8.3 Supporting English Language Learners
3 min read•july 31, 2024
Supporting English Language Learners is crucial for creating an inclusive classroom. From understanding the stages of language acquisition to implementing effective techniques, teachers play a vital role in helping ELLs succeed academically and socially.
Incorporating home languages and cultures, collaborating with ESL specialists, and developing tailored language plans are key strategies. By embracing diversity and providing targeted support, educators can ensure ELLs thrive in their learning journey.
Stages of Second Language Acquisition
Characteristics and Timeframes
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- The five stages of second language acquisition are Preproduction (silent period), Early Production, Speech Emergence, Fluency, and Fluency
- Each stage has specific characteristics and average time frames
- Preproduction (0-6 months): minimal comprehension, no verbalization
- Early Production (6 months-1 year): speaking in short phrases, language and grammar errors
- Speech Emergence (1-3 years): vocabulary of 3,000 words, communication with simple phrases and sentences
- Intermediate Fluency (3-5 years): vocabulary of 6,000 active words, use of more complex sentences
- Advanced Fluency (5-7 years): specialized content-area vocabulary, engagement in complex interactions
Instructional Strategies for Each Stage
- Preproduction: focus on building vocabulary, using visuals, requiring non-verbal responses (pointing, drawing)
- Early Production: use yes/no and either/or questions, lists and labels, introduce writing (short answers, captions)
- Speech Emergence: incorporate why/how questions, academic language, writing and literacy skills (short paragraphs, simple reports)
- Intermediate Fluency: expand academic language, utilize graphic organizers (Venn diagrams, concept maps), involve process writing approaches (drafting, revising, editing)
- Advanced Fluency: refine academic language, develop higher order thinking skills (analysis, synthesis, evaluation), use rubrics for assessing language proficiency
Scaffolding for English Learners
Types of Scaffolding
- Verbal scaffolding: paraphrasing key ideas, using "think-alouds," providing correct pronunciation, utilizing wait time
- Procedural scaffolding: explicit modeling, guided and independent practice, partnering students for peer support
- Instructional scaffolding: activating prior knowledge, using graphic organizers, providing , breaking down complex tasks
- Metacognitive scaffolding: self-monitoring strategies (goal-setting, self-assessment, reflection)
Gradual Release of Responsibility
- Teachers should gradually release responsibility to students as they become more proficient
- Explicit modeling: teacher demonstrates and explains the skill or concept
- Guided practice: students practice with teacher support and feedback
- Independent learning: students apply the skill or concept on their own
- Scaffolding helps students acquire language skills and content knowledge simultaneously by bridging the gap between current abilities and intended goals
Home Languages and Cultures in the Classroom
Benefits of Incorporating Home Languages
- Promotes metalinguistic awareness and facilitates the transfer of skills between languages
- Helps maintain family connections and cultural heritage
- Strategies include using bilingual labels, encouraging native language use for brainstorming or pre-writing, providing bilingual reading materials
Culturally Responsive Teaching
- Involves understanding and respecting students' cultural backgrounds
- Uses culturally relevant examples and materials (literature, art, music)
- Acknowledges different communication styles and norms (verbal and non-verbal cues, turn-taking, eye contact)
- Builds strong relationships with families and communities to better understand students' backgrounds and experiences
Celebrating Cultural Diversity
- Promotes a welcoming and inclusive classroom environment
- Activities include multicultural literature, art projects, cultural presentations
- Encourages students to share their unique perspectives and experiences
Collaboration for Language Development
Working with ESL Specialists
- ESL specialists have expertise in second language acquisition and can provide valuable insights and strategies
- Collaboration involves regular communication and shared decision-making to ensure consistency and alignment of instructional goals
- Co-teaching models (parallel teaching, station teaching, team teaching) allow for targeted language instruction and support within the general education classroom
Language Development Plans
- Based on individual student needs (language proficiency levels, academic strengths and weaknesses, cultural background)
- Include specific language objectives aligned with content goals, accommodations, and modifications to support student success
- Progress monitoring and formative assessments track student growth and inform adjustments as needed
Professional Development
- Opportunities focused on language acquisition and enhance collaboration and improve outcomes for English language learners
- Topics may include second language acquisition theory, instructional strategies, assessment practices, and
Key Terms to Review (19)
Advanced: In the context of supporting English Language Learners (ELLs), 'advanced' refers to the level of language proficiency where students can understand and produce complex language structures, engage in academic discourse, and demonstrate a high degree of fluency and comprehension. This stage is crucial as it indicates that learners are able to effectively communicate and participate in a variety of academic settings, using language for critical thinking and problem-solving.
Beginning: In the context of supporting English Language Learners (ELLs), 'beginning' refers to the early stages of language acquisition where students are just starting to learn English. This stage is crucial as it sets the foundation for their future language skills, including listening, speaking, reading, and writing. At this stage, learners often rely heavily on visual supports and context clues to make sense of the language.
Bilingual Education Act: The Bilingual Education Act, enacted in 1968, was a significant piece of legislation aimed at supporting students with limited English proficiency by promoting bilingual education programs in schools. This act recognized the unique needs of English Language Learners (ELLs) and provided federal funding to schools that developed programs to help these students achieve fluency in English while maintaining their native language skills. The act marked a shift towards valuing linguistic diversity and aimed to improve educational outcomes for ELLs.
Culturally Responsive Teaching: Culturally responsive teaching is an educational approach that recognizes the importance of including students' cultural references in all aspects of learning. It aims to create an inclusive environment that respects and values diverse cultural backgrounds while tailoring teaching methods and curricula to meet the unique needs of each student. This approach supports academic success by acknowledging and leveraging the cultural assets students bring into the classroom.
Differentiated instruction: Differentiated instruction is an educational approach that tailors teaching strategies, resources, and assessments to accommodate the diverse learning needs, interests, and abilities of each student. This method emphasizes flexibility in the classroom, enabling teachers to provide multiple pathways for students to engage with the material and demonstrate their understanding.
Family Engagement: Family engagement refers to the active and meaningful participation of families in their children's education, fostering strong partnerships between families and schools. This concept emphasizes the importance of collaboration to support student success, enhance learning experiences, and promote a positive school environment. Engaging families in educational processes not only improves academic outcomes but also helps bridge cultural gaps and support diverse learners in their unique needs.
Formative Assessment: Formative assessment is an ongoing process used by educators to evaluate student comprehension, learning needs, and academic progress during a lesson or unit. This type of assessment helps in adjusting teaching strategies and provides immediate feedback to enhance student learning and engagement.
Home language support: Home language support refers to the practices and strategies that assist students in using their native language while they learn a new language, particularly in educational settings. This support is essential for English Language Learners (ELLs) as it helps them bridge the gap between their home language and English, fostering better comprehension and retention of new material.
Intermediate: In the context of language learning, 'intermediate' refers to a stage in the language acquisition process where learners possess a basic understanding of the language but are still developing their fluency and complexity in communication. This stage often involves the ability to engage in simple conversations, comprehend common vocabulary, and form sentences while still struggling with more advanced grammatical structures and nuanced expressions.
Jim Cummins: Jim Cummins is a prominent educational researcher and theorist known for his work in bilingual education and second language acquisition. His research focuses on the importance of cultural and linguistic diversity in educational settings and highlights how language proficiency affects academic success, particularly for English Language Learners (ELLs). Cummins has developed influential theories that guide educators in creating supportive environments for ELLs, emphasizing the need for both social and academic language development.
Krashen's Input Hypothesis: Krashen's Input Hypothesis is a theory in second language acquisition that suggests learners acquire language best when they are exposed to comprehensible input that is slightly beyond their current proficiency level. This means that students learn more effectively when they receive language input that they can understand but also challenges them, promoting natural language development.
No Child Left Behind: No Child Left Behind (NCLB) was a significant piece of federal legislation enacted in 2001 aimed at improving educational outcomes for all students, particularly those from disadvantaged backgrounds. This law emphasized accountability, standardized testing, and the necessity for schools to meet specific performance benchmarks to ensure that every child had access to quality education, thereby impacting English Language Learners (ELLs) by requiring schools to implement effective strategies for their success.
Patricia Kuhl: Patricia Kuhl is a prominent American neuroscientist and researcher known for her work in early language acquisition and the cognitive development of children. Her research focuses on how infants learn language and the critical periods in which they are most receptive to learning sounds and patterns of their native language. Kuhl's findings highlight the importance of social interaction and exposure to spoken language in shaping a child's linguistic abilities.
Peer tutoring: Peer tutoring is an educational practice where students help each other learn, with one student acting as the tutor and another as the tutee. This approach encourages collaboration and active engagement, allowing learners to reinforce their understanding by teaching others while also receiving support from their peers. Peer tutoring fosters a sense of community in the learning environment and can be particularly effective in enhancing comprehension and retention of knowledge.
Scaffolding: Scaffolding is an instructional technique that provides temporary support to students as they develop new skills and knowledge. This method enables learners to build on their existing understanding while gradually transferring responsibility for learning from the teacher to the student, ultimately fostering independence and deeper comprehension.
Sheltered Instruction: Sheltered instruction is a teaching approach designed to make academic content more accessible to English language learners (ELLs) while simultaneously supporting their language development. This method involves using strategies like visual aids, scaffolding, and modified language to help ELLs understand complex concepts without isolating them from grade-level materials. By integrating language and content instruction, sheltered instruction promotes both language acquisition and subject mastery.
Summative assessment: Summative assessment is a method of evaluating student learning, understanding, and performance at the end of an instructional unit by comparing it against some standard or benchmark. It aims to assess students’ mastery of content and skills after a specified period, typically through tests, projects, or presentations, providing a comprehensive view of their overall achievement.
Visual Aids: Visual aids are tools and materials that enhance understanding and retention of information by presenting data in a visual format. They can include charts, graphs, images, videos, and other visual elements that support verbal or written communication. Using visual aids can significantly improve the learning experience by making complex information more accessible and engaging.
Vygotsky's Zone of Proximal Development: Vygotsky's Zone of Proximal Development (ZPD) refers to the difference between what a learner can do independently and what they can achieve with guidance from a more knowledgeable person, such as a teacher or peer. This concept emphasizes the importance of social interaction and scaffolding in the learning process, highlighting that learners can reach higher levels of understanding through collaboration and support.