we are encouraging every person in our schools, from the front office to the cafeteria, to take vital steps to help support our English language learners. We know when each person does this, you will see a change happen in your school, in the environment, the attitude, and in the mindset of the teachers, staff, and students! Whether you are a paraprofessional wondering how best to support your ELLs, or a classroom teacher that knows you are underutilizing the paraprofessionals in your building, this episode is for you! Paraprofessionals are a vital piece of the school and a huge key to helping our ELLs find success. In this episode, Beth shares how she got her start in education as a paraprofessional and how her experience was invaluable to her continued career in educating ELLs. You’ll learn 5 ways paraprofessionals can support ELLs, and you’ll walk away with concrete steps you can take this week with your students!

We all know that teaching isn’t easy, but it doesn’t have to be this hard. Equipping ELLs is a podcast for both ESL specialists and homeroom teachers who are looking for effective and engaging ways to support their English Language Learners without adding to their endless to-do list. Tune in each week to hear tips, strategies, and inspirational stories that will empower you to better reach your ELL students, equip them with life-long skills, and strengthen relationships with colleagues and parents. Your host, Beth Vaucher, is the founder of Inspiring Young Learners. She is an ESL certified homeroom teacher with over 10 years of experience teaching in the US and internationally. Her background of M.Ed in ESL and Curriculum and Instruction combined with her experience has led her to develop a bestselling newcomer curriculum that has sold in over 90 countries around the globe.

She brings a different perspective to teaching ELLs from her years teaching and living abroad and working with ELLs from around the world. You will walk away from each episode with the ideas and tools you need to transform your experience as a teacher and cultivate a thriving and welcoming environment for your ELL students. Dr. Christina Cipriano from the Yale Center for Emotional Intelligence explains why social-emotional learning for diverse language learners cannot simply be a translation of emotions, words, and terms since it wouldn't take into account the... To help learners from all cultures and backgrounds, the first and primary part of the SEL program approach includes full family engagement instead of considering it as an after-thought or add-on. See the full interview with Dr.

Cipriano on Reading Rockets.

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