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Teachers give verbal directions to students to engage in a specific activity while modeling the behavior.  For instance, in an elementary classroom, the teacher may sing a song with students that directs them to "clap their hands" or "jump up and down" -- students attach the meaning of these directives with the actions. In a high school classroom, TPR may be more sophisticated, such as all students writing an answer on a small whiteboard to display, or students performing a skit. (Wright, p. 166)

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Total Physical Response (TPR) - Teacher Training film no. 8

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Teachers may play portions of audio or video for students then assign a task, the performance of which allows students to demonstrate comprehension. Teachers are encouraged to incorporate audio or video that is relevant in context in order to create as authentic a listening activity as possible for ESL students. (Wright, p. 167)

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The teacher creates an inviting space in the classroom for students to engage visually and aurally with English text -- usually in the form of novels with their counterpart audio recordings. Students may select texts of high interest and work through the content at their own pace. (Wright, p. 167)

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After reading content, students explain in their own words what happened in the text.  Teachers can listen for anecdotal, formative assessment purposes; or they can use a more formalized rubric for the purpose of assessing a student's mastery of specific speaking skills.  (Wright, p. 168)

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Creating lyrics or chants can help students practice language usage through mnemonics.  Adding physical gestures to the words also incorporates Total Physical Response.  Songs or chants should be learned at a moderate pace and enunciated clearly in order for students to effectively use them to practice speaking skills.  (Wright, p. 169)

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ESL - Use chants, songs, and melodies for teaching sentences

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Teachers may create different formats for students to speak in front of their peers without raising their affective filter.  For elementary students, this may be as simple as implementing a weekly show-and-tell ritual.  For older students, low stress oral presentations would include assigning group projects that require students to work together, listening and speaking with each other, then presenting their finished product.  (Wright, p. 169)

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When students consistently stumble on words that sound the same but have different meanings, drilling in minimal pairs may be an effective way to differentiate the two words. Using pictures that depict the different words and asking students to select the correct "fit" can make the process more meaningful. According to Wright, this work should only be used on "particularly problematic and persistent pronunciation errors... that have the potential to impede meaning in a real conversation" (p. 170).

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Students work together to solve a problem or complete a task.  Teachers must ensure that the task is appropriate to student knowledge and language proficiency.  Because students combine their skills and knowledge, cooperative learning allows for them to tackle more complex tasks or projects that they may not have been able to complete independently.  Additionally, cooperative learning is a necessary component in addressing Anchor Standard 1 of the CCSS.  (Wright, p. 170)

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After reading or discussing a topic, the teacher asks a question of students and gives them a few moments to write their own notes in answer.  Once students have formulated their ideas, the teacher directs them to a partner with whom they discuss how they answered.  The last step in the process is to ask students to share their answers with the class; the teacher may even ask students to explain how their partner responded to the question to ensure active listening.  (Wright, p. 171)

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In small groups, students are given paper upon which to brainstorm ideas in answer to a question. A student begins by writing his/her answer, then passes the pen or the paper to the next student. For beginning ELLs, the question may be about items you would find in a particular room (for instance, items in the classroom); for more proficient students, the roundtable may be about the personality of a character in a novel. Because all students get a chance to contribute, and must listen to each other to be sure they are not duplicating answers, students are practicing both listening and speaking skills, as well as potentially learning new vocabulary from their peers. (Wright, p. 172)

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An equal number of students are placed in an inner circle and an outer circle in such a way that everyone is facing a partner.  The teacher asks a question or gives students a topic to discuss and directs first one circle to speak to their partners, then the other circle.  At the end of this conversation, one of the circles moves one person to the right or the left and students engage in the same conversation with a new partner.  In this way, students get a chance to practice their conversational technique and correct mistakes through repetition.    (Wright, p. 172)

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Students are assigned a group, the group is given a number, and each student is given a number.  The teacher assigns a task or asks a question and students are given time to work together towards the solution.  When students finish, the teacher uses a random generator to call on a group by number and on a student by number.  Because of the random nature of who will be called on to answer, all group members are more inclined to be sure they understand how to respond.  (Wright, p. 172)

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The teacher assigns specific roles in which the students must function in English to achieve a certain goal; for instance, ordering food at a restaurant, or making a purchase. The closer that the assignment comes to mimicking real life situations, the more relevant to the student, and therefore the more effective in language development. This format assists students with practicing new vocabulary and/or language structures in a conversational setting. (Wright, p. 173)

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In pairs, one student sits on one side of a barrier with drawing materials; on the other side, his/her partner is given a pattern or a picture and must describe to the "artist" how to recreate it.  Before assigning a barrier game, teachers should spend some time with students reviewing necessary vocabulary and language structures.   (Wright, p. 173)

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In pairs, one student is blindfolded, and the other must direct him/her through a teacher-created obstacle course using directives in English. Similar to barrier games, teachers should spend time reviewing necessary vocabulary and language structures before assigning an obstacle course. (Wright, p. 173)

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The name of an object, animal or person is written on a card and placed on a student's body where he/she cannot see it (on a band around the head, or on a sticky note on his/her back).  Students must then ask yes/no questions of other students in the room to try to figure out what word is written on the card.  Creating a game environment can lower the affective filter and students may feel more comfortable trying out new vocabulary or language structures because they are distracted by the friendly competition.  (Wright, p. 174)

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After reading, students work together to organize a live performance depicting what they've read. The performance may be as simple or as involved as the students and teacher decide -- for instance, students may be asked to put together a scene in just a few minutes, or the teacher may give a few hours of preparation time for them to design sets, props and costumes. Acting out stories ensures that students have comprehended the reading, because now they must physically represent it, but also gives them an opportunity for speaking and listening in their groups, as well as speaking in front of the class using new vocabulary and/or language structures introduced in the content. (Wright, p. 174)

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While there is an abundance of language-learning programming available to students, according to Wright (2010), the best use of technology is in a format where students are engaged in "authentic communication" such as producing "podcasts, videos, and narrated presentations online related to things they are learning in class" (p. 175).  Of course, also available to students is actual authentic communication through technology with English-speakers all over the world, but the main drawback and main concern for teachers is student safety with regard to contact with people outside the school community.  (Wright, p. 175)

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According to Wright (2010), the revised Student Oral Language Observation Matrix (SOLOM-R) "emphasizes what ELLs can do at each level of proficiency and brings it up to date with current research on oral language development" (p. 176).  The focus of the matrix is on comprehension, fluency, vocabulary, pronunciation, and grammar; the document itself reads much like a rubric, laying out levels and frameworks to help teachers assess students' oral language proficiency. (Wright, p. 177)

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Classroom Implementations of the SOLOM-R

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Classroom Implementations of the SOLOM-R

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In my classroom, I have a mix of native speakers and ELLs.  For all students, a few times a unit, I will be implementing verbal testing -- meaning that instead of a written test on something we've read, I will ask students to discuss with me one-on-one their understanding of the text and/or an opinion regarding the content.  For all students, this is an opportunity to explain what they know in a different format and will give me an opportunity to assess their comprehension in a different way; for ELLs, this is also a chance for me to implement the SOLOM-R.

After meeting with students one-on-one, I would have an opportunity to review strengths and weaknesses in ELLs oral language proficiency and to identify one or two goals on which we might focus in the upcoming weeks. I would also develop goals for my English-speaking students.

Lastly, this would allow for a follow-up meeting with students to share how I used the SOLOM-R or the rubric, my thoughts on areas of potential growth, and to engage the student in sharing opinions that either accept or modify those areas of focus, so that we may work together as a team.

Overall, my concern in a mixed class is that no one should be made to feel like they are "singled-out". In the format I have described above, I can meet with every student individually, use the tool most appropriate to the situation (SOLOM-R or a rubric designed for English-only students), and set goals according to collaboration between myself and each of them. For ELLs, the SOLOM-R would assist me in the initial assessment, the determination of strengths and areas of growth, and in setting our goals together moving forward.

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Foundations for Teaching English Language Learners:  Research, Theory, Policy, and Practice

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Foundations for Teaching English Language Learners:  Research, Theory, Policy, and Practice

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Wright, W. (2010).  Foundations for teaching English language learners:  Research, theory, policy, and practice.  Philadelphia, PA: Caslon Publishing.