Video Transcript: ELL & ESL Teaching

Strategies
Intro

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hello and welcome to teachings in

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education ESL and elly4s occator franca

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Vella in this video we're gonna cover

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everything you ever wanted to know about

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working with ëall and ESL students a

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variety of different topics will be

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covered such as second language

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acquisition and instructional strategies

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but we're gonna begin with a broad

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overview now ëall students often fall

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through the cracks that's because they

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are usually well behaved their parents

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aren't typically involved and they don't

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get the same attention as special

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education students there are many

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associated acronyms ëall meaning English

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language learner ESL English as second

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language

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LEP limited English proficiency these

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may soon be replaced by a more positive

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term called emergent bilingual

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nevertheless terminology is not

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important understand that teaching these

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children is a very challenging task as a

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teacher you're gonna have your work cut

out for you unfortunately some teachers

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feel that it isn't their responsibility

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to teach these students that don't speak

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English there are a number of teachers

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that feel anxiety the anxiety comes from

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the fact that schools seldom prepare

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teachers on to the next section which is

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accommodations teachers must provide

Accommodations

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ëall students with equal access to the

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curriculum through accommodations these

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accommodations are meant to help al ELLs

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understand simple things that are asked

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of them with the help of these

accommodation PLL's should better be

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able to keep up with their work and

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maintain the pace of instruction set

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forth by the teacher

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here are some common examples teachers

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may provide different types of graphic

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organizers concrete manipulatives for

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math scaffolding or flashcards for

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vocabulary extended time peer tutoring

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audiobooks and even having content

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presented in their native language

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the next section up is communication

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tips for teachers educators should use

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certain strategies to better help

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communicate with Els the first strategy

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is to avoid speaking in idioms and

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acronyms both are particularly confusing

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for new language learners next teachers

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should not raise their voice when

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directly talking to the child the child

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may think that you are yelling at them e

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nun c8 your words will sound clearer and

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your ll student will better understand

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each word that you say use hand signals

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use your hand signals as much as you can

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be animated in the way you teach

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communication doesn't have to be all

verbal take the time to summarize what

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was just taught through short notes be

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sure to frequently check for

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understanding as there is no doubt going

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to be times where Els get lost during

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instruction look at their faces it'll

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tell you everything

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and lastly speak slowly do not rush

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classroom instruction is not a race it's

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about learning the next section covers

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BICS and CALP and credit given to Jim

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Cummins Kalp stands for cognitive

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academic language proficiency Vic's on

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the other hand stands for basic

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interpersonal communication skills kelps

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is basically your content language on

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the other hand fix is more of your

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social language proficiency for cap is

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based on the ability to understand

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academic language for different content

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subjects it takes about five years for

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students to learn this language type

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this is the type of language proficiency

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that is integrated with higher-order

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thinking skills for example Bloom's

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taxonomy Bicks relates to the skills

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necessary to have a casual conversation

with your group of friends Bix can take

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as early as six months semester it also

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includes your everyday slang or the

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basic language that you use while on the

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phone with your friend or your mother

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next we're going to cover the five

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stages of second language acquisition

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with credit to Julie Haynes and the

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first stage is the pre-production stage

Pre-production

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the pre-production stage is also called

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the silent period the period of time

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less anywhere from a day to six months

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you can expect students to have a

vocabulary of only 500 words this is

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also sometimes called the absorbing

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phase students are just trying to absorb

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what is being said

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students may simply repeat things that

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were said this isn't an effort to

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understand its meaning they parrot back

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phrases this is a very stressful time

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for the student they aren't able to

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express themselves verbally one thing to

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do is to incorporate more visuals into

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the lesson but there are many more the

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next phase is early production early

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production has a duration period that

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lasts about six months the amount of

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words that are in the vocabulary

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increased to a thousand at this point

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you'll begin to hear some meaningful

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speed from Els they may speak in one or

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two-word sentences as a teacher you can

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provide some semantic graphic organizers

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although you don't really want to modify

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the content unless it's absolutely

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necessary this may be a stage where it

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is necessary and of course you would

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want to use your CF use meaning check

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for understandings right now I'm going

to take a quick break and ask if you

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could give me a quick like and subscribe

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if you can anyway let's get back to the

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lesson the third stage of second

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language acquisition is speech emergence

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this stage lasts approximately one year

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in length students have a vocabulary of

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about 3,000 words you'll see students

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coming into their own

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they'll be able to speak in short

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sentences and ask questions even more

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they should actually start to understand

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everything that is being said in the

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classroom

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continuing we'll get to the fourth state

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which is intermediate fluency

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this is a period that lasts

Intermediate

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approximately two years the e ll

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students also have a vocabulary of

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around 600 words students in the

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classroom will begin to question some of

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the things that are said they will build

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ideas of the content that was covered

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this is also the point where Els will

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start to have conversations in English

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with other students teachers may want to

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scaffold assignments for Els but overall

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teachers should be decreasing the amount

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of assistance at this point and now to

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the last stage of second language

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acquisition which is the advanced

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fluency stage it has a duration that

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lasts anywhere from four to ten years

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Els have built up an extensive

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vocabulary and that vocabulary will

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continue to increase this far into

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second language acquisition students

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will start to feel as if English is

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their native language now

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just because these students speak

English well doesn't mean they still

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don't need the extra help for the

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content matter so we finished up with

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the stages of second language

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acquisition and now we're going to move

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on to sheltered instruction let's begin

Sheltered Instruction

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with some of the goals of sheltered

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instruction educators want to see

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students develop proficiency in English

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as well as provide access to grade-level

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content

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sheltered instruction is based on the

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principle of equal content where

teachers do not dumb down the lesson now

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I have to say this is not as easy as it

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sounds and most teachers do need

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assistance in utilizing sheltered

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instruction perhaps bringing in

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professional development here's a quick

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list of some associated strategies you

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simplified language give extra wait time

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sensory activities access for our

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knowledge use visuals pair students with

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native speakers don't force speaking no

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student cultures and many many more now

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we're going to move on to some

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recommended instructional strategies for

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working with these children and the

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first one is to use a culture study

Culture Studies

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cultural studies are a great lesson for

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al ELLs because most children's are

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proud of their culture there are several

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benefits to culture studies such as the

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development of research skills public

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speaking skills and it even gives

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students a chance to hone their writing

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abilities

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what are the steps for a culture study

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the first is to assign students to

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research their ethnic background as a

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class project students should then take

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the time and do the research and one way

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to do that is to interview their family

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members after all the work is done

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students should present to the classroom

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getting e/l else to present and speak in

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front of a crowd is always a good thing

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and lastly have students take questions

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from the audience this is great for

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two-way dialogue a great alternative to

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cultural studies would be to do a Show

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and Tell lesson now on to the second of

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six recommended instructional strategies

realia realia is basically incorporating

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real-life objects into the classroom

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it's great for making work connections

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also adding real-life objects into the

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classroom will get the attention of

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those students that are bored all the

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time it is a multi-sensory experience

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students get to see hear touch and

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possibly taste vocabulary is the most

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common way to use realia in the

Realia

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classroom is to have a student just read

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a word like Apple but with realia they

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make a deeper connection with the brain

as a side note it's sometimes using a

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science classroom as it's not just for

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yourself science teachers bring in

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models I feel obligated to point out

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that these types of lessons do take a

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lot of work the next strategy is a

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language experience approach here

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students life lessons become part of the

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classroom it's a great way to get these

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kids engaged it also helps them increase

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their sight word recognition through

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reading their own life stories they

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start to improve on their fluency more

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and more let me walk you through the

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process it begins when an e ll student

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tells one of their life stories the

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student tells their story verbally at

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first

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next teachers usually have a

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paraprofessional write down the story as

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the student tells it they should write

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it down word-for-word the student can

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read this story to themselves at first

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once they've mastered it with assists

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then they can read the story alone there

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are other variations on the language

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experience approach the fourth

instructional strategy is group work so

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let's dive in the great thing about

Group Work

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group work for it

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Els is that it increases face-to-face

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interactions students experience social

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learning through connecting with their

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peers they also have a dialogue around

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concepts and content sometimes

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friendships develop dll's need friends

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to help them get around the school when

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they're new to translate and to be there

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for them group work even works for

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students in the silent period a second

language acquisition because they can

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learn by observation some of the ways to

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integrate group work is to give projects

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labs jigsaw activities and many more

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some subjects are more inclined to group

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work than others the fifth strategy is

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total physical response abbreviated here

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as TPR total physical response TPR

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integrates physical activity with

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learning from my experience students

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enjoy getting up and getting out of

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their seats therefore you could expect

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your students to appreciate this lesson

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to get started the teachers should first

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model the vocabulary word or action for

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the students the word here is meditate

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and the teacher is showing the student

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what it really means to do so when it's

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a noun something like a desk you can

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simply ask the student to point to the

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desk students are still allowed to get

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out of their seats to do the pointing of

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course actions are a little bit more

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suited when it comes to TPR for example

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things like waving or easy teaching the

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students to jump though teachers need to

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make sure that they are actually saying

the words while they're performing the

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actions and I have to mention that the

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writing component should be incorporated

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into the lesson just as students have to

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say they should also have to write on to

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the last instructional strategy which

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includes a number of typical supports

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for Els when the Els are new to the

Supports

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classroom the teacher should first

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assign a classroom buddy or friend

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earlier I mentioned that I ll need

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friends for both social and academic

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purposes to make it easier on these

children write in print as opposed to

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script

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granthi students extended time on their

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exams this goes back to the

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accommodations described give them

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preferential seating and that often

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means not by the teacher but by the

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assigned classroom buddy try to smile

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and have a warm disposition with Els

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procedures are great because these

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students can learn through observation

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and follow the crowd teachers should

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have procedures in place regardless of

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Els or not

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and lastly lessons have to be well

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planned out the language barrier makes

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it really difficult for both parties and

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now we're going to finish up this

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wonderful lesson with getting the

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families of Els students more involved

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in the school and the first way to do

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that is to invite them to be chaperones

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on field trips specifically reach out to

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e ll parents and encourage them to be

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chaperones when sending emails to

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parents you should translate them

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because a large majority of these

parents do not speak or read English if

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they don't come to you then you got to

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go to them attend their cultural events

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school should do their best to make

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these parents stakeholders and

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decision-makers very rarely do you see

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these parents on school improvement

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committees identify the parents that

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need to have interpreters and make sure

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that they get an interpreter whenever

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there's a meeting school send out

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welcome letters but teachers can send

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out their individual welcome letters

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also and lastly integrate their culture

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with that of your classroom that

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includes more than just hanging up flags

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and posters it means making serious

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changes to the curriculum right now I

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want to say thank you for your time

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please check the description for a link

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to my ll presentation and don't forget

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to Like share and subscribe to this

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channel thank you

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[Music]

English (auto-generated)