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Diaz-Rico, L. T. (2013).  Strategies for teaching English learners (3rd ed.). Boston, MA: Pearson Education, Inc.

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Diaz-Rico, L. T. (2013).  Strategies for teaching English learners (3rd ed.). Boston, MA: Pearson Education, Inc.

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Five step process in identifying and placing ELL students:

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Five step process in identifying and placing ELL students:

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1. Home Language Survey
2. Assessment of Language Proficiency
3. Program Placement
4. Student Evaluation
5. Program Evaluation (Mississippi State Dept. of Education, 2005).

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Mississippi State Dept. of Education, Jackson. (2005). Mississippi Guidelines for English Language Learners: Policies, Procedures, and Assessments. Mississippi Department of Education. ERIC database ED486619. Retrieved from https://eric.ed.gov/?id=ED486619

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Mississippi State Dept. of Education, Jackson. (2005). Mississippi Guidelines for English Language Learners: Policies, Procedures, and Assessments. Mississippi Department of Education. ERIC database ED486619. Retrieved from https://eric.ed.gov/?id=ED486619

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This step allows the teacher to identify who their students are.  Does the student speak any other language than English at home? What was the first language the student learned to speak? What language do they speak the most?  What language do they speak the most at home (Mississippi State Dept. of Education, 2005).

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Students that have been identified to speak a language other than that of English will be tested on proficiency. Tests such as the Stanford English Language Proficiency Test are administered within the first few weeks of the new school year. A student that has issues in any one of the categories of listening, speaking, reading, writing, or comprehension is considered to be a canidate for ELL interventions (Mississippi State Dept of Education, 2005).

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Educators must always remember that the first rule of placing an ELL student is that they should be placed at the age-appropriate grade level.  The reason for this is socio-cultural.  Students progress faster and work harder when they are with their peers.  There are exceptions, for example a student no older than six that has not been in school before, should be placed in kindergarten.  An ELL student should never be placed more than a year behind their age level. The key success for placement of grades kindergarten through third is to place the students with teachers that understand cross-cultural difficulties and are trained with language and cultural problems in the mainstream classroom(Mississippi State Dept of Education, 2005).

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Students should be evaluated on their cultural and educational experiences before they are placed.  There should be policies in place that assess the students in the language programs. The students should have appropriate teachers and support at home.  The students should show progress in social and academic language at a certain time interval to be determined (Mississippi State Dept of Education, 2005).

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Students should not be retained in a grade level because of their language skills.  ELL students that have fully become proficient in English should be compared with new ELL students to determine placement and if programs are effective learning tools (Mississippi State Dept of Education, 2005).

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To teach English effectively, the teacher must motivate the students to achieve the highest level of proficiency possible. To achieve a level of motivation for the ELL students, the teacher must create an equal opportunity and safe classroom environment, respect the students' native language and culture, and understand crosscultural similiarities and differences (Diaz-Rico, 2013).

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An example of an activity used by an ELL teacher

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An example of an activity used by an ELL teacher

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By connecting new material to material the ELL students already know or can relate to, can help keep the students motivated (RennertNewYorkTesolCenter, 2012)

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ESL/EFL teaching tip: An activity to motivate low level students

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This is Noga, the Academic Director at Rennert, explaining a quick activity that you can do with beginner level students who feel discouraged about their low language level. This is a fun short activity that can really increase their English confidence.

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RennertNewYorkTesolCenter. (2012, May 7). ESL/EFL teaching tip: An activity to motivate low level students [Video file]. Retrieved from https://youtu.be/h8nUopF7h2c

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RennertNewYorkTesolCenter. (2012, May 7). ESL/EFL teaching tip: An activity to motivate low level students [Video file]. Retrieved from https://youtu.be/h8nUopF7h2c

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It is important to have a teacher that can identify the distinction between BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language).

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Dr. Stephen Krashen's theory of Comprehensible Input says that students learn a second language the same way they learned their first language; by comprehension and understanding through input (Lingosteve, 2013).

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Dr. James Asher: Total Physical Response

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Dr. James Asher: Total Physical Response

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Dr. James Asher developed the Total Physical Response (TPR) method which says that student will develop a second language by using oral commands (Diaz-Rico, 2013).  Asher clairifies that memorization and translation does not release or make a connection to what a student already knows (Myers, 2013).

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Basic Interpersonal Communication Skills are the skills students develop while interacting with their peers. BICS helps students with culture shock and enables students to perform classroom chores, chat with friends, and communicate with their teacher (Diaz-Rico, 2013). Conversational skills are said to be the basic or natural way a child learns a language. An effective ELL teacher will encourage their students to fine-tune their interpersonal skills. They can do this by assigning a billingual buddy who speaks the same native language or seating them in the classroom so they are involved and can participate, anything that keeps the students interactive (Diaz-Rico, 2013).

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Cognitive Academic Language Proficiency is the actual academics of language functions or the grammar and sentence structure of language. Students will only acquire this level of language including explaining, informing, justifying, comparing, describing, providing evidence, and debating, after they have had successful exposure to the BICS part of language (Diaz-Rico, 2013). To be effective with CALP, the teacher must provide feedback, feedback, feedback that supports vocabulary, morphology, syntax, and cognitive strategies (Diaz-Rico, 2013). The teacher must also be proficient in developing lesson plans that encourage students to perform a wide variety of verbal and written functions such as reporting, evaluating, questioning and critiquing (Diaz-Rico, 2013)

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The use of visual aids, manipulatives, and scaffolding can provide the students with a way to learn the new material by conecting to something they already know (Fowler, 2015).

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Instructional Strategies for ELL students

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Fowler, J. (2015, Nov 11). Instructional Strategies for ELL students [Video file]. Retrieved from https://youtu.be/wTZGPGALVso

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Fowler, J. (2015, Nov 11). Instructional Strategies for ELL students [Video file]. Retrieved from https://youtu.be/wTZGPGALVso

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Due to the increasing diversity of mainstream classrooms, it is important for elementary grades and elementary teachers to work effectively with ELL students in the classroom (Rillero, Koerner, Jimenez-Silva, et al, 2017). Problem Based Learning (PBL) combines ELL students with the mainstream classroom by providing opportunities for enhanced language methods (Rillero, Koerner, Jimenez-Silva, et al, 2017).  Using PBL in grade levels kindergarten through up to eighth grade, fosters academic achievement, knowledge retention, conceptual development, and improved attitudes by naturally presenting opportunities for thinking, reading, and writing skills. Using social language to learn academic language is extremely beneficial for ELL students, especially at the elementary level, because they are still learning the basic and needed skills (Rillero, Koerner, Jimenez-Silva, et al, 2017).

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While these children do not look like ELL students, the importance is how to incorporate this type of learning enviornment into the mainstream classroom for ELL students. Communication is being used as the tool to become more effective in CALP language. The key is what is good for the ELL students can be beneficial to all students in a differentiated classroom (Pasco County Schools, 2015).

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Watch Deer Park Elementary students learn about light and sound in a fun and engaging Project Lead the Way Lesson. This program is supported by the Pasco Schools Career and Technical Education Department. Italian Afternoon by Twin Musicom is licensed under a Creative Commons Attribution license (https://creativecommons.org/licenses/by/4.0/) Artist: http://www.twinmusicom.org/

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Pasco County Schools. (2015, Nov 16). Problem Based Learning in First Grade [Video file]. Retrieved from https://youtu.be/EBjf6pw9t4s

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Pasco County Schools. (2015, Nov 16). Problem Based Learning in First Grade [Video file]. Retrieved from https://youtu.be/EBjf6pw9t4s

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Rillero, P., Koerner, M., Jimenez-Silva, M., Merritt, J., & Farr, W.J. (2017, September). Developing Teacher Competencies for Problem-Based Learning Pedagogy and for Supporting Learning in Language-Minority Students. Interdisciplinary Journal of Problem-Based Learning, 11(2). doi: 10.7771/1541-5015.1675

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Rillero, P., Koerner, M., Jimenez-Silva, M., Merritt, J., & Farr, W.J. (2017, September). Developing Teacher Competencies for Problem-Based Learning Pedagogy and for Supporting Learning in Language-Minority Students. Interdisciplinary Journal of Problem-Based Learning, 11(2). doi: 10.7771/1541-5015.1675

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Myers, A. (2013).  The everyday language learner interview series: Dr. James J. Asher [Video file].  Retrieved from https://www.youtube.com/watch?v=B7K0KctKJtc

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Myers, A. (2013).  The everyday language learner interview series: Dr. James J. Asher [Video file].  Retrieved from https://www.youtube.com/watch?v=B7K0KctKJtc

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World-class Instructional Design and Assessment (WIDA) was written to address the growing awareness that support ELLs in the contant area of language demands (Cook, Boals, Wilmes, & Santos, 2008). WIDA provides guidance and support to states and local schools specifically targeting the progress of ELL students.

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PaTTAN (The Pennsylvania Training and Technical Assistance Network) is a part of the Pennsylvania Department of Education that works with familes and education agencies in supportinng services and programs to improve language proficiency for ELLs. It identifies tools to assess the students in their progress with their L2 acquisition.

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ACCESS is the NCLB-approved English language proficiency assessment. NCLB (No Child Left Behind) Act of 2001 requires state education agencies to develop progress benchmarks or annual measurable achievement objectives(AMAOs) for ELLs (Cook, Boals, Wilmes, & Santos, 2008).

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Cook, H. G., Boals, T., Wilmes, C., & Santos, M. (2008). Issues in the development of annual measurable achievement objectives for WIDA consortium states (WCER Working Paper No. 2008-2). Madison: University of Wisconsin–Madison, Wisconsin Center for Education Research. Retrievedfrom http://www.wcer.wisc.edu/publications/workingPapers/papers.php 

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Cook, H. G., Boals, T., Wilmes, C., & Santos, M. (2008). Issues in the development of annual measurable achievement objectives for WIDA consortium states (WCER Working Paper No. 2008-2). Madison: University of Wisconsin–Madison, Wisconsin Center for Education Research. Retrievedfrom http://www.wcer.wisc.edu/publications/workingPapers/papers.php 