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Teaching language structure helps our ELLs by looking for patterns in language. It allows our ELLs to find similarities with their native language. When a student can use their native language as a background, they tend to acquire the new language a bit easier.

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Phonology is the study of sounds in language. It looks at the patterns and organization of sounds within a language.

Phonology examines the insertion and deletion of sounds. This is utilized in the classroom regularly as we work on phonological awareness with our students.

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Morphology is the study of word structures and the rules that make up the formation of words. Morphemes are the smallest unit of a word that has meaning. An example of these would be prefixes and suffixes.

We use morphology consistently in the classroom to support phonics instruction, patterns in language, and meaning in language.

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Syntax is the rules for the structure of sentences. It explores the order of words and the use of phrases.

Syntax is important in the classroom since it explores grammar and sentence patterns. These are the rules that govern our language.

Classroom Activity:

1. Word sorts are a great way to see patterns within language and compare similarities and differences to their native language.

2. Teaching grammar utilizing their own writing is also a way to make a personal connection to the rules of grammar.

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Semantics is the study of meaning in language. It explores what words, phrases, and sentences convey.

It also explores the relationships between words, such as antonyms and synonyms. It is important to think of context when considering semantics. There is a difference in the classroom between conversational semantics and academic semantics.

Classroom Activities:

1. Lexical Fields

Lexical fields is the process of grouping words into a web based on meaning. This builds relationships and helps grow vocabulary.

2. Have students be language detectives. Have them break words down to determine their meaning using roots, affixes, and part meanings.

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Pragmatics is how context influences the interpretation of language. It is how language is used in real world situations and social context.

Pragmatics seeks to determine the principles and strategies to effective communication. It explores conversational implications and how best to communicate.

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1. Provide additional work with English phonemes that are not in their native language.

2. Focus on the differences between languages instead of what naturally transfers.

3. Use cognate words in the native language as synonyms when teaching vocabulary.

4. Identify and clarify difficult words and passages. You could have students underline words that they are unclear on and then address those words.

5. Provide extra practice in reading words, sentences, and stories. Take into consideration the reading level and find appropriate texts to practice with.

6. Incorporate more discussions instead of text based. This gives students a chance to discuss the text or assignment before writing. This can be beneficial to all students.

7. Working in small groups or pairs also supports our ELLs.

8. Teachers model how to respond to questions and answers.

9. Have sentence starters visible.

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Understood.org has wonderful resources for parents and families. This link leads to information on language terms. These are terms often used in language instruction and it can be very helpful to be familiar with them. There are also resources through this website for parent teacher conferences and many other things.

Another at home activity is drawing. Use drawing as a way for students to express their ideas and then translate it into written language. This encourages creativity with the use of language structures. This is only one idea from a great website. Here is the link.

https://blog.esl-languages.com/blog/learn-languages/activities-with-kids-at-home/

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By Erica Patino

At a glance

When kids are learning English as a second language, the school is required to help them become literate in English.

If kids also have learning and thinking differences, they may be able to get extra support for those as well.

Language proficiency means a child has enough language skills to read, listen, write, and communicate well.

An English language learner (ELL) is anyone who doesn't speak English fluently or who is still learning English. The school must help ELLs become literate in English. If you think your child may also have learning and thinking differences, you may be able to get extra support for those issues, too.

This printable mini-glossary can help explain some of the terms you may hear if you talk to the school.

Bilingual education is a program that provides instruction in both the native language and in English.

Key takeaways

Newcomer programs help new immigrants learn English and get accustomed to the U.S.

Pull-out ESL is a program in which students are pulled out of their classrooms for special instruction to learn English. Push-in ESL is when the teacher comes to the class.

Language proficiency refers to whether the student has enough language skills to read, listen, write, and communicate well.

Tell us what interests you

About the author

About the author

Erica Patino is an online writer and editor who specializes in health and wellness content.

Reviewed by

Reviewed by

Kristen L. Hodnett, MSEd is a clinical professor in the department of special education at Hunter College in New York City.

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Terms Related to English Language Learners | ESL, ELL, Dual Language

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When kids are learning English as a second language, the school is required to help them become literate in English. If kids also have learning and thinking differences, they may be able to get extra support for those as well. Language proficiency means a child has enough language skills to read, listen, write, and communicate well.

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https://www.edweek.org/teaching-learning/professional-development-tips-for-supporting-english-learners/2023/02

https://tesoltrainers.com/k12-professional-development/working-with-english-learners-professional-development

https://bridge.edu/tefl/expertseries/

https://www.colorincolorado.org/blog/common-core-and-ells-planning-professional-development-colleagues-part-1

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Professional development built around learning stations can give teachers an idea of what school is like for these students.

Dumitru Ochievschi / iStock

Schoolwide professional development requires careful planning to ensure that participants are both engaged and inspired. Activities need to motivate educators to apply what they've learned to support their students.

In the following model, educators explore themed stations to gain background information about English language learners (ELLs), experience what it might feel like to be an ELL, and explore methodologies to support this population.

Setting up the stations

Set up each station in a separate space or room so that participants can circulate through the stations of their choice at their own pace. Each station has discussion questions and supplemental materials, including electronic devices with access to Google Translate, paper, and writing implements. Participants can use a note catcher to document what they've learned and brainstorm action plans for adapting their experience in each station to their own work.

For reference, it's helpful for participants to have a list of home languages that are represented in the school community. The atmosphere of each station can have calming background sounds, visuals of nature projected on a screen, and props that support the activity. This is similar to classroom activities that support ELLs who are likely to experience stress and anxiety due to cultural, linguistic, and social barriers.

The following are three categories of stations, with multiple stations in each category and instructions for each station. You can adapt the hyperlinked resources to match the ELL population of your school district.

Stations that provide background about ELLs

Providing historical context and way of life in the home country: Watch a portion of a documentary about a country or region of the world that's represented among your ELL population. Here are samples about the history of Mexico, Venezuela, and Thailand, as well as ways of life in Guatemala, Mexico, and Latin America.

Recognizing cultural nuances: Here are an article that highlights simple ways of being mindful of cultural differences and a guide to cultural differences. Becoming familiar with the cultural nuances of every student in your classroom isn't realistic, but being sensitive and open to understanding the impact of culture can tremendously help the connection with these learners and their families.

Reading personal narratives: Read essays written by immigrant students that reflect their experiences, including their life in their home country, emigrating, and their new life in the United States. A personal narrative can evoke a deep sense of empathy among readers, such as student essays from their English language arts classes.

Stations that help educators feel what it is like to be an ELL

Looking inside an English language learner's mind: Draw two stick figures with a large thought bubble over each of their heads. In the first bubble, write five to eight thoughts in English that an ELL in your classroom might have on a typical school day. Translate these thoughts into their home language, and write them in the second bubble.

Writing: Write a one-paragraph journal entry in English, similar to what you might assign in your class. Translate this text into a home language of your ELLs, and write the translation on a piece of paper.Choose a language that you have little to no familiarity with.

Reading: Read a text provided in a language other than English without stopping or taking focus off the paper for five to eight minutes. Look at every piece of text on the page even if you don't understand it.

Listening: Listen to a lecture in a language other than English. Do not stop the lecture, and don't get distracted for at least five to eight minutes.

Speaking: Use an online translator to have a simple conversation with a partner in a language other than English. Type what you want to communicate into the translator, listen to an audio of the translation to hear the pronunciation, and then read the translated text aloud to your partner. Show your partner the English text so that they understand what you said, and continue this method of communication for 10 minutes, alternating between participants in your group.

Stations that provide methods for supporting ELLs

Understanding basic methods for teaching language learners: Watch a short video of foundational teaching methods introducing ways that educators can support multilingual learners.

Translating authentic text into simple English: Choose a text from your Google Classroom or online that you would use with your students, and translate five to eight sentences into simple English. Do this by simplifying the grammar and vocabulary as if you are talking to a 6-year-old native speaker of English. Having the facility to quickly and easily restate language in simple terms can help educators when communicating with ELLs.

Learning common vocabulary in a language other than English: Make a list of words related to your subject area. Translate these into another language, and click the speaker button to listen to the pronunciation of each word. On index cards, write these words and their translations to show your students later. Ask them to check for accuracy and model pronunciation. Incorporate these words in future exchanges with your ELLs.

Connecting with home: Write personalized comments about a few of your ELLs. Translate these comments, and write them on individual note cards or in an email to send to their parents or guardians at a later time. Receiving such messages in the home language, even with some grammatical errors, will surely be appreciated. (You may want to mention that you used an electronic translator.)

Making time for fresh air: Walk outside through the school garden, greenhouse, or playground, or around the school building. Identify the spaces that you can utilize for educational purposes, and discuss how and why outdoor time can be beneficial for ELLs, socially and emotionally as well as academically.

Creating an inclusive and welcoming environment: Draw a picture of your classroom, your office, or any space in or around the school building. Then add three things that might make the space more welcoming to ELLs-for example, flags from the students' home countries or multilingual signs. The physical environment in which we learn can have a strong impact on how we feel and behave, and it can even be a source of inspiration.

Incorporating mindfulness: Participate in this five-minute mindfulness video. Dim the lights, relax on a yoga ball, get comfortable with pillows. ELLs often have a heightened sense of stress and anxiety, and as a result, their minds may be racing with multiple distractions. Sharing this exercise with ELLs can help calm their thoughts and regulate their emotions.

Acknowledging multilingualism as an asset: Watch this video about the gift that all ELLs share. The video acknowledges that multilingualism should be recognized, encouraged, and celebrated in the classroom. After completing some or all of the stations, participants review their note catcher and make a cumulative action plan individually or with their group.

Supporting ELLs requires a district-wide level of understanding among all educators. This is achievable, in part, through meaningful professional development.

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Using Station Rotation in PD for Supporting English Language Learners

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Professional development built around learning stations can give teachers an idea of what school is like for these students.