|
|
Effective Strategies
for Teaching English Language Learners
Turning
Frustration into Success for English Language Learners
By: Karen Pellino
Turning Frustration into Success for English Language Learners (Brice
& Roseberry-McKibbin, 1999)
This article addresses the topic of English language learners with language-learning
disabilities. These students are faced with the additional challenge of
having an underlying language learning system that is inadequate for learning
any language. It is noted that student progress is greater when a speech
language pathologist and classroom teacher collaborate to coordinate regular
classroom learning with small group learning. Progress is also greater
when strategies are consistently employed in the classroom on a daily
basis as opposed to once or twice a week in a pull-out program.
The authors offers a number of strategies to help classroom teachers
enhance the success of ESL students with language learning disabilities.
Teachers should check for understanding of expectations, instructions
and relevant vocabulary before students begin a task. Students with similar
backgrounds can be seated near each other so they can help each other
with instructions and understanding. Advance organizers should be utilized
to help students know what is going to occur, repeating as necessary.
Teachers should employ good questioning techniques by asking a question,
allowing ample wait time and then calling on someone. This should cause
students to pay attention; and it will also give them a chance to develop
an answer before being called on. Teachers should check for understanding
of content with questions that are higher than knowledge level. They should
speak slowly; avoid using slang and idiomatic speech; use multi-sensory
instruction, hands-on activities and frequent modeling; relate information,
as much as possible, to students' prior knowledge; and scaffold instruction.
> Next
|
View the teacher message board: