Esl 223 - Classroom Strategies for Ells

Running Head: Instructional Strategies

Classroom Strategies for ELLs

Krista Marshall

Grand Canyon University: ESL 223

7/23/11

Abstract:

ELL students need the use of various strategies in the classroom in order to become proficient in the use of the English language. It is essential that teachers use the techniques of comprehensible input, feedback, grouping and vocabulary development in order to help their students achieve the standards they are expected to achieve. The most important part of any educational experience is that students be engaged in the process.

Classroom Strategies for ELLs

It is often a challenge to teach students the English language, especially with the added challenge of teaching core subjects. However, there are many strategies that teachers can use to make this less of a challenge and even turn it into a fun experience. No matter what strategy is used, whether it is comprehensible input, feedback, group work or vocabulary development, the important part is to keep students engaged so that they feel as if learning is meaningful.

The biggest challenge of teaching English Language Learners (ELLs) is that of the teacher not being understood. This is the drive behind the concept of comprehensible input--"students should be able to understand the essence of what is being said or presented to them" (teachervision.com, 2011). This may sound as simple as using words that students can understand but it is not that simple. Comprehensible input "goes far beyond the choice of vocabulary and involves presentation of background and context, explanation and rewording of unclear content and the use of effective techniques such as graphic organizers" (teachervision.com, 2011). Some ways this can be done is to use multiple and varied explanations of a concept so that students have plenty of chances to understand something (teachervision.com, 2011). This can apply to any student and not just ELLs because this can also be used to address the multiple intelligences. Also, to provide appropriate context, teachers should draw on the cultural experiences of their students (teachervision.com, 2011). Another super effective technique for comprehensible input is the use of graphic organizers. These help students learn to communicate effectively by structuring writing projects, helping with problem solving and teaching students how to brainstorm (eduplace.com, n.d.). Some examples are Venn diagrams, sequence charts and KWL charts (eduplace.com, n.d.). While comprehensible input is one of the most important pieces of the puzzle, students need feedback and proper classroom structure in order to take the learning process to the next level.

ELL students need to feel as if they are a part of the group in order to succeed. They also need to know that their work is worthy of praise. These two techniques will go a long way in helping ELLs and mainstream students to reach the goals that have been set for them by the federal government. Collaborative learning is an essential technique that will go a long way towards not only giving students another opportunity to grasp a concept but will also help students learn to work with teammates. Some types of collaborative learning include the "Three-Step Interview", the "Roundtable" and "Paired Annotations" (Srinivas, n.d.). "The three-step interviews can be used as an ice breaker for team members to get to know one another or can be used to get to know concepts in depth" (Srinivas, n.d.). "Roundtable structures can be used to brainstorm ideas and to generate a large number of responses to a single question or a group of questions" (Srinivas, n.d.). Lastly, with paired annotations, "students pair up to review/learn the same article, chapter or content area...[and to] discuss key points and look for divergent and convergent thinking and ideas" (Srinivas, n.d.). With feedback, students need to know nearly immediately

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