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Learning about the Linguistic Diversity in Your Classroom

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Learning about the Linguistic Diversity in Your Classroom

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An interactive language survey is great way to know about linguistic diversity in the classroom at the beginning of the new year and to give students opportunities to break the ice and start conversations with their peers.
- Create an alphabetical list of all the languages spoken by children in the class (including English)
- Create a four-column chart with the following headings: Language; First; Second; Additional. Children from different linguistic backgrounds should be paired to interview each other about their language.

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Use first language as a resource to develop thinking skill. Allow students having same first language to collaborate to discuss about the task/problem in their first language.

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Many ELL students pass through silent period. Most are absorbing the language at phenomenal speed and start to produce more when they have figured out some of the rules of English.

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When students are indulged in cooperative learning (small group discussions, real world problem solvings and literature circles), they get opportunity to interact with their peers. Interaction among peers helps to develop literacy skills.

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Suggestions on forming groups for cooperative activities to support ELL’s

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Suggestions on forming groups for cooperative activities to support ELL’s

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-Assign students to groups, and change groups periodically and/or for different subjects and activities.
-Provide ELLs with opportunities to work with more proficient speakers of English who can serve as language models and provide essential feedback.
-Keep the groups small
-Emphasize the value of collaboration
-Establish clear routines, timelines and expectations for group work.

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Social skills are pivotal for successful cooperative learning. Social skills assist to manage disagreement, take turns or offer help.

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Students can learn their best by correlating their previous knowledge and experience with new concepts or knowledge. ELL students face additional challenge of connecting their prior knowledge with new concepts and new vocabulary.

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-Speak naturally, and only slightly more slowly than normal, pausing slightly after each phrase rather than between words.
-Simplify vocabulary
-Simplify sentence structure
-Use gestures, facial expressions, and mime to help learners get meaning from teacher talk
-Be careful with expressions

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-Use models, toys, manipulatives, pictures, charts, flash cards, vocabulary lists, posters, banners, as well as demonstrations and hands-on activities,
-Select a few key words that will be used in the lesson and pre-teach them by using various ways
-Encourage oral rehearsal of key ideas or vocabulary
-Give clear instructions
-Check often for comprehension

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Pronunciation: Model pronunciation of new words and give students time to practice the pronunciation.
Syntax: It is pivotal to model the syntax as well. Literary syntax is different from ordinary speech. Teachers should pointed out and explained this to students.

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Don’t focus on the meaning rather than that try to find out oral language errors ELL’s makes in classroom interactions. Provide feedback by modelling the correct form that will help students to improve their oral language production and hence enhance their writing skills.

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Oral language is the foundation of literacy. ELL’s need plenty of opportunities to develop oral language skills in English.