Instructional Strategies for English Language Learners Classrooms - Essay Example

 Instructional Strategies for ELL Classrooms Abstract The rising number of English language learners in classrooms has increased the need for teachers to adopt a variety of instructional strategies while teaching such students. Teachers need to ensure that their instructional input is comprehensible and meaningful. They also need to provide continuous and specific feedback to their students in the course of their regular instruction. There are also various grouping strategies that teachers can adopt while teaching their students such as whole class teaching, pair work and group work. Various strategies to include the students’ background into instruction and to build the students’ vocabulary are also elaborated. Finally some strategies to ensure that students stay engaged in the instruction are elaborated on. Instructional Strategies for ELL Classrooms In an era of rapidly changing demographics, teachers have to cope with classrooms which have a diverse spectrum of students. The number of English Language Learners (ELLs) in mainstream schools is ever increasing. In the year 2000-2001, about 4.6 million ELLs attended school in the U.S. from the kindergarten to grade 12. This figure approximates nearly 9.3% of the total student enrollment in public schools. (Northwest Regional Educational Laboratory, 2003).Owing to this rising increase in ELL students in classrooms, it is more important than ever for teachers to be equipped to cope with the challenge of instructing a culturally and linguistically diverse group of students. There are certain instructional strategies that teachers have to employ in educating ELL students. Very often, the age and language group of learners play a role in effective selection of instructional strategies. For example, a native speaker of Japanese may face more difficulties with English than a native speaker of France, because French is more closely related to English as compared to Japanese. The age group that the child belongs to also plays a role in the selection of instructional strategies. Young children up to the age group of 9 to 10 years learn well when teachers use props, objects, visual cues, and gestures. They are open to exploration and respond well to activities that spark their imagination. On the other hand, adolescents and older ELLs are more willing to engage in abstract thinking. They have certain life experiences which they can draw on and also may have formed or may be in the process of forming certain individual learning patterns. For such learners, instructors can discuss abstract issues, provoke intellectual activity by making them aware of contrasting ideas and concepts which they can reason and resolve on their own. It also helps if language learning is closely related to the students’ own everyday interests. The choice of instructional strategies for ELLs also depends upon the specific stage of second language acquisition the learner is in. The four stage of language acquisition are “preproduction, early production, speech emergence, and intermediate fluency” (Facella, Rampino, & Shea, 2005, 212). Learners in the preproduction stage of language acquisition spend a large part of their time listening to their teachers and may respond non-verbally to the teachers’ queries. Instructional strategies that teachers can incorporate for learners in this stage are using yes/no questions, pictures, props and hands-on activities focusing on active student involvement. Learners in the early production stage of language acquisition also spend a large part of their time listening to their teachers. They may also work out one or two word responses. Instructional strategies that teachers can adopt for learners in this stage of language acquisition include role plays, completing sentences, answering who, what or where questions with one-word responses. Older ELL learners may also be asked to label objects. ELLs belonging to the speech emergence stage of language acquisition may speak in phrases and sentences. Instructional strategies that can be adopted in these cases include comparing and describing objects, using how and why questions eliciting descriptive responses, problem solving, group discussion, and cooperative learning with information gaps. ELLs in the stage of intermediate fluency may appear fluent with the language but need to engage in vocabulary building. For such learners, instructional strategies can include essay writing, complex problem solving, using how and why questions in which learners are expected to research and support their answers (Facella et al, 2005). Teachers need to clearly comprehend that their learners are going through a series of sequential stages in language acquisition. This will allow them to accept a student’s current stage and alter their instructional strategies to facilitate advancement to the subsequent stage. Comprehendible Input A concept that is advocated by most language acquisition theorists is the comprehensible input hypothesis. This was proposed by the American linguist Stephen Krashen. Comprehensible input suggests that students should be exposed to a language that “they understand the meaning of, but which is nevertheless slightly above their own production level” (Harmer, 2001, p.66). The basic premise of comprehensible input is that students should understand the essence of what is being said to them. Comprehensible input works on the twin premises of building on prior knowledge and scaffolding new information based on that knowledge. To use a simple example, an English language learner may understand the message “put the book on the desk”. Now the teacher can alter the message slightly by scaffolding new information in the message to increase the learners’ language acquisition. So the teacher may ask the student to “put the book in the bag” and then move on to ask the student to “share the book with a friend” or to “return the book to the library.” So the teacher needs to provide new material that builds on the learners’ prior knowledge. Thus teachers need to learn how to connect the immediate learning to the background, experience, and knowledge that students bring with them to the learning situation. Several instructional strategies can be used to accomplish this. Teachers may ask students what they already know to gauge their prior knowledge. They can then create visuals using word webs, exchange language experience stories, provide free writing assignments on a topic, or ask students what it is that they want to learn about the topic. Thus teachers succeed in engaging learners by linking what they are learning in class to their own experiences. Teachers need to be sensitive to the language and cultural background of their English language learners so that they can provide instruction that draws on the experience of their students. Of course, it is not possible or realistic for teachers to be experts on the students’ cultures. However, by listening actively to their students they can find ways to connect the learning to the students’ past learning. There are many other techniques that teachers can use to impart meaningful instruction to students. Teachers can ensure that they use consistent language and simplify the vocabulary while retaining the main concepts. Teachers should use repetitive sentence structures to build familiarity. For example, they shouldn’t ask their students to “open their books to chapter 3, page 78” on one day and then tell them to “turn to page 78” on the next day. Teachers should learn to control their vocabulary and focus on the accuracy of the content. Other methods of providing comprehensible instruction include the use of visual aids, concrete objects, and gestures. Teachers can use graphic organizers such as charts, graphs, maps and pictures. They can also use “realia” or actual objects to “to create cognitive connections with vocabulary, stimulate conversation, and build background knowledge” (Sample teaching strategies, n.d., para. 10). Food items, clothing or even household items can be used as realia. This allows students to use a multi-sensory approach to learning the subject. Teachers can also clarify the language of instruction by making the teaching sessions highly interactive. This can be accomplished by asking students questions and encouraging them to express their thoughts and ideas in English. An alternative to oral expression is the use of dialog journals. This is an interactive journal in which students can write down their ideas or thoughts on a topic and the teacher responds to questions posed by the student, ask their own questions, provide comments, observations, and feedback. In these journals the teacher does not evaluate the students’ writing but rather models correct language which can act as an example for the student to imbibe (Strategies and resources for mainstream teachers of English language learners, 2003). Ongoing, Specific and Immediate Feedback Having provided instruction to students, using all the appropriate instructional strategies at their disposal, the next and important stage in the instruction process is to assess and evaluate the learners’ acquisition of knowledge and provide feedback. Assessment plays an important role in educating ELLs. Teachers may use formal assessment strategies such as formative and summative assessments. Formative assessments are generally continuous and used to “monitor comprehension and thinking skills” and to “document individual learner growth over time” (“Document ELL progress, n.d., para.7). Summative assessments are standardized tests conducted on a periodic basis. Teachers may also use alternative assessment strategies to assess students’ acquisition of skills and knowledge. This assessment is generally on an ongoing basis and gives the teacher an opportunity to tailor future instruction based on the students’ performance. Alternative assessments are generally informal and may be in the form of conversations with students based on the teachers’ observations or in the form of short write-ups that teachers may set for their students. Based on assessment data, teachers can evaluate their students’ progress and provide relevant and continuous feedback accordingly. It is essential for teachers to provide prompt and immediate feedback to their ELL students so that their learning is also a continuous and ongoing process. Learners should be provided opportunities to assess their existing knowledge and also be provided opportunities to receive feedback based on new learning. Feedback is not just limited to correcting mistakes but also offering students an honest and equitable assessment of how well they have done and how they can improve further. Feedback should not be punitive, impersonal, abstract, negative or destructive. Instead it should be timely, corrective, relevant, and specific. It should not be vague or judgmental but rather should support development of lifelong learning in students. Teachers should tailor their feedback to meet the needs of individual students. Thus the teachers’ feedback should be more in the form of a discussion or conversation that describes learning goals, expresses accomplishment of these goals using student work, and encourages students to engage in self-assessment. Teachers can provide feedback in a number of ways. The most commonly used model of feedback is the teacher-student model. Here teachers engage in informal discussions with the students, provide rubrics to illustrate degrees of understanding or competence, use grades to give precise feedback about explicit criterion or maintain records of student performance Apart from the teacher-student feedback model, other models of feedback are through self assessment and peer assessment (Bellingham Public Schools, 2004). Eventually, the main goal of feedback is to define next steps in the learning process and to foster learning among students. Grouping Structures and Techniques All students, including ELLs, benefit from instruction that utilizes different kinds of grouping structures. Teachers can use the following grouping structures during classroom instruction: Whole class Pairwork Small groups Whole Class Grouping It fosters a sense of belonging among the group members which teachers need to foster. Everyone is involved in the instructional process and enjoys a shared learning experience. This kind of grouping is of course the most common and creates a sense of belonging among the members of the class. Teachers can best use this kind of grouping when they want to provide explanations of concepts or instructions on how to perform activities. Using smaller groups in such cases would require repetition on the part of the teacher and would also be more time consuming. Teachers can also use whole class groups to show audio visual materials to their students. The disadvantage of this kind of grouping is that certain students may not want to participate in front of the whole class and some may not get an opportunity to pose their questions or express their opinions (Harmer, 2001). Pairwork Pairing two students together allows teachers to give students to practice language skills, study a text, write dialogues, or share notes on their learning (Harmer, 2001). This kind of grouping makes learners independent as they learn to work on their own with minimal guidance from the teacher. It also allows students to share responsibility about decision making. Small Groups When students are divided into small groups, it encourages diverse perspectives and collaboration among the members. This kind of grouping is effective for role play situations, preparing presentations, project work, and to discuss issues (Harmer, 2001). It allows students to develop cooperation and negotiation skills and be exposed to different opinions. The disadvantage of both small groups and partners is the possibility of noisy classrooms and the students losing focus on the learning. Creating Pairs and Groups A decision that teachers are often faced with is how to form pairs or groups among students. Students may be divided into pairs and groups based on various criteria which are provided below. Friendship: It generally makes sense to pair students with those they get along with as there will be a greater sense of teamwork and collaboration. Ability: Students can be paired or divided into groups based on their ability. There are two ways of accomplishing this. The teacher can either ensure that a group has a right mix of strong and weak students. Alternatively teachers can create groups where all the students are of the same level so that it becomes easy to provide feedback. Random: Teachers may randomly form pairs or groups among students without taking into consideration any special criteria. The Teachers Role At the start of the session, the teacher should provide clear instructions on the activity allowing time for any questions or doubts raised by students. The teacher should also give a small demonstration of the activity if required. The goal of this briefing is to ensure that students understand what they are supposed to do and also to foster a sense of enthusiasm among the students for the activity. While the students are working on the activity, the teacher should ensure that discipline is maintained in the class. The teacher may also be called upon to provide guidance to students if required. Finally, teachers need to observe how the students are working and ensure that there is wholesome participation from all the members of each groups and that the activity has not degenerated into one or two members dominating the session or doing all the work. Building Background According to the Sheltered Instruction Observation Protocol, teachers should “explicitly link concepts to students' backgrounds and experiences” (Wallace, 2004, para. 7). It is very important for teachers to explain material that has cultural relevance. Textbooks often provide examples that assume cultural knowledge on the part of students. English language learners may not have this knowledge and hence it is left to teachers to provide explanations if required. Teachers should also attempt to introduce students’ home culture into the classrooms. This can be done by way of culture projects in which students are encouraged to share information about their cultures and histories. Other ways in which the learners’ background can be introduced into the classroom is by asking students to narrate a story that is popular in their home country or by requesting students to show and talk about an object that is representative of their home culture. Learning about students’ backgrounds and experiences can help teachers plan the instruction so as link it to the students’ experiences and hence build a rich variety of relevance in their instruction. Vocabulary Development Vocabulary is the building block of any language. A key element of instruction to English language learners is vocabulary building. ELLs must know key words if they are to achieve reading comprehension. The more vocabulary a student picks up, the better will be his or her ability to comprehend the text. There are certain strategies that teachers can use to teach vocabulary. Some of these strategies have been elaborated below. However, it is best to use a variety of effective methods to increase the students’ repertoire of vocabulary. Pre-teach Vocabulary Before beginning any lesson, it helps if teachers pre-teach vocabulary to their students. If possible, teachers should provide their ELL students with an essential vocabulary list a couple of days before they begin a new lesson. This gives students an opportunity to learn the new words, place them in context, and also familiarize themselves with the meanings. There are other ways in which teachers can provide prior instruction in vocabulary. They may show real objects, or pictures, make rough sketches on the board, use gestures etc. Teachers can also ask provide the meaning of the word in context and ask the students to repeat the word a few times. Focus on Roots of Words The root is the most basic part of the word. It usually provides a fair indication of the general meaning of the word. For example the root ‘audi’ means to hear from which words such as auditory, audible and audiovisual are derived. Learning the roots of words often helps language learners to guess at the meaning of words. Word Chart Here the teacher can create a word chart which will have words related to a particular topic or concept. The key words are displayed alphabetically on the chart and the teacher can emphasize them frequently during the lesson. Students will use these words throughout the unit of study. Concept Map Another technique is to use a concept map which will provide a set of words along with their meanings and their connections to each other. Individual Dictionaries Students can be encouraged to create individual personalized dictionaries which they can develop as an ongoing process in the course of the academic year. This will act as an excellent resource for students. Visual vocabulary can also be built into the dictionary wherein students use a picture of the word next to it to better remember it. Encourage use of oral language Encourage students to speak in class as much as possible. Instead of frequently correcting their mistakes, it helps if the teacher models the correct usage and then encourages the student to follow his or her example. Labeling Teachers can label objects in the class so that students can connect the written word with the object and its meaning. Student Engagement Teachers play a vital role in ensuring student engagement. Since they work directly with students, they form an important aspect of the students’ educational experience. There are certain strategies that teachers can use to ensure that students stay engaged in the learning process. These strategies have been listed below: Foster an Atmosphere of Achievement in Students Teachers can create a culture of achievement in the classroom by ensuring that the instruction challenges the students, that they are comfortable asking questions when they are faced with doubts, and they are expected to do their best (The Center for Comprehensive School Reform and Improvement, 2007). Teachers can work with individual students and create goals in their language learning along with the specific milestones to flag the achievement of goals. They can then work with the students to help them achieve these goals. Goal setting and establishing expectations from the learning process is one way of ensuring that students stay engaged. Interactive Instruction and Active Learning Instruction should be interactive as students are interested and learn more when they are involved in the learning process. When teachers draw connections between information taught and real life, such as everyday life, social issues, and personal concerns of the age group of students, it is very effective in engaging students in the lesson. (Heller, Calderon, & Medrich, 2003). There are certain instructional strategies that foster student engagement. Assign projects and activities to groups of students Provide opportunities for hands-on activities Choose activities that are based on the students’ backgrounds and interests These strategies not only help students stay engaged in the learning, they also help build academic achievement. Teachers’ Encouragement The teachers’ encouragement is likely to motivate students to work hard and succeed. The teachers should work at increasing the confidence levels of their students. They should honestly assess the strengths and weaknesses of students so that they can suggest ways in which students can build on their strengths and work around their weaknesses. Students who receive their teachers’ support are likely to stay engaged in the academic program Conclusion Teachers who have ELLs in their classrooms should understand the instructional strategies required at every stage of the instruction. This will ensure that their instruction is effective in bringing about the cognitive and academic development of English language learners. References Bellingham Public Schools. (2004). Seven essential strategies for powerful teaching and learning. Retrieved Feb 7, 2008, from http://www.bham.wednet.edu/learning/documents/7strategies.pdf The Center for Comprehensive School Reform and Improvement.( 2007). Using positive student engagement to increase student achievement. Retrieved Feb 7, 2008, from http://www.centerforcsri.org/index.php?option=com_content&task=view&id=446&Itemid=5 Facella, M.A., Rampino, K.M., & Shea, E.K. (2005, Spring). Effective teaching strategies for English language learners. Bilingual Research Journal, 29(1), 212. Harmer, J. (2001). The Practice of English Language Teaching. England: Pearson Education Limited. Heller, R., Calderon, S., & Medrich, E. (2003). Academic achievement in the middle grades: What does research tell us? A review of the literature. Atlanta, GA: Southern Regional Education Board. Retrieved Feb. 7, 2007, from http://www.sreb.org/programs/hstw/publications/pubs/02V47_AchievementReview.pdf Northwest Regional Educational Laboratory. (2003). Strategies and resources for mainstream teachers of English language learners. Retrieved Feb 7, 2008, from http://www.nwrel.org/request/2003may/introduction.html Resources for serving English language learners. (n.d.). Document ELL progress. Retrieved Feb 7, 2008, from http://jccdrc.jobcorps.gov/ELL/progress Resources for serving English language learners. (n.d.). Sample Teaching Strategies. Retrieved Feb 7, 2008, from http://jccdrc.jobcorps.gov/ELL/teach/strategies Wallace, S. (Sept. 2004). Effective Instructional Strategies for English Language Learners in Mainstream Classrooms. New Horizons for Learning. Retrieved Feb 7, 2008, from http://www.newhorizons.org/spneeds/ell/wallace.htm Read More