Tips For Supporting English Learners In General Education Classroom

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.

Teaching Large Classes

Teaching Large Classes

Most teachers agree that teaching a small group of students is easier, more enjoyable, and less time consuming than teaching a large group. Unfortunately, due to budgets, space, or lack of teachers, many ESL schools only offer large classes. In some schools, large classes may consist of up to 50 or more students. While your class may look more like a University lecture hall, your job is not to lecture. Just like teaching a small class, you must come up with engaging activities that keep all of your students interested and participating with the goal of improving their communication skills. While there are numerous challenges when it comes to teaching large classes, there are many coping skills and activities that you can use to make your job easier.

Advantages of Teaching Large Classes

• High Energy: Classes with many students may be noisy, but they are also fun and exciting.
• Timing: Classes go by quickly in a large class, and you will rarely catch yourself looking at the clock. You will regularly find yourself with extra activities that you did not complete that you can save and use in your next class.
• Participation: There is always someone who is willing to answer questions even if they are just guessing. Make sure to take answers from a variety of students.
• Fillers: Teachers have less need for fillers since core activities and lessons take longer to complete.

Challenges of Teaching Large Classes

• Intimacy: Remembering student's names can take a while. Teachers may feel that they do not get to know their students as well as they would like to.
• Anxiety: Some teachers feel anxious being so outnumbered by the students. In addition, some students are afraid to ask questions or participate in a large class.
• Student needs: Meeting individual needs can be difficult or impossible when class size is very large.
• Marking: Grading assignments and tests can be very time consuming, and your pay will generally be the same for a smaller class.
• Distractions: There are more distractions for teachers in large classes, such as latecomers and people chatting while you are teaching.
• Preparation: Making photocopies for a large class can be very time consuming. Other teachers may be bothered by how much time you spend using the photocopier.
• Noise level: Large classes can become out of hand when students are working in pairs or groups. At times you may feel more like a disciplinarian than a teacher.
• Monitoring students: Teachers may find it difficult to keep students on task as they monitor pair and group work.
• Space: There is limited space in a classroom for energetic activities such as role-playing.
• Textbooks and resources: There may not be enough textbooks or computers available for all students.

Strategies for Coping with Large Classes

• Use a teacher's notebook: Attach a small notebook and pen to your belt loop. Take notes while you are monitoring pair or group learning. Review common errors as a whole group after an activity is complete.
• Spread out: Find another space that your class can use for energetic whole group activities. Find a lobby or spare classroom in the building that your students can spread out into when they are preparing a project or performance. Take students outside if there is no indoor space available.
• Create a participation grade: Make homework and attendance count by doing regular checks and making it part of their final grade. Giving a daily exam tip also encourages attendance.
• Encourage competition: Establish a fun and competitive atmosphere within the class, by dividing the class into teams. You may change the teams once in a while or leave them the same throughout a semester. Teams can win points for certain accomplishments (If noise and behaviour is a problem, students can lose points too.).
• Relax: Find ways to relax before class so that you don't feel anxious. Never attempt to prepare a lesson in the morning, right before class. Always have a water bottle handy. Always have an extra activity on hand in case something doesn't go as you expect it to.
• Establish trust: Learn unique ways to remember names and do your best to get to know something about each of your students. Create a seating chart on the first day and ask students to stick with it for a while. Tell your students at least one or two things about yourself beyond your role of teaching.
• Manage the noise: Establish a signal that you want your class to stop what they are doing and listen. This should be done from the first day, so that students become accustomed to it right away. Be careful not to use gestures or sounds that would offend anyone.
• Reduce marking and preparation time: Design quizzes and tests in a way so that you can reduce the amount of marking. Use peer evaluations when possible. If students submit journals, just read them and leave a short comment and/or suggestion, rather than fixing every grammar mistake. Designate a specific time when the teacher's room is slow to do most of your photocopying for the week. This will save you from feeling guilty for taking up the photocopier for a long time when another teacher only has a few copies to make.
• Enforce a late policy: Notify students of your late policy on the first day and stick to it. For example, don't let students enter your classroom after a warm-up has ended. If students miss class, make it their responsibility to catch up, not yours.
• Share your e-mail address: In a large class, you will find yourself feeling drained before and after class if you let students come early or stay late to ask questions every day. This alone can make you hate your job, especially if you are not paid for hours when you are not teaching. Encourage students to e-mail you with questions, and answer them on your own time. If you don't like the e-mail suggestion, try finishing your class ten minutes early once in a while and allow your students free conversation time. Take questions on a first come basis during this time.

Activities to use in Large Classes

• Small group discussions: Use topics related to a theme, or ask students to submit topic suggestions.
• Who Am I?: Tape the name of a famous person to the back of each student. Students go around the room asking questions and trying to identify themselves. Once they guess who they are they can place their nametag on the front and continue helping other students identify themselves.
• Team spelling contests: Each student who gets the spelling correct gets a point for their team.
• Balderdash: Large class can be split into teams. Teacher calls out a word and students have to write down the part of speech and definition. Each student to get both correct gets a point for her team.
• Write the question: Large class can be split into teams. The teacher calls out an answer and the students have to write the question. (ex. "Lynn") Each student to write the correct question gets a point. (ex. answer: What's your middle name?")
• Questionnaires: Students circulate around the room asking each other questions. Students can create their own questions on a given topic or theme, or you can provide the questionnaire handout. Follow up by asking each student to report the most interesting answer they received.
• Categories: The teacher calls out a category, such as fruit, and each student has to name a fruit when it is his turn. If a student hesitates for more than five seconds, he or she has to choose a new category and sit out the rest of the game. The last person to get out wins.