Using ELL Best Practices in Every Classroom

by Mona Quinn

In a recent article, the Lafayette, Indiana, Journal and Courier reported that in the Lafayette School Corporation, “about one in seven students didn’t speak English as their primary language at home” (Watling, 2008). Furthermore, it cited Sylvia Martinez of Indiana University, who has studied the education of Latino students and who has concluded that some may arrive in the United States with a solid educational background and simply need to learn English, while others have a poor academic foundation and also need to learn the language (Watling, 2008). However, it is not only Spanish speaking students making an impact; the Tippecanoe School Corporation includes one building where more than 40 different countries are represented in the school population, according to David Notary, assistant superintendent of curriculum and instruction (Watling, 2008). This situation is typical in other parts of the country as well, but it is safe to conclude that students struggling with learning the English language anywhere share some similar characteristics which may prove helpful in developing instructional designs.

The remarkable challenges presented by the diversity in our populations require a remarkable response from our teachers. In forward thinking school corporations, educators are confronting myths regarding second language learning and embracing best practices in order to support English language acquisition. Some commonly held misconceptions such as, “children learn second languages quickly and easily; the more time students spend in a second language context, the quicker they learn the language; children have acquired a second language once they can speak it;” and “all children learn a second language in the same way” (McLaughlin, 1992), have been debunked through considered research. And, many instructors are enthusiastically developing effective strategies that they can incorporate into their daily instruction to support their ELL students. The following list provides an assortment of methods suggested by various authorities in the field of ELL learning and instruction.

1. “Everything in the classroom revolves around relationships” according to Jo Gusman, Educational Consultant and ELL Language and Literacy Specialist (p. 2, 2005). Ms. Gusman stresses that understanding how a student’s emotions influence learning (called their “affective filter” by Dr. Stephen Krashen) is an important stepping off point. To emphasize this, she quotes Dr. Krashen:

   “…learning a new language is different from learning subjects because it requires public practice. Speaking out in a new language can result in anxiety, embarrassment [sic], and anger. These negative emotions can create a kind of filter that blocks the learner’s ability to process new or difficult words. Classrooms that are fully engaging, non-threatening, and affirming of a child’s native language and cultural heritage can have a direct effect on the student’s ability to learn by increasing motivation and encouraging risk taking” (p. 10, 2005).

2. Another strategy suggests a “thoughtful reconsideration of the teacher’s role” (Chamot and O’Malley, 1994) that requires student and teacher to work collaboratively to create an instructional dialogue through which they identify the learning tools that work best for the student. In most cases, students can identify exactly which strategies are most effective; the teacher can then build instruction based on what the student can do, rather than struggle with what the student cannot do.
3. Including academic content in ELL instruction is now an accepted method. Research indicates that teaching content-specific language can enhance language acquisition (Chamot, et. al., 1994). This strategy requires that teachers of all subjects, not just language arts, become ELL practitioners. There are many innovative structures to support this endeavor in all subject areas including math and science (Chamot, et. al., 1994).
4. Dr. James Asher, Professor Emeritus of Psychology at San Jose State University, developed a widely accepted technique called Total Physical Response based on the concept that comprehension comes before spoken or written language. To this end, he has recommended a strategy that begins with one-word commands (stand, sit, etc.), and employs physical modeling and repetition in instructional delivery (Asher, n.d.).
5. The Dearborn Michigan Public Schools Bilingual Compensatory Education Resource Team has an excellent, updated web site dedicated to developing curriculum and practice across disciplines and grade levels, and offering ready-to-use suggestions for immediate implementation. See http://www.dearbornschools.org/staff/Leaders/bilingual/bilingual.htm and click on the section "Sheltered Instruction Observation Protocol" (SIOP) for access to these materials.

The bottom line, many teachers have discovered, is that best practice in ELL parallels best practice in any classroom. In fact, the methodology and strategies employed by ELL teachers often enhance the education of native speakers learning the same content. Using scaffolding, differentiation, graphic organizers, and other valid instructional devices engages learners and provides the win-win situation to which both students and teachers aspire, no matter how strong the English language background of the learner. And, so it seems, with our burgeoning immigrant population, it behooves all educators to become more proficient in the use of effective ELL strategies to attain academic success in every classroom regardless of subject content or grade level.

References:

Asher, Dr. James.

TPR: After forty years, still a very good idea. Retrieved March 9, 2008 from http://www.tpr-world.com/tpr_after40years.html

Chamot, Anna Uhl, & O’Malley, J. Michael (1994).

The CALLA handbook. Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley Publishing Company, Inc. 6, 19, 20.

Gusman, Jo (2005).

Practical strategies for accelerating the literacy skills and content learning of your English language learners. Resource handbook. Sacramento: New Horizons in Education, Inc. 2, 10.

Segeman, Maura.

Bilingual and compensatory education. Retrieved March 13, 2008 from http://www.dearbornschools.org/staff/Leaders/bilingual/bilingual.htm

Watling, Meranda (2008, March 10).

Schools help students adjust. Journal and Courier, pp. 1, 8.

Mona Quinn

Mona Quinn is a former secondary English teacher who is also a certified Faculty Mentor Trainer, as well as a calibrated Indiana Mentoring and Assessment Program (IMAP) portfolio scorer through the Indiana Department of Education Division of Professional Standards.

This featured article appeared in Volume 3, Number 4 issue of the Write Connections quarterly newsletter. View other archived newsletters , a topical organization of all newsletters, or sign-up to receive notification when the next newsletters are ready to download.