Teaching English Language Learners in the Secondary Classroom

1
Teaching English Language Learners in the
Secondary Classroom

• Presentation for
• Future Teachers Program
• California State University Fullerton

2
What Characterizes English Language Learners?

• As the term indicates, English Language Learners
  (ELLs) are individuals who are learning English
  as their second language (L2).
• They are adjusting to a new culture and all its
  particular norms of behavior.
• Depending on how long they have lived in the
  country, ELLs may still be experiencing culture
  shock.

3
Characteristics of ELLs

• They may or may not be proficient in their native
  language (L1).
• ELLs may have ambivalent feelings toward their L1
  if people have made them feel inferior because of
  it.
• They go through several stages in their
  acquisition of English pre-production, early
  production, speech emergence, and intermediate
  fluency.

4
Characteristics of ELLs

• They may feel self-conscious when speaking in
  front of people for fear of making mistakes.
• They may be subject of negative stereotypes in
  the dominant culture and may have experienced
  some form of discrimination.

5
Characteristics of ELLs

• ELLs may or may not be motivated to learn
  English. Some want to improve their English to do
  better at work or in school (instrumental
  motivation) and others to fully immerse
  themselves in the mainstream culture
  (integrative motivation) (Gardner and Lambert,
  1972).
• They may find it difficult to ask for help when
  needed.

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Characteristics of ELLs

• They may avoid eye contact.
• They may smile and nod when their teacher asks
  them if they understand.

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What Percentage of the U.S. Population Speaks
English as their Second Language?
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English Language Learners in the Mainstream
Classroom

• Since almost 40 of the students attending
  K-12 public schools in California are ELLs,
  teachers need to make accommodations to ensure
  all students can learn.
• Based on the information we have covered so
  far, can you think of any teaching practice that
  would be particularly suitable for an ELL? Turn
  to your partner and share your ideas.

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Think Pair Share

• Think Take a minute to think about
• it.
• Pair Turn to the person next to you
• and share your ideas.
• Share Share your ideas with the
• people in your table group.

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Adaptations for ELLs

• Teachers who work with ELLs need to
• Adapt content to make it comprehensible, that is,
  implement what is known as Sheltered
  Instruction.
• Modify their speech so that ELLs can understand
  what they hear, that is, use Comprehensible
  Input (Krashen, 1985).

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Adaptations (Cont.)

• Integrate all four language skills since students
  are learning content and language simultaneously.
  
• Pre-teach new vocabulary words before starting a
  new unit/chapter (e.g. Cloze Sentences, Word
  Generation, Concept Definition Map, Contrastive
  Vocabulary Log).
• Repeat and paraphrase key ideas.

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Adaptations (Cont.)

• Help students make connections between the course
  content and their life experiences.
• Look for ways to integrate the home culture of
  all students.
• Include a variety of question types and
  alternative forms of assessment.

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Adaptations (Cont.)

• Increase wait time before calling on students
  to give everyone a chance to think before
  answering a question.
• Provide numerous opportunities for students to
  have meaningful interactions and discussions with
  their peers in a low-anxiety environment.

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Adaptations (Cont.)

• Use a variety of grouping configurations (pairs,
  small group, whole class).
• Implement Cooperative Learning (Kagan, 1989)
  strategies such as Think-Pair-Share, Numbered
  Heads Together, Jigsaws, and Roundtables.
• Engage students 90-100 of the time.

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Adaptations (Cont.)

• Incorporate manipulatives, realia (real life
  objects), visuals (charts, graphs, diagrams), and
  hands-on-activities to help clarify and
  internalize new concepts and vocabulary
• Use graphic organizers like Venn diagrams,
  sequence charts, web maps, and matrices to help
  students internalize new concepts.

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Examples of Graphic Organizers
Before/During/After Reading or Writing
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Graphic Organizers
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Adaptations (Cont.)

• Provide an outline for a text or lecture for
  students to take notes.
• Adapt text for newcomers by highlighting main
  sections and/or simplifying language.
• Create leveled study guides.
• Check for understanding throughout instruction
  (e.g. thumbs up/down number wheels).

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Adaptations (Cont.)

• Give prompt constructive feedback on student
  work.
• Use corrective feedback to clarify
  misunderstandings and to model correct use of
  grammatical structures.

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Adaptations (Cont.)

• Review key concepts and vocabulary at the end of
  a unit and before a test. Use strategies like
  Outcome Sentences or Mind-Mapping. To learn
  more, click here .
• As with non-ELLs, have high expectations of ELLs
  and help them achieve these expectations.

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Activity 1 Ask a Teacher

• Schedule an appointment with an ESL teacher at
  your school and ask the following questions. Take
  notes.
• Why did you decide to become an ESL teacher?
• What do you like about your career?
• What would you recommend to a high school student
  who is considering teaching as a career?

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Activity 2 Reflect on Learning

• In your Blue Book
• Reflect on the role of the teacher in working
  with English language learners.
• Identify two questions or concerns you have about
  teaching English learners. You may wish to
  discuss these with your Future Teachers Advisor.

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Activity 3 Find Out More

• Use the Web resources on the next two slides to
  find additional information. Then write a
  paragraph summarizing what you learned.

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Web Resources
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Sources and Additional Information

• California Department of Education
  http//www.cde.ca.gov/sp/el
• Census Bureau http//www.census.gov
• Cummins, J.(1986). Empowering Minority Students
  A Framework for Intervention. Harvard Educational
  Review, 56(1), 18-36.
• Effective Strategies for Teaching English
  Learners http//www.teach-nology.com/tutorials/tea
  ching/esl/print.htm
• National Council of Teachers of English
  http//www.ncte.org/collections/secell
• Slavin, R. (1990). Cooperative Learning Theory,
  Research, and Practice. Englewood Cliffs, NJ
  Prentice Hall.

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References

• Gardner, R. and Lambert, W. (1972). Attitudes and
  Motivation in Second Language Learning. Rowley,
  Ma Newbury House.
• Kagan, S. (1989). The Structural Approach to
  Cooperative Learning. Educational Leadership, 11
  (3), 24-27.
• Krashen, S. (1985). The Input Hypothesis Issues
  and Implications. New York Longman