Module:

Teaching English Language Learners: Effective Instructional Practices

Wrap Up

Because the number of ELLs continues to increase, it is likely that teachers everywhere will at some time have English language learners in their classrooms. In order to improve the educational outcomes of these students, teachers should learn how to effectively work with them. Second language proficiency develops incrementally and varies by learner. Some students are able to understand basic conversational English, while others can understand and use the more advanced language necessary for success in academic endeavors.

Schools offer a range of programs for ELLs. Regardless of the programs offered, teachers can use sheltered instruction to help English learners better understand their lessons. When using sheltered instruction, teacher create both academic and language objectives. In addition, teachers can use real objects, pictures, and gestures while also speaking more slowly and using fewer idioms and slang terms.

Think back to the Challenge video at the beginning of this module. You were asked to identify five things that the teacher talked about. The teacher has subsequently modified her instruction. Watch the lesson now and see whether your understanding has increased.

View Transcript View Transcript with Images (PDF)

Leonard Baca, EdD School of Education University of Colorado at Boulder

Leonard Baca, Director of the BUENO Center for Multicultural Education, summarizes ways in which teachers can help English language learners progress more efficiently when learning English and improve their success in learning academic content. (Time: 2:10) View Transcript

Think back to your initial responses to the following questions. After working through the resources in this module, do you still agree with your Initial Thoughts? If not, what aspects of your answers would you change? What do teachers need to know about students who are learning to speak English? What are some general instructional practices that can be beneficial to students who are learning to speak English? What should teachers consider when testing students who are learning to speak English?