# data[].attributes.headline
12 Ways to Support English Learners in the Mainstream Classroom

# data[].attributes.subject
12 Ways to Support English Learners in the Mainstream Classroom

# data[].attributes.body
This is a podcast about aiding ELL students as a teacher in a mainstream classroom

# data[].attributes.attachment_link.readable_text
Listen to this post as a podcast:
A note on terminology: The acronym ESL is used less often now in schools than it used to be, because we recognize that many students who are learning English already speak several other languages, so English would not be a "second" language. I use it several times in the post because schools sometimes refer to the teachers as ESL teachers, and the term is still widely used as a search term for this topic. My intent in using the acronym is to make this post easier to find online.

You have a new student, and he speaks no English. His family has just moved to your town from Japan, and though he receives English as a Second Language (ESL) support, he will also be sitting in your room every day to give him more exposure to his new language. How can you be a good teacher to someone who barely understands you?

According to the National Center for Education Statistics, an average of 9 percent of students in U.S. public schools are English Language Learners (ELLs); that number is closer to 14 percent in cities. Although many of these students start off in high-intensity, whole-day English programs, most are integrated into mainstream classrooms within a year, well before their English language skills would be considered proficient.

How prepared are you to teach these students? If you're like most classroom teachers, you have little to no training in the most effective methods for working with English language learners (Walker, Shafer, & Iiams, 2004). So that means we have a problem here: Lots of ELL kids in regular classrooms, and no teacher training to ensure the success of that placement.

Below, three ESL teachers tell us what they know about the things regular classroom teachers can do to improve instruction for ELL students. These 12 strategies are simple, they are not very time consuming, and best of all, they will help everyone in your class learn better:

1. Make it Visual

"Avoid giving instructions in the air," says Melissa Eddington, an Ohio-based ESL teacher. "ELL kids have a harder time processing spoken language." So instructions - even basic directions for classroom procedures - should be written on the board whenever possible. Challenging concepts should be diagrammed or supported with pictures. And modeling the steps of a process or showing students what a finished product should look like can go a long way toward helping students understand. "Sometimes showing our students what to do is all they need in order to do it," Eddington says. Not only will this kind of nonlinguistic representation improve comprehension for ELL students, it will help all of your students grasp concepts better.

2. Build in more group work.

"Kids aren't just empty glasses that we pour stuff into and then at the end of the day they dump it back onto a test," says Kim, an ESL teacher who was the subject of my very first podcast interview. "If you really want the kids to learn, they've got to be engaged." That means less teacher-led, whole-class instruction, and more small groups, where students can practice language with their peers in a more personal, lower-risk setting. And if ELL students attend your class with a resource teacher, make use of that person: In most cases the resource teacher doesn't have to work exclusively with the ESL students; they can work with smaller groups that happen to contain these students, helping to improve the teacher-student ratio and give kids more time to practice.

3. Communicate with the ESL teacher.

Mary Yurkosky, a former ESL teacher in Massachusetts, credits much of her students' success to the strong relationship she had with the regular classroom teachers. "The classroom teachers were always talking to me about what they were doing in their classes," she says. "They made it so easy for me to support them: If a teacher was going to be doing a unit on plants, I could make sure we used some of that same vocabulary in the ESL class."

Ideally, this could be systematized, where ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support, but "it doesn't have to be that much work," Yurkosky insists. "Just talk to each other. Talk about what's going on in your classrooms, invite each other to special presentations, share what your students are learning, and the words will naturally find their way into the ESL class."

4. Honor the "silent period."

Many new language learners go through a silent period, during which they will speak very little, if at all. "Don't force them to talk if they don't want to," says Eddington, "A lot of students who come from cultures outside of America want to be perfect when they speak, so they will not share until they feel they are at a point where they're perfect." Just knowing that this is a normal stage in second language acquisition should help relieve any pressure you feel to move them toward talking too quickly.

5. Allow some scaffolding with the native language.

Although it has been a hotly debated topic in the language-learning community, allowing students some use of their first language (L1) in second-language (L2) classrooms is gaining acceptance. When a student is still very new to a language, it's okay to pair him with other students who speak his native language. "Some students are afraid to open their mouths at all for fear of sounding stupid or just not knowing the words to use," Yurkosky says. "Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class."

And this doesn't only apply to spoken language. If you give students a written assignment, but the ELL student doesn't yet have the proficiency to handle writing his response in English, "Don't make them just sit there and do nothing," Eddington says. "Allow them to write in their first language if they're able. This allows them to still participate in journal writing or a math extended response, even if you can't read what they write." There has even been some evidence that allowing second-language learners to pre-write and brainstorm in L1 results in higher-quality writing in L2 in later stages of the writing process (Yigzaw, 2012).

6. Look out for culturally unique vocabulary.

"For most of these kids, their background knowledge is lacking, especially with things that are unique to American or westernized culture," says Eddington. It's important to directly teach certain vocabulary words: "Show them videos of what it looks like to toss pizza dough, show pictures of a juke box or a clothing rack - things that are not common in their own language."

One way to differentiate for ELL students is to consider the whole list of terms you're going to teach for a unit, and if you think an ELL student may be overwhelmed by such a long list, omit those that are not essential to understanding the larger topic at hand.

7. Use sentence frames to give students practice with academic language.

All students, not just English language learners, need practice with academic conversations. Sentence frames - partially completed sentences like "I disagree with what _________ said because..." - show students how to structure language in a formal way. Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.

For this kind of language to really sink in, though, Kim says it has to become a regular part of class. "They won't do it if it's not the norm in the class, because they'll be embarrassed to use it among their peers," she says. "But if they can put it off on the teacher and say, Oh, well, you know, Miss Kim makes me talk like this, then they don't look as hoity-toity as they would otherwise."

8. Pre-teach whenever possible.

If you're going to be reading a certain article next week, give ESL students a copy of it now. If you plan to show a YouTube video tomorrow, send a link to your ESL students today. Any chance you can give these students to preview material will increase the odds that they'll understand it on the day you present it to everyone else. "That kind of thing is wonderful," Yurkosky says. "The kids feel so empowered if they've had a chance to look at the material ahead of time."

9. Learn about the cultural background of your students...

Our second-language populations grow more diverse every year. Taking the time to learn the basics of where a child comes from - exactly, not 'somewhere in the Middle East/South America/Asia/Africa' - tells the student that you respect her enough to bother. Kim remembers one time when she had to set the record straight about the diverse South American population at her school: "I was listening to the teachers talking about the 'Mexican' kids in our building," she says, "and I was like, 'We don't have any Mexicans.'" Not taking the time to at least correctly identify a child's country of origin, much like not bothering to pronounce their name correctly, is a kind of microaggression, a small, subtle insult that communicates hostility toward people of color. Make a commitment to be someone who bothers to get it right.

Once you have the country straight, take things up a notch by learning about students' religious and cultural practices. If he is a practicing Muslim, he should be told if one of the pizzas you ordered for the class party has sausage on it. If she comes from a culture where eye contact with adults is viewed as disrespectful, you'll know not to force her to look you in the eye when she's talking.

10. ...but don't make a child speak for his entire culture.

In her podcast interview, Kim shared a story about watching a teacher ask a new Iraqi student how he felt about the war in his country, right in the middle of class. "That's not cultural inclusiveness," she explains. "I've seen teachers do this and then pat themselves on the back. The students' English is limited so they can't express themselves very well, and they don't want to 'represent'; they just want to be there." If you anticipate a theme coming up in your class that's going to be relevant to one of your students, have a conversation with them in advance, or check with your ESL teacher to see if they think it's appropriate for in-class discussion.

11. Show them how to take themselves less seriously...

By modeling the risk-taking that's required to learn a new language, you help students develop the courage to take their own risks, and to have a sense of humor about it. "I tried to say the word 'paint' ( pinta) in Portuguese and instead I said the word for 'penis' ( pinto). They all roared with laughter while I stood there with a What?? look on my face," Yurkosky says. "When they explained what I'd said, I laughed so hard! I told them that laughing was fine because sometimes mistakes are really funny, but ridicule is never okay."

12. ...but always take them seriously.

One of Kim's pet peeves about how teachers interact with English language learners is the way they often see students' efforts as 'cute,' missing the whole point of what the student is trying to say. "A student will be desperate to communicate, and the teacher will get distracted by the delivery and miss the message," she says. "That's painful for me to watch." It bothers her when teachers mistake a lack of language for a lack of intelligence or maturity. When a child can't express themselves as well as they would in their native language, it's far too easy to assume the concepts just aren't in their heads.

"It breaks my heart when I hear teachers say (ELL kids) don't know anything," says Eddington. "These are brilliant kids and they know a lot. They just can't tell us in English yet." Make a conscious effort to see past the accent and the mispronunciations and treat every interaction - every student - with the respect they deserve.

"They're doing twice the job of everybody else in the class," Kim adds, "even though the result looks like half as much." ♦

Further Reading

The ESL/ELL Teacher's Survival Guide is one of the highest-rated books on teaching English-language learners available. In addition to offering an overview of the research on second-language learners and best practices in teaching ESL, it also includes a whole section on teaching ESL in the content areas and another specifically geared toward teaching ELL students in mainstream classrooms.
References:
Walker, A., Shafer, J., & Iiams, M. (2004). "Not in my classroom": Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal of Research and Practice, 2(1), 130-160.

Yigzaw, A. (2012). Impact of L1 use in L2 English writing classes. Ethiopian Journal of Education and Sciences, 8(1), 11-27.

If you thought this was helpful, stick around.
Join my mailing list and never miss another post. You'll get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and joyful. To thank you, I'll send you a free copy of my new e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

Click here to get a PDF of this article.

# data[].attributes.attachment_link.title
12 Ways to Support English Learners in the Mainstream Classroom

# data[].attributes.attachment_link.description
Advice from three ESL teachers on the things regular classroom teachers can do to help English language learners thrive in mainstream classrooms.

# data[].attributes.body
This is an article that goes through the different types of ESL teachers, what each does and how each are important

# data[].attributes.attachment_link.readable_text
The globalization of business and the influx of immigrants to the U.S. have both driven the growth of English language learners and the need for educators who are skilled in teaching this unique group of learners.

According to Face the Facts USA, a Project of George Washington University, 10 percent of all public school students in the United States are English as Second Language (ESL) Learners/English Language Learners (ELLs), meaning they have limited English proficiency. However, less than 1 percent of public school teachers are English as a Second Language (ESL) instructors (or one ESL instructor for every 150 students), thereby highlighting a demand for ESL instructors in our increasingly culturally diverse world.

Amidst the creation of programs in schools across the county designed to address the needs of the students, a number of professional acronyms have emerged that have created a bit of confusion. Given the lack of cohesion nationwide regarding ESL instruction, it is quite common to find state boards of education and private industry/business utilizing one or more acronyms, often describing the same type of instruction. Presented here are the most commonly and authoritatively accepted definitions for the various terms related to teaching English to non-native speakers.

Teachers of English to Speakers of Other Languages (TESOL): The acronym TESOL is a general industry term used to describe educating English Learners. Within TESOL, the following terms are used:

Teaching English as a Second Language (TESL): TESL involves teaching English to speakers of other languages and it most often interchanged with the term ESL teaching/teachers. TESL/ESL teachers may work for public or private PK-12 schools; private tutoring companies; companies/organizations; and colleges/universities, just to name a few.

Teaching English as a Foreign Language (TEFL): TEFL involves teaching English abroad where English is not the primary language. TEFL educators may work for international schools, international companies, international organizations/associations, and international universities, just to name a few.

English to Speakers of Other Languages (ESOL): The term ESOL is generally used when describing programs outside of a PK-12 setting that are designed for ELLs who seek proficiency in social and academic language; ESOL programs, which may also be referred to as English as a Second Language programs, generally teach basic grammar, vocabulary and colloquial terms and phrases to ELLs in a community college, community program, or online program setting. However, states like Florida utilize the ESOL title to describe its academic endorsement for public school teachers and it is commonly used interchangeably with ESL and TESL.

English Language Learner (ELL): ELL simply refers to students who are not currently proficient as English speakers and are in the process of developing their English language skills. ELL students are referred to as such in both ESL specific classes and regular content area classes that they are integrated into. ELL is a universally accepted term for English language learners in the K-12 setting, as well as among adult non-native English speakers who in the process of learning English.

It is typical for undergraduate and graduate programs and primary and secondary endorsements for ESL in public school settings to be labeled using the acronyms ESOL, ESL, ELL, TESL, and TESOL.

What is an English as a Second Language (ESL) Teacher?

ESL teachers work with English Language Learners (ELLs), or those students for whom English is not their primary language. ESL teachers work with ELLs to help them acquire fluency in English, both spoken and in the written word. ESL teachers, who may work with students of all ages, from kindergarten through twelfth grade, must achieve state-specific credentials in ESL if they work in a public school setting.

ESL teachers also serve as a cultural bridge for students, linking a student's native culture with their new cultural experience in the United States. As such, ESL teachers help students recognize the similarities between the two cultures.

However, ESL teachers should not be confused with foreign language teachers. Unlike foreign language teachers, who educate students with whom they share a common language, ESL teachers most often educate students with whom they do not share a common language. Because of this, ESL teachers are trained to offer basic explanations using repetition, demonstrations, and pictures.

Qualifying to Become an ESL Teacher

An education in ESL may be obtained through a state-approved teacher preparation program at the undergraduate or graduate level, or it may be a certification program that serves as an additional endorsement to a current teaching license at the elementary or secondary level in a public school setting.

Many states offer ESL as a primary endorsement, such as Oklahoma (English as a Second Language, P-12), Connecticut (TESOL, PK-12), and Washington D.C. (English as a Second Language) for public school teachers. Other states that do not offer ESL as a primary endorsement, offer ESL as an add-on endorsement. Among these states are Arkansas, North Dakota, and Louisiana.

Licensed educators certified in elementary education, and secondary teachers certified in language arts and English (and many times in other subjects), often pursue ESL certification, which typically includes between 15 and 18 semester hours of study, as to best meet the needs of their student population.

Requirements for ESL education and/or certification may differ for private schools and for instruction in private industry or business. TESOL certification is often required.

The Important Work of ESL Teachers

ESL instruction must generally meet specific education laws, including state and federal requirements. Although curriculum for ESL teachers may vary from state to state, all states are currently required to provide ESL learning programs that meet federal mandates for education, including the No Child Left Behind Act.

ESL teachers may work in ELL classrooms as primary educators, or they may work alongside primary teachers as auxiliary support. Providing support in typical classrooms has become commonplace for ESL teachers as many states seek to immerse ELLs in regular class settings. The ultimate goal of ESL teachers is to ensure that ELLs become fluent as to meet the same standards as native English learners.

The Challenges and Opportunities that Await New ESL Teachers

The U.S. Department of State, through their publication, Count Me In- Developing Inclusive International Schools, recognizes that many teachers may lack confidence in teaching ESL students. However, the publication pointed out that effective language teaching for both ESL and other students focuses on "meaning-making," rather than on recall of vocabulary words and that a positive classroom environment is one that supports true interaction and collaboration between teacher, student, and parent.

It is therefore up to ESL teachers to ensure that favorable conditions surround the acquisition of a second language. ESL teachers, aware of student needs, can circumvent negative student experiences and allow all students to benefit from rich language experiences. It can therefore be said that some of the most important goals of ESL teachers involve:

Providing environments that are orchestrated to provide opportunities for making meaning, rather than simply recalling new vocabulary or other facts

Providing a supportive environment where appropriate cognitive challenges exist and conditions that produce threat and anxiety are reduced

Providing comprehensive input, which includes conveying a message in language that is pitched just beyond what the ELL students can produce themselves

The Department of State publication states that based on the fact that language acquisition in both first and second languages tends to be similar, all students will benefit from an effective language program that is "rich in opportunities to construct personal meaning from course content."

ESL teachers, according to the publication, should:

Expect and respect a silent period in beginning ELL students

Allow students time to process questions and answers

Develop non-verbal ways for students to demonstrate their knowledge (charades, role playing, interactive games, drawings, etc.)

Try to take time to address new students on a one-on-one basis each day

Utilize assigned peers (buddies) for new ESL students

Encourage students to discuss academic topics at home in their native language

Find ways to value ELL's home culture and language

Use instructional methodologies that are active and focus on learning by doing and higher-level thinking processes

Focus on the transmission of meaning and the development of concepts, rather than correct grammatical form

Implement consistent and valued teaching and learning strategies

# data[].attributes.attachment_link.title
What is ESL | What is ELL | What is TESOL | What is ESOL | What is TEFL

# data[].attributes.attachment_link.description
The globalization of business and the influx of immigrants to the U.S. have both driven the growth of English language learners and the need for educators who are skilled in teaching this unique group of learners.

# data[].attributes.headline
Getting to the Rough Ground of Language and Literacy Learning Through the Language Experience Approach

# data[].attributes.subject
Getting to the Rough Ground of Language and Literacy Learning Through the Language Experience Approach

# data[].attributes.body
This is an article that explains the Language Experience Approach to teaching English language  learners, A hands on approach to learning English

# data[].attributes.attachment_link.description
The Literacy Bug is dedicated to all things literacy related in all its various forms, purposes and possibilities.

# data[].attributes.headline
4 Truths About Teaching English Language Learners

# data[].attributes.subject
4 Truths About Teaching English Language Learners

# data[].attributes.body
This is an article on 4 points that help teachers understand their English Language Learner students.

# data[].attributes.attachment_link.readable_text
The majority of communities in the United States have English language learners (ELLs) and consequently, the great majority of teachers are engaged in identifying how to serve this group of students. Here are a few highlights of what I've learned ELLs really need from more than 20 years of working closely with them in public schools.

1. There Are Many Different Kinds of English Language Learners

Amongst the first group of students I ever taught-a group of high school students who were all English language learners-was a 17 year old who had never attended school and didn't know the alphabet. We started with how to hold a pencil. A young South Korean student in the same class spoke little English, but had a great deal of content knowledge in her first language.

Another student from Yemen struggled to learn English and-his older brother told me-was frustrated that he couldn't transfer his understanding of math into English given that our numbers are written differently. Finally, there was a student from El Salvador who had attended only a couple of years of school at home. She had experienced extreme violence in her home country, as well as on the journey to the U.S. She had constant headaches, stomachaches, insomnia, and other indicators of trauma.

There are ELLs whose U.S. born parents were ELLs, and whose grandparents, also born in this country, are lifelong ELLs. There are students who sound fluent in English, who can carry on conversations, but lack the fluency in English academic discourse to access complicated content or to express their understandings. Assumptions are often made about who ELLs are or what they need which leads to the next suggestion.

2. They Need to Be Known

A child who can't speak English may have academic knowledge in other content areas, and may have strong speaking, reading, and writing skills in their first language. It's our job as teachers to figure out what they are able to do when we remove the language factor. Understanding what the child brings to the classroom will allow us to affirm their skills and build on their strengths.

Beyond this, we need to know our English language learners-as we need to know all of our students-as full and complex human beings. We need to know what matters to them, what makes their eyes light up with joy, what they find funny, who matters to them, and what they dream of in life.

We also need to know their names-and how to correctly pronounce them. We need to know how to appropriately greet their parents or caregivers given their family's culture, and how to partner with the adults in their lives so that we can better serve them.

3. They Need Opportunities to Speak English

All kids need to speak in school, including English language learners. They need opportunities to speak where they feel safe and at least somewhat comfortable. This is the teacher's responsibility: to create a safe classroom where students can take risks and practice speaking in English-where no one will laugh or make fun of them.

In order to practice speaking English and feel somewhat successful, English language learners require scaffolds of many kinds. A scaffold such as sentence stems, for example, can assist ELLs as they practice speaking. For those who speak very little English, a visual depicting a handful of faces expressing emotions can also go along with the stem, "I feel ______ today." ELLs need to speak and speak and speak, repeating phrases over and over, in order to learn the language.

4. They Need Us to Be Learners

Many areas in the U.S. have had English language learners for a long time, while other regions are more recently experiencing an influx of immigrants and refugees. If you teach English language learners, and if you don't yet feel fully equipped to do so, your students need you to continue learning so that you can meet their needs. Check out the website, Colorín Colorado, which offers a variety of age-specific tools for teaching ELLs (articles, webcasts, videos, and various strategies and tips). What strategies and tools have worked for you in supporting students who are learning English? Please share in the comments section below.

# data[].attributes.attachment_link.title
4 Truths About Teaching English Language Learners | Edutopia

# data[].attributes.attachment_link.description
The majority of communities in the United States have English language learners (ELLs) and consequently, the great majority of teachers are engaged in identifying how to serve this group of students. Here are a few highlights of what I've learned ELLs really need from more than 20 years of working closely with them in public schools.

# data[].attributes.headline
Teaching English Without Teaching English

# data[].attributes.subject
Teaching English Without Teaching English

# data[].attributes.body
This is a video on how to teach English in a way that is natural, conversational, and truly beneficial to the students.

# data[].attributes.attachment_link.title
Teaching English without Teaching English | Roberto Guzman | TEDxUPRM

# data[].attributes.body
This is a blog post made by a teacher on  how to help brand new students that do not speak a word of English and are put in a general education class.

# data[].attributes.attachment_link.readable_text
I feel so fortunate to teach newcomer English Language Learners. They work so hard and absolutely love coming to school each and every day! And there is nothing more rewarding than seeing them acquire English as they learn grade level content.

It can be challenging work though...especially when new students come midyear and are not speaking English yet. Luckily, there are many things you can do to help your newcomer English Language Learners. My dear friend Elizabeth and I would like to share what works for our newcomers...and to learn what works well in your class too!

Here are some of my tried-and-true tips for newcomer English Language Learners:

Use Hand Signals to Encourage Participation

My newcomer ELL students often feel hesitant to participate in class discussions, so I am always on the lookout for ways to get them to participate non-verbally as well. This year, I've been using more hand signals to get my newcomers comfortable in sharing their knowledge...and it has worked like a charm!

When we review a math paper, we show a one for the same response and a two for a "slightly different answer" (as we politely phrase it in my 5th grade class!). I've noticed that my newcomers are the first to remember and use these signals in our daily routine. It is wonderful to see them participate along with the rest of the class!

Label Everything with Visuals

The more labels you use, the more organized your students can keep the room, right? But labels can also serve another important purpose. They can help your newest ELLs gain basic vocabulary.

With pictures on these labels, newcomers are also able to access materials with ease, even if they are just beginning to speak English. Visual labels also allow them to help keep the room organized, along with their mainstream classmates:

Every single sign I use in my classroom has a visual to help my ELL newcomers (in a bright and fun colors, of course!). This resource features a large collection of labels my newcomers and I use all throughout our classroom this year:

I cannot imagine teaching without my document camera. It's been said again and again, but a picture really is worth a thousand words, especially for students with limited English.

We use our document camera for note-taking, science experiments, math activities...anything that requires a visual so my newcomers can follow along with ease.

Of course document cameras can be costly...but there are some options if you don't have this kind of technology. One of my favorite alternatives that I have used over the years is the iPevo camera:

This little camera is less than $70! And the all of the visual instruction you can provide your newcomer ELL students...well that is simply priceless! You can read more about this document camera in this post: Cheap Document Camera

My newcomer English Language Learners experience the greatest success when my instruction is carefully scaffolded. Each time we learn new content, I activate prior knowledge, teach vocabulary before the lesson, model how to complete a task, provide practice in groups, and so on:

I gradually release until my ELLs are comfortable in working on a task independently:

In addition to breaking up my instruction in order to scaffold, I have also found it helpful to break up math concepts. For instance, before teaching powers of ten this year, I really needed to teach my newcomers about exponents. This led to my newest series:

This resource features two tiers of notebook pages with built-in scaffolding, all ready for you to just print and instruct.

Make Meaning with Morphology

Once my newcomers have started speaking more English (especially that academic language!) I know it is time to break out my morphology resources. The study of affixes and roots helps all of my students acquire challenging vocabulary.

Our class uses Spelling with Morphology for both spelling and vocabulary instruction. It features an entire year of tiered lists, all related under similar categories:

These categorized lists really help my ELLs make connections between the affix/root and its morphological meaning, helping them acquire some advanced, grade-appropriate vocabulary.

I also love to decorate our classroom with morphological posters, to provide meaningful visuals. My latest resource features three sets of ELA posters my class constantly refers to throughout the school year:

What are your favorite strategies for working with English Language Learners? Elizabeth and I would love to hear your tips!

a Rafflecopter giveaway

# data[].attributes.attachment_link.description
I feel so fortunate to teach newcomer English Language Learners. They work so hard and absolutely love coming to school each and every day! And there is nothing more rewarding than seeing them acquire English as they learn grade level content. It can be challenging work though...especially when new students come midyear and are not speaking English yet.

# data[].attributes.headline
Teaching Multilevel ESL Classes: What You Need to Know

# data[].attributes.subject
Teaching Multilevel ESL Classes: What You Need to Know

# data[].attributes.body
This is an article giving tips on how to teach a class of students that range from very beginner to students that have been speaking English for a year.

# data[].attributes.attachment_link.readable_text
Multi-level ESL classrooms provide advantages for English learners, where they have opportunities to interact with each other and learn language through practice and negotiating meaning.

At the same time, teaching a multi-level classroom is challenging for the instructor. It does require more planning time and involves serious collaboration between the teachers. Like in any classroom, classroom management is also essential.

When you take a TESOL course or otherwise study to become an ESL teacher, you learn about multi-level classrooms.

But then you start working. And the reality, as always, is much more different than what they tell you in the books.

Do you have an ESL classroom with students, who are complete beginners, along with those who have had a year or two of English? Are they also mixed in the same classroom with rather competent English speakers?

Do you question yourself: how on earth am I going to reach them all? In one classroom? How do I do it so that my students leave my classroom knowing that they have learned something?

It is the daily question I ponder. And while my classroom and ideas are far from perfect and not always easy to implement, today I would like to share with you a few of them on how you can organize your multi-level classroom and feel like both you and your students have accomplished things.

Assess your ESL students' needs

It is important to remember that someone who has just been assigned to your class but speaks no English has completely different language learning needs than a student who has some English under his/her belt.

In my district, we use a WIDA Screener, which allows us to determine the level of English proficiency in listening, reading, speaking and writing. Based on those scores, I then can refer to the CAN DO descriptors and go from there.

However, in my opinion, the WIDA Screener (or any other proficiency assessment tool) does not give a complete picture of what the student is like so using other methods such as interviews, group discussions or just plain student observation allows me to get a better picture of the student's English learning needs.

As a side note, student need assessment should be ongoing. I cannot tell you how many times I've had a student who was a false beginner (meaning they had studied English in their country for many years, but are not able to readily produce speaking/writing), stressed out during the first week of school and their formal assessment scores were really low. Fast forward a month from that time, and they are chattering away, are able to write in complete sentences and eagerly ask for synonyms of simple verbs and adjectives.

Depending on your curriculum (and assuming you have one that you are following), you can plan your lessons with different levels of learners in mind. If, say, you have a lesson on reading a short story "Lamb to the Slaughter" by Roald Dahl, you could refer back to the CAN DO descriptors or other information that allows you to tap into what your student is capable to do in English and work around that.

For example, high beginners will be able to listen to the story read aloud, with pauses and check-in questions during the reading. They will then be able to fill out a timeline of events that happened in the story.

Intermediate students will be able to listen the story read aloud, with pauses and check-ins during the reading. They will then be able to describe the main character using descriptive character traits.

Planning this way allows you to have a more manageable multi-level classroom and will give both you and your students a sense of accomplishment.

Group your students

Although the number of students in my classroom is not big compared to some (4,6 and sometimes 8 students), there are almost as many levels of English there. I teach at the high school, where my students need to succeed in their mainstream classes, so we learn English through content - history, science, math, i.e. whatever their current class project/homework is.

When our ESL class starts, the first thing I ask my students to do is to write down on the board what their main focus (in terms of which subject) for our class will be. Once they do that, I can see that a few of them have similar homework/subject to work on, while others can work individually. I group the students by work they have to complete and then turn my attention to those who are not yet able to work independently.

This is a simple and practical way that has worked for my class and allowed me to get a grip on both the language and content teaching.

While the above is typical for my class, grouping, in general, is a fantastic way for the students to learn English. There are different ways to do it - by skill level, by language, by interest, etc. - and you can further read about it in an excellent article from FluentU .

Use projects or themes

There are days, though, especially at the end of a semester or before or right after vacation, when the students do not have much homework or need help with any subject. These are the days when I get to enjoy teaching a lesson that revolves around a common topic or theme.

I have noticed that many students who start school in the U.S. have a lot of knowledge in certain subject areas but at the same time, they may be lacking in what has been taught here throughout the years they had missed. Such can include determining different genres of literature, or catching up on short stories, or covering a period on American history, which is recurrent in many subject area classes (such as slavery and civil rights, for example).

A common topic/theme unites the multi-level class and allows you to use varied grouping settings, exposing beginner level students to vocabulary and language they may not otherwise know and allow the more proficient students take the responsibility and act as peer tutors.

One of my all-time favorite topics to cover is the genre unit with a focus on fairy tales. Both young and older students can relate to the topic because every culture has stories that pervade national character and reveal a perception of the world that might be interesting or unexpected to others.

Have readily available materials

For the students, who are able to work independently, it is important to have materials that they can utilize in their language learning. Having a designated area with vocabulary worksheets, reading passages and/or laptops, where they can access news articles on the websites provided by you, writing tasks, etc. is a great way to promote independent learning. Activities in this center are designed in such a way that students require minimal assistance from you thus providing you with the time to focus on those, who need more help.

What have you found what works for you in a multi-level ESL classroom? Share in the comments below!

Share this... Pin it!

# data[].attributes.attachment_link.title
Teaching Multi-Level ESL: Here's What You Need to KNow

# data[].attributes.attachment_link.description
Multi-level ESL classrooms provide advantages for English learners, where they have opportunities to interact with each other and learn language through practice and negotiating meaning. At the same time, teaching a multi-level classroom is challenging for the instructor. It does require more planning time and involves serious collaboration between the teachers.

# data[].attributes.body
This is a page on eslkidsstuff.com that assists teachers in giving aid to ESL and ELL through the use of visuals and or worksheets.

# data[].attributes.attachment_link.description
Over 1,000 great worksheets to use in your ESL kids classes.

# data[].attributes.headline
Understanding the struggles of ELL students and teachers

# data[].attributes.subject
Understanding the struggles of ELL students and teachers

# data[].attributes.body
This is an article describing the struggles faced by both ELL students and by their teachers along with giving tips to use daily with these students.

# data[].attributes.attachment_link.provider_name
Schoolyard Blog | Teacher Resources | School Specialty

# data[].attributes.attachment_link.readable_text
Reading & Literacy School Specialty *

English Language Learners (ELL) are the fastest-growing student population group-according to an NEA Policy Brief, by 2025 nearly 25 percent of students in public schools will be English Language Learners. With such a dramatic increase, it is imperative that the educational community understands and adequately addresses the struggles of ELL students, and ensure that ELL teachers receive the best training possible.

Challenges Facing ELL Students

ELL students struggle academically for a variety of reasons. Think about it-the challenges of learning a new language, the many exceptions in the English language, and differences in regional dialects-they're all overwhelming factors that can frustrate your ELL students.

This frustration can lead to a lack of motivation, or even to an over-dependence on teachers or peers to assist them. Your ELL students who lack the vocabulary that their peers have struggle with concepts like homonyms and synonyms, and can suffer from poor communication in the classroom. As a result, they may continue to speak more often in their native language, or be fearful of participating and speaking out in a classroom setting-all of which negatively affect their overall learning in the classroom.

Challenges Facing ELL Teachers

One of the biggest challenges facing ELL teachers is ensuring that each student makes adequate yearly progress (AYP) in reading, math, and English, as required by the law. Being able to accurately assess each student can be difficult, as accommodations that are allowed during testing can sometimes be of limited value.

Another challenge that many teachers struggle with is that there is such a wide range of academic levels among ELL students, and preparing lessons and integrating activities that are academically appropriate for a wide range of students can be challenging.

Assisting and Assessing ELL Learners

So how can you more effectively teach your ELL students? There are several activities that teachers can implement into their teaching:

Read to Students Daily

Both hearing and seeing the written word on a daily basis will help students develop a better understanding of the English language. Choose texts that are diverse and represent multiple cultures, which will create opportunities for students to make connections to the text.

Choose Appropriate Material

Students who are learning English need access to vocabulary, so you should choose books that contain illustrations, action-based story plots, and predictable, repetitive phrases. It's important to use material that is both interesting and level appropriate so students stay engaged without feeling overwhelmed.

Encourage and Support Comprehension

Reading slowly, reading the same story more than once, and using visuals to support story points are all ways to support comprehension. Comprehension should be tested on a regular basis to track progress as accurately as possible.

Promote Cooperative Learning

Guided collaboration among children enables ELL students to assist and learn from one another. Literature circles are a great way to get students learning together by reading and discussing books in a group setting.

Assessment practices

Use multiple assessment practices to allow students to show you what they know. Using a variety of assessments will allow you to determine if the student lacks contact knowledge, literacy skills, cultural background, or language acquisition.

Professional Development for ELL Teachers

Because the needs of ELL students are so diverse and continually changing, ongoing teacher training is necessary to meet the changing needs of each student. Teachers need access to research-based strategies that will enable them to implement the best programs and teaching methods in their classrooms. Providing ELL students, as well as their teachers, with high-quality programs and services is a crucial investment in America's future.

# data[].attributes.attachment_link.title
Understanding the Struggles of ELL Students and Teachers

# data[].attributes.attachment_link.description
English Language Learners (ELL) are the fastest-growing student population group-according to an NEA Policy Brief, by 2025 nearly 25 percent of students in public schools will be English Language Learners. With such a dramatic increase, it is imperative that the educational community understands and adequately addresses the struggles of ELL students, and ensure that ...

# data[].attributes.body
A video discussing the problems non English speakers are forced to deal with such as the problem of leaving behind their native tongue.

# data[].attributes.attachment_link.title
Suzanne Talhouk: Don't kill your language

# data[].attributes.attachment_link.description
More and more, English is a global language; speaking it is perceived as a sign of being modern. But -- what do we lose when we leave behind our mother tongues? Suzanne Talhouk makes an impassioned case to love your own language, and to cherish what it can express that no other language can.