12.2 Teaching English Language Learners

Teaching English Language Learners is a crucial part of creating inclusive classrooms. This topic covers the stages of second language acquisition, from preproduction to advanced fluency, and effective strategies like scaffolding and differentiated instruction.

Assessment for ELLs involves formative and summative methods, with accommodations to ensure fairness. Valuing linguistic diversity is key, recognizing students' language assets and leveraging them for learning through techniques like translanguaging and metalinguistic awareness.

Stages of Second Language Acquisition

Progression and Characteristics

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• Second language acquisition typically progresses through five stages: Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency
• Each stage is characterized by specific language abilities and instructional needs
• Preproduction stage, also known as the "silent period," English Language Learners (ELLs) have minimal comprehension and primarily communicate nonverbally through gestures or simple yes/no responses (lasts up to six months)
• Early Production stage is marked by ELLs using short phrases and simple sentences, with a vocabulary of approximately 1,000 words (errors in grammar and pronunciation are common, lasts six months to a year)
• Speech Emergence stage, ELLs have a vocabulary of around 3,000 words and can engage in short conversations and ask simple questions (begin to use more complex sentences but still make frequent errors, lasts one to three years)
• Intermediate Fluency stage, ELLs have a vocabulary of up to 6,000 words and can use more complex sentences with fewer grammatical errors (can engage in extended discussions and express opinions, lasts three to five years)
• Advanced Fluency stage is characterized by ELLs having a near-native level of language proficiency, with a vocabulary comparable to that of same-age native speakers (can engage in abstract and complex language use, can take five to seven years or more to achieve)

Strategies for English Language Learners

Instructional Approaches

• Scaffolding involves providing temporary supports to help ELLs access content and develop language skills (using visual aids, graphic organizers, and sentence frames to support comprehension and production)
• Differentiated instruction tailors teaching to meet the diverse needs of ELLs by adjusting content, process, and product based on students' readiness, interests, and learning profiles (using leveled texts, providing choice in assignments, and varying the complexity of tasks)
• Cooperative learning promotes language development and content understanding by having ELLs work in small, heterogeneous groups on structured tasks (allows for peer support, authentic language practice, and the development of social skills)
• The Sheltered Instruction Observation Protocol (SIOP) model is a research-based approach that integrates language and content instruction for ELLs (involves eight components, including lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment)

Language Teaching Methods

• Total Physical Response (TPR) is a language teaching method that combines physical movement with language instruction (teachers giving commands and students responding with actions, helps to reduce anxiety and promote comprehension and retention)
• Incorporating students' home languages and cultures into instruction can promote engagement, motivation, and a positive self-identity (using bilingual books, inviting family members to share cultural experiences, and highlighting the contributions of diverse language communities)

Assessment for English Language Learners

Types of Assessments

• Formative assessments are ongoing, informal assessments that provide feedback on ELLs' language development and content understanding (observations, exit tickets, and quick writes, can inform instructional decisions and target areas for support)
• Summative assessments evaluate ELLs' language proficiency and academic achievement at the end of a unit or course (standardized tests, performance tasks, and portfolios, can be used for placement, progress monitoring, and accountability purposes)
• Authentic assessments engage ELLs in real-world tasks that demonstrate their language skills and content knowledge in meaningful contexts (presentations, interviews, and project-based learning, can provide a more comprehensive picture of ELLs' abilities)

Assessment Strategies

• Accommodations are changes in assessment procedures that remove barriers for ELLs without altering the construct being measured (extended time, bilingual dictionaries, and simplified language, can level the playing field and ensure valid results)
• Dynamic assessments involve interacting with ELLs during the assessment process to identify their potential for learning and provide scaffolded support (can reveal ELLs' true abilities and inform instructional strategies to promote growth)
• Involving ELLs in self-assessment and goal-setting can promote metacognition, motivation, and ownership of learning (using rubrics, checklists, and learning logs to help ELLs monitor their progress and identify areas for improvement)

Valuing Linguistic Diversity

Recognizing Language Assets

• Linguistic diversity refers to the variety of languages and language varieties spoken by students in a classroom or school community
• Valuing linguistic diversity involves recognizing, respecting, and leveraging students' language assets as resources for learning
• Affirming students' linguistic identities can promote a sense of belonging, self-esteem, and engagement in school (creating a welcoming environment that celebrates students' home languages and cultures and avoids deficit-based language or assumptions)

Leveraging Linguistic Diversity for Learning

• Encouraging translanguaging, or the flexible use of students' full linguistic repertoires, can support comprehension, expression, and identity development (bilingual reading and writing, language comparisons, and cross-linguistic transfer)
• Promoting metalinguistic awareness, or the ability to reflect on and manipulate language, can enhance students' language learning and cognitive flexibility (language games, word play, and contrastive analysis of language structures and meanings)
• Collaborating with families and communities can provide insights into students' language practices and funds of knowledge, which can inform culturally and linguistically responsive instruction (home visits, parent-teacher conferences, and community events that honor diverse language traditions)
• Advocating for language-inclusive policies and practices at the school and district level can create a more equitable and supportive environment for linguistically diverse students (challenging English-only policies, providing professional development on language diversity, and ensuring access to bilingual programs and resources)