Polytechnic University of the Philippines

College of Arts and Letters

Select and Use Culturally Responsive, Age-Appropriate, and

Linguistically Accessible Materials for English Language Learners
Prepared by:
ANDUTAN, Mary Valerie
BESANA, Kristine
HAPIN, Kathleen
RAVARA, Marces

Course/Year & Section:

AB English IV 3

Professor Xavier Aquino Velasco

 English Language Learners
Also known as ELLS.
Unable to communicate fluently in English.
Often come from non-English speaking homes and backgrounds.
Require specialized or modified instructions in English language and
academic courses.
 Do not have the English-language ability needed to participate fully in an
English speaking society.

Cannot achieve their full academic potential in schools and learning

environments in which instruction is delivered largely or entirely in English.
 Where they are tested in reading, writing,
speaking, and listening comprehension.
Formal Assessment

English Literacy
If the assessment results indicate that the
students will struggle in regular academic
courses, they may be enrolled in
either dual-language courses or English as
a second language (ESL) programs.
 Culturally Responsive

Culturally Responsive Teaching is a pedagogy that

recognizes the importance of including students' cultural
references in all aspects of learning (Ladson-
Billings,1994).
 Teachers make standards-based content and curricula accessible
to students and teach in a way that students can understand. To
do this, teachers must incorporate relatable aspects of students'
daily lives into the curriculum.
Language (which may include jargon or slang), prior knowledge,
and extracurricular interests such as music and sports.
 Relationships

Key Points Learn about your students' individual

cultures.
Adapt your teaching to the way your
students learn.
Develop a connection with the most
challenging students.
 Curriculum
Key Points
Teach in a way students can understand.
Use student-centered stories, vocabulary,
and examples.
Incorporate relatable aspects of students'
lives.
 Delivery

Key Points Establish an interactive dialogue to engage

all students.
Stay within your comfort zone and don't
come off as "fake."
Continually interact with students and
provide frequent feedback.
Use frequent questioning as a vehicle to
keep students involved.
 Positive perspectives on parents and
families
Communication of high expectations
Characteristics
Learning within the context of culture
Student-centered instruction
Culturally mediated instruction
Reshaping the curriculum
Teacher as facilitator
 3 Tips Gamify it

To make any lesson more Culturally

Responsive Make it Social

Storify it
 Age-Appropriate

Suitable for a particular age or age group.

Progression of behavioral norms largely agreed upon within a
society or among sociological and psychological authorities to be
appropriate to a persons development of social skills.
 Resources for English Language Learners (ELLs) are age-specific and are
organized by grade. Some resources may be adaptable for younger or older
students.
Each section contains a variety of resources, including articles, videos,
webcasts, tip sheets, and recommended websites.
Pre-school and Kindergarten
ELLs

This section focuses on the early

education of young English
language learners
(ELLs). Resources include a
webcast, classroom strategies,
parent tips, research and policy
recommendations, and
recommended books and websites.
ELLs in Elementary School

These resources offer grade-

specific ideas for teaching
and supporting English
language learners (ELLs) in
early and upper elementary
school. Ideas include tips for
classroom teachers as well as
ESL teachers.
 ELLs in Middle and High
School

This section includes a number of

resources focused on English
Language Learners (ELLs) in
middle and high school. Topics
include reading instruction for
older students, content
instruction, social and emotional
issues, and college readiness.
 Linguistically Accessible

Of or relating to Language or Linguistics.

 Instructional materials are essential tools in the English language arts
classroom. They allow students to interact with words, images, and ideas in
ways that develop their abilities in multiple literacies such as reading,
listening, viewing, thinking, speaking, writing, and technology. Because
instructional materials are a primary resource for English language arts
teachers, they must be selected wisely.
 Evaluating Books and
Software

Books and software serve as a great

resource and tool when teaching
English Language Learners (ELL)
how to learn a second language.
The books and software used
should be culturally responsive,
age-appropriate, and linguistically
accessible (ACE, 2014).
 Evaluating Books and
Software

There are many books and software

programs out there to teach a
variety of subjects, but not all of
them are beneficial for ELL
students as they lack rigor and
alignment with state standards.
Top 10 Resources for Teachers of
English Language Learners
 Reading, Writing, and
Learning in ESL: A Resource
Book for K-12 Teachers

By
Suzanne Peregoy
Owen F. Boyle
 Making Content
Comprehensible for English
Learners: The SIOP Model

By
Jana Echevarria
MaryEllen Vogt
Deborah J. Short
 Oxford Collocations:
Dictionary for Students of
English
 Resources provided in the following areas:
National Clearinghouse for
English Language Acquisition
- Secondary English Language Learners

www.ncela.gwu.edu
- Educational Programs
- English Language Literacy
- Professional Development
- Assessment and Accountability
 A bilingual site for families and educators
of English Language Learners

Colorin Colorado
Example Resources:

www.colorincolorado.org
- 10 Things Mainstream Teachers Can Do
Today
- ELL Starter Kit for Educators
- ELL Webcast: Teaching English Language
Learners to Read
Everything ESL This site offers the following:
- More than 66 lesson plans

www.everythingesl.net
- More than 230 downloads
- More than 830 discussion topics
- More than 90 classroom resource picks
 Scaffolding is done to ensure
comprehensibility

Scaffolding
Pattern:

Ensuring Comprehensibility
I do. You watch.
I do. You help.
You do. I help.
You do. I watch.
 All students are AESL.
Academic English as a
Second Language Vocabulary is Central to Academic
Proficiency.
You must have an organized plan for
AESL
vocabulary growth.
Building academic vocabulary is an
example of an organized plan for
vocabulary growth.

English Language Proficiency
(ELP) Standards
www.wida.us
Understanding and using the standards,
includes resources such as the Can Do
Descriptors, Performance Definitions,
Speaking and Writing Rubrics, and
more.
The WIDA Consortiums English
Language Proficiency Standards for
English Language Learners (ELLs) in Pre-
Kindergarten through Grade 12
encompass:
- Social and Instructional language usage
- The language of Language Arts
- The language of Mathematics
- The language of Science
- The language of Social Studies
Assessing Comprehension and
Communication in English
State-to-State (ACCESS) for
ELLs
Examine the teacher reports for each
student who has been assessed with the
ACCESS for ELLs.
Familiarize self with the Can Do
Descriptors in each language domain:
listening, speaking, reading, and writing.
The End
Thank you!