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It remains a popular strategy in language learning classroom throughout the world. TPR provide a set of commands in the target language to which students respond by taking a specific action. (Wright, 165)

Examples:

·      Thumbs up or thumbs down.

·      Students use personal whiteboards to write responses to show the class and the teachers. This shows participation.

·      Students perform a skit or act out a story.

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These tasks have students to listen to a source of spoken language and then complete a task that demonstrates their comprehension.

Examples:

In some cases, students are not audio learners. Some are visual and audio. Sometimes audio isn’t always the best.

Videos can sometimes be better for students to see what is being done. Also, it provides examples which are better for comprehension.  (Wright, 167)

Youtube, Ted Talks and educational videos ie: Scholastic.

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This is a spot in the classroom that is specifically for students and their audio machines. Students can listen while following along with printed words. (Wright, 167) This space helps student focus in a low stress environment. Comprehensible input with repetition helps with understanding for ELL students.

Examples:

·      CD, iPod/iPad, listening to books and audio files

·      Youtube

·      National public Radio Program. (Wright,167)

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Explanations students give in their own words of something they have heard or read.  (Wright, 168) This allows teachers to make a quick assessment of an ELL’s comprehension. Can be done solo or in a small group or whole class.

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Songs can also help students master the proper intonation of words and phrases, and chants or raps can make learning new vocabulary and language structures easier.

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They are words or phrases that differ by only one phoneme. Working with minimal pairs can help ELLs discriminate between words that initial may sound the same to them. (Wright, 169-170)
Examples:
"sheep"/ 'ship'
'bit'/ 'hit'
'pen'/'pan'

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Cooperative learning is a form of scaffolding provided by classroom peers that contributes to the oral language development of ELLs in several ways. (Wright, 170) Students get to talk and listen to one another in order to complete the task.

Example:

Students work in small groups and together they are practicing meaning of words. (Wright, 170)

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Students are assigned a partner and they answer questions they are assigned. Students both write an idea of the answer and then when the teachers signals to compare their answer they do. It provides build in wait time in a low risk environment. (Wright,171)

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The teacher assigns students to small groups of three to six students. Each group is given a single sheet of blank paper and a task that involves brainstorming ideas related to whatever they are currently learning in class. Students get a chance to add something to the list. (Wright, 171-172)

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Class is divided into two groups. Each group faces each other in a circular pattern and teacher directs questions. It is such a good tool to use for ELLs because students get to listen and speak in English. (Wright, 172)

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This link has 10 modern ways to use technology in ESL instruction.
https://busyteacher.org/13732-using-technology-esl-instruction-10-modern-ways.html

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SOLOM Example 1

Reading a book together and having a student retell the story. The teacher would then assess vocabulary, fluency and pronunciation.

SOLOM Example 2

Have student read a book aloud and use the SOLOM matrix to assess the students.

SOLOM Example 3

Have the students create and present orally something on their own based on a current lesson or topic that has currently been discussed in class.