Teaching English Learners: Effective Instructional Practices
Wrap Up
Because the number of ELs continues to increase, it is likely that teachers everywhere will at some time have English 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.
Transcript: Wrap Up Translation
Narrator: In this simulation, you’ve recently moved with your family to a new place, and you are attending a new elementary school. Pay attention to the lesson and be prepared to write down five things your teacher talked about.
Teacher: Good morning, class.
Yesterday, we discussed acids and bases. Today we are going to learn whether common household substances are acids or bases. We will determine the pH and other characteristics of each substance, as well as describe the results of our investigation. Before we begin, let me remind you that while we are working in the lab you must always wear your goggles, gloves, and aprons. Never touch, sniff, taste, or mix any materials unless I tell you to do so. Each group will need the following materials that are listed on your worksheet: eight strips of litmus paper; samples of distilled water, lemon juice, vinegar, baking soda, and ammonia; plastic cups, safety goggles, apron, gloves, and a pH scale. As I explained, we are going to measure the pH of common household substances to determine whether they are acids or bases. pH is measured on a scale of zero through fourteen. Substances with a pH lower than seven are acids––see the red. Substances greater than seven are bases––see the blue. Those with a pH of seven are neutral––see the white. To figure out the pH of a substance, take a strip of litmus paper and dip it into one of your samples…
Narrator: Now it’s time for you to write down five things your teacher talked about. Be sure to include at least one of the many safety tips.
Schools offer a range of programs for ELs. 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 (time: 4:55).
Transcript: Wrap Up
Narrator: In this simulation, you’ve recently moved with your family to a new place, and you are attending a new elementary school. Pay attention to the lesson and be prepared to write down five things your teacher talked about.
Teacher: Speaking in Portuguese.
Narrator: Now it’s time for you to write down five things your teacher talked about. Be sure to include at least one of the many safety tips.
How many of the five items were you able to list?
To view a translation of the teacher’s lesson, click the fleur-de-lis to the left or in the top right-hand corner of the Wrap Up page.
Transcript: Wrap Up Translation
Narrator: In this simulation, you’ve recently moved with your family to a new place, and you are attending a new elementary school. Pay attention to the lesson and be prepared to write down five things your teacher talked about.
Teacher: Good morning, class.
Yesterday, we discussed acids and bases. Today we are going to learn whether common household substances are acids or bases. We will determine the pH and other characteristics of each substance, as well as describe the results of our investigation. Before we begin, let me remind you that while we are working in the lab you must always wear your goggles, gloves, and aprons. Never touch, sniff, taste, or mix any materials unless I tell you to do so. Each group will need the following materials that are listed on your worksheet: eight strips of litmus paper; samples of distilled water, lemon juice, vinegar, baking soda, and ammonia; plastic cups, safety goggles, apron, gloves, and a pH scale. As I explained, we are going to measure the pH of common household substances to determine whether they are acids or bases. pH is measured on a scale of zero through fourteen. Substances with a pH lower than seven are acids––see the red. Substances greater than seven are bases––see the blue. Those with a pH of seven are neutral––see the white. To figure out the pH of a substance, take a strip of litmus paper and dip it into one of your samples…
Narrator: Now it’s time for you to write down five things your teacher talked about. Be sure to include at least one of the many safety tips.
In this movie, the teacher utilized sheltered instructional techniques. Though the teacher’s script remained the same, she now provided language supports. Were you able to identify more items now than before? What types of supports did the teacher use?
Leonard Baca, former Director of the BUENO Center for Multicultural Education, summarizes ways in which teachers can help English learners progress more efficiently when learning English and improve their success in learning academic content (time: 2:11).
Transcript: Leonard Baca, EdD
Let me say that the best way to help English language learners learn English effectively is to continue supporting their native language. This is why dual-language programs are the very best approach. However, we realize that they’re not always possible in many school districts. In that case, when you’re not able to provide direct instruction in the native language, one thing that you can do is to council parents to continue that native-language stimulation and development at home. Because when they do that, the cognitive development and the academic development continue to improve, and of course all of that transfers into English. Let’s just say that we are not able to provide native-language instruction in the school setting, then activating background knowledge is important, being culturally responsive so that the school has a definite relevance and connection to what they’re experiencing at home, that’s important. Of course, communicating clearly with students and at their level. Vocabulary is a huge aspect, so we need to pre-teach vocabulary that’s going to come up within certain content area classes so that they’re at least familiar with the main terms that are embedded in the lesson. Comprehension strategies are very important, trying to help them to monitor their own comprehension and to ask themselves to what extent they’re understanding what is being presented or what the teacher’s talking about. Differentiating instruction is something that all teachers do, and it’s certainly important for English language learners. And, of course, the whole business of giving them opportunities to express themselves—you cannot learn language without using it, so opportunities for practice becomes really, really important. So all of these supports are important, but it’s not just good teaching. Obviously we need good teaching, but we need to understand the background of second language learners and the unique things that they need in order to progress well in their learning of the language, along with learning the academic content.
Revisiting Initial Thoughts
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?
When you are ready, proceed to the Assessment section.
