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"A learner's early attempts at communication are often replete with typical 'learner errors'- mispronunciation, inaccurate grammar or inappropriate word choice" (2009). Through conversations and participation, ELLs and other participants can exchange information and negotiate meaning in order to better understand and comprehend concepts and vocabulary. These conversations allow the learning to be scaffolded for ELLs, allows for student-lead teaching, and further allows for a deeper understanding and language learning.

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Learning About the Linguistic Diversity in Your Classroom 

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Learning About the Linguistic Diversity in Your Classroom 

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At the beginning of the year, teachers should figure out what the native language of each student is and where they are from and create a list in the classroom. This will allow the students to see how diverse the classroom is and that their native language is recognized and appreciated by the entire class. To further this concept of inclusivity, in small groups or pairs, students can interview each other about their languages and then, if comfortable, share that information with the rest of the class, i.e., "_______ speaks _______."

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Students rely on their native language as a tool for thinking and understanding, until they have a sufficient understanding of the English language fundamentals. Therefore, as teachers we should encourage its presence and use in our classroom. Furthermore, it is proven that students who continue to develop age-appropriate proficiency in their native tongue not only do better in school but also do better in learning and picking up English than those who abandon or do not upkeep their native language.

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Many ELLs go through a silent period where they do not participate or speak much in class. However, it is important to note that this is not a passive period they are going through. They are still absorbing language, they are just waiting until they are comfortable with the rules of the English language to participate or converse. During this "silent period," learners' receptive competence (understanding oral language and written text) is usually more developed than their productive competence (speaking and writing). Therefore, teachers should allow ELLs accommodation or differentiated ways to demonstrate their learning and understanding until they are ready and comfortable to converse.

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Allowing increased opportunities for talk and conversation is extremely beneficial for ELLs, especially in small group interactions. This not only helps them develop language and conversational skills, but also social skills such as helping, sharing and valuing other perspectives and ideas. The reading gives five suggestions on how to manage and form groups so that ALL students can receive maximum benefits:
1. Balance the groups as much as possible, i.e., gender, learning style, English proficiency, expertise, etc.
2. Allow ELLs to work with more proficient English speakers to improve vocabulary and speaking fluency. This also allows for student-lead teaching and leadership.
3. Small groups.
4. Emphasize the idea of collaboration and working together.
5. Establish clear routines, timelines, and expectations.

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Create an environment that is inclusive and one where all ideas and thoughts are respected, heard, and appreciated. Create a space where all students understand that not everyone will think the same and acknowledge that disagreements will happen. Create a list of things to say in order to manage these disagreements as to not diminish anyones ideas or feelings, i.e., "I didn't think of the question like that. Your idea is different than mine, but that is okay!"

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It is important that for all learners, when teaching something new, you connect the new material to something they already know. However, with ELLs, the challenge is to connect new concepts and vocabulary to things they have already learned in their own language. Therefore, as teachers we need to figure out what they already know and then go from there when making connections.

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Teachers need to modify the way they speak in order to help ELLs understand better. Five strategies:
1. Speak naturally and only slightly slower than normal. Pause between each phrase instead of in between words.
2. Simplify vocabulary.
3. Simplify sentence structure.
4. Use gestures, facial expressions and mimes to help with comprehension and meaning.
5. Be careful with expressions and idioms; simplify vocabulary to make it easier to understand.

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Five Ways:
1. Use models, toys, manipulative, pictures, etc. to provide additional visual support for ELLs.
2. Pre-teach key words that will be used in the lesson by providing a picture or gesture so that they can start to understand and have a basis for the lesson/unit.
3. Encourage oral rehearsal of key ideas or vocabulary.
4. Give clear instructions.
5. Check often for comprehension.

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Pronunciation: model pronunciation of new words. Extremely helpful when introducing suffix or prefix changes- for example probability vs. probable.
Syntax: model specific language patterns. For example, the word order and style of language in traditional stories differs from the language we use in ordinary speech.
Linking Words: model linking words and phrases that help to organize ideas in a systematic way, i.e., sequence (first, next, then, etc.), cause and effect (because), or concession (although, even though, etc.)

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Teachers are often good listeners and usually focus on the meaning of what children are saying and not so much HOW they are saying it. Therefore, it is especially important to pay attention to the language errors that ELLs are making and provide feedback and correction so they can learn and improve their oral language production, and, ultimately, their English writing skills. Do not correct students in front of the class however, provide indirect feedback by modelling the correct form.