Effective Strategies for Teaching English Language Learners

Effective Strategies for Teaching English Language Learners

Originally Posted At: http://www.teach-nology.com/Articles/teaching/esl/

By: Karen Pellino

Another great tutorial from TeAch-nology.com! The Web Portal For Educators! (http://www.teach-nology.com)

**What's All the Hype?**

Students with English as a second language (ESL) constitute a significant percentage of the population of our nation's schools. This population continues to increase more rapidly than that of native English speaking students (Shore, 2001). The language minority population has a high drop out rate. These students are also among the lowest ranking in academic achievement and expectations. They represent an at-risk population faced with a wide range of challenges (Thompson, 2000).

This presents a unique challenge for teachers as we strive to help these students achieve in learning the English language and the academic material specified in our content area learning standards. Every teacher who teaches subject matter in English to ESL students is not only a teacher of the content area but is a teacher of English as well. As educators, we must continually reflect on our teaching and update our practice to address the needs of this population, placing a strong emphasis on the human side of teaching. We must continually focus on these students and find effective ways to arrange their learning to help them achieve.

This tutorial is a summary and critical analysis of four recent journal articles on the above subject. The articles focus on the challenges ESL students face and how they translate into challenges for teachers. Following the summary of articles, strategies that teachers can use to help overcome these challenges will be discussed.

**Learning English and Learning America**

Learning English and Learning America: Immigrants in the Center of A Storm (Olsen, 2000)

This article considers the challenges faced by language minority children at school as they experience what is referred to as "language shock," a struggle to learn the English language and be accepted in a society that is not always accepting and not always willing to embrace diversity. These students are in a strange land trying to maintain a sense of identity related to their native culture and also become American. What a heavy burden for a young person!

Social and political issues surrounding immigration and diversity in our nation complicate the seemingly basic task of learning English. The role of schools in the Americanization of immigrant students is formally identified as making them fluent English speakers.

Hence, our schools label and serve these students based on their ability or inability to speak English. However, ESL students encounter many obstacles in their efforts to become proficient in the English language. They often come to realize that in order to be fully accepted, they must abandon their native language, surrendering an aspect of their identity. They are caused to feel they must either speak English or nothing at all. Thus, they become caught in a painful power struggle over the use of English and their native language.

As educators we need to realize that education occurs in the context of a social climate. The relationships between students and accompanying range of social behaviors have a major impact on how well ESL students learn English and how well all students learn overall. Children cannot achieve in an unwelcoming, hostile environment. Many children are made fun of when they try to speak English and also when they speak their native language; so they end up silent and withdraw from participation. This further interferes with their learning and achievement.

The English that ESL students are taught is academic English. They often lack the ability to interact in social settings with English speaking peers because they are in separate classrooms and often have limited opportunity to interact academically or socially. They often have great difficulty learning the "slang" and social English because they have no one to learn it from. These children come to prefer English out of necessity, often abandoning their native languages to fit in. They end up without comfort in either language and may end up losing the ability to communicate with family members and friends in their native land.

The author of this article concludes that our ESL students will remain torn between two worlds until society truly embraces diversity and the notion that biculturalism and bilingualism are assets. What is needed in the education of ESL children is the development of English and maintenance of their native language.

**Barriers to Meaningful Instruction for English Learners**

Barriers to Meaningful Instruction for English Learners (Meyer, 2000)

This article focuses on effective ways teachers can help ESL students overcome barriers to meaningful instruction. Teachers can use strategies based on social interactionist theory, such as that of Vygotsky, to create classroom conditions that foster learning by modeling, scaffolding and helping students to construct understanding, with the eventual goal of becoming independent thinkers and problem solvers. The author identifies four loads as barriers to meaningful instruction: cognitive load, culture load, language load and learning load; and she states teachers must be skilled at lowering these barriers and sparking student interest and curiosity by developing a creative, wise and passionate curriculum.

Cognitive load refers to the number of new concepts embedded in a lesson. It is critical that we consistently assess prior knowledge of all students, ESL students particularly, and look to identify the concepts and skills the students do and do not possess. We must then fill in any conceptual gaps by trying to relate new concepts to life experiences of ESL students. Thus, it becomes more critical to get to know and understand these students.

'Culture load' refers to the way language and culture are related and the amount of cultural knowledge required to comprehend meaning or participate in an activity. Meanings of words are determined by the uses of words within linguistic and cultural settings, never the same in any two cultures. English learners need to learn the words in English as well as the cultural background that gives the words their English meaning. They need to learn words in context to understand the meaning. Additionally, the information conveyed in our textbooks and lessons is culturally embedded. Some texts or topics can actually be culturally offensive. Culture load also refers to how teachers expect interaction to occur in a classroom. This would include when to speak, when to stay silent, when to raise hands and when to write. These expectations vary from one culture to the next. English learners are often expected to determine the classroom behavioral norms independently.

The author offers several strategies to help teachers lighten the culture load for students. Teachers should treat English learners with respect, not judgment, and try to build personal relationships with students, their families and communities. Teachers can use information gained through these relationships to develop lessons and activities that help students understand the American culture while still respecting the culture of the student. By demonstrating respect for students, teachers allow a door of trust to open that can serve to further deepen a nurturing teacher-student relationship.

The next barrier, the 'language load,' refers to the number of unfamiliar words encountered as an English learner reads a text or listens to teacher or peer academic talk. Teachers can lighten this load by rewriting or explaining text material. Complex sentences can be broken down into comprehensible parts. Academic vocabulary can be presented at the start of a lesson and highlighted. Several different texts can be available covering the same content but at different reading ability levels. Additionally, teachers should model both academic and social language and scaffold its appropriate use to help the learner acquire it, use it effectively and move to more sophisticated levels of speaking and writing.

The 'learning load' represents what teachers expect students to do with English in the learning activities. An example offered by the author is brainstorming, an activity that is oral and fast-paced, with few visual examples and minimal clarification in the initial stages. An English learner would have difficulty following such an activity, let alone participating. Thus, teachers must carefully consider the learning load of all activities involving English learners, making adaptations and offering supports accordingly. One such strategy is the language bath. This strategy involves the teacher doing the initial talking about a new topic and students listening before any brainstorming or other activity is assigned. This strategy is also effective with English speaking students. It prepares students to participate by helping to familiarize them with vocabulary and develop their thoughts on a topic.

The last concept discussed is what the author calls the "yearning goad," which is intrinsic motivation, a drive to know and learn more. This needs to be cultivated by teaching, whenever possible, through topics of high student interest. Teachers should also endeavor to broaden student interests by sharing their passions with students. Critical selection and creative implementation of curriculum are also important. By lightening even one or two of these loads and arranging meaningful learning for students, teachers can motivate students and facilitate learning of both the English language and content. This can help ESL students avoid being misinterpreted as unmotivated or resistant to learning.

**Turning Frustration into Success for English Language Learners**

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.

**Using Standards to Integrate Academic Language into ESL Fluency**

Using Standards to Integrate Academic Language into ESL Fluency (Beckett & Haley, 2000)

This article speaks to curriculum alignment for ESL instruction. ESL standards can have a significant impact on ESL student achievement by integrating academic language into the ESL curriculum. This student population needs to focus on goals of academic competence, focusing on areas such as literacy, vocabulary, critical thinking, social skills and learning strategies. The ESL standards provide structure and guidance that can help to increase student academic success. By linking the ESL standards to state academic standards, we can ensure that ESL students will receive high quality instruction in English language and content areas.

The TESOL (Teachers of English to Speakers of Other Languages) standards were developed to provide teachers with scope and sequence of the language skills that ESL students need for success in our nation's classrooms. The standards are:

1) to use English to communicate in social settings,

2) to use English to achieve academically in all content areas, and

3) to use English in socially and culturally appropriate ways.

Several strategies are offered by the authors to develop competency in social use of English. They suggest the use of seating Arrangements (such as round tables, quads or pairs) to encourage social interaction. Teachers can also try to structure opportunities for students to use English outside of the classroom. Cooperative learning encourages the use of language in a social manner. Positive social interaction can help students perceive the classroom as a comfortable and friendly place, where they will feel safe using their new language skills and where they may find intrinsic motivation for communicating in English.

To enhance academic achievement, teachers can: create a language-rich classroom; provide students with advance organizers; label everything in the classroom to build vocabulary and help students make connections to their native language; and have different media available for student use (books, magazines, newspapers, audio-tapes, video tapes, computer software) to address different learning styles and also help build connections. To help students to use English in appropriate ways, teachers should teach what language is appropriate in what setting so students can determine when to speak and in what way (for example, formal speech or slang). Teachers should also recognize diversity and sameness in their classrooms, incorporate multicultural literature into the curriculum, and invite parents/family members to share their cultures and talents with the class. Students need to develop an understanding of and appreciation for others considering the diversity of society.

**Analysis/Plans for Application to Teaching**

While I will not be a certified ESL teacher when I begin my teaching career, I plan to pursue certification in this area. Regardless of whether I am in a regular classroom, special education classroom, ESL classroom or a bilingual classroom, the information contained in these articles will be of great value to me considering the diverse cultural population our schools serve. There will undoubtedly be children who are English language learners in my classes or in activities that I am involved in. I will encounter them when I perform the various duties teachers are assigned to (bus duty, lunch duty etc.). Additionally, the strategies recommended in these four articles seem to be effective strategies to use with all students, not just ESL students.

As time consuming as it may be, learning about the students, their cultures and their communities may be among the most important and productive developmental activities I can undertake as a teacher. This can provide a wealth of information about students and their worlds. While I am sure there would be many differences between their cultures and mine, I expect there would be some similarities as well. Attending or participating in community events or visiting families would very likely be a sensitizing experience for me. I would personally find out how it feels to be the "different" person. I think that this would help to deepen my respect for the students and their cultures. It would also send a message to students that I am committed to helping them and interested in them as people.

Relationships with families are critical. I suspect lack of parental involvement may often be misinterpreted as lack of caring. Non-English speaking parents may feel they have no way to communicate with teachers. They are in a new world too and are experiencing all of the things that their children are experiencing in addition to having the added responsibilities of work and caring for their families. Additional effort needs to be made to reach these parents and open the lines of communication. I would invite them to participate in meaningful activities in school, ask them to be class volunteers, and make a special effort to recognize the accomplishments of their children. I would make an extra effort to explain the expectations of both parents and students in our schools, especially if they are newcomers (Boothe, 2000). I would enlist the help of a translator when possible, if language is a barrier.

Written communications sent home should be translated into their native language, whenever possible. There are resources available on the internet that provide translations at no cost. Alta Vista (http://Babel.altavista.com/tr?) offers free translations of text in the following languages: Spanish, Portuguese, German, French, Italian, Chinese, Japanese, Korean and Russian. Research-it (www.itools.com/research-it) offers free translation of web pages into Spanish, German, French, Japanese, Italian, Portuguese and Chinese. Once my class web site is developed, I will also be able to use it to further communication with parents. Just because they are non-English speaking does not mean they do not have access to computers. Depending on socio-economic status, they may have computers at home. If not, they have access at local libraries or other community agencies. Contacts made in the community, foreign language instructors and other staff members in our schools could also help with translation. I would try to arrange partnerships between bi-lingual families and non-English speaking families, depending on their languages and encourage parents and family members who do not speak English to learn English by informing them of resources available in the community.

I believe that cultivating caring, engaged relationships with students and their families will help my students to feel connected to their school and, hopefully, enhance their feelings about school and their self-esteem. I would like to be remembered as a teacher that cared, one that made a difference in their lives. By learning about students, their cultures, and their communities I will be better able to identify what resources the students bring to the learning experience. I will also be better able to draw on prior knowledge, experiences and strengths to help build new knowledge and build connections for students (Lucas, 2000).

There are so many factors that influence the lives and learning of ESL students: immigration history, language use, socio-economic status, educational history and leisure activities. There are so many questions to find out answers to. What kind of responsibilities do they have at home? Are they considered adults or children? Are they recent immigrants? Were they born here? Where else have they lived? What is their schooling history? By finding out more about my students, I can personalize their experience at school and in my classroom to a greater extent.

Because of the great difficulties and challenges faced by ESL students, I plan to develop and incorporate activities into my lessons to encourage an appreciation for diversity among students. I will find ways to celebrate diversity of all students to: enrich learning; foster peer relationships; create respect for differences; create an understanding of other cultures; and instill a sense of belonging or membership (Shore, 2001). I intend to approach each student (ESL, regular education or special needs) as an individual, taking into consideration personality characteristics (shy or outgoing for example), learning style, educational experience, special talents and interests, social and familial situation.

I plan to use cooperative learning as a means to promote interaction among students. This will allow students time for social interaction and enable them to develop confidence in their language skills (Boothe, 2000). Through participation in cooperative learning they will have a chance to speak and listen. Verbal activities promote collaboration among students. Verbal interaction is fundamental to learning both language and content. ESL students need the opportunity to use language in interaction with both peers and teachers who are competent in the language and serve as models (Egbert & Simich-Dudgeon, 2001). Cooperative learning will afford the opportunity to develop relationships with their peers; and their peers will, hopefully, begin to value the ESL students for who they are as opposed to just "kids who don't speak English." I plan to utilize some sensitizing activities in class as well, regardless of whether I have ESL or inclusion class or a regular education class. I feel that these are profound exeriences that give those involved a taste of humanity and a taste of humility, both of which can help us gain a better understanding of ourselves and the diverse people we live, work and learn with (Rudnick, 1995).

I plan to develop scaffolding activities and accommodations that will help my students to: organize their thoughts, develop study skills, organize their schedules, consistently follow classroom procedures, and track their progress throughout the school year (Boothe, 2000). By assigning classroom jobs or responsibilities to ESL or special needs students I will involve them in the class and help them to feel as if they belong and have value. I will encourage them to share any personal experiences with the class that they feel comfortable sharing and to also maintain a personal journal about themselves and their experiences (written in English or their native language).

Through all of the articles I have read, I think it was quite clear that ESL students should be encouraged to maintain their native language. The benefits of a maintenance program as opposed to a transition program seem to be paramount. It is so critical for children to have a strong sense of self in order to achieve. Their native language is part of their "self." They need confidence to develop friendships, problem solve, and master skills in language and content areas. They should not be ashamed of who they are or their origins. They need their native language in order to maintain valuable relationships with family members and friends who do not speak English.

The role that a teacher plays in the lives of students and the teacher's potential to improve the quality of life for students cannot be underestimated. Elementary school teachers have a major effect on how children will view school, possibly for the next twelve years of their lives. This effect can be compounded when students do not speak English. In order to foster acceptance, self-confidence, learning, and achievement, teachers of ESL students need to make the classroom a haven for children, create meaningful learning situations for their students, and never give up on them (Thompson, 2000).

**References**

Alta Vista, http://Babel.altavista.com/tr?
Beckett, E., and Haley, P. 2000. Using standards to integrate academic language into ESL fluency. The Clearing House, 74, 2, 102-104. Accessed through WilsonWeb on-line database on June 10, 2001.
Boothe, D. 2000. Looking beyond the ESL label. Principal Leadership, 1, 4, 30-35. Accessed through WilsonWeb on-line database on June 4, 2001.
Brice, A. and Roseberry-Mckibbin, C. 1999. Turning frustration into success for English language learners. Educational Leadership, 56, 7, 53-55. Accessed through WilsonWeb on-line database on June 10, 2001.
Egbert, J and Simich-Dudgeon, C. 2001. Providing support for non-native learners of English in the social studies classroom. The Social Studies, 92, 1, 22-25. Accessed through Wilson Web on-line database on June 4, 2001.
Lucas, T. 2000. Facilitating the transitions of secondary English language learners: Priorities for principals. NASSP Bulletin, 84, 619, 2-16. Accessed through WilsonWeb on-line database on June 10, 2001.
Meyer, L. 2000. Barriers to meaningful instruction for English learners. Theory into Practice, 39, 4, 228-236. Accessed through WilsonWeb on-line database on June 10, 2001.
Olsen, L. 2000. Learning English and learning America: Immigrants in the center of a storm. Theory into Practice, 39, 4, 196-202. Accessed through WilsonWeb on-line database on June 4, 2001.
Research-it, www.itools.com/research-it
Rudnick, B. 1995. Bridging the chasm between your English and ESL students. Teaching PreK 8, 26, 48-49. Accessed through WilsonWeb on-line database on June 4, 2001.
Shore, K. 2001. Success for ESL students. Instructor, 110, 6, 30-32. Accessed through WilsonWeb on-line database on June 4, 2001.
Thompson, G. 2000. The real deal on bilingual education: Former language-minority students discuss effective and ineffective instructional practices. Educational Horizons, 78, 2, 80-92. Accessed through WilsonWeb on-line database on June 10, 2001.