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refers to the teaching and learning of English by non-native speakers

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"A program of techniques, methodology and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation."

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Resource Materials for Planning and Self-Assessments

Part IV: Glossary

BICS: Basic interpersonal communication skills. The language ability required for verbal face-to-face communication.

CALP: Cognitive academic language proficiency. The language ability required for academic achievement.

Castañeda v. Pickard: On June 23, 1981, the Fifth Circuit Court issued a decision that is the seminal post-Lau decision concerning education of language minority students. The case established a three-part test to evaluate the adequacy of a district's program for ELL students: (1) is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy; (2) are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and (3) does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome? [648 F.2d 989 (5th Cir., 1981)]

Content-based English as a Second Language: This approach makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive and study skills. English is used as the medium of instruction.

Dual Language Program: Also known as two-way or developmental, the goal of these bilingual programs is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.

ELL: English language learner. A national-origin-minority student who is limited-English-proficient. This term is often preferred over limited-English-proficient (LEP) as it highlights accomplishments rather than deficits.

English as a Second Language (ESL): A program of techniques, methodology and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language.

Equal Education Opportunities Act of 1974: This civil rights statute prohibits states from denying equal educational opportunity to an individual on account of his or her race, color, sex, or national origin. The statute specifically prohibits states from denying equal educational opportunity by the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs. [20 U.S.C. §1203(f)]

FEP: Fluent (or fully) English proficient.

Informed Parental Consent: The permission of a parent to enroll their child in an ELL program, or the refusal to allow their child to enroll in such a program, after the parent is provided effective notice of the educational options and the district's educational recommendation.

Language Dominance: Refers to the measurement of the degree of bilingualism, which implies a comparison of the proficiencies in two or more languages.

Language Proficiency: Refers to the degree to which the student exhibits control over the use of language, including the measurement of expressive and receptive language skills in the areas of phonology, syntax, vocabulary, and semantics and including the areas of pragmatics or language use within various domains or social circumstances. Proficiency in a language is judged independently and does not imply a lack of proficiency in another language.

Lau v. Nichols: A class action suit brought by parents of non-English-proficient Chinese students against the San Francisco Unified School District. In 1974, the Supreme Court ruled that identical education does not constitute equal education under the Civil Rights Act of 1964. The court ruled that the district must take affirmative steps to overcome educational barriers faced by the non-English speaking Chinese students in the district. [414 U.S. 563 (1974)]

LEP: Limited-English-proficient. (See ELL)

Maintenance Bilingual Education (MBE): MBE, also referred to as late-exit bilingual education, is a program that uses two languages, the student's primary language and English, as a means of instruction. The instruction builds upon the student's primary language skills and develops and expands the English language skills of each student to enable him or her to achieve proficiency in both languages, while providing access to the content areas.

The May 25 Memorandum: To clarify a school district's responsibilities with respect to national-origin-minority children, the U.S. Department of Health, Education, and Welfare, on May 25, 1970, issued a policy statement stating, in part, that "where inability to speak and understand the English language excludes national-origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open the instructional program to the students."

NEP: Non-English-proficient.

Newcomer Program: Newcomer pro-grams are separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs before they enter more traditional interventions (e.g., English language development programs or mainstream classrooms with supplemental ESL instruction).

Sheltered English Instruction: An instructional approach used to make academic instruction in English understandable to ELL students. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies, and other subjects.

Structured English Immersion Program: The goal of this program is acquisition of English language skills so that the ELL student can succeed in an English-only mainstream classroom. All instruction in an immersion strategy program is in English. Teachers have specialized training in meeting the needs of ELL students, possessing either a bilingual education or ESL teaching credential and/or training, and strong receptive skills in the students' primary language.

Submersion Program: A submersion program places ELL students in a regular English-only program with little or no support services on the theory that they will pick up English naturally. This program should not be confused with a structured English immersion program.

Title VI of the Civil Rights Act of 1964: Title VI prohibits discrimination on the grounds of race, color, or national origin by recipients of federal financial assistance. The Title VI regulatory requirements have been interpreted to prohibit denial of equal access to education because of a language minority student's limited proficiency in English.

Title VII of the Elementary and Secondary Education Act: The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act (ESEA), recognizes the unique educational disadvantages faced by non-English speaking students. Enacted in 1968, the Bilingual Education Act established a federal policy to assist educational agencies to serve students with limited-English-proficiency by authorizing funding to support those efforts. In addition to providing funds to support services to limited-English-proficient students, Title VII also supports professional development and research activities. Reauthorized in 1994 as part of the Improving America's Schools Act, Title VII was restructured to provide for an increased state role and give priority to applicants seeking to develop bilingual proficiency. The Improving America's Schools Act also modified eligibility requirements for services under Title I so that limited-English-proficient students are eligible for services under that program on the same basis as other students.

Transitional Bilingual Education Program: This program, also known as early-exit bilingual education, utilizes a student's primary language in instruction. The program maintains and develops skills in the primary language and culture while introducing, maintaining, and developing skills in English. The primary purpose of a TBE program is to facilitate the ELL student's transition to an all English instructional program while receiving academic subject instruction in the native language to the extent necessary.

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civil rights; english (second language);

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BICS: Basic interpersonal communication skills. The language ability required for verbal face-to-face communication. CALP: Cognitive academic language proficiency. The language ability required for academic achievement. Castañeda v. Pickard: On June 23, 1981, the Fifth Circuit Court issued a decision that is the seminal post-Lau decision concerning education of language minority students.

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Prompted group activities allow students time to engage with one another through practice using the language they are learning.

Include students cultures in the learning through pictures and their using native language when possible.

"Focus on academic language, literacy and vocabulary" so the students had the necessary skills to communicate their knowledge.

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If you've ever tried to master another language, you know just how challenging it can be. Perhaps you've ordered a meal at a restaurant and felt your face flush as you fumble over a simple phrase, sighing in relief when the server nods and doesn't ask a follow-up question.

Now imagine feeling like this all day, Monday through Friday, while trying to adapt to a new culture, make friends and learn the fundamentals of science, math, social studies, art and literature. This is the reality for millions of K-12 English language learners (ELLs) in the United States.

According to the National Education Association, ELL students will make up about 25 percent of the children in American classrooms by 2025. Teachers are tasked with helping these students develop English proficiency and meet the grade-level content requirements, in addition to all their other duties. Thankfully, there are many practical strategies for teaching English language learners that benefit the entire class.

To help you enhance your lessons, we created this guide based on a recent webinar presented by Dr. Nicole Schneider, associate professor at UMass Global. Keep reading to learn how to tailor instruction and ensure accessibility for English as a Second Language (ESL) scholars.

What is ESL/ESOL?

While the term "ESL" was the standard for years, many educators today prefer "ESOL", which stands for English for Speakers of Other Languages. This phrase is more inclusive and accurately represents the fact that for many ELLs, English is their third or even fourth language.

ESL and ESOL classes are designed to develop language and comprehension skills for non-native English speakers. In practice, this is very different from teaching students who grew up hearing and communicating English from the moment they were born.

Some ESL programs teach students separately until they reach a certain proficiency level and can join mainstream classes, while other schools integrate ELL into classrooms from the get-go. Data from the National Center for Education Statistics shows that Spanish is by far the most common home language, representing 75 percent of all K-12 ELL students. Arabic, Chinese, Vietnamese and Portuguese round out the top five languages spoken in American public schools.

5 effective ELL strategies teachers should consider

While there are many ways for educators to tailor classroom instruction and support toward English language learners, Dr. Schneider recommends starting with the following five tips.

1. Focus on academic language, literacy and vocabulary

Reading, writing and vocabulary exercises are essential building blocks for developing language fluency, but it is only part of what is needed. Students who appear fully fluent in English may nonetheless struggle to express themselves effectively in academic settings, as they lack the words and phrases needed to connect their ideas and discuss them with others.

Dr. Schneider emphasizes the importance of teaching students how to talk about what they know. This is called "academic language," and while some learners adopt this naturally over time, many students - native English speakers included - need reinforcement to develop this skill. She points out that,

If we teach our students the content but never provide them with the language scaffolding that they need to share about it, it's like we're giving them the bricks but we're not giving them the mortar to hold it all together.

This extra help could come in the form of semi-structured small group discussions, adding visuals to a lesson, having students keep a journal and providing instruction in their native language, when possible.

2. Link background knowledge and culture to learning

Numerous studies show that students perform better when their home culture and background knowledge are incorporated into the academic environment. When children and their families are represented and respected in the classroom, they are much more likely to be engaged and successful.

Allowing students to express themselves in a safe environment and learn from one another is also a wonderful social-emotional learning opportunity that benefits the entire class, especially students of color.

Educators should consider implementing the following tactics in their practice:

Become familiar with your students' backgrounds

Use examples that connect to their lives

Represent students' cultures with art, music and literature

Encourage students to tell stories in a variety of mediums: drawing, poetry, visual art, drama, essays, etc.

Ask students to speak and write about their lives regularly in casual, low-stress ways without forcing them to share

Allow students to use their native language and/or translation apps

Dr. Schneider acknowledges that some instructors, particularly high school teachers, may not have enough wiggle room in their schedule to allow for daily sharing in this way. "Think about maybe doing this once a week for 15 minutes," she suggests. "Even though it takes away instructional time, you get so much more from it, that I think it's worth it in the long run."

3. Increase comprehensible input and language output

English language learners learn both through the language they encounter (input) and the language they produce (output). Students should also be given ample opportunities to produce language, and they should receive direct feedback to increase their comprehension and improve their language skills.

Dr. Schneider remarks that the increased use of digital technology in education has opened up many additional opportunities for teachers to supplement lesson plans. Strategies for increasing comprehensible input include:

Read out loud or play audio versions of texts

Front load vocabulary and key concepts before reading

Provide a similar text in the student's first language

Go beyond the textbook and include artwork, videos, guest speakers, stories

Slow down your speech

Use graphs and visuals when presenting

Give students an outline of the information

Use closed captioning for videos

10/2 rule: For every 10 minutes of lecture, stop for 2 minutes of student engagement

In order for students to deepen their understanding, and clarify and negotiate for meaning, they must talk about what they are learning. Strategies for increasing language output include:

Provide multiple opportunities for structured and unstructured talk

Opportunities for students to collaborate with each other

Include open-ended questions in your lessons

Provide daily low-stakes writing opportunities in all content areas

4. Promote classroom interaction

When teaching English language learners, keep in mind that vocabulary, grammar and pronunciation develop faster when there are opportunities for interaction in the classroom using the language being learned. But many new teachers make the mistake of simply presenting a lesson and then pairing students up to discuss without providing guidance, as was the case for Dr. Schneider.

She recommends that teachers explicitly model and practice academic language so that students can more fully engage with one another. This could take the form of question prompts, such as:

Teachers should also provide ample opportunities for more structured classroom interactions with a clear purpose and goal. There are hundreds of activities to consider, but here are a few ideas to get you started:

5. Stimulate higher-order thinking skills and use of learning strategies

Higher-order thinking skills (HOTS) are essentially critical-thinking abilities that go beyond rote memorization, concept formation and reading comprehension. Mastering HOTS is the ultimate goal of the learning process, as these competencies are needed to become an independent and creative thinker.

Teachers can encourage the development of HOTS in their students by modeling and providing language scaffolding such as:

An example of a high school-level lesson plan that emphasizes HOTS might be having students learn about garment factory work in Cambodia, and then pairing them up to do the following:

Discuss what it might be like to sew their own clothes

Review a video about the experience of a Cambodian garment worker

Compose a list of the advantages and disadvantages based on the video

Embrace ELL strategies to maximize student achievement

As an educator, you work hard to make sure everyone in your class has what they need to learn and thrive. Implementing some of these innovative strategies for teaching English language learners is a great way to make content accessible for all students, regardless of language ability.

Looking for more information on how to make your classroom more welcoming for all students? Read our article "How to foster an inclusive classroom environment: Advice for educators. "

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Innovative strategies for teaching English language learners | UMass Global

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A guide to practical strategies for teaching English language learners in mainstream classrooms.

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Providing materials, schedules, and information they need in their native language.

Finding out how they prefer to communicate (whether by text, email, phone call)

Providing a translator, and making sure they are able to contact someone at the school who speaks their native language

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The goal of an ESL program is for emergent bilingual students to attain full proficiency in English in order to participate equitably in school.

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ESL Pull-Out: A method used commonly in Elementary setting in which students are pulled out of their mainstream classroom for ESL instruction time.

ESL Class Period: In this method, students receive ESL instruction durning mainstream class time. This method in more common for middle schoolers.

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"English as a second language (ESL) programs for grade school students may include instruction sessions that last 30–45 minutes."

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Page 3: Programs and Personnel

Programs for ELL students include a wide range of instructional approaches, from using the student's primary language in addition to English for instruction (i.e., bilingual), to teaching exclusively in English (i.e., immersion). Exactly which of these programs is used in a given school is a decision based on factors such as state and local educational policies, the size of the student population, and the nature and availability of resources. In some cases, a school might offer more than one type of program.

Research indicates that bilingual programs support students in achieving better outcomes in school. However, not all schools are able to offer these types of programs due to factors such as an insufficient number of students to justify a given program or a lack of qualified ESL or bilingual teachers. Although bilingual programming is ideal, if it is not available ELL students can still be successful through the implementation of effective instructional supports. The boxes below outline several of the program models implemented in today's schools.

Two-Way Immersion
Instruction:

Native-English speakers and English learners are placed together in the program and receive instruction in both languages (e.g., English and Spanish). Teachers may provide:

Equal amounts of instruction in both languages

Spanish instruction ninety percent of the time (for content instruction); English instruction is used only ten percent of the time to develop English proficiency. Gradually, the instruction shifts so that both languages are used equally.

Benefits:

Research indicates that ELLs have greater academic success when content instruction is provided in the student's home language for several years, while their English language proficiency gradually increases over time.

The student's first language is allowed to become firmly established.

A bilingual environment is created in which all students interact socially and academically with both same- and other-language-speaking peers.

Opportunities are created for all students to learn different languages, cultures, and customs.

Concerns:

Schools have difficulty maintaining a balanced ratio of students who speak each language.

Support from the parents of native English speakers may diminish over time if they fear their child is not learning content being taught in another language.

More English instruction to accommodate the English-speaking students might occur, something that might be detrimental to the ELLs in the class.

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Developmental Bilingual Education
Instruction:

All students are English learners who share the same home language. They are taught primarily in their home language by a bilingual instructor; as their English language proficiency increases, instruction in the home language decreases. These students:

Generally begin this program in kindergarten or first grade

Receive the majority of their instruction in a separate classroom

Bilingual instructors work collaboratively with school personnel to integrate ELL students with native-English speaking students into programs where English is spoken.

Bilingual teachers provide instruction in the home language for a minimum of five to six years--even when the student develops basic English language proficiency--to ensure academic success.

Benefits:

The program produces better academic outcomes than do transitional bilingual education or ESL programs.

Students develop content knowledge in two languages and exit the program on grade level in both languages.

The program increases parental involvement; parents can communicate with the teacher and volunteer in the classroom in their home language.

Students acquire a strong self-identity and comfort level about being bilingual and about their cultural heritage.

The program closes the achievement gap when scores are compared to those of native-English speakers.

Concerns:

Students may have limited opportunities to interact with the entire school population.

Program effectiveness may be compromised for those students who:

Enter the program late

Are highly transient

Exit the program early

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Transitional Bilingual Education
Instruction:

As in the case of developmental bilingual education, students are taught primarily in their home language by a bilingual instructor; as English language proficiency increases, instruction in the home language decreases. Transitional bilingual education:

Expects students to participate in English-only instruction by the third or fourth grade (unlike developmental bilingual education, where the expectation is for students to become bilingual)

Includes language and academic objectives

Benefits:

Students learn information in the language in which they are more proficient.

Student motivation and confidence in academic learning increases.

Concerns:

It is possible to view the program as a segregated one.

Students are expected to acquire academic English proficiency in a shorter amount of time than is outlined in the stages of language acquisition.

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English as a Second Language (ESL)
Instruction:

The instruction that English learners receive may be:

Grammar-based-English-language structure, pronunciation, and vocabulary

Communication-based-the skillful use of English in meaningful contexts

Content-based-the development of language skills to support students' acquisition of grade-level material

The instructional program is designed to be a short-term method for learning English:

Students in elementary school are pulled out of the general education classroom for sessions that may range from 30-45 minutes. These sessions may occur daily, once a week, or several times a week, depending on resources.

Students in middle and high school receive ESL instruction during a regular class period and in high school can receive course credit for this instruction.

English language proficiency tests may be used to determine which students qualify for the program and which students should exit the program because their English skills meet the established criteria.

Benefits:

Content-based ESL instruction--including academic objectives in addition to language objectives--leads to better academic outcomes than do either grammar-based or communication-based ESL instruction.

Such instruction can accommodate students with many different language backgrounds within a school.

ESL teachers do not need to be fluent in the students' home language.

Concerns

Instruction does not typically support students' cognitive and academic language proficiency needs.

Pull-out programming often results in:

Students missing important classroom instruction

Fewer language supports for students during the remainder of the school day

Because variability of instruction exists, students who transfer from one school to another may not receive the same type of ESL instruction. For example, a student may receive content-based ESL instruction at one school and later transfer to a school that offers grammar-based ESL instruction.

ESL teachers face challenges such as scheduling and having students from varying grade levels attend class at the same time.

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Although a range of programs exists for providing instruction to ELLs, all programs should strive to include:

Parental involvement and coordinated communication between parents and school personnel

Instructional personnel who can implement specific instructional strategies and techniques

Strong and knowledgeable leadership among classroom, school, and district personnel

Professional development for teachers in these programs and for general education teachers who work with English language learners

Developmentally appropriate curriculum and instructional materials

High standards with respect to both language acquisition and academic achievement

Regardless of the program, ELL students should receive some type of ESL instruction (or English language development).

Research Shows

A seminal study examining the performance of over 42,000 ELL students across five school districts showed that those in two-way immersion programs made the greatest gains on standardized reading assessments.

All students:

Began school as kindergarteners in the United States

Had no English proficiency when they started school

Were eligible for free and reduced price meals

Were enrolled in only one type of program model throughout their elementary school years

(Permission granted by the National Clearinghouse for Bilingual Education)

Personnel

Depending on school resources, ELL students might be enrolled in one or more of the programs previously mentioned, which are designed to meet these students' educational needs. Depending on the programs offered, specially trained teachers provide instruction. Ideally, general education teachers may work with one or more of these professionals:

Bilingual teacher - fluent in and provides instruction in more than one language

Bilingual teacher certification requirements vary by state. The list below includes some of the criteria that might be required for a bilingual certificate or endorsement:

Completion of bilingual teaching experience (100 hours)

A passing score on an examination in the non-English language in which the teacher will teach

Completion of eighteen semester hours in bilingual methods and materials instruction, and assessment courses

ESL teacher - provides instruction in English but does not need to be fluent in a second language

ESL teachers are also sometimes referred to as Teachers of English to Speakers of Other Languages (TESOL). In addition to possessing a bachelor's degree from an accredited college or university, ESL licensure candidates must also meet the testing guidelines (e.g., Praxis II) outlined by their individual states.

ESL/ bilingual paraprofessional - provides instruction or support under the supervision of an ESL or bilingual teacher

Under the Elementary and Secondary Education Act (ESEA), requirements for paraprofessionals include:

A secondary school diploma or GED and either

Forty-eight units of study at an institution of higher education

An associate's degree or higher

An ability to assist in reading, writing, and mathematics instruction as demonstrated by the successful completion of a rigorous local assessment

Bilingual and ESL teachers can work with general education teachers to better address the needs of their students. For example, bilingual and ESL teachers can:

Share specific instructional strategies and techniques for working with ELLs

Discuss ways in which teachers can enhance the methods of communication

Provide support in planning lessons

Make classroom observations so teachers can identify areas in which they can provide more support and structure to their students (e.g., modeling tasks for students)

Coordinate content standards with language standards to create appropriate content-area and language objectives

Bilingual paraprofessionals can be of particular value when ESL teachers do not speak a second language. These paraprofessionals can:

Translate letters to parents and share information during school meetings

Use the student's primary language to translate instruction and to provide clarification

Explain unfamiliar terminology

Assist and orient students who are new to the school

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Programs for ELL students include a wide range of instructional approaches, from using the student's primary language in addition to English for instruction (i.e., bilingual), to teaching exclusively in English (i.e., immersion).

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In order to become an ESL teacher, one must have a degree and receive an ESL teaching certificate by passing the TExES certification exam.