classroom instruction that works with english language learners pdf

Classroom Instruction That Works With English Language Learners Pdf

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One of the most significant challenges we face in public education is how best to prepare all our students for a rapidly changing, technology driven, global world. To do so, we need to broaden our view of student achievement to include a greater emphasis on the higher order skills necessary for developing global citizens who are ready for the world beyond school.

Classroom Instruction that Works with English Language Learners Participant's Workbook.

To browse Academia. Skip to main content. By using our site, you agree to our collection of information through the use of cookies. To learn more, view our Privacy Policy. Log In Sign Up. Download Free PDF. Rozina Qureshi. Download PDF. A short summary of this paper. Classroom Instruction Education Classroom Instruction That Works with English Language Learners that works with English Language Learners A s more and more English language learners ELLs are included in mainstream classrooms, what can we do to ensure that they understand academic content and develop their English language skills?

To answer this question, authors Jane D. Hill and Kathleen M. The result is Classroom Instruction That Works with English Language Learners—a comprehensive guide to helping elementary school students at all levels of English language acquisition succeed.

Classroom Instruction The strategies discussed in the book include homework and practice, summarization and note taking, and use of nonlinguistic representations, among many others. For each strategy, the authors that works Jane D. Hill Kathleen M. Flynn provide a summary of the research, detailed examples of how to modify the strategy for use with ELLs in mainstream classrooms, and teacher accounts of implementation.

Flynn ClassroomInstructionFinal. Beauregard St. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from McREL. Printed in the United States of America. ASCD publi- cations present a variety of viewpoints. The views expressed or implied in this book should not be interpreted as official positions of the Association.

For desk copies: member ascd. Includes bibliographical references and index. ISBN pbk. Linguistic minorities—Education— United States. English language—Study and teaching—Foreign speakers.

Language and education—United States. Communication in education—United States. Mainstreaming in education—United States. Flynn, Kathleen, — II. H Moreover, it should be no shock to learn that this pop- ulation is continually expanding. These students speak a variety of languages and come from diverse social, cultural, and eco- nomic backgrounds. There are greater numbers of ELLs in the states that have historically been affected by them, but there are also many in states that until very recently had none.

Ironically, it seems that the more diverse our schools become, the greater the pressure to homogenize the curriculum and instruction. For teachers, increased diversity has meant a stronger push to teach Eng- lish quickly and place ELLs in mainstream classrooms.

All teachers of ELLs, and those in mainstream classrooms in particular, are searching for effective teaching strategies for these stu- dents.

This book makes a crucial contribution to the field by provid- ing solid information and ideas for teaching ELLs. These ideas can be implemented in mainstream classes that are heterogeneous with regard to language, ethnicity, social class, and academic achievement. This book also proposes that second language learning is a long-term process that must be considered in instructional planning over the span of many school years and in multiple curricular contexts.

Among the many strengths of this book is its acknowledgment of the diversity of the ELL population without presenting it as a problem to be solved. The authors do not homogenize ELLs by lumping them into one generic group, but instead exhort teachers to learn about these students, their languages, their heritages, and their interests.

This book also honors parents, and places the responsibility for parent involvement in the hands of school districts and school leaders as well as individual teachers. The tone of this book reflects a respect for classroom teachers and their expertise, and engages them in the quest to develop and imple- ment innovative instructional programs for ELLs. The structure of this book and the strategies it presents demon- strate that rigor in the education of these students is important, but so, too, is realism.

Both of these perspectives cause teachers to throw up their hands in frustration. The tone of this book is compassionate and empathetic toward the students and their families who, for many reasons, have found themselves in strange new communities and classrooms. The authors innately understand that ELLs must overcome many difficult chal- lenges in the classroom, and they acknowledge the fact that these stu- dents deserve to be taught by teachers who are skillful and caring. Fortunately, this book succeeds in providing balance, solid advice, information, and guidance that will help both ELLs and their teach- ers feel competent and confident in the classroom.

We also thank Sylvia Torrez, senior consultant at Mid-continent Research for Education and Learning McREL , who contributed classroom examples to illustrate how to ask tiered questions and stim- ulate language in various content areas. Hodgkinson estimated that in , almost half a mil- lion children under the age of 5 were being raised in homes where no English was spoken at all.

At least , of these children were likely to need special help in preschool and kindergarten in order to learn to speak and read English. If they do not get that help in their early years and often they do not , it will be up to our elementary school teachers to teach academic content as well as proficiency in English.

As many of you already know, this is not an easy task. Most elementary classroom teachers have not been trained to help students master content standards and language standards, as ELLs must do. Although many of you have probably already turned to col- leagues, books, the Internet, and other resources for help, you are still essentially on your own in learning how to help your ELLs succeed.

We examine these strategies in depth, and also look at the existing research on modify- ing these strategies for use with ELLs. When no relevant research exists on a given strategy, we rely on the generalizations from the research and the classroom recommendations from Classroom Instruc- tion That Works. To that we add professional wisdom that comes from our experiences as ESL teachers and trainers.

This book has two goals. The first is to provide you, the main- stream classroom teacher, with background knowledge on instruc- tional strategies and practices that have been positively linked to student achievement. The second is to show you how these strategies can be modified to help ELLs acquire content and language skills. We sincerely hope this book will help make the job of reaching and teaching your steadily increasing population of ELLs less difficult and more rewarding.

It comes as naturally to us as seeing the sky or digesting our food. It is as vital a part of us as our name and personality. But what if we suddenly had to breathe different air or swim in different waters? What if we consciously had to think about selecting the words we were going to say, getting them in the right order, applying the cor- rect grammatical rules, and using the correct pronunciation?

If we had to think about not only what we say but also how to say it, the language overload would be exhausting. Think about a time when you traveled to a place where English was not the dominant language.

Remember how you felt when you returned home and heard English for the first time since you had left? What did you feel?

We are our language. In addition, language has always been the medium of instruction: As teachers, our automatic use of English helps us to create or pro- duce something new for students. We can create stories, produce explanations, construct meaning when we read, and help students make meaningful connections—all by just opening our mouths. What we previously did not have to think about, we now have to think about very carefully.

We sud- denly find ourselves having to accommodate the one thing we take for granted: language. We are experienced accommodators when it comes to rates of learning, behaviors, and modes of response. We can accommodate anything, from students with special education needs to those with hygienic needs, but up until recently we have not had to make accommodations for language.

Aside from accommodating for students with violent tendencies, accommodating for language is one of the most difficult tasks we face as mainstream teachers. To teach students a new language is to help them know its sounds phonology , its words lexicon , and its sen- tence formation syntax and semantics.

Making such accommodations helps provide better instruction for all of your students. Between and , the overall number of school- age children ages 5—17 increased by 19 percent.

However, during this same time period, the number of children who spoke a language other than English at home increased by percent; of those, the number who spoke English with difficulty i. Overall, 5. Regional percentages range from 8.

Introduction 3 Teaching English language skills to ELLs is now the responsibility of all school staff. We used to think that the English as a second lan- guage ESL teacher would take care of everything. Perhaps we even encouraged classroom teachers to leave this kind of teaching to the specialists, much as we did with students in pullout special education programs.

After all, the reasoning went, there are federally funded programs for this special segment of the population. Along with the federal dollars come separate services with special materials, class- rooms, teachers, and program directors. But now, just as we have been told we need to include special education students in our mainstream classrooms without being told how to accomplish this feat , we are also facing the integration of growing numbers of ELLs.

At this moment, the greatest effect is being felt in elementary schools. This book is intended to offer help for elementary school main- stream teachers who have ELLs in their classrooms for all or part of the instructional day. Forty-four percent of all ELLs in U. However, schools and teachers will need to be prepared to teach these students as they get older. English language learners present many challenges for main- stream teachers.

Classroom Instruction That Works with English Language Learners, 2nd Edition

To browse Academia. Skip to main content. By using our site, you agree to our collection of information through the use of cookies. To learn more, view our Privacy Policy. Log In Sign Up.

Language has always been the medium of instruction, but what happens when it becomes a barrier to learning? In this book, Jane Hill and Kirsten Miller take the reenergized strategies from the second edition of Classroom Instruction That Works and apply them to students in the process of acquiring English. New features in this edition include. Whether your students are learning English as a second language or are native English speakers who need help with their language development, this practical, research-based book provides the guidance necessary to ensure better results for all. See the book's table of contents and read excerpts. Study Guide. HILL consults and trains teachers and administrators nationally and internationally.


Classroom Instruction That Works with English Language Learners, 2nd Edition. Jane D. Hill & Kirsten B. Miller (McREL). Table of Contents. About the Authors |.


Classroom Instruction that Works with English Language Learners Participant's Workbook.

To answer this question, authors jane D. Hill and Kathleen M. Theresult is Clas. The strategies discussed in the book include homework andpractice, summarization and note taking, and use of non linguisticrepresenunions, among many others.

This resource provides a rich source of exemplary teaching practices that can be put to immediate use in the classroom and in the school. It also exemplifies best practices of schools welcoming newcomers, and working effectively with community partners and families. The print resources facilitate note-taking, inquiry, reflection and planning before, during and after viewing. Download the Viewer's Guide in PDF for complete instructions on how to use the print and video resources.

English-language learner

Language has always been the medium of instruction, but what happens when it becomes a barrier to learning? In this book, Jane Hill and Kirsten Miller take the reenergized strategies from the second edition of Classroom Instruction That Works and apply them to students in the process of acquiring English.

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4 comments

Stephanie J.

An English language learner often capitalized as English Language Learner or abbreviated as ELL is a term used in some English-speaking countries such as the US and Canada to describe a person who is learning the English language in addition to their native language or any other languages they may speak.

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