English+Language+Learners

 English Language Learners  __ **Who are English Language Learners, and what is it like to be one?** __   **ELL stands for English Language Learner.** ** • ELL learners represent a wide range of aptitude in ability/proficiency in the English language. ELL students are commonly categorized as NEP (Non-English proficient) LEP (Limited English proficient), and FEP (Fluent English proficient). ** ** • Often speak another language at home, so school may be the best/only time to practice English. ** ** • May have obstacles in communicating specific ideas to peers, therefore may have difficulties when making friends. ** ** • ELL students have a higher dropout rate. ** ** • They are among the lowest ranking in academic achievement. ** ** • They often face high familial pressure to achieve academically. ** ** • They find themselves in unfamiliar learning environments and teaching styles, which makes learning difficult. ** ** • Many students from Asian cultures are skilled in English writing, but lack oral skills. On the other hand, many immigrants who have informally learned how to speak English may appear quite proficient, but lag far behind in written skills. ** ** • The less-proficient ELL students may have undesired tendencies: ** ** • May act reserved, look to other students for cues, copy off others, & look for translators among peers. ** ** • Along with a language barrier, there comes a cultural barrier, which impedes socializing & can create stressful misunderstandings among peers. ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • ELL students immigrate for various reasons, from business decisions to political unrest. The reason for immigrating to the U.S. can have profound impacts on ELL student attitudes & behaviors. ** <span style="display: block; font-family: 'Times New Roman',Times,serif;"><span style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 2.4pt; text-align: center; text-indent: 0in; unicode-bidi: embed;">__ **What are some behavioral concerns?** __ <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Struggles when communicating with authority ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Silent in class ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Refuses to answer questions ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Makes inappropriate comments ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Has poor recall (comprehension/vocabulary) ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Struggles when sequencing ideas ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Some teachers may be concerned that these behaviors demonstrate that the student needs special education. As teachers, you must figure out if the problem reflects a cognitive disability or is related to language. ** <span style="display: block; font-family: 'Times New Roman',Times,serif;"><span style="direction: ltr; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: center; text-indent: -0.12in; unicode-bidi: embed;">__ **What are some strategies to address these behavior concerns?** __ <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Know that culture affects ways of showing respect, interest, and appreciation. ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Be sensitive and respectful to cultures and student reactions. ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Help students understand cultural differences too! ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Give ample time for students to collect thoughts when participating in activities. ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Let learner know you are interested; do not quickly call on someone else. ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Know that errors can indicate progress. ** <span style="direction: ltr; display: block; font-family: 'Times New Roman',Times,serif; margin-bottom: 0pt; margin-left: 0.12in; margin-top: 2.4pt; text-align: left; text-indent: -0.12in; unicode-bidi: embed;">** • Rather than correct student, continue to seek answer by repeating what the learner has said to model correct form. **
 * Definition: Any student who that learns a language other than English before learning English.**
 * The terms ESL and ESOL are sometimes used instead of ELL.**

**__ Behavior Concerns and Strategies __**

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Learning a new language is different from learning other subjects because it requires public practice. Speaking out in a new language can result in confusion, anxiety, embarrassment, alienation, and anger. These negative emotions can create a kind of filter that blocks the learner’s ability to process new or difficult words. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Teachers and students must create a classroom community that values interests, differences, and abilities to lessen anxiety, embarrassment, alienation, and anger in the English Language Learner. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** It takes an enormous amount of cognitive, physical, and emotional energy to learn a new language and culture. For these reasons, the English Language Learner is often tired all the time. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** When the ELL student is tired as a result of trying to understand everything that is happening around them, make sure they are not disengaged in class by giving them extra time to “unwind” (ex. Bathroom break, snack time, drink break). ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** ELL students can become easily frustrated due to miscommunication with their teacher and peers regarding proper behavior and interaction in the classroom and/or on the playground. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Behavior norms or standards differ between every culture; an effective ELL teacher must invest time in researching her students’ culture in order to understand and interpret behavior accurately. **

**__ Tips for Teachers with ELL Students: __**

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Learn how to pronounce students’ names as part of creating a nurturing classroom. This will help students feel accepted. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Learn as much as possible about ELL students’ native countries. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Don’t assume the student cannot speak or understand English – work with them to find out. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Encourage students to still speak & read in their native language at home ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Read aloud as often as possible ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Modeling is crucial – cannot be too explicit ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Write clearly & legibly – many ELL students have difficulty reading cursive ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Provide opportunities for students to speak their responses to questions ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Incorporate and embrace the student’s native language and culture in the classroom – relate to material being taught ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Emphasize vocabulary comprehension – use concrete examples when explaining ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Stick to a regular routine **

**__ Modifications & Accommodations __**

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Clearly enunciate, slow down while speaking ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Use visuals, manipulatives & hands-on activities ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Draw pictures, point to objects and use gestures when speaking ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Write instructions – in both languages when possible ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Display print to support oral language ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Avoid jargon, slang or idioms ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** A study found that changing the wording on tests (avoiding idioms, jargon, slang or complex sentences) can increase ELL student performance by up to 20%. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Use cooperative learning groups or “buddies” ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Use listening stations for reading ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Simplify directions ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Reduce length requirement for written assignments & allow extra time for completion ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Allow student to respond orally rather than writing ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Ask yes/no questions ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Use multiple choice and/or word banks ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Provide translation dictionaries ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Repeat and rephrase – directions, questions and explanations ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Use charts, Venn diagrams & graphic organizers ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Divide long stories into shorter segments ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Indicate page number where answers can be found ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">• **** Allow open book tests **

__** Additional Resources: **__

http://cedu.niu.edu/tlrn/projectaccept/Module_docs/simulation_activity.html Simulation activity – what it is like to be an ELL student http://www.netc.org/focus/challenges/ell.php ELL classroom challenges – research findings, implementation, additional resources http://www.scribd.com/doc/362148/ESL-Modifications Great resource for teachers with ELL students (ESL/Bilingual resource guide for teachers ) http://www.teachervision.fen.com/bilingual-education/teaching-methods/26104.html?detoured=1 Different links and tips for ELL teachers http://www.manythings.org/ Links for ELL students to use to practice English http://a4esl.org/ Resources for ELL students - including bilingual quizzes http://www.education.com/reference/article/common-myths-about-ell-students/ Common myths about ELL students