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I chose this note taking guide because it breaks down all important information about the chapter over Language Principles and the Structure of English.

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I chose this article because it gave insight into what pragmatics are and how to incorporate them into the classroom.

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There are socially constructed rules that guide how individuals interact with each other. The rules guide turn taking, greetings, eye-contact, body language and the way individuals are referenced in conversations.

These rules can be described as the pragmatics of oral language and they are often implicitly learnt. However, not all children develop an understanding of pragmatics by simply being immersed in social situations.

For some children, the explicit teaching of social language and the way language varies according to its contexts is needed. Raban (2014) suggests, "consolidating implicit awareness with explicit understanding" (p. 6). Pragmatics can be thought of in terms of both expressive and receptive language, that is, the social conventions of both speaking and listening, in an Australian context. It is important to remember that cultural differences could result in pragmatic differences.

Teaching pragmatics is important for EAL/D learners

Research in pragmatics in language learning shows 'lower-proficiency listeners have greater difficulty processing both contextual and linguistic information and, therefore, are less able to activate their pragmatic knowledge' (Vandergrift & Goh, 2018, p. 137). Therefore, explicit teaching of pragmatics is important for supporting EAL/D students in developing their listening and speaking skills.

The following demonstrates how pragmatic knowledge is important and where misunderstandings can occur for EAL/D learners.

A: Do you have a ruler?
B: Yes, it's right here.
A: I mean, can I borrow it?

For EAL/D learners, the goal of teaching pragmatics is that students learn:

what can be said in English

how something can be said in English in different situations

to also express what they want to say and how they want to say it.

Cultural information is often inferred in speaking and listening exchanges and may need to be explicitly taught or explained to EAL/D learners. Similarities and differences between English and the linguistic practices of students' home languages can form the basis for discussion, role plays or text creation.

Some examples include:

indirect references to 'soften' requests (e.g. Could you tell me where the park is?)

modifying speech when speaking with a peer or with a teacher, or during a class presentation

who can or cannot be addressed by their first name (e.g. in some Australian schools students address teachers by first names)

forms of address (e.g. addressing strangers as 'sir' instead of 'uncle' as in some other cultures)

when the speaker should express thanks

when and how a person should apologise. In some cultures apologies can be non-verbal, and students may need to learn how to verbalise an apology

appropriate greetings or topics of conversations for a new acquaintance.

EAL/D learners need to learn about the possible social impact of their linguistic choices in different contexts, for example, greeting a friend or the principal. Support EAL/D students to investigate spoken texts by considering the tenor (the relationship between the language users), mode (oral, written or visual) and field (the topic).

For more information see: Teaching EAL/D learners about the pragmatics of language

It is worth considering the tacit factors, related to pragmatics, which promote or prevent effective classroom talk. The grouping of students is one such factor. Teachers need to decide when students self-select their talk partners and when talk partners are selected for the student. Talk that presents a challenge, such as an ethical discussion may be more suited to self-selected groupings, in the initial stages, to help build confidence.

Another factor to consider is the class seating arrangement. A group of students seated on the floor, facing the teacher who is seated on a chair sets up the traditional social structure of the classroom, which may be more conducive to an IRF (initiation, response, feedback) talk pattern, rather than a dialogic one. Seating students in a horseshoe or square pattern with the teacher included in the seating pattern, allows all participants to see each other and sets up a different pedagogical relationship (Alexander, 2008).

A third factor to consider is the amount of time a teacher provides for student responses. Some points in the lesson demand an instant response from students, but opportunities for more thoughtful extended answers might also be provided if students are given time to think before replying (Mercer and Dawes, 2008). The inclusion of think time makes explicit the link between speaking and listening and thinking and learning.

Teaching the pragmatics of language:

Role play. Act out a similar situation in a different context. For example, greeting different people at the airport; telling different people you are feeling unwell; explaining to different people that there is a fly in your meal.

Role play how to greet someone; explain something; complain, and request.

Supporting EAL/D learners

Before the role play, support EAL/D learners by providing a clear sense of audience using images to scaffold discussion about language choices, for example how much to say, how much technical language to use, or whether to use supporting resources such as images. Students can also consider paralinguistic components of communication, such as volume, pitch, intonation, facial expression and body language. Students might discuss and contribute to a dialogue for a scene. When different groups of children perform their own role play around a similar situation (e.g. making friends, stopping bullying, asking for help), comparing the different language choices in each role play draws EAL/D students' attention to language options available, and why a certain response may be appropriate or inappropriate.

Character hot seating.

Character interviews.

Make classroom displays highlighting how to ask for common classroom requests.

Use picture story books that focus on conflict and model what can be said and how it can be said, when solving the conflict.

Create classroom clines to illustrate the degree or intensity of vocabulary. For example: putrid, disgusting, unappetizing, unappealing. Discuss when it might be appropriate/inappropriate to use such vocabulary.

Create a set of classroom agreed rules for accountable talk (Mercer and Hodgkingson, 2008, see: Accountable talk.

Links to the Victorian Curriculum - English

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak (VCELY174)

Explore how language is used differently at home and school depending on the relationships between people (VCELA165)

Deliver short oral presentations to peers, using appropriate voice levels, articulation, body language, gestures and eye contact (VCELY175)

Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others (VCELY210)

Listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner (VCELY244)

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications (VCELY275)

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience (VCELY366)

Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (VCELY367)

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (VCELA334)

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (VCELA271)

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (VCELA235)

Links to the Victorian Curriculum - English as an Additional Language (EAL)

See the Communication and Cultural and Plurilingual Awareness strands under Speaking and Listening in the EAL curriculum.

References

Alexander, R. (2008). Culture, dialogue and learning. In N. Mercer and S. Hodgkinson. (Eds.) (2008). Exploring Talk in Schools. London: SAGE Publications.

Mercer, N. and Dawes, L. (2008). The value of exploratory talk. In N. Mercer and S. Hodgkinson. (Eds.) (2008). Exploring Talk in Schools. London: SAGE Publications.

Mercer, N. and Hodgkinson, S. (2008) (eds.). Exploring talk in schools. London: Sage Publications.

Raban, B. (2014). Talk to think, learn, and teach. Journal of Reading Recovery. Spring, 2014.

Vandergrift, L., & Goh, C. (2018). How listening comprehension works. In J.M. Newton, D.R. Ferris, C.C.M. Goh, W. Grabe, F.L. Stoller & L. Vandergrift (Eds.), Teaching English to second language learners in academic contexts: Reading, writing, listening, and speaking (pp. 125-144). New York: Routledge.

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There are socially constructed rules that guide how individuals interact with each other. The rules guide turn taking, greetings, eye-contact, body language and the way individuals are referenced in conversations. These rules can be described as the pragmatics of oral language and they are often implicitly learnt.

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I chose this because it breaks down the history of policies and legislation related to the Education of ELL students.

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This video gives insight into the history of bilingual education in Texas.

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The History of Bilingual Education in Texas

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I feel this checklist is important to ensuring equitable classroom practices.

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This article gives great book suggestions and insight as to why it is important to share multicultural books.

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Diversity in literature goes beyond ethnicity. Diversity may include the various facets of sexuality and gender, cultural, and societal groups. Whether characters in the books we read reflect others or ourselves, what is most important is connecting with them in ways that help us understand who we are today. Sometimes learning about our history through the eyes of diverse characters can be unsettling or even painful, but it also can be an awakening to the unknown. In this collection, I focus on books that reflect multiple cultures in the text or illustrations, sometimes subtle, other times more direct. I believe these books reflect the mosaic beauty of our world.
Ages 4-8
Ada has been an inquisitive child from the time she could crawl. At first, her insatiable curiosity, constant questions, and taking things apart to see how they work frustrate her parents, but soon they nurture Ada's quest for answers instead. As her search for knowledge flourishes, Ada also realizes she might encourage other kindred budding scientists by taking her latest experiment to her classroom. Features reflecting diversity in the rhyming text and expressive mixed-media illustrations include the race of this young girl scientist and the racial makeup of her classroom.

If you need a book to explain airports to children (or adults) who are new to flying this book is perfect because of the range of perspectives Lisa Brown captures through her detailed ink-and-watercolor illustrations, narrative text, and cartoon bubble conversations. Clearly Brown has spent some time coming from, going to, and being in airports. Her depiction of the variety of people (including the featured biracial family going on a trip), movement, sounds, conversations, vendors, crying babies, limited seat space, and more at the airport are impeccable. Her sense of humor comes through in some unexpected details. Look closely!

This delightful picture book describes the life of two people who love ballet: Emma, a beginner, and Julia, a professional. Similarities between these two characters' daily routines and lessons, presented in both the text and softly colored illustrations, provide the perfect staging for the relationship that unfolds at the end of the story. Emma gets to meet Julia backstage, and their encounter is heartwarming. This book is a nice reflection of how two different, yet similar, people come together naturally. A good companion book is Allegra Kent's Ballerina Gets Ready (2016), which also features an African American dancer.

This insightful and realistic story is told through the eyes of Hee Jun, a recent arrival in America from South Korea. Hee Jun, his family, and his grandmother left behind their home and friends. Everything looks, sounds, and feels different in their new surroundings, and everyone is having a difficult time adjusting to living in West Virginia. Things begin to look up when his grandmother visits his sister's kindergarten class to help her transition and he meets a friend. In his new friend's yard, Hee Jun is surprised to find mugunghwa (the Korean national flower that is called Rose of Sharon in the United States). For Hee Jun and his grandmother, the flower is "a piece of home," a remembrance of Korea.
Who We Are!: All About Being the Same and Being Different (Let's Talk About You and Me series). Robie H. Harris. Ill. Nadine Bernard Westcott. 2016. Candlewick. Ages 9-11
Similarities and differences are real among the people in our world. This fifth book in the Let's Talk About You and Me series captures the beauty of diversity within a family and in the broader world. Everything from physical appearance to likes and dislikes, with an emphasis on the importance of accepting-and celebrating-who you are, is clearly presented in the narrative text and cartoon illustrations. A charming companion book is Mixed Me! (2015)by Taye Diggs, a story about a young boy in a biracial family.
Elizabeth Started All the Trouble. Doreen Rappaport. Ill. Matt Faulkner. 2016. Disney/Hyperion.
Following the same engaging format as the original Children Just Like Me, which was published in 1995, this new edition is an engaging visual celebration of children around the world. Each of the six sections (North America, South America, Europe, Africa, Asia and Southeast Asia, and Australia) features an abundance of captioned photographs, carefully selected images of children, diverse families, world religions, homes, food, hobbies, and interesting facts, which will hold readers' attention for hours. A cool activity would be to compare the original version with this new book. How have things changed?

Spunk and determination abound in this delightful picture book about the women's suffrage movement. Although Abigail Adams pressed her husband, John Adams, to make sure the Founding Fathers included women in the Declaration of Independence, women were not mentioned. However, the fight for women's rights did not end. Years later, in 1848, Elizabeth Cady Stanton took up the cause for women's right to vote. Her movement gained a large following of women across the United States. Wyoming became the first state to give women the right to vote in 1869, but it was not until 1920 that women across the nation were allowed to vote. Readers will meet many of the key players throughout history that helped the passage of the 19th Amendment to the Constitution, which granted women the right to vote. This is a timely book, with the Democratic Party being the first major political party to nominate a woman for president.
Ages 12-14
Determination, patience, and diligence paid off for Mary Garber, who crossed the gender barrier to become the first and longest working female sports writer in U.S. history. She gained her reputation from writing truthfully about the exceptional ability of Jackie Robinson, the first African American major league baseball player. Her sports writing career spanned more than 50 years. Mary Garber was inducted into the Hall of Fame of the National Sportscaster and Sportswriters Association in 2008, just months before she died at age 92.

Given the ongoing occurrence of veteran-related news, the timing of this book is perfect. Robert C. Snyder, a veteran, does a good job of capturing the crux of what it meant to be a veteran in the past and what it means today in a factual, yet gentle, tone. Through expressive watercolor illustrations and accessible text, this book provides a good overview of veterans in the United States, those who served in the military and have returned to civilian life, as well as mentioning those who made the ultimate sacrifice.

Imagine traveling to or even living in space someday. Already, more than 200 astronauts from more than a dozen nations, cultures, and religions have visited the International Space Station. With a narrator who represents humanity throughout history, this intriguing nonfiction book presents a chronological survey of what humans have believed and learned about the universe. Reading this book will likely leave readers with an increased curiosity about the future of space exploration. With recent emphasis on science and math in schools, this book has many applications, including aviation, space exploration, astronomy, astrophysics, women in science, and more. This book is also available in a Spanish edition, Yo Soy la Humanidad (2016).
Ages 15+
In this page-turning mystery and humorous tale, Gidwitz remarkably threads medieval history through stories within a story. Unfortunate circumstances and perceived unnatural powers bring an unlikely group of children and a dog together. King Louis IX issues a death warrant, as it is rumored these children may possess supernatural powers considered blasphemous by the church and state. Jeanne, whose life was saved by Gwenforte, the dog, has seizures and sees into the future. William, a well-read, dark-skinned oblate, has Hulk-like strength. Jacob was forced to leave his Jewish community when a group of anti-Semitic teens sets fire to homes. Gidwitz gives readers much to think about in the parallels implied through the racial bigotry and persecution of the past compared with the present.
Stan Steiner teaches Children's/Young Adult Literature at Boise State University. He has had a long relationship with bringing awareness to multicultural literature through his teaching and publications.
Our world has been changed for the better by women. However, most of the time their accomplishments and contributions have been slighted in the history books. This carefully selected and diverse collection of women who paved the way, including such figures as Pocahontas, Sojourner Truth, Elizabeth Cady Stanton, Beyoncé, and Hillary Clinton, would be a good addition to libraries and classrooms. Fifty one-page biographies of American women, arranged chronologically, include facts, family status, and major accomplishments that have made an impact on the world. A portrait and an illustration highlight the entry for each woman. An additional sixteen women are listed along with a glossary at the end of the book.

With recent Supreme Court decisions on gay and lesbian rights, this book is a fitting addition to libraries. Historical background and global perspective serve as an awakening to the growing number of voices that were silenced in the past but are now a unified call for equality. Photographs of smiling participants and bystanders flourish in this perceptive nonfiction book, reflecting Pride activism around the world. The book is organized in four sections: The History of Pride, Pride and Identity, Celebrating Pride Today, and Activism Around the World. Back matter includes a glossary, references, resources, and an index.

These reviews are submitted by members of the International Literacy Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Literacy Daily.

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Diversity in literature goes beyond ethnicity. Diversity may include the various facets of sexuality and gender, cultural, and societal groups. Whether characters in the books we read reflect others or ourselves, what is most important is connecting with them in ways that help us understand who we are today.

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This tookit gives resouces to help families and communities meet goals in regards to ELLs.

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I chose this article because it shows how schools classify studnets as English proficient and how that varies place to place.

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New research indicates that where English-language learners attend school can determine how quickly they are reclassified as English-proficient.

A Michigan State University research team found that schools in Texas-second only to California in total number of K-12 English-learners-vary widely in how they determine if students should be reclassified as English proficient, affecting their chances of success in school and beyond.

Using state data, the researchers estimated reclassification rates for English-learners throughout Texas over seven years. They found that an English-learner in the El Paso metropolitan area, for example is almost twice as likely to be reclassified by the end of 7th grade, compared to a student performing at the same level in the Rio Grande Valley.

"It seems curious to me that we would have students in different parts of the state being reclassified at different rates if they have similar scores on English proficiency and academic achievement assessments," lead researcher Madeline Mavrogordato told Education Week.

Mavrogordato-an assistant professor of K-12 administration at Michigan State-argues that an ELL student's reclassification often determines their educational trajectory. When it occurs too early, English-learners could find themselves struggling without the support services they need. If too late, students may be restricted from taking higher-level courses that would prepare them for college.

The research is timely because the the Every Student Succeeds Act now requires all states to standardize how they identify and reclassify English-learners. That could prove to be a daunting task for many states that don't have the capacity or manpower that Texas does. Even in a place such as Texas, which has had policies in place since the 1990s that seek to standardize ELL reclassification, inconsistencies persist.

As part of their research, Mavrogordato and Rachel White, a doctoral candidate at Michigan State, also observed eight Texas elementary schools while educators conducted annual meetings required to determine the status of English-learners. They observed differences in what happens during the meetings, including how technology, data, and teacher assessments guide decision-making.

The researchers concluded that the likelihood of reclassification appears to be linked to how well educators understand state policies and what role they play in implementation.

"In schools where the teacher's recommendations trumped all other data, we saw lower rates of reclassification," Mavrogordato said. "The people who are involved in this process ... need to be well-versed in the consequences of these decisions."

Mavrogordato spent time as a bilingual teacher of 3rd- and 4th-graders in the Rio Grande Valley as a Teach For America corps member in the mid-2000s and also taught in northern California, where she worked with ELLs.

With the passage of Proposition 58 in California last fall, public schools across the state now have more running room to operate bilingual and dual-language programs. But during Mavrogordato's time as a teacher there, Proposition 227-a measure that led many districts to drop their bilingual programs entirely -was still on the books.

Her varied experience in California and Texas sparked her research interest.

"One of the things that became really apparent was just how differently English-learners were being served in these two different contexts," Mavrogordato said. "That just started making me ask a lot of different questions about the policies and the way that we serve these kids."

Here's a link to the study: //journals.sagepub.com/stoken/default+domain/yIBQ3w8efPhNwg8EPy7e/full

The final, definitive version is available through the Educational Evaluation and Policy Analysis at //eepa.aera.net
For Further Reading Photo Credit: Andrew Echeverria, left, gets help from Joel Miller, a veteran educator who teaches a course for long-term English-learners at Fairfax High School in Los Angeles. The course was created to help students who have struggled to become proficient in English. --Emile Wamsteker for Education Week

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English-Language Learners: How Schools Can Drive or Derail Their Success

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Recent changes in federal law require all states to standardize how they identify and reclassify ELLs; a researcher says it may prove difficult.

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I chose these notes because they break down the content and describe methods of L2 acquisition and varying theories.

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I chose this because it gave insight about what language acquistition is and what that may look like in students.

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When I read The Hitchhikers Guide to the Galaxy by Douglas Adams, I remember being fascinated by the "babel fish." These were fish, who when dropped in a person's ear, would provide immediate translation of any language, thriving on sound waves and converting them into comprehensible language.

Wouldn't it be just great if learning a new language were that easy (despite the "yuck" factor)? While we do have some technology that provides translation into a variety of languages, it often fails to translate accurately due to the complexity of language. Effective communication requires so much more than just being able to translate vocabulary words - it requires knowledge of intonation, dialect, and intent, and a nuanced understanding of word use, expression, and a language's cultural context. For example, one online translation application I tried translated "Fall Events" as "fall down events" in Spanish because it didn't know that I was referring to events in autumn.

So, without a babel fish or perfect technology, we are left with the old-fashioned way of learning a new language, which requires time, effort, and patience. How much time, effort, and patience depends a lot on the individual who is learning, as well as the learning environment and situation, but language researchers have developed a general outline of language acquisition that helps explain the process that language learners go through to develop skills in a foreign language. In this article, I will provide an overview to the stages of language acquisition, and offer strategies designed to support ELL instruction at different stages of language acquisition.

Stages of Language Acquisition

Researchers define language acquisition into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.

The Six Stages of Second-Language Acquisition

Pre-production

This is also called "the silent period," when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual.

Early production

The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.

Speech Emergent

Speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.

Beginning Fluency

Speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.

Intermediate Fluency

Communicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.

Advanced Fluency

The individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.

How long does it take for a language learner to go through these stages? Just as in any other learning situation, it depends on the individual. One of the major contributors to accelerated second language learning is the strength of first language skills. Language researchers such as Jim Cummins, Catherine Snow, Lily Wong Filmore and Stephen Krashen have studied this topic in a variety of ways for many years. The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency. This generally applies to individuals who have strong first language and literacy skills. If an individual has not fully developed first language and literacy skills, it may take between seven to ten years to reach advanced fluency. It is very important to note that every ELL student comes with his or her own unique language and education background, and this will have an impact on their English learning process.

It is also important to keep in mind that the understood goal for American ELL students is Advanced Fluency, which includes fluency in academic contexts as well as social contexts. Teachers often get frustrated when ELL students appear to be fluent because they have strong social English skills, but then they do not participate well in academic projects and discussions. Teachers who are aware of ELL students' need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful. (Learn more about academic language in Colorín Colorado's academic language resource section.)

Instructional Strategies

If you have ELL students in your classroom, it is more than likely there will be students at a variety of stages in the language acquisition process. What can teachers do to differentiate instruction according to language level? Here are some suggestions for appropriate instructional strategies according to stages of language acquisition.

Emphasize listening comprehension by using read-alouds and music.

Use visuals and have students point to pictures or act out vocabulary.

Speak slowly and use shorter words, but use correct English phrasing.

Model "survival" language by saying and showing the meaning. For example, say, "Open your book," and then open a book while the student observes.

Gesture, point and show as much as possible.

More advanced classmates who speak the same language can support new learning through interpretation.

Avoid excessive error correction. Reinforce learning by modeling correct language usage when students make mistakes.

Continue the strategies listed above, but add opportunities for students to produce simple language.

Ask students to point to pictures and say the new word.

Ask yes/no and either/or questions.

Have students work in pairs or small groups to discuss a problem. Have literate students write short sentences or words in graphic organizers.

Model a phrase and have the student repeat it and add modifications. Teacher says, "This book is very interesting." The student repeats it and says, "This book is very boring." Continue with as many modifications as possible.

Avoid excessive error correction. Reinforce learning by modeling correct usage.

Introduce more academic language and skills by using the same techniques listed above, but beginning to use more academic vocabulary.

Introduce new academic vocabulary and model how to use it in a sentence.

Provide visuals and make connections with student's background knowledge as much as possible.

Ask questions that require a short answer and are fairly literal.

Introduce charts and graphs by using easily understood information such as a class survey of food preferences.

Have students re-tell stories or experiences and have another student write them down. The ELL student can bring these narratives home to read and reinforce learning.

In writing activities, provide the student with a fill-in-the blank version of the assignment with the necessary vocabulary listed on the page.

Provide minimal error correction. Focus only on correction that directly interferes with meaning. Reinforce learning by modeling the correct usage.

Have students work in pairs and groups to discuss content.

During instruction, have students do a "Think, pair, share" to give the student an opportunity to process the new language and concept.

Ask questions that require a full response with explanation. If you do not understand the student's explanation, ask for clarification by paraphrasing and asking the student if you heard them correctly.

Ask questions that require inference and justification of the answer.

Ask students if they agree or disagree with a statement and why.

Model more advanced academic language structures such as, "I think," "In my opinion," and "When you compare." Have students repeat the phrases in context.

Re-phrase incorrect statements in correct English, or ask the student if they know another way to say it.

Introduce nuances of language such as when to use more formal English and how to interact in conversations.

Have students make short presentations, providing them with the phrases and language used in presentations ("Today I will be talking about") and giving them opportunities to practice the presentation with partners before getting in front of the class.

Continue to provide visual support and vocabulary development.

Correct errors that interfere with meaning, and pre-identify errors that will be corrected in student writing, such as verb-tense agreement. Only correct the errors agreed upon.

You may want to assist in improving pronunciation by asking a student to repeat key vocabulary and discussing how different languages have different sounds.

Identify key academic vocabulary and phrases and model them. Ask students to produce the language in class activities.

Use graphic organizers and thinking maps and check to make sure the student is filling them in with details. Challenge the student to add more.

Help the student make connections with new vocabulary by instructing him or her in the etymology of words or word families such as, "important, importance, importantly."

Create assessments that give students an opportunity to present in English after they have an opportunity to practice in pairs or small groups.

Introduce more academic skills, such as brainstorming, prioritizing, categorization, summarizing and compare and contrast.

Ask students to identify vocabulary by symbols that show whether the student "knows it really well, kind of knows it, or doesn't know it at all." Help students focus on strategies to get the meaning of new words.

Have a "guessing time" during silent reading where they circle words they don't know and write down their guess of the meaning. Check the results as a class.

Introduce idioms and give examples of how to use them appropriately. For example, "Let's wind up our work." What's another way you could use the phrase "wind up?"

Starting at this level, students need more correction/feedback, even on errors that do not directly affect meaning. They should be developing a more advanced command of syntax, pragmatics, pronunciation, and other elements that do not necessarily affect meaning but do contribute to oral fluency.

It may also be helpful to discuss language goals with the student so you can assist in providing modeling and correction in specified areas.

Students at this level are close to native language fluency and can interact well in a variety of situations. Continue to develop language skills as gaps arise by using the strategies listed above. Although the student may seem completely fluent, he or she still benefit from visual support, building on background knowledge, pre-teaching vocabulary and making connections between content areas.

Offer challenge activities to expand the student's vocabulary knowledge such as identifying antonyms, synonyms and the use of a thesaurus and dictionary.

Demonstrate effective note-taking and provide a template.

Offer error correction on academic work and on oral language. Because students at this stage have achieved near-native fluency, they benefit from support in fine-tuning their oral and written language skills.

Recommendations

Scaffold instruction so students receive comprehensible input and are able to successfully complete tasks at their level. Instructional scaffolding works just like the scaffolding used in building. It holds you at the level needed until you are ready to take it down. Scaffolding includes asking students questions in formats that give them support in answering, such as yes/no questions, one-word identifications, or short answers. It also means providing the context for learning by having visuals or other hands-on items available to support content learning. Also, when practicing a new academic skill such as skimming, scaffolding involves using well-known material so the students aren't struggling with the information while they are trying to learn a new skill. Scaffolding includes whatever it takes to make the instruction meaningful for the student in order to provide a successful learning experience.

Use cognates to help Spanish speakers learn English and derive meaning from content. The Colorín Colorado website has a helpful list of common cognates in Spanish for teachers to reference. Teachers can explicitly point out cognates for Spanish speaking students so they begin to realize that this is a useful way for them to increase their English vocabulary.

Explicit vocabulary instruction is very important in accelerating ELL students' English language development. Textbooks include lists of new vocabulary words based on grade-level content, but ELL students need further vocabulary instruction. There are many words in a text that may affect the ELL student's comprehension of the text that a teacher may assume he or she knows. It is important for teachers to develop ways to help students identify the words they don't know, as well as strategies for getting their meaning. Of course it is also beneficial if teachers reinforce the language structures or common associations of vocabulary. For example, "squeak" is a sound that often goes with "mouse" or "door" and it may be stated as, "squeak, squeaky, squeaks, or squeaked."

Error correction should be done very intentionally and appropriately according to student language ability, as noted earlier in the article. Students who are just beginning to speak English are already nervous about using their new language skills and constant correction will not improve their ability; it will just make them want to withdraw. I inform students in advance of the type of errors I will correct, such as "missing articles" and "third person agreement," and then those are the only errors I check. In my class, I do not correct the errors; I circle the mistakes and return the paper to the student. They are responsible for correcting the errors and returning the paper to receive more points. Most of the time the students can make the corrections themselves when they see the area I've circled, but if they have difficulty, I guide them as they make the correction. In this way, I feel there is a manageable amount of correction information to work with and the student will actually learn from doing the correction.

Learning another language. If you learn the language(s) your students speak, they will be thrilled to hear you try it with them. I learned how to say "good morning" in Somali and had to practice for an hour before I felt comfortable saying it. When I did I was rewarded with the big grins of students as they entered the room. They were excited to teach me other phrases as well, and we discussed how much English they had learned since they arrived in the country. They were very proud to think of how much progress they'd made.

Seek the experts in your building or district who can offer you guidance on effective instructional strategies for your ELL students. There are many teachers who have taught ELL students in your content area, have taught a certain population of students, or are trained ESL or bilingual teachers who have a lot of advice and support to offer. Don't hesitate to look for support when you are challenged to reach students who are learning English. This can be especially true when you have a "pre-production" or "beginning level" student and you are responsible for grade level content instruction.

Visit the hotlinks section for this article for more information on specific research regarding language acquisition and recommended instructional strategies. You can also search the Colorín Colorado educator information for useful information and resources to assist you in meeting ELL student needs.

ELL teachers encounter students with a variety of backgrounds and abilities, and until the babel fish comes into existence, they will need to have flexibility, creativity and skill in order to help ELL students make meaning from the new language and content they are learning. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content. Together teachers and students develop their understanding of each other, the world around them, and the language that connects us all.
The Stages of Second Language Acquisition
This chapter from Classroom Instruction That Works with English Language Learners Facilitator's Guide, by Jane D. Hill and Cynthia L. Björk, offers information on the second language acquisition process and effective ELL instruction. It includes a a simplified chart of language acquisition levels and the kinds of language teachers can use to help students at each level.

Simple description of the stages of language acquisition and recommendations for instructional strategies according to level.
Overview of Second Language Acquisition and Strategies
Downloadable booklet from the Northwest Regional Education Laboratory, "Strategies and Resources for Mainstream Teachers of English Language Learners." Includes useful information on language levels, acquisition and 10 things teachers can do today to help ELL students.
Understanding the "Silent Period" with English Language Learners
This article describes some strategies used by two kindergarten teachers to communicate verbally and nonverbally.

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“One generation plants the trees; another gets the shade.”— Chinese ProverbWhen I read The Hitchhikers Guide to the Galaxy by Douglas Adams, I remember being fascinated by the “babel fish.” These were fish, who when dropped in a person’s ear, would provide immediate translation of any language, thriving on sound waves and converting them into comprehensible language.Wouldn’t it be just great if learning a new language were that easy (despite the “yuck” factor)? While we do have some technology that provides translation into a variety of languages, it often fails to translate accurately due to the complexity of language. Effective communication requires so much more than just being able to translate vocabulary words — it requires knowledge of intonation, dialect, and intent, and a nuanced understanding of word use, expression, and a language’s cultural context. For example, one online translation application I tried translated “Fall Events” as “fall down events” in Spanish because it didn’t know that I was referring to events in autumn.So, without a babel fish or perfect technology, we are left with the old-fashioned way of learning a new language, which requires time, effort, and patience. How much time, effort, and patience depends a lot on the individual who is learning, as well as the learning environment and situation, but language researchers have developed a general outline of language acquisition that helps explain the process that language learners go through to develop skills in a foreign language. In this article, I will provide an overview to the stages of language acquisition, and offer strategies designed to support ELL instruction at different stages of language acquisition.Stages of Language AcquisitionResearchers define language acquisition into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.The Six Stages of Second-Language AcquisitionPre-productionThis is also called “the silent period,” when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual.Early productionThe individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.Speech EmergentSpeech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.Beginning FluencySpeech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.Intermediate FluencyCommunicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.Advanced FluencyThe individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.How long does it take for a language learner to go through these stages? Just as in any other learning situation, it depends on the individual. One of the major contributors to accelerated second language learning is the strength of first language skills. Language researchers such as Jim Cummins, Catherine Snow, Lily Wong Filmore and Stephen Krashen have studied this topic in a variety of ways for many years. The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency. This generally applies to individuals who have strong first language and literacy skills. If an individual has not fully developed first language and literacy skills, it may take between seven to ten years to reach advanced fluency. It is very important to note that every ELL student comes with his or her own unique language and education background, and this will have an impact on their English learning process.It is also important to keep in mind that the understood goal for American ELL students is Advanced Fluency, which includes fluency in academic contexts as well as social contexts. Teachers often get frustrated when ELL students appear to be fluent because they have strong social English skills, but then they do not participate well in academic projects and discussions. Teachers who are aware of ELL students’ need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful. (Learn more about academic language in Colorín Colorado’s academic language resource section.) Instructional StrategiesIf you have ELL students in your classroom, it is more than likely there will be students at a variety of stages in the language acquisition process. What can teachers do to differentiate instruction according to language level? Here are some suggestions for appropriate instructional strategies according to stages of language acquisition.Language StageStrategiesPre-productionEmphasize listening comprehension by using read-alouds and music.Use visuals and have students point to pictures or act out vocabulary.Speak slowly and use shorter words, but use correct English phrasing.Model “survival” language by saying and showing the meaning. For example, say, “Open your book,” and then open a book while the student observes.Gesture, point and show as much as possible.More advanced classmates who speak the same language can support new learning through interpretation.Avoid excessive error correction. Reinforce learning by modeling correct language usage when students make mistakes.Early ProductionContinue the strategies listed above, but add opportunities for students to produce simple language.Ask students to point to pictures and say the new word.Ask yes/no and either/or questions.Have students work in pairs or small groups to discuss a problem. Have literate students write short sentences or words in graphic organizers.Model a phrase and have the student repeat it and add modifications. Teacher says, “This book is very interesting.” The student repeats it and says, “This book is very boring.” Continue with as many modifications as possible.Avoid excessive error correction. Reinforce learning by modeling correct usage.Speech EmergentIntroduce more academic language and skills by using the same techniques listed above, but beginning to use more academic vocabulary.Introduce new academic vocabulary and model how to use it in a sentence.Provide visuals and make connections with student’s background knowledge as much as possible.Ask questions that require a short answer and are fairly literal.Introduce charts and graphs by using easily understood information such as a class survey of food preferences.Have students re-tell stories or experiences and have another student write them down. The ELL student can bring these narratives home to read and reinforce learning.In writing activities, provide the student with a fill-in-the blank version of the assignment with the necessary vocabulary listed on the page.Provide minimal error correction. Focus only on correction that directly interferes with meaning. Reinforce learning by modeling the correct usage.Beginning FluencyHave students work in pairs and groups to discuss content.During instruction, have students do a “Think, pair, share” to give the student an opportunity to process the new language and concept.Ask questions that require a full response with explanation. If you do not understand the student’s explanation, ask for clarification by paraphrasing and asking the student if you heard them correctly.Ask questions that require inference and justification of the answer.Ask students if they agree or disagree with a statement and why.Model more advanced academic language structures such as, “I think,” “In my opinion,” and “When you compare.” Have students repeat the phrases in context.Re-phrase incorrect statements in correct English, or ask the student if they know another way to say it.Introduce nuances of language such as when to use more formal English and how to interact in conversations.Have students make short presentations, providing them with the phrases and language used in presentations (“Today I will be talking about”) and giving them opportunities to practice the presentation with partners before getting in front of the class.Continue to provide visual support and vocabulary development.Correct errors that interfere with meaning, and pre-identify errors that will be corrected in student writing, such as verb-tense agreement. Only correct the errors agreed upon.You may want to assist in improving pronunciation by asking a student to repeat key vocabulary and discussing how different languages have different sounds.Intermediate FluencyIdentify key academic vocabulary and phrases and model them. Ask students to produce the language in class activities.Use graphic organizers and thinking maps and check to make sure the student is filling them in with details. Challenge the student to add more.Help the student make connections with new vocabulary by instructing him or her in the etymology of words or word families such as, “important, importance, importantly.“Create assessments that give students an opportunity to present in English after they have an opportunity to practice in pairs or small groups.Introduce more academic skills, such as brainstorming, prioritizing, categorization, summarizing and compare and contrast.Ask students to identify vocabulary by symbols that show whether the student “knows it really well, kind of knows it, or doesn’t know it at all.” Help students focus on strategies to get the meaning of new words.Have a “guessing time” during silent reading where they circle words they don’t know and write down their guess of the meaning. Check the results as a class.Introduce idioms and give examples of how to use them appropriately. For example, “Let’s wind up our work.” What’s another way you could use the phrase “wind up?“Starting at this level, students need more correction/feedback, even on errors that do not directly affect meaning. They should be developing a more advanced command of syntax, pragmatics, pronunciation, and other elements that do not necessarily affect meaning but do contribute to oral fluency.It may also be helpful to discuss language goals with the student so you can assist in providing modeling and correction in specified areas.Advanced FluencyStudents at this level are close to native language fluency and can interact well in a variety of situations. Continue to develop language skills as gaps arise by using the strategies listed above. Although the student may seem completely fluent, he or she still benefit from visual support, building on background knowledge, pre-teaching vocabulary and making connections between content areas.Offer challenge activities to expand the student’s vocabulary knowledge such as identifying antonyms, synonyms and the use of a thesaurus and dictionary.Demonstrate effective note-taking and provide a template.Offer error correction on academic work and on oral language. Because students at this stage have achieved near-native fluency, they benefit from support in fine-tuning their oral and written language skills. RecommendationsScaffold instruction so students receive comprehensible input and are able to successfully complete tasks at their level. Instructional scaffolding works just like the scaffolding used in building. It holds you at the level needed until you are ready to take it down. Scaffolding includes asking students questions in formats that give them support in answering, such as yes/no questions, one-word identifications, or short answers. It also means providing the context for learning by having visuals or other hands-on items available to support content learning. Also, when practicing a new academic skill such as skimming, scaffolding involves using well-known material so the students aren’t struggling with the information while they are trying to learn a new skill. Scaffolding includes whatever it takes to make the instruction meaningful for the student in order to provide a successful learning experience.Use cognates to help Spanish speakers learn English and derive meaning from content. The Colorín Colorado website has a helpful list of common cognates in Spanish for teachers to reference. Teachers can explicitly point out cognates for Spanish speaking students so they begin to realize that this is a useful way for them to increase their English vocabulary.Explicit vocabulary instruction is very important in accelerating ELL students’ English language development. Textbooks include lists of new vocabulary words based on grade-level content, but ELL students need further vocabulary instruction. There are many words in a text that may affect the ELL student’s comprehension of the text that a teacher may assume he or she knows. It is important for teachers to develop ways to help students identify the words they don’t know, as well as strategies for getting their meaning. Of course it is also beneficial if teachers reinforce the language structures or common associations of vocabulary. For example, “squeak” is a sound that often goes with “mouse” or “door” and it may be stated as, “squeak, squeaky, squeaks, or squeaked.“Error correction should be done very intentionally and appropriately according to student language ability, as noted earlier in the article. Students who are just beginning to speak English are already nervous about using their new language skills and constant correction will not improve their ability; it will just make them want to withdraw. I inform students in advance of the type of errors I will correct, such as “missing articles” and “third person agreement,” and then those are the only errors I check. In my class, I do not correct the errors; I circle the mistakes and return the paper to the student. They are responsible for correcting the errors and returning the paper to receive more points. Most of the time the students can make the corrections themselves when they see the area I’ve circled, but if they have difficulty, I guide them as they make the correction. In this way, I feel there is a manageable amount of correction information to work with and the student will actually learn from doing the correction.Learning another language. If you learn the language(s) your students speak, they will be thrilled to hear you try it with them. I learned how to say “good morning” in Somali and had to practice for an hour before I felt comfortable saying it. When I did I was rewarded with the big grins of students as they entered the room. They were excited to teach me other phrases as well, and we discussed how much English they had learned since they arrived in the country. They were very proud to think of how much progress they’d made.Seek the experts in your building or district who can offer you guidance on effective instructional strategies for your ELL students. There are many teachers who have taught ELL students in your content area, have taught a certain population of students, or are trained ESL or bilingual teachers who have a lot of advice and support to offer. Don’t hesitate to look for support when you are challenged to reach students who are learning English. This can be especially true when you have a “pre-production” or “beginning level” student and you are responsible for grade level content instruction.Visit the hotlinks section for this article for more information on specific research regarding language acquisition and recommended instructional strategies. You can also search the Colorín Colorado educator information for useful information and resources to assist you in meeting ELL student needs.ELL teachers encounter students with a variety of backgrounds and abilities, and until the babel fish comes into existence, they will need to have flexibility, creativity and skill in order to help ELL students make meaning from the new language and content they are learning. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content. Together teachers and students develop their understanding of each other, the world around them, and the language that connects us all.Hot linksThe Stages of Second Language AcquisitionThis chapter from Classroom Instruction That Works with English Language Learners Facilitator’s Guide, by Jane D. Hill and Cynthia L. Björk, offers information on the second language acquisition process and effective ELL instruction. It includes a a simplified chart of language acquisition levels and the kinds of language teachers can use to help students at each level.Simple description of the stages of language acquisition and recommendations for instructional strategies according to level.Overview of Second Language Acquisition and StrategiesDownloadable booklet from the Northwest Regional Education Laboratory, “Strategies and Resources for Mainstream Teachers of English Language Learners.” Includes useful information on language levels, acquisition and 10 things teachers can do today to help ELL students.Understanding the “Silent Period” with English Language LearnersThis article describes some strategies used by two kindergarten teachers to communicate verbally and nonverbally.