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Children are more successful when their parents and families are there supporting them. That is why it is SO important to have ways to invite those families into your classroom and help them feel welcomed! 

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Children are more successful when their parents and families are there supporting them. That is why it is SO important to have ways to invite those families into your classroom and help them feel welcomed! 

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Engaging Parents of English-Language Learners

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Research shows that children whose parents are involved in supporting their learning do better in school. For English-learners, educators think that parent involvement can be especially important for supporting successful language development.
-Corey Mitchell

https://www.edweek.org/leadership/connecting-with-english-learner-families-5-ideas-to-help-schools/2019/11#:~:text=Research%20shows%20that%20children%20whose,for%20supporting%20successful%20language%20development.

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This website offers several differnt resources. There are mant grades to choose from. There are webcame options, classroom stratigies, and even parent tips.

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These resources for English Language Learners (ELLs) from Colorín Colorado are age-specific and are organized by grade. Some resources may be adaptable for younger or older students.

Each section contains a variety of resources, including articles, videos, webcasts, tip sheets, and recommended websites.

What You'll Find in This Section

This section focuses on the early education of young English language learners (ELLs). Resources include a webcast, classroom strategies, parent tips, research and policy recommendations, and recommended books and websites.

These resources offer grade-specific ideas for teaching and supporting English language learners (ELLs) in early and upper elementary school. Ideas include tips for classroom teachers as well as ESL teachers.

This section focuses on the early education of young English language learners (ELLs). Resources include a webcast, classroom strategies, parent tips, research and policy recommendations, and recommended books and websites.

These resources offer grade-specific ideas for teaching and supporting English language learners (ELLs) in early and upper elementary school. Ideas include tips for classroom teachers as well as ESL teachers.

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These resources for English Language Learners (ELLs) from Colorín Colorado are age-specific and are organized by grade. Some resources may be adaptable for younger or older students. Each section contains a variety of resources, including articles, videos, webcasts, tip sheets, and recommended websites. This section focuses on the early education of young English language learners (ELLs).

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Tumblebooks is a hreat reading resource. It offers many books which can be read in different languages!

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What a treasure. This site is extremely useful for non readers of all ages. My children just love it. I have shared this site with many of our special needs teachers across our county. Thanks so much for providing such a fun, affordable, and worthwhile product.
Renee
Special Education Teacher, MI
We love TumbleBooks!!! I should add the kids do, too!! TumbleBooks has allowed us to introduce a vast collection of books to students and they W A N T to read. It gives them choice, gives them some control over their own learning, all while at an appropriate reading level. What could be better?
Kathy
Reading Consultant Seth Haley School, CT
I love this site! The fact that the levels of books available are so far-reaching makes this a wonderful site for classrooms---virtually any child can utilize the features on this site. The book report feature is great as well--right along with many of the standards we are teaching in our classrooms, and a great tool for guiding students. The quizzes offer students feedback, and also encouragement as they continue to read. This promotes a feeling of success among students, and furthers their love for literature and reading.
Tammy
Curriculum Coach, SC
This is the best interactive read aloud website I have found. My students and I love it. We can always locate a book easy that connects to what we have been studying. The students love to watch the pictures, and as they progress with their decoding skills they pick out words that they know. When we watch one of these books, I have to pause it after every page so they can find all their sight words that are on the page. The website makes it like have a celebrity reader in our room daily. Thank you so much for your wonderful reading website.
Brandi
Kindergarten, AL

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TumbleBookLibrary is a curated database of children's e-books, available by subscription to Elementary Schools and Public Libraries around the world. TumbleBookLibrary Premium has over 1100 titles for grades K-6, and includes our unique animated, talking picture books, read-along chapter books, non fiction books and videos, curated playlists, as well as books in Spanish and French.

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Stages of Second Language Acquisition: ESL, ELL, LEP & Bilingual

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With language, comes language acquisition. Language acquisition is the process when children learn their native language. Through this link, Stephen Krashen talks about his theory.

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Página inicial Portuguese version

Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill.

Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.

... 'comprehensible input' is the crucial and necessary ingredient for the acquisition of language.

The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production.

In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful.

Stephen Krashen

Introduction

Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing in theories of language acquisition and development. Much of his recent research has involved the study of non-English and bilingual language acquisition. Since 1980, he has published well over 100 books and articles and has been invited to deliver over 300 lectures at universities throughout the United States and Canada.

This is a brief description of Krashen's widely known and well-accepted theory of second language acquisition, which has had a large impact in all areas of second language research and teaching.

The 5 hypotheses of Krashen's Theory of Second Language Acquisition

Krashen's theory of second language acquisition consists of five main hypotheses:

the Acquisition-Learning hypothesis;

the Monitor hypothesis;

the Input hypothesis;

and the Affective Filter hypothesis;

the Natural Order hypothesis.

The Acquisition-Learning distinction is the most fundamental of the five hypotheses in Krashen's theory and the most widely known among linguists and language teachers. According to Krashen there are two independent systems of foreign language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or ' acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act.

The "learned system" or " learning" is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. A deductive approach in a teacher-centered setting produces " learning", while an inductive approach in a student-centered setting leads to " acquisition".

According to Krashen 'learning' is less important than 'acquisition'. (See here our in-depth analysis of the Acquisition/Learning hypothesis and its implications).

The Monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met:

The second language learner has sufficient time at their disposal.

They focus on form or think about correctness.

They know the rule.

It appears that the role of conscious learning is somewhat limited in second language performance. According to Krashen, the role of the monitor is minor, being used only to correct deviations from "normal" speech and to give speech a more 'polished' appearance.

Krashen also suggests that there is individual variation among language learners with regard to 'monitor' use. He distinguishes those learners that use the 'monitor' all the time (over-users); those learners who have not learned or who prefer not to use their conscious knowledge (under-users); and those learners that use the 'monitor' appropriately (optimal users). An evaluation of the person's psychological profile can help to determine to what group they belong. Usually extroverts are under-users, while introverts and perfectionists are over-users. Lack of self-confidence is frequently related to the over-use of the "monitor".

The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language - how second language acquisition takes place. The Input hypothesis is only concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative input is the key to designing a syllabus, ensuring in this way that each learner will receive some 'i + 1' input that is appropriate for his/her current stage of linguistic competence.

See here an enlightening video by Krashen about comprehensible input.
Your browser does not support the video tag.

The Affective Filter hypothesis embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence, anxiety and personality traits. Krashen claims that learners with high motivation, self-confidence, a good self-image, a low level of anxiety and extroversion are better equipped for success in second language acquisition. Low motivation, low self-esteem, anxiety, introversion and inhibition can raise the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place.

Finally, the less important Natural Order hypothesis is based on research findings (Dulay & Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) which suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable. For a given language, some grammatical structures tend to be acquired early while others late. This order seemed to be independent of the learners' age, L1 background, conditions of exposure, and although the agreement between individual acquirers was not always 100% in the studies, there were statistically significant similarities that reinforced the existence of a Natural Order of language acquisition. Krashen however points out that the implication of the natural order hypothesis is not that a language program syllabus should be based on the order found in the studies. In fact, he rejects grammatical sequencing when the goal is language acquisition.

The Role of Grammar in Krashen's View

According to Krashen, the study of the structure of the language can have general educational advantages and values that high schools and colleges may want to include in their language programs. Any benefit, however, will greatly depend on the learner being already familiar with the language. It should also be clear that analizing the language, formulating rules, setting irregularities apart, and teaching complex facts about the target language is not language teaching, but rather is "language appreciation" or linguistics, which does not lead to communicative proficiency.

The only instance in which the teaching of grammar can result in language acquisition (and proficiency) is when the students are interested in the subject and the target language is used as a medium of instruction. Very often, when this occurs, both teachers and students are convinced that the study of formal grammar is essential for second language acquisition, and the teacher is skillful enough to present explanations in the target language so that the students understand. In other words, the teacher talk meets the requirements for comprehensible input and perhaps, with the students' participation, the classroom becomes an environment suitable for acquisition. Also, the filter is low in regard to the language of explanation, as the students' conscious efforts are usually on the subject matter, on what is being talked about, and not the medium.

This is a subtle point. In effect, both teachers and students are deceiving themselves. They believe that it is the subject matter itself, the study of grammar, that is responsible for the students progress, but in reality their progress is coming from the medium and not the message. Any subject matter that held their interest would do just as well.

References

Crystal, David The Cambridge Encyclopedia of Language. Cambridge University Press, 1997.

Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Prentice-Hall International, 1987.

Krashen, Stephen D. Second Language Acquisition and Second Language Learning. Prentice-Hall International, 1988.

Veja também
COMO FAZER UMA CITAÇÃO DESTA PÁGINA:
Schütz, Ricardo E. "Stephen Krashen's Theory of Second Language Acquisition"English Made in Brazil <https://www.sk.com.br/sk-krash-english.html>. Online.(data do acesso).

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Stephen Krashen's Theory of Second Language Acquisition

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Página inicial Portuguese version Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.

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Here are some fun facts about language development! 

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Here are some fun facts about language development! 

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In this episode, we talk about how babies have language as an innate, inborn talent, a position known as nativism. Not any specific language, but just a general ability to know how languages can work, and to pick up languages easily and efficiently. To help show why linguists believe that, we bring up a few different pieces of evidence.

Kids go through similar stages of learning how to make sounds, words, and sentences no matter what language they're picking up. They have the ability to hear the difference between sounds that adult speakers of their language can't tell apart. They do make certain mistakes (which are often really cute), but they don't make a lot of other mistakes that seem pretty tempting. And they learn language way faster than anything else. So why are they so good? Because they have a Universal Grammar in their heads from birth that tells them what's possible in language and what's not.

We talk about a couple of the lines of reasoning behind why we believe in Universal Grammar and nativism. But there are a lot of other lines that fit in here, too! For example, how about how when kids do make mistakes, they're often mistakes that aren't possible in their language, but are possible in other languages. In other words, when an English-speaking baby makes a mistake, they don't do things that are impossible anywhere. But they do sometimes sound like they're German.

For example, take this data reported from an English-speaking child in a study by Rosalind Thornton.

This is a totally bad sentence for English - English doesn't have multiple question words like that in a sentence. But for a German or Dutch speaker (for some dialects), among other languages, that's actually fine. Here's a German sentence below:

Wen glaubt Hans wen Jakob gesehen hat?

whom thinks Hans whom Jakobseenhas?

"Who does Hans think Jakob saw?"

So when a kid is making this mistake, it's maybe not really a mistake, but more like something that's possibly in other languages. It's still part of Universal Grammar; it's just not the language they're speaking.

Or how about this: it's not just speaking babies that show this profile. Deaf babies do the same thing. Sign language is just as much a real human language as any spoken language, and it shows the same kinds of patterns of development. So deaf babies that are exposed to sign language actually start babbling at the same age as other babies do! They just use their hands to babble rather than their mouths. And they show the same profile in what kinds of errors they make as speaking babies do!

Recent research has been looking into kids that are exposed to both sign language and spoken language, and how kids can then do both signing and talking at the same time, and what their grammars look like. Definitely, there's a topic the Ling Space will be returning to in the future!

So how about it? What do you all think? Let us know below, and we'll be happy to talk with you about Universal Grammar and how babies get so good so fast. There's so much more interesting stuff to say, and so we want to hear what interests you!

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Topic 1 - Born to Use Language - The Ling Space

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In this episode, we talk about how babies have language as an innate, inborn talent, a position known as nativism. Not any specific language, but just a general ability to know how languages can work, and to pick up languages easily and efficiently.

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To know how to teach language (especially to EL's) you need to know what langauge is, and where it all begins!

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The Adventure Of English - Episode 1 Birth of a Language - BBC Documentary

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This site offers different games for different subjects!

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This site offers different games for different subjects!

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This website is handy when not only teaching the English language in a literature aspect, but it also teaches English langauge for other subjects such as math and science.

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Leveraging Games for Enhanced K-12 Primary Education in ESL, Math, and Science

In a world where screens have become ubiquitous, leveraging technology for educational purposes has never been more relevant. Enter the realm of online gaming-not just any gaming, but educational games designed for K-12 primary students. In this expansive guide, we will delve into the multifaceted benefits of using online games to enhance English as a Second Language (ESL), Math, and Science education. Get ready to play ESL games online, dabble in math adventures, and explore the fascinating universe of science games that are cool.

Play ESL Games Online: Transforming Language Learning

Games for ESL: More Than Just Fun and Games

When it comes to learning English as a second language, play becomes a powerful tool. Online games offer a unique blend of fun and educational content designed to help ESL learners grasp new concepts, from vocabulary to sentence structure, and even cultural nuances. Playing ESL games online creates a less intimidating environment for learners, allowing them to absorb language elements more naturally.

Building Blocks of Language: Vocabulary and Grammar

The most basic, yet crucial aspects of language learning, are vocabulary and grammar. ESL games often include exercises to match words with pictures, spell words correctly, and form sentences. This playful approach facilitates easier understanding and retention of language fundamentals.

Find Cool Games for Math: Making Numbers Fun

Why Play Math Games Online?

The conventional way of learning math-through rote memorization and repetition-often leaves students bored and unengaged. When you play math games online, you bring an element of fun into the equation, literally. Math games convert abstract concepts into tangible problems that require critical thinking. This makes it easier for young minds to grasp these concepts while having fun.

Math Gaming Categories

Whether it's solving puzzles, going on treasure hunts, or participating in virtual math competitions, online platforms offer a wide range of math games. You can find cool games for math that range from simple addition and subtraction to complex algebraic equations.

Play Science Games Online: Discover, Learn, Innovate

Science Games That Are Cool

How can you make science, often seen as a complex and challenging subject, enjoyable for primary students? The answer lies in integrating games into the educational process. When students play science games online, they experience hands-on learning that fosters curiosity and deepens understanding.

A Universe of Topics

The realm of science is broad, encompassing biology, physics, chemistry, earth sciences, and more. Online platforms often offer games for science that cover these various subjects, each designed to address specific educational standards and outcomes.

Primary Games for Holistic Learning
What Makes Primary Games Different?
When we talk about primary games, we refer to games explicitly designed for younger learners in the K-12 spectrum. These games are simplified yet engaging, covering the core subjects of ESL, Math, and Science. They are crafted to be age-appropriate, ensuring that students not only learn but also enjoy the process.
Primary the Games: Customization and Curriculum
The beauty of primary games lies in their customization options. Teachers and educators can tailor these games to align with the curriculum, making them an excellent supplemental learning tool.
FAQs: Why Are Games Important in Primary Education?
Q1: What is the significance of using games in primary education?
A: Games turn learning into an engaging and interactive experience. They help in improving focus, enhancing retention, and building problem-solving skills, all of which are crucial in primary education.

Q2: How can games be beneficial for ESL learners?
A: Games can offer a stress-free environment where ESL learners can practice language skills without the fear of making mistakes. They also facilitate better retention of vocabulary and grammar rules.

Q3: Are online math games effective for learning?
A: Absolutely! Online math games transform abstract concepts into interactive challenges, making it easier for students to understand and apply them.

Q4: Do science games offer practical knowledge?
A: Yes, many science games simulate real-world scenarios, encouraging students to apply scientific principles and learn through experimentation.

Q5: How do primary games align with traditional education?
A: Many primary games are designed to correlate with standard educational curriculums, making them an excellent supplement to traditional classroom teaching.

In conclusion, the digital age offers an abundance of opportunities to make learning a more engaging and enjoyable process. Whether it's ESL, Math, or Science, there's an online game tailored to make mastering each subject a thrilling adventure. So go ahead, enrich your primary educational journey with an array of games that not only educate but also entertain.

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Games for Learning English, Vocabulary, Grammar Games, Activities, ESL

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ESL Games Plus offers interactive online games for learning and teaching English as a Second Language. Our learning games are mostly suitable for teaching ESL Kids and Teenagers. There are activities for teaching and practising English grammar, vocabulary, sentences, listening and pronunciation skills.

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This is a fun and simple game to get all of your students moving. Even though it is not a verbal games, your EL student's will still be communicating!

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This game book is full of ideas for EL's that may be nervous to play along, and EL's that are ready to play along!

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This game book is full of ideas for EL's that may be nervous to play along, and EL's that are ready to play along!

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Here are some FUN ideas to help EL's feel welcome in your classroom! 

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Here are some FUN ideas to help EL's feel welcome in your classroom! 

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Games and fun activities are a vital part of teaching English as a foreign language. Whether you're teaching adults or children, games will liven up your lesson and ensure that your students will leave the classroom wanting more.

Games can be used to warm up the class before your lesson begins, during the lesson to give students a break when you're tackling a tough subject, or at the end of class when you have a few minutes left to kill. There are literally hundreds, probably thousands, of games that you can play with your students. EFL games are used to test vocabulary, practice conversing, learn tenses - the list is endless.

This list of ten classic ESL games every teacher should know will help get you started and feeling prepared. Having these up your sleeve before stepping into the classroom will ensure your lessons run smoothly, and, should things get a little out of control, you'll be able to pull back the attention of the class in no time.
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1. Board Race

There isn't an EFL teacher I know who doesn't use this game in the classroom. Board Race is a fun game that is used for revising vocabulary, whether it be words from the lesson you've just taught or words from a lesson you taught last week. It can also be used at the start of the class to get students active. It is a great way of testing what your students already know about the subject you're about to teach.

This is best played with 6 students or more - the more, the better. I've used it in classes ranging from 7-25 years of age and it's worked well in all age groups.

How to Play:

Split the class into two teams and give each team a colored marker.

If you have a very large class, it may be better to split the students into teams of 3 or 4.

Draw a line down the middle of the board and write a topic at the top.

The students must then write as many words as you require related to the topic in the form of a relay race.

Each team wins one point for each correct word. Any words that are unreadable or misspelled are not counted.

2. Call My Bluff / Two Truths and A Lie

Call My Bluff is a fun game which is perfect at the start of term as a 'getting to know you' kind of game. It is also a brilliant ice breaker between students if you teach classes who do not know one another -- and especially essential if you are teaching a small class size.

The game is excellent for practicing speaking skills, though make sure you save a time for after the game to comment on any mistakes students may have made during the game. (I generally like to reserve this for after the game, so you don't disrupt their fluency by correcting them as they speak).

With older groups you can have some real fun and you might be surprised what you'll learn about some of your students when playing this particular EFL game.

How to play:

Write 3 statements about yourself on the board, two of which should be lies and one which should be true.

Allow your students to ask you questions about each statement and then guess which one is the truth. You might want to practice your poker face before starting this game!

If they guess correctly then they win.

Extension: Give students time to write their own two truths and one lie.

Pair them up and have them play again, this time with their list, with their new partner. If you want to really extend the game and give students even more time to practice their speaking/listening skills, rotate partners every five minutes.

Bring the whole class back together and have students announce one new thing they learned about another student as a recap.

3. Simon Says

This is an excellent game for young learners. Whether you're waking them up on a Monday morning or sending them home on a Friday afternoon, this one is bound to get them excited and wanting more. The only danger I have found with this game is that students never want to stop playing it.

How to Play:

Stand in front of the class (you are Simon for the duration of this game).

Do an action and say Simon Says [action]. The students must copy what you do.

Repeat this process choosing different actions - you can be as silly as you like and the sillier you are the more the children will love you for it.

Then do an action but this time say only the action and omit 'Simon Says'. Whoever does the action this time is out and must sit down.

The winner is the last student standing.

To make it harder, speed up the actions. Reward children for good behavior by allowing them to play the part of Simon.

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4. Word Jumble Race

This is a great game to encourage team work and bring a sense of competition to the classroom. No matter how old we are, we all love a good competition and this game works wonders with all age groups. It is perfect for practicing tenses, word order, reading & writing skills and grammar.

How to play:

Write out a number of sentences, using different colors for each sentence. I suggest having 3-5 sentences for each team.

Cut up the sentences so you have a handful of words.

Put each sentence into hats, cups or any objects you can find, keeping each separate.

Split your class into teams of 2, 3, or 4. You can have as many teams as you want but remember to have enough sentences to go around.

Teams must now put their sentences in the correct order.

The winning team is the first team to have all sentences correctly ordered.

5. Hangman

This classic game is a favorite for all students but it can get boring quite quickly. This game is best used for 5 minutes at the start to warm the class up or 5 minutes at the end if you've got some time left over. It works no matter how many students are in the class.

How to play:

Think of a word and write the number of letters on the board using dashes to show many letters there are.

Ask students to suggest a letter. If it appears in the word, write it in all of the correct spaces. If the letter does not appear in the word, write it off to the side and begin drawing the image of a hanging man.

Continue until the students guess the word correctly (they win) or you complete the diagram (you win).

6. Pictionary

This is another game that works well with any age group; children love it because they can get creative in the classroom, teenagers love it because it doesn't feel like they're learning, and adults love it because it's a break from the monotony of learning a new language - even though they'll be learning as they play.

Pictionary can help students practice their vocabulary and it tests to see if they're remembering the words you've been teaching.

How to play:

Before the class starts, prepare a bunch of words and put them in a bag.

Split the class into teams of 2 and draw a line down the middle of the board.

Give one team member from each team a pen and ask them to choose a word from the bag.

Tell the students to draw the word as a picture on the board and encourage their team to guess the word.

The first team to shout the correct answer gets a point.

The student who has completed drawing should then nominate someone else to draw for their team.

Repeat this until all the words are gone - make sure you have enough words that each student gets to draw at least once!

7. The Mime

Miming is an excellent way for students to practice their tenses and their verbs. It's also great for teachers with minimal resources or planning time, or teachers who want to break up a longer lesson with something more interactive. It's adaptable to almost any language point that you might be focusing on.

This game works with any age group, although you will find that adults tire of this far quicker than children. To keep them engaged, relate what they will be miming to your groups' personal interests as best as possible.

How to play:

Before the class, write out some actions - like washing the dishes - and put them in a bag.

Split the class into two teams.

Bring one student from each team to the front of the class and one of them choose an action from the bag.

Have both students mime the action to their team.

The first team to shout the correct answer wins a point.

Repeat this until all students have mimed at least one action.

8. Hot Seat

This is one of my students' favorite games and is always at the top of the list when I ask them what they want to play. I have never used this while teaching ESL to adults, but I imagine it would work well.

Hot Seat allows students to build their vocabulary and encourages competition in the classroom. They are also able to practice their speaking and listening skills and it can be used for any level of learner.

How to play:

Split the class into 2 teams, or more if you have a large class.

Elect one person from each team to sit in the Hot Seat, facing the classroom with the board behind them.

Write a word on the board. One of the team members of the student in the hot seat must help the student guess the word by describing it. They have a limited amount of time and cannot say, spell or draw the word.

Continue until each team member has described a word to the student in the Hot Seat.

9. Where Shall I Go?

This game is used to test prepositions of movement and should be played after this subject has been taught in the classroom. This game is so much fun but it can be a little bit dangerous since you'll be having one student in each pair be blindfolded while the other directs them. So make sure to keep your eyes open!

It is also excellent for the adult EFL classroom, or if you're teaching teenagers.

How to play:

Before the students arrive, turn your classroom into a maze by rearranging it. It's great if you can do this outside, but otherwise push tables and chairs together and move furniture to make your maze.

When your students arrive, put them in pairs outside the classroom. Blindfold one student from each pair.

Allow pairs to enter the classroom one at a time; the blindfolded student should be led through the maze by their partner. The students must use directions such as step over, go under, go up, and go down to lead their partner to the end of the maze.

10. What's My Problem?

This is a brilliant EFL game to practice giving advice. It should be played after the 'giving advice' vocabulary lesson has taken place. It is a great way for students to see what they have remembered and what needs reviewing. This game works well with any age group, just adapt it to fit the age you're working with.

How to play:

Write ailments or problems related to your most recent lesson on post-it notes and stick one post-it note on each student's back.

The students must mingle and ask for advice from other students to solve their problem.

Students should be able to guess their problem based on the advice they get from their peers.

Use more complicated or obscure problems to make the game more interesting for older students. For lower levels and younger students, announce a category or reference a recent lesson, like "Health", to help them along.

These games will keep your students engaged and happy as they learn! Remember, these are just ten on the hundreds of different EFL games that you can plat with your students. As you get more confident in the classroom, you can start putting your own spin on games and eventually make up your own.

Whatever the age of your students, they're guaranteed to love playing EFL games in the classroom. An EFL classroom should be fun, active and challenging and these games are sure to get you heading in the right direction.
This article was originally published in October 2013; we redesigned and updated this article in May 2018.
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10 Fun ESL Games and Activities for Teaching Kids English Abroad

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Want to make your ESL classroom a more fun and educational place to be? These 10 great games will help teach your students during your time as an ESL teacher abroad.

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Learn about the background and culture of your EL students.

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Learn about the background and culture of your EL students.

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Teaching EL's can be challenging. Try to get to know your EL students and their culture. Once you do that, teaching them may become less difficult.

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Deciding what skills and concepts need to be taught, and the best way to teach them, starts with assessing the current level of content knowledge. In the instance of young ELLs, the best approach is to design assessments that recognize and value the knowledge and experience that ELL students bring to their education. This includes allowing them to use all their language resources - English, home language or both - through a process known as translanguaging to demonstrate what they know and can do in different subject areas. It allows students to use language practices that they already possess and is essential to providing an important confidence.

Whether taught as part of the mainstream classroom or as a separate group, for them to be successful, an inclusive learning environment needs to be provided. One way to do this is by following the principles of the Universal Design for Learning (UDL), a framework of instruction that is intended to guide the design and development of curricula and lessons to make learning environments inclusive and effective for all learners. The UDL framework is rooted in three distinct principles: (1) provide multiple means of representation, (2) provide multiple means of action and expression, and (3) provide multiple means of engagement. The framework is a reminder for teachers to offer variety in their instruction and to exercise flexibility, so ELL students are able to demonstrate what they know and are able to do.
Keeping families involved
Learning doesn't stop at the end of the school day. Parental support is also a key factor in children's academic success. Regular, open communication between a teacher and parents can make a big difference in getting parents of young ELLs to participate more actively. Teachers may find it helpful to be proactive in seeking and establishing good communication. Even when teachers do not speak the student's home language, using resources such as interpreters, school-community liaisons, or translated materials may be helpful to establish communication. The better-informed parents are, the more likely it is that the student will get support to succeed academically.

"Families of young ELLs should be integrated into the learning process from the beginning - early and often. Work with the parents from an assets-based perspective to recognize the knowledge they possess and pass on to their children. Also, as parents may have varying levels of language and literacy skills, even in their home language, using multimodal information - such as a written letter with an electronic audio component to read the letter aloud - is important to ensure effective communication," said Danielle Guzman-Orth, English language learning Research Scientist at ETS.

For ELL teaching to be effective, it can't be approached in a silo. Collaboration between teachers and parents is critical to leverage synergies across students' language and content learning opportunities. Teachers need to be prepared to teach ELLs with effective, evidence-based strategies that take into consideration the students' background and knowledge in order to help educate them for a successful future.

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Embracing Culture and Background When Teaching Young English-Language Learners - ETS Open Notes

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Deciding what skills and concepts need to be taught, and the best way to teach them, starts with assessing the current level of content knowledge. In the instance of young ELLs, the best approach is to design assessments that recognize and value the knowledge and experience that ELL students bring to their education.

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Please select a country in the dropdown menu below to see the values for the 6 dimensions. After a first country has been selected, a second and even a third country can be chosen to be able to see a comparison of their scores.

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Here is a short list of some Cultural Components.

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Here is a short list of some Cultural Components.

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There are SO many different cultures to take into consideration!

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There are SO many different cultures to take into consideration!

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The 6 dimensions model of national culture by Geert Hofstede

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The six dimensions of national culture defined by Geert Hofstede described, presented on world maps and explained on video by Geert.

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Why cultural diversity matters | Michael Gavin | TEDxCSU

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Lets think about the culutral components that come into play when teaching EL's

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Lets think about the culutral components that come into play when teaching EL's

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Hofstede's 6D Model of National Culture - Simplest Explanation Ever