University of Kwazulu-Natal

Supporting Ells In Mainstream Classrooms Google Sites

Bonisiwe Shabane
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supporting ells in mainstream classrooms google sites

Provide visuals such as classroom procedures and pictures to support lessons within the classroom. Provide more opportunities for group work and collaboration. Have open communication with other support. teachers or members of his/hers IEP team. Honor the "silent period" and don't push or pressure students too much. Provide scaffolding for their native language.

This article provides classroom teachers with ideas for supporting their ELLs' language development. This article is part of our Strategies for ELL Success guide. If you are a classroom or content-area educator trying to figure out how to teach English language learners (ELLs), you are not alone! You are off to a good start by looking for ways to support your students! There are many things you can do that will make a big difference to ELLs, and they often prove helpful for other students in the class as well. Here are some ideas to help you begin.

Look for a few ideas you can try and one or two topics where you would like to learn more information. Note: This article also includes some research-based recommendations offered by Dr. Diane August in her 2018 American Educator article, Educating English Language Learners: A Review of the Latest Research. You can and should use what you already know to be effective, research-based reading instruction to English language learners (ELLs). However, ELLs will need additional support in learning how to read, and the strategies here will help you to provide assistance in your everyday teaching, particularly for newcomers (students who have recently arrived in... Note: This article was adapted from excerpts of the ESL/Bilingual Resource Guide for Mainstream Teachers (opens in a new window), published by the Portland, OR Public School District.

Teaching reading to English language learners (ELLs) may seem daunting, but the good news is that you don’t have to learn an entirely new method. You can and should use what you already know to be effective, research-based reading instruction. However, ELLs will need additional support in learning how to read. The strategies below will help you to provide this much-needed assistance in the context of your everyday teaching, particularly for newcomers (students who have recently arrived in the U.S.). For more information, take a look at Colorín Colorado’s section on Teaching Reading (opens in a new window). Look for reading material for English Language Learners (ELLs) that contains some of these characteristics, especially at the beginning of the school year:

As a classroom teacher, it’s likely you’ll always have English Language Learners (ELLs) present in your class. Whether teaching ELA and SLA in a dual language English/Spanish classroom, or teaching math in a mainstream classroom, you’ll always have the opportunity to teach students for whom English is not their native language. In a bilingual classroom, this is to be expected, but as targeted ESL pull-out programs are becoming less and less common, teachers are often required to meet the needs of ELLs within the mainstream... Here are some instructional and practice strategies that will help to provide ELLs at any level with the support they need to be successful (and benefit your native English speakers as well!). For English Language Learners, keep lectures to 5 to 7 minutes in length. ELLs are not only processing the content, they are also trying to make sense of the language at the same time.

This requires a lot of cognitive effort, so they need frequent opportunities to pause, reflect, and apply what they have learned. Longer lectures can deny students those opportunities, making it harder for them to understand or retain the content and causing frustration and mental fatigue. It's important to make sure that the language used in class doesn't hinder ELLs’ ability to access the content presented. Avoid idiomatic expressions and overly complex sentence structures. When planning lessons, think about different ways information can be presented to students. Just as there are many different learning styles in a larger class population, care must be taken to ensure that ELL students receive similar treatment.

Providing specific auditory and visual support increases fluency, communicates meaning by demonstrating accurate intonation, and aids in vocabulary development for ELLs. Helping English Language Learners (ELLs) succeed requires a strong partnership between ELLs teachers and classroom teachers. Knowing some of the common situations or struggles ELLs (sometimes called ELs, or English Learners) face can help a mainstream teacher understand the best way to serve these students. “The experience and perspective an English Learner brings to any classroom is one that should be celebrated and treasured,” says Danielle Boutin, an EL teacher of students in grades K through 5 at Nashua... “Sometimes the unknown is scary, but fostering a learning environment where students and teachers are learning from each other side by side—that is what is important.” How can you support ELLs for success in the classroom?

Follow these suggestions from ELLs teachers. It’s easy to prepare ELLs for success if you understand the cultural, social, and academic factors that influence classroom outcomes. “My English Learners often need help advocating for themselves and their learning,” Boutin says. “Sometimes, ELs with lower proficiency aren’t even sure what it is they don’t understand. They just know the material doesn’t make sense.” Content instruction for teachers of ELLs

Unlocking the Research on English Learners : What We Know—and Don’t Yet Know—about Effective Instruction Click on the NJ DOE emblem above to find a wealth of valuable information about Title III and ESL/Bilingual Education -- Educational Services for Immigrant Children and Those Recently Arrived to the United States "There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education. " Lau v. Nichols (1974)

As classrooms across the globe become increasingly diverse, teachers and educational institution’s are faced with the rewarding challenge of teaching English Language Learner (ELL) students within mainstream settings. These students, who come with their own unique cultural backgrounds and language learning needs, enrich our classrooms and schools. However, effectively supporting their academic and language development requires thoughtful adaptation of teaching strategies. This article is designed to share practical, impactful tips for educators looking to enhance their support for ELL students in mainstream classrooms. Together, we can ensure that our teaching practices not only acknowledge but also celebrate and leverage the diversity of our student populations. In today’s diverse classrooms, it’s important to implement strategies designed to support multilingual learners (MLLs), also referred to as English language learners (ELLs), in the general education classroom.

When considering instructional strategies to use throughout the day, choose the ones that engage students and leverage their strengths. Using a combination of whole-group, small-group, and 1:1 strategies to support MLL students creates a language-rich environment that encourages continued growth and builds an inclusive learning environment. This allows your MLLs to feel supported and confident in the classroom. To support MLLs in groups, it’s best to use simple strategies you can weave into the instructional strategies you’re already using in the classroom. These strategies shouldn’t be seen as “in addition to” or “in place of” what you’re already doing. The whole-group strategies below are simple yet effective ways to further engage all students in language instruction without requiring extensive planning time.

Visual aids, such as photographs, sketches, icons, data, artwork, and videos, are a simple way to make content easier for MLLs to understand. They help MLLs make connections between the English language and their native language. The wide range of ways that visual aids can be used helps ensure that your instruction doesn’t become too predictable or too boring for students while still providing them with engaging ways to learn... While you’re teaching each unit, keep your visuals posted around the room during your instructional unit so students can continue to reference and connect with the visual content. This provides students with a way to continue to reference language and access meaning without having to memorize everything in one single lesson. Example: The word “colony” has different meanings depending on the context, and it might be a challenging word for your MLLs.

If you’re teaching about colonies in social studies, a visual representation of the colonies or what a colony looks like allows your students to connect the word and meaning with their native language and... This course will examine strategies for academic and social success to help your ELL and ESL students feel “at home” in your classroom. With much of this population being integrated into in your classroom, you need to know to support them. We will discuss techniques for proper instruction, types of learning activities geared toward the ELLs and how to get how to get parents involvement. Types of testing, communication strategies and language learning will be studied. We will use a variety of resources and activities.

Educators will come away with a thorough understanding of the cultural, emotional, behavioral, social, and linguistic barriers these children face each day, and put these instructional practices to work to help ALL your students... 3 credits (45 Hours) – In-service Course This course deals with how we as teachers would support ELL students in our mainstream or special education classroom. What subject and grade do you teach? How long have you been teaching? Do you or have you had many ELL students over the years in your classroom?

How do you or would you differentiate your lessons in your classroom for your ELL population of students? Why is it important to do this for them?

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