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Social and Academic English are not the same. ELL will develop social English at a much faster rate, but need explicit vocab instruction for academic language.

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Watch this to see how Heritage Elementary School is supporting Academic Language for students. They also explain the difference between "survival English" and Academic English.

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Quick Strategies to Support Academic Language Development

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Quick Strategies to Support Academic Language Development

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1. Teach the word in English and connect it to the native language. This may start by labeling in English the items in your room and teaching how to pronounce them.
2. Use pictures to build background knowledge about a text prior to reading. This will also help you identify where their background knowledge may differ from native English speaking students.
3. Provide visuals or word banks students can use with academic vocabulary to complete assignments.
4. Find similarities between English and their native language. In Spanish, these are called cognates.
5. Scaffold questions for students. Start with yes/no answers, then move to one word answers, before moving to short answers.

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More Videos to support ELL with Academic Language Development

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More Videos to support ELL with Academic Language Development

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Many English language learners (ELLs) can speak English confidently in the lunch room or on the playground, yet when it comes time to read, write, or give a class presentation, they need more practice with the skills required to complete their work successfully. Learn more about the difference between social and academic language and take a look at some strategies by veteran ELL teachers and researchers that will benefit all students in the classroom.

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Many English language learners (ELLs) can speak English confidently in the lunch room or on the playground, yet when it comes time to read, write, or give a class presentation, they need more practice with the skills required to complete their work successfully.

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A brief overview of the 5 stages of Languge Acquisition

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McREL - The Five Stages of Second Language Acquisition

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Learn a few words in their Native Language and show you are learning a long with them! Especially a greeting and how to ask them how they are doing. That way they feel welcomed like any of your other students would.

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Learn a few words in their Native Language and show you are learning a long with them! Especially a greeting and how to ask them how they are doing. That way they feel welcomed like any of your other students would.

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Communicate Effectively without "Dumbing it down"

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Communicate Effectively without "Dumbing it down"

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1. Avoid slang and idioms/sayings.
2. Speak clear and natural, but aware of your speed. Do not go too fast or too slow.
3. Encourage questions for students when they do not know what a word is or what it means.

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Invite them or their families to share elements of their culture in your classroom

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Invite them or their families to share elements of their culture in your classroom

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Engage Families and Students and become aware of cultural differences.

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Engage Families and Students and become aware of cultural differences.

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- Model the use of "survival language" and show students the meaning. Like, "turn the page" and show them you turning a page.
- gesture and point whenever possible
- Use visuals for vocabulary
- Focus on listening comprehension with read alouds

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- Begin to introduce academic langauge
- Ask yes/no questions
- Have students collaborate with peers or small groups
- Use graphic organizers for students to complete or have them compose short sentences
- Model a phrase and practice changing it to meet the studnets need. For example, you could say "I need a book" and work on modifing it to "I want a book", "I like books", etc.

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- Provide visuals and connections with background knowledge of the student when introducing and teaching new concepts.
- Ask questions that require short answers, instead of just yes/no or one word.
- Give "fill in the blank" versions of assignments with academic vocabulary in a word bank

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- Begin adding in presentations and have students practice them with peers
- rephrase for students incorrect statements they make in English (though only make corrections to one -two types of errors at a time)
- Model more advanced academic thinking language stems, such as "I think" or "In my opinion"

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Intermediate and Advanced Fluency Phases

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Intermediate and Advanced Fluency Phases

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- Use graphic organizers and thinking maps
- Challenge students to add more details to their writing/assignments
- Circle errors in student writing and have them identify what needs to be corrected
- Introduce idioms and slang