9.3 Strategies for English Language Learners

English Language Learners face unique challenges in literacy development. Limited English proficiency, cultural differences, and lack of background knowledge can hinder their progress. Anxiety and stress may also impact their participation and learning.

Teachers can support ELLs through scaffolding techniques like pre-teaching vocabulary and using graphic organizers. Adapting materials, simplifying text, and providing visual supports help make content more accessible. Explicit vocabulary instruction and collaborative activities further boost language acquisition.

Supporting English Language Learners in Literacy Development

Challenges for ELL literacy development

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• Limited English proficiency
  • Struggle to comprehend spoken and written English instructions and content
  • Difficulty expressing thoughts and ideas effectively in English (writing, speaking)
• Cultural differences
  • Unfamiliar with classroom expectations and norms in the new educational setting
  • Varying prior educational experiences and backgrounds (schooling, literacy practices)
• Lack of background knowledge
  • Limited exposure to concepts and vocabulary compared to native English speakers
  • Challenges connecting new information to existing knowledge and experiences
• Affective factors
  • Experience anxiety and stress when learning and using a new language
  • Hesitant to participate due to fear of making mistakes or peer judgment

Scaffolding techniques for ELL support

• Pre-teaching vocabulary
  • Introduce essential terms and concepts prior to the main lesson
  • Utilize visuals (images, realia), gestures, and examples to convey meaning
• Graphic organizers
  • Provide visual representations (concept maps, Venn diagrams) to illustrate information and idea relationships
  • Assist ELLs in organizing thoughts and understanding text structure (compare/contrast, cause/effect)
• Sentence frames and starters
  • Offer partial sentences or phrases to scaffold writing tasks
  • Gradually release responsibility as ELLs gain proficiency and confidence
• Modeling and think-alouds
  • Demonstrate thought processes and strategies for reading comprehension and writing
  • Verbalize the typically invisible cognitive steps involved in language tasks

Adapting Instruction and Assessment for English Language Learners

Adapting materials for ELL proficiency

• Simplified text
  • Adjust language complexity in texts and materials to match ELLs' proficiency
  • Employ shorter sentences, high-frequency vocabulary, and clear sentence structures
• Visual supports
  • Integrate images, diagrams, and videos to support comprehension
  • Utilize graphic organizers (timelines, flowcharts) to depict relationships between ideas
• Differentiated assignments
  • Offer multiple means for ELLs to show understanding (written, oral, visual)
  • Provide options for alternative forms of expression (skits, drawings, projects)
• Modified assessments
  • Tailor language and format of assessments to align with ELLs' proficiency levels
  • Allow extra time, simplify language, and consider bilingual options when suitable

Strategies for ELL vocabulary building

• Explicit vocabulary instruction
  • Directly teach high-frequency academic words across subject areas
  • Provide student-friendly definitions, examples, and repeated exposure to new terms
• Word walls and word banks
  • Prominently display key vocabulary in the classroom for easy student reference
  • Prompt students to incorporate the words in speaking and writing tasks
• Language frames and sentence structures
  • Explicitly teach common academic language patterns and structures
  • Offer examples and opportunities to practice using these structures (sentence starters, templates)
• Collaborative discussions and writing
  • Involve ELLs in structured peer conversations and writing activities
  • Promote the use of academic language and provide targeted feedback on language usage