Instructional Strategies for English Language Learners

Abstract

Every teacher has a different way of teaching and presenting new information to her students. Each teacher comes with a list of strengths and a list of weaknesses that encompass how they approach lessons and interact with students. Teachers today must utilize their strengths to provide instructional strategies to a wide group of students, including students that are learning English as a Second Language. Teachers must be able to adapt, grow, and change to benefit the students that walk through their door of their classroom.

Instruction Methods

While teachers might have different instruction methods, the principle behind their lesson plan building pretty much have the same objectives. When it comes to working with ELL's, teachers should scaffold lessons, and utilize themed lessons that can incorporate multiple subjects. (Danoff, 2010). With differentiated instruction and the teacher's ability to work with different groups of students, teachers will be more capable of providing well-designed lessons as well as ensure that these lessons can scaffold. Danoff also suggests providing visuals, such as charts, drawings, guides, etc. to ensure that the material connects with the students and allows them to learn more effectively. These visuals also help make learning more enjoyable and fun for students (and teachers too).

Utilizing the SOIP method, Sheltered Instruction Observation Protocol within the classroom also provides a great resource for educators to reach ELL's in the classroom. The method provides clear guidelines for content learning with objectives, focus on the lesson materials, as well as assessment and observations for understanding. When utilizing the SIOP lesson plans, teachers can ensure they are providing differentiated instruction based on the needs specific to the ELL's in their group. (Wallace, 2004). Wallace also stresses the importance of utilizing tools within the classroom that will help ELL's comprehend and develop language structures, forms and functions. Wallace also stresses the importance of teachers having realistic expectations of their students so that they can build their language sills rather than putting too much demand upfront. School in itself is demanding. When teachers place too much pressure on students, they are sure to crack under the pressure, or lose focus and concern. The role of teachers must include realistic expectations.

As teachers become more comfortable with utilizing the SIOP method, they will be able to write clear objectives and the opportunities provided to students to comprehend language objectives will be more defined as well as easier to implement. When language proficiency standards are connected to instruction, teachers will find working with their ELL's will become easier and they will be able to relate the information learned in language to all areas of instruction. Practice helps provide success.

It is also important for teachers to focus on providing a basis for instruction and then selecting students based on groups for differentiated instruction. Once groups have been formed, a set of new objectives and standards based on the lesson for these students can be formed to provide lesson expansion. Students will be better able to grasp the content and expand upon the knowledge they have learned, especially as groups develop as homogeneous and start to become more heterogeneous.

Language Acquisition

Mastery in any subject all starts with the basics of language acquisition, specifically for ELL's who might be struggling. Routines and patterns are essential to create positive learning experiences for students, when learning new information. ELL's need at least 45 minutes a day to focus on language development and acquisition. (Coleman, 2009). Depending on the grade-level of students, this will need to be broken up into shorter segments of time. Small segments can be helpful since repetition and review are important tools for language development and helpful when content is applied to multiple subjects. Students need to have an understanding and grasp of vocabulary that applies to math and sciences. It is the educators' role to provide learning experiences, through well-developed plans of instruction that reach the students for comprehension and application.

Student Engagement

You might wonder how an educator can realistically meet all of the demands placed on them and help ELL's master language. While it is not an easy task, the use of differentiated learning techniques and strategies towards student engagement practices can help teachers achieve success. An ELL can easily become frustrated due to a lack of understanding of the new language they are expected to learn. Some students in a classroom can get bored easily, while others may be happy students no matter what you put in front of them. It is a teacher's job to provide engaging lessons and share opportunities with children that will allow them to flourish and succeed in school.

Encouraging students through work, providing fun opportunities that share the learning objectives in lesson plans, and allow students to engage amongst each other are all important. The best way to work towards these goals is to truly know your students. What strengths and weaknesses do students bring to the class as a whole? How can these be utilized? What type of activities do students enjoy? Perhaps these can be used as motivators for when school work is accomplished and there is some free time in the week.

Engaging students can be a challenge, but with specific lesson plans designed to meet the needs of students generally and specifically, through differentiated instruction, students and teachers can find success.

Something that a teacher can control easily is their environment. Teachers can make the learning space comfortable, full of resources, posters, learning information, games, etc. that will help students be ready to come to school and see what new information they will learn. Everyone is appealed by something different that they've never seen or explored before. Students in a classroom are no different.

Teacher Input

It is important to not underestimate the value of the teacher's input on student progress. It is essential for students to know how their progress is shaping, as well as for a teacher to provide praise for a student's work. There are many ways to provide a student with motivation and appreciation, from a high-five, to telling them, "way to go".

As teachers work with homogeneous groups, including ELL's, they will be able to determine what motivation strategies work best for all of their students and can engage with them within their groups as well as individually. It is a teacher's objective to make sure students can find themselves responsible individuals with a clear purpose in mind for their role in school. The instruction that we provide them, along with continued praise will ensure that students believe in themselves.

Conclusion

Meeting the needs of ELL students will be challenging for many teachers. Instructional strategies implemented throughout the year will change, develop, and grow based on teacher input, student engagement, and the curriculum taught. The SIOP method of instruction as well as scaffolding content and utilizing differentiated instruction have research that backs up their success when used with ELL students. A successful classroom will have components of all of these, and with perseverance teachers will have a successful year with marked improvement in all of their students.

References

Krashen, S. (1981) Second Language Acquisition and Second Language Learning. Retrieved September 30, 2010 from, http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html

Coleman, R. (2009). What Does Research Say about Effective Practices for English Learners? Retrieved September 30, 2010 from EBSCO.

Montgomery, J. (2008). Content Area Instructional Strategies. Retrieved September 30, 2010 from EBSCO.

Horowitz, A. et all. (2009). Succeeding With English Language Learners. Retrieved September 28, 2010 from EBSCO.

Danoff, V. (2010) Teaching ELL: General Instruction Strategies. Retrieved September 28^, 2010 from http://www2.scholastic.com/browse/article.jsp?id=3749095

Wallace, S. (2004). Effective Instructional Strategies for English Language Learners in Mainstream Classrooms. Retrieved September 28, 2010 from http://www.newhorizons.org/spneeds/ell/wallace.htm