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Instructional Strategies for English Language Learners

Instructional Strategies for English Language Learners


The type of instruction and strategies that are used with students are essential to their academic success. This is especially true when it comes to English Language Learners (ELLs) as they struggle with learning second language acquisition and academic content. The Northwest Regional Educational Laboratory (NWREL) has identified four main instructional methods that serve ELL students. These methods are characterized by the degree to which they incorporate a student's native language and the approach they take to deliver academic content. The four methods are using the native language, using the native language as support, using English as a Second Language (ESL) and Content-Based Instruction/Sheltered Instruction. The schools I have worked in make use of all of the instructional methods. In my personal teaching experience I use native language as a support and incorporate the sheltered instructional approach.

Sheltered instructional strategies are frequently used as a part of almost every other method and model. This approach requires significant teaching skills in both English language development and subject-specific instruction; clearly defined language and content objectives; modified curriculum, supplementary materials, and alternative assessments (Echevarria, Vogt, & Short, 2000). Research studies show that assessment is crucial to choosing the most appropriate instructional method for students. Continuous assessment will ensure that an ELL student is monitored throughout his/her instruction.
The specific goals of teaching English Language Learners (ELLs) are linked to choosing appropriate strategies. Jameson (1998) identified four key principles that are important to English Language Learners. These principles are: increase comprehensibility, interaction, thinking and study skills and comprehensibility through the use of native language. Some strategies that have proven effective for me in improving overall comprehension include Total Physical Response (TPR), Language Experience and the lexical approach. Total Physical Response (TPR) emphasizes the use of physical activity to increase meaningful learning opportunities and language retention (Asher, 2000a) My young students enjoy movement and this is one way of getting ELL students to listen and model actions.

The Language Experience Approach (LEA) uses students' words to create a text that becomes material for a reading lesson (Carrasquillo & Rodriguez, 2002). I have used this approach with ELL and African American students who use a dialect in their speech. The students are allowed to free write about various topics of choice without grammar correction. My role is a facilitator who encourages constructive questions as students discuss their stories in small groups. After storytelling with the assistance of a bilingual aide we guide students in a compare/contrast learning exercise using their word usage and English word usage. LE along with lexical approach activities can build vocabulary and teach autonomy. Another great activity is scrapbook making with the use of words and letters from magazines and products. I extend this exercise by having students find words used in class lessons. They also make sentences and stories from their word list. I use this activity to teach pronunciation, increased vocabulary and promote social interaction

English Language Learners need increased thinking and study habits to help them succeed in American schools. Thomas and collier (1997) describe this as cognitive communication that causes students to ask critical questions and use higher order thinking. Strategies that produce higher order thinking will help ELLs excel in assessment and testing sessions.
Whenever possible, ELL students should be provided with academic support in their native language (Thomas & Collier, 2002). Native language support can be provided in the form of verbal references, classroom environment and integrated into academic content. Some of the ways I support native language is through the use of multicultural literature, prior learning and cultural studies.

Research studies have revealed many effective strategies to use with ELL students. Educators are not limited in their choices but must strive to be knowledgeable about their students. The Oregon Department of Education states ELL students go through five stages of acquisition. Their report links the five stages of acquisition to appropriate and specific instructional strategies.

The five stages and some related instructional strategies are:
1) Silent Receptive: Visual aids, gestures and demonstrative speaking and TPR technique. 2) Early Production: Role-playing, open-ended questions and linguistic guessing games.
3) Speech Emergence and Intermediate advanced proficiency: Group discussions, dramatics and writing compositions.
4) Intermediate proficiency: Writing/rewriting assignments, storytelling and advance poetry reading.
5) Advanced proficiency: Panel discussions on thematic topics, critical interpretation of personal and classmate stories. Oregon's perspective of stages is one guideline to use to plan specific strategies for ELL students. However educators must remember to adhere to individual abilities and needs as they strive to incorporate multiple strategies in the classroom.

I found a vast amount of information in my research about strategies for English Language Learners. Some effective strategies that I employ are the use of pictures, objects, demonstrations, gestures, scaffolds and intonation cues, graphic organizers and cooperative learning. Cochran (1989) notes, "Cooperative learning makes sense for teachers who have LEP pupils in their classes because all students are given frequent opportunities to speak and because a spirit of cooperation and friendship is fostered among classmates."
All instructional strategies need certain environmental conditions to be successful for English Language Learners. These conditions include providing a culture and language rich environment, explicit instructions and clear communication. Teachers should develop a plan of instruction that builds on the strengths and improves the weaknesses of individual students. School district officials must join in a partnership and support the efforts of schools to improve the performance and proficiency of English Language Learners. The key to effective implementation of strategies is collaboration. Teachers, parents and students have a stake in working together to improve the language and academic skills. The overall objective of teaching is to help students become the "whole person" by contributing to their creative, emotional, academic and social development. Teachers can only fulfill this purpose by becoming knowledgeable about students and the different ways they learn. This is the foundation of establishing the real link to teaching and learning.




REFERENCES

Asher, J.J. (with Adamski, C.). (2000a). Learning another language through actions (6th ed.). Los Gatos, CA: Sky Oaks Productions.

Carasquillo, A.L., & Rodriguez, V. (2002). Language minority students in the mainstream classroom (2nd ed.). Philadelphia, PA: Multilingual Matters.

Cochran, C. (1989). Strategies for involving LEP students in the all-English-medium classroom: A cooperative learning approach (NCBE Program Information Guide Series No.12). Washington, DC: National Clearinghouse for Bilingual Education. Retrieved February 27, 2003, from www.ncela.gwu.edu/ncbepubs/classics/pig/12allenglish.htm

Echevarria, J., Vogt, M., & Short, D. (2000). Making content comprehensible for English language learners: The SIOP model. Boston, MA: Allyn & Bacon.

Jameson, J. (1998). Three principles for success: English language learners in mainstream content classes (From Theory to Practice Issue No. 6). Tampa, FL: Center for Applied Linguistics, Region XIV Comprehensive Center. Retrieved December 12, 2002, from www.cal.org/cc14/ttp6.htm

Posted by: Sarah S.

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