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The number of English language learners in the United States is growing rapidly, including in many states that have not previously had large immigrant populations. As teachers try to respond to the needs of these students, here are a few basic best practices that might help. We have found that consistently using these practices makes our lessons more efficient and effective. We also feel it is important to include a few "worst" practices in the hope that they will not be repeated!

Modeling

Do model for students what they are expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud, and showing good teacher and student work samples. Modeling promotes learning and motivation, as well as increasing student self-confidence-they will have a stronger belief that they can accomplish the learning task if they follow steps that were demonstrated.

Don't just tell students what to do and expect them to do it.

Rate of Speech and Wait Time

Do speak slowly and clearly, and provide students with enough time to formulate their responses, whether in speaking or in writing. Remember, they are thinking and producing in two or more languages. After asking a question, wait for a few seconds before calling on someone to respond. This "wait time" provides all students with an opportunity to think and process, and gives especially ELLs a needed period to formulate a response.

Don't speak too fast, and if a student tells you they didn't understand what you said, never, ever repeat the same thing in a louder voice.

Use of Non-Linguistic Cues

Do use visuals, sketches, gestures, intonation, and other non-verbal cues to make both language and content more accessible to students. Teaching with visual representations of concepts can be hugely helpful to ELLs.

Don't stand in front of the class and lecture, or rely on a textbook as your only visual aid.

Giving Instructions

Do give verbal and written instructions-this practice can help all learners, especially ELLs. In addition, it is far easier for a teacher to point to the board in response to the inevitable repeated question, "What are we supposed to do?"

Don't act surprised if students are lost when you haven't clearly written and explained step-by-step directions.

Check for Understanding

Do regularly check that students are understanding the lesson. After an explanation or lesson, a teacher could say, "Please put thumbs up, thumbs down, or sideways to let me know if this is clear, and it's perfectly fine if you don't understand or are unsure-I just need to know." This last phrase is essential if you want students to respond honestly. Teachers can also have students quickly answer on a Post-it note that they place on their desks. The teacher can then quickly circulate to check responses.

When teachers regularly check for understanding in the classroom, students become increasingly aware of monitoring their own understanding, which serves as a model of good study skills. It also helps ensure that students are learning, thinking, understanding, comprehending, and processing at high levels.

Don't simply ask, "Are there any questions?" This is not an effective way to gauge what all your students are thinking. Waiting until the end of class to see what people write in their learning log is not going to provide timely feedback. Also, don't assume that students are understanding because they are smiling and nodding their heads-sometimes they're just being polite.

Encourage Development of Home Language

Do encourage students to continue building their literacy skills in their home language, also known as L1. Research has found that learning to read in the home language promotes reading achievement in the second language as "transfer" occurs. This transfer may include phonological awareness, comprehension skills, and background knowledge.

While the research on transfer of L1 skills to L2 cannot be denied, it doesn't mean that we should not encourage the use of English in class and outside of the classroom.

Don't "ban" students from using their native language in the classroom. Forbidding students to use their primary languages does not promote a positive learning environment where students feel safe to take risks and make mistakes. This practice can be harmful to the relationships between teachers and students, especially if teachers act more like language police than language coaches.

This is certainly not a complete guide-these are just a few of the most basic practices to keep in mind when teaching English language learners (or, for that matter, probably any second language learner). What are more do's and don'ts that you would add to the list?

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Do's & Don'ts for Teaching English-Language Learners

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The number of English language learners in the United States is growing rapidly, including in many states that have not previously had large immigrant populations. As teachers try to respond to the needs of these students, here are a few basic best practices that might help.

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Sheltered instruction is an approach to teaching ELL's which integrates language and content instruction. The dual goals of sheltered instruction are: to provide access to mainstream, grade-level content, and. to promote the development of English language proficiency.

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Best Practices: Sheltered Instruction for ELL's

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Best Practices: Sheltered Instruction for ELL's

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Module 1 Sheltered Instruction Training- Overview

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1. Consider Integrating experiential learning as a part of ELL programing

2. Look at placements based on the supervisor, not the work

3. Keep an open mind about how co-op will look for ELL's

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1.Consider how we treat visitors versus New Canadians

2. Look at ELL's as subject matter experts for their families and community members

3. Keep and open line of communication with guidance counsellors

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English Language Learners (ELL) are students in provincially funded English language schools whose first language is a language other than English, or is a variety of English  that is significantly different from the variety used for instruction in Ontario’s schools, and who may require focused educational supports to assist them in attaining proficiency in English. These students may be Canadian born or recently arrived from other countries. They come from diverse backgrounds and school experiences, and have a wide variety of strengths and needs.

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English Literacy Development (ELD) programs, which are for students whose first language is other than English or is a variety of English significantly different from that used for instruction in Ontario schools. Students in these programs are most often from countries in which their access to education has been limited, and they have had limited opportunities to develop language and literacy skills in any language. Schooling in their countries of origin has been inconsistent, disrupted, or even completely unavailable throughout the years that these children would otherwise have been in school. As a result, they arrive in Ontario schools with significant gaps in their education.

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English as a Second Language (ESL) programs, which are for students whose first language is other than English or is a variety of English significantly different from that used for instruction in Ontario schools. Students in these programs have had educational opportunities to develop age-appropriate first-language literacy skills

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English Language Learners, ESL and ELD Programs and Services

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English Language Learners, ESL and ELD Programs and Services

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Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12

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For us, our goal is to build empathy and compassion for ELL Students and their families amongst cooperative education teachers. We know you change lives every day, and we are hoping to encourage you to change the lives of new Canadians and their families by teaching them how to integrate into the workforce in Ontario

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Full Length

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As refugees arrive in Canada, schools are gearing up to welcome the children. If they're lucky, they will end up with a teacher like Deb Tully. She helps her students learn English, make sense of their new home, and celebrate how far they have come, by teaching them to sing Louis Armstrong's "What A Wonderful World."

Each student has a hundred reasons not to sing this particular song; but in Deb Tully's classroom they belt it out. It's how they learn English and celebrate how far they have come.

Ms. Tully - or Miss, as her students often call her - has taught high school gym for nearly 30 years. She was about to retire when Ottawa's Rideau High School recruited her to teach English and math to newly-arrived refugee students.

They come from war zones and transit camps. They speak a dozen different languages. Many arrived not knowing how to write their own names; but, as their teacher learned, they do like to sing.

So each day, Deb Tully arrives at school armed with her guitar and tries to helps her students make sense of a new language and a new home. This year she did it with Louis Armstrong's "What A Wonderful World."

Producer Alisa Siegel brings us this story in her documentary "What a Wonderful World", which was first broadcast in June, 2014.

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Deb Tully teaches refugee children to sing Louis Armstrong's "What a Wonderful World" | CBC Radio

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As refugees arrive in Canada, schools are gearing up to welcome the children. If they're lucky, they will end up with a teacher like Deb Tully. She helps her students learn English, make sense of their new home, and celebrate how far they have come, by teaching them to sing Louis Armstrong's "What A Wonderful World."

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Head of Student Services, Nepean High School, OCDSB

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Instructional Coach, Co-op, OYAP, Dual Credit, and Pathways, OCDSB

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ELL Teacher, Rideau High School

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ELL Student and Coop Success Story

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*Intros

*CBC Radio Clip

*Mohammed Idris- Coop Student

*Deb Tully- ELL Teacher

*Why we believe this is important

*Review of Terminology

*Guidance and Timetable

*Experiential Learning

*Instructional Practices

*Discussion/Best Practices (Padlet)
*Q and A