Some Tips on Helping English Language Learners

Cindy Riedl
Apr 27, 2009

At the 2007 Annual ASCD Conference in Anaheim, CA, I attended a session entitled "A Comprehensive Overview for Teaching English Language Learners" presented by a group from Carroll County Public Schools, MD.
 
Kristin Kreit, Pamela Mesta, Debbra Puhak and Olga Reber performed one of the best presentations I have ever experienced, and they were novices at the task. We experienced first hand what it was like to be an ELL student when Olga Reber taught us math concepts in Russian! She also demonstrated how you would modify the assessment piece to reflect the level of language skills of different learners. Powerful!
 
There are so many factors that influence a student's second language acquisition including:  native language proficiency, cultural background and prior schooling. On average it takes a child one to two years to learn basic interpersonal communication skills like greetings and basic requests and from five to ten years to learn content terminology and academic language. Older students have a larger bank of background knowledge to draw upon when transferring from their native language to another; therefore, it is easier for older students to acquire a second language. Yet younger children develop more accurate second language pronunciations than older learners. There is no standard progression of which language skills develop first, i.e. listening/speaking, reading/writing.
 
When students start speaking English at school depends upon the student. All students experience a 'silent period', which lasts for different lengths of time (receptive vs expressive language). These students need to hear good language models regardless of what language they experience. Therefore, as long as they hear their native language at home, and it models accurate language skills, the transfer to English is much faster than when it does not.
 
Even when students can communicate in English, they will continue to need support and scaffolding as they acquire academic language, such as learning accommodations and modified lessons and assessments. Even if they can pronounce the words correctly as they read the text, it takes about five years for them to develop the ability to interpret complex written language. "In order for ELLs to catch up to grade level norms within 6 years, ELL students must make 15 months gain in every 10 months of the school year." (Cumming, 2006)
 
At the secondary level, if students do not read and write in their primary language, it will take longer for them to learn to read and write in English. Also, it is mentally exhausting for these students to translate from their native language to English for extended periods of time.
 
Most educators believe that the more time students spend listening to English in the classroom, the faster they will acquire the language, which is not true because of the fatigue factor. Teachers need to identify the key vocabulary, demonstrate and model it, increase the context with visual cues, such as pictures and charts, paraphrase and simplify sentences, and provide additional support in their native language.
           
Suggested Modifications for ELL Students:

  • Allow additional time for oral responses in class.

  • Model or demonstrate activities before students are asked to participate.

  • Use simplified language when giving instructions; avoid using synonyms and idioms that might cause confusion.

  • Provide examples when explaining concepts.

  • Write key vocabulary words and concepts on the board.

  • Encourage students to use bilingual dictionaries/vocabulary lists.

  • Limit the number of questions or problems assigned (ex. Assign only enough items needed to test students' knowledge or comprehension.).

  • Permit shorter written responses on assignments (ex. one or two sentences instead of one paragraph).

  • Assign a responsible peer tutor or buddy to help model what is expected and re-explain difficult concepts.

  • Supplement your textbook with other available resources on the same topic (Borrow materials from other grade levels when possible.).

  •  Incorporate charts, objects, pictures, and manipulatives.

  • Provide graphic organizers such as charts, graphs, outlines and timelines to help students identify main ideas and important details.

  • Ask students to orally retell concepts learned.

  • Provide word banks for fill-in-the-blank activities.

  • Read all or portions of tests aloud, as needed.

  • Allow open book assessments.

  • Use a version of the test with simplified language (less complicated verb tenses and vocabulary).

  • Offer additional time to complete papers, projects, and other assessments.


The Learning-Focused Strategies Model consists of excellent strategies for ELL Students, and aligns better to suggested ELL instruction than any other school instruction model.

Refer to Learning-Focused Strategies, Catching Kids Up, Scaffolding Grade Level Learning and Scaffolding with Technology for more ideas.