Classrooms across the United States
are becoming increasingly diverse with increasing numbers of students whose
primary home languages are not English. State-reported data in 2008-09
estimated 10 percent of the US school-aged population (PreK-twelfth grade) as
students identified as limited English proficient. Terms more widely accepted
and used are English-Language Learners or simply English Learners (ELs).
To adequately assist ELs in learning
both content concepts and English simultaneously, all educators need to view
themselves as language teachers. Here are 10 tips for supporting ELs in general
education classrooms.
1.
Know your students
Increase your understanding of who
your students are, their backgrounds and educational experiences. If your
students have been in US schools for several years and/or were educated in
their country of origin, are literate or not in their native language, may
provide you with a better understanding of their educational needs and ways to
support them.
2.
Be aware of their social and emotional needs
Understanding more about the
students' families and their needs is key. When ELs have siblings to care for
afterschool, possibly live with extended family members or have jobs to help
support their families, completing homework assignments will not take priority.
3.
Increase your understanding of first and second language acquisition
Although courses about second
language acquisition are not required as part of teacher education programs,
understanding the theories about language acquisition and the variables that
contribute to language learning may help you reach your ELs more effectively.
4.
Student need to SWRL every day in every class
The domains of language acquisition,
Speaking, Writing, Reading and Listening need to be equally exercised
across content areas daily. Assuring that students are using all domains of
language acquisition to support their English language development is
essential.
5.
Increase your understanding of English language proficiency
Social English language proficiency
and academic English language proficiency are very different. A student may be
more proficient in one vs. the other. A student's level of academic English may
be masked by a higher level of Basic Interpersonal Communication Skills (BICS)
compared to their Cognitive Academic Language Proficiency (CALP). For example,
a student may be able to orally recall the main events from their favorite
movie but struggle to recall the main events that led up to the Civil War.
6.
Know the language of your content
English has a number of polysemous
words. Once a student learns and understands one meaning of a word, other
meaning may not be apparent. Review the vocabulary of your content area often
and check in with ELs to assure they know the words and possibly the multiple
meanings associated with the words. For example, a "plot" of land in
geography class versus the "plot" in a literature class. A
"table" we sit at versus a multiplication "table."
7.
Understand language assessments
Language proficiency assessments in
your district may vary. Find out when and how a student's English language
proficiency is assessed and the results of those assessments. Using the results
of formal and informal assessments can provide a wealth of information to aid
in planning lessons that support language acquisition and content knowledge
simultaneously.
8.
Use authentic visuals and manipulatives
These can be over- or
under-utilized. Implement the use of authentic resources for example; menus,
bus schedules, post-cards, photographs and video clips can enhance student
comprehension of complex content concepts.
9.
Strategies that match language proficiency
Knowing the level of English
language proficiency at which your students are functioning academically is
vital in order to be able to scaffold appropriately. Not all strategies are
appropriate for all levels of language learners. Knowing which scaffolds are
most appropriate takes time but will support language learning more
effectively.
10.
Collaborate to celebrate
Seek support from other teachers who
may teach ELs. Other educators, novice and veteran, may have suggestions and
resources that support English language development and content concepts.
Creating and sustaining professional learning communities that support ELs are
vital for student success.