Helping the ELL in the Regular Classroom

It is important to keep in mind that ELLs will not achieve grade level immediately. Students of average intelligence will require five to seven years to become English proficient. Much of the students progress will depend upon his or her ability and more importantly, upon the students personal motivation. For Better Communication: Speak clearly, using short, but complete sentences. Use a normal tone of voice; speaking loudly is not necessary. The use of gestures is helpful in making your point. Use a variety of visual aids and objects. Write key words on the board or overhead, keeping in mind that many ELLs cannot read cursive handwriting. Continue talking to a student even if you feel that s/he is not understanding, what you are saying. Avoid idioms as much as possible (for example, Cut it out!). Avoid sarcasm of any kind. Smile often to communicate warmth.

Suggestions for Testing: Give ELLs objective tests only. Allow extra time for completing the test. Allow ELLs to use their books. Perhaps students can take tests and textbooks to another location. Have another student read the test questions aloud. Allow oral rather than written responses.

Strategies: Write down main ideas and give them to ELLs before a test. Modify the amount of information for which ELLs are held accountable. Allow students to copy main ideas ten times for extra credit. Some students are comfortable with rote learning. Use cooperative learning activities. Do not penalize the ELL student for grammatical errors. Use hands-on activities in addition to watching and listening. Use manipulative materials or anything that involves activity.

Grades: An ELL student can and should be graded as soon as possible. The grades must reflect classroom modifications. Modifications must be designated on the report card, but not the permanent record. Grading is modified as long as instruction is modified.

Survival Skills: Alphabet Colors Numbers (including tenths, hundredths, etc.) Class or school rules Parts of the body Rooms in the house Classroom objects Family members Foods Animals Telling time Shapes Feelings (happy, sad, angry, etc.) Transportation (car, truck, school bus, etc.)

Final Tips: Learn to say the students name. Do not give the child an American name unless s/he requests it. Encourage ELLs to tell about their countries and cultures as their English proficiency increases. Encourage ELLs to inform you when they do not understand something. Encourage ELLs to participate in school activities such as clubs or sports. Prepare ELLs for tornado and fire drills. Do not discourage the student from speaking his or her native language with friends or family. Allow ELLs to substitute words from their native language when they cannot produce the English equivalent. Do not correct every utterance. Strive for communication, not perfection. Appoint buddies to help ELLs. Usually ELLs prefer buddies of the same sex. Try to seat ELLs at the front of the class. Recognize that ELLs are often embarrassed to speak aloud in class. Call on them after they have demonstrated a willingness to speak in front of their peers. Your positive attitude toward ELLs will influence the entire class. If you regard the arrival of the student as an enriching experience, it will be just that.

Learning a new language is frustrating and exhausting. Try to vary activities to give the student a chance to relax. Sometimes ELLs smile and say yes to avoid embarrassment when they really do not understand something. Check periodically for understanding, in ways that will let you know whether the message is clear. ELLs should be able to participate in math class for the most part. Students are able to handle the symbolic side of mathematics most of the time, but have difficulty understanding verbal problems. In the beginning, students should be expected to work only on computation. Some students need practice in forming English letters. Students copy better from paper than from board or overhead to paper. Students learn language from on another. Allow and plan for informal student communication.

About English Language Learners

Seat LEP students so that communication in the new language is fostered. Research now shows that errors should be viewed as stages in the learners progression toward competent reading, writing, or speaking in the new language. Keep in mind that some students may not be able to write or read in their native language. Create a file of activities that a non-English speaking child can master during the first few days after he or she enters your class. (word finds, puzzlesanything that has a word bank; magazines; survival vocabulary sheets including translations for things such as I dont understand, etc. These can be translated by some of our current ELLs.) Give the child something to do rather than have him or her simply sit. Stock your room with helpful textbooks: The Oxford Picture Dictionary is not an expensive title and is available in many languages. This is a resource new ELLs can use. Establish routines since a non-English speaker learns through observation, particularly during the first few days. Include students in class activities. After a couple of weeks, develop short and long-term goals for the student. What do you want this child to learn from you? Have HIGH expectations. Learning should not stop because a child is grappling with a new language. Teach essential content vocabulary. If, for example, you are doing a science unit on matter, words needed to understand the lesson (matter, air, solid, liquid, gas, weight, etc.) would be necessary for the child to know. Establish minimum competencies. Decide on a bottom line set of concepts your ELLs must learn to pass. Adapt lessons to the levels of the students. Develop a grading structure for literate ELLs.