• Students' proficiency level in English

• Students' literacy level in their first language

• Students' school history:

  • number of years of education in home country,

  • basic description of school system in home country,

  • history of education in the U.S. and in particular in Evanston,

  • how many years of English either in home country or in the U.S.

• Other students or adults in the building who might speak students' first language

Helping English Language Learners in the Classroom

Effective teachers use a variety of methods to help students understand detailed, often complicated processes. Teaching English Learners requires a similar approach. Consider the following strategies as you plan your lessons.

Conveying Subject Matter

• Utilize and share lecture outlines. Outlines can help ELs remain focused and in step with the lesson.

• Communicate using many formats. Graphs, charts, and figures that do not rely primarily on written or spoken language to convey information can be extremely helpful. Layout of visual aids should be clear and uncluttered.

• Focus on key terms. Use short, less complex sentences to teach and reinforce important vocabulary before, during, and after the lesson.

• Make use of students' background knowledge of concepts. Attempt to discover what ELs already know about a given topic and build upon it.

• Have students identify familiar terminology. For example, many science and terms are used internationally. Ask students to inform you when they recognize this type of vocabulary.

• Assign group projects to help ELs master concepts. Project work provides opportunities for exchanging ideas, researching, writing, and presenting. Using a variety of skills can increase understanding and retention.

Creating a Positive Environment

• Establish consistent classroom routines. When specific activities proceed in similar ways each time they occur, students are freed to concentrate on content rather than trying to determine what will happen next.

• Increase peer interaction. Compose groups with care. A student who is learning English might benefit from being partnered only with strong English speakers. Based on the skill and confidence of the individual student, adding someone to the group who could assist with translation might be appropriate.

• Develop meaningful, relevant tasks in which students utilize manipulatives and tools. Hands-on activities provide a forum for success for all students, regardless of language ability.

Increasing Opportunities for Communication

• View group time as an opportunity for one-on-one communication. As you move about the room, speak individually with students. Ask questions about what they are doing and learning in the activity, and devote time to listening to their responses.

• Increase opportunities for one-on-one communication. The more opportunities an English Learner have for informal conversation, the more quickly s/he will master the language.

• Allow adequate wait time. While the correct answer to a question may quickly occur to an English Learner, translating thoughts to English and formulating a reply will take longer. Be patient. Resist the temptation to finish a sentence or supply a word for a student who is making an earnest attempt.

• Model academic language When a student uses a term incorrectly, incorporate it into a sentence to demonstrate appropriate usage. Provide positive reinforcement when a term is used correctly.

• Use normal volume and pace of speech. Speaking loudly does not increase comprehension for English Learners. Measure speech, particularly when introducing new vocabulary or concepts.

• Do not insist that ELs speak in front of the class. A student will speak up in class when he or she is ready. Allow for other modes of participation.

In the Science Classroom

Managing Safe and Productive Laboratory Exercises

• Develop clear procedural steps. Consider flow charts and pictures to outline steps of the procedure. If written, use consistent terminology, introducing as little new vocabulary as possible.

• Begin lab activities as teacher demonstrations. Model procedures that are new for students or may cause confusion.

• Provide a pictorial guide on the materials table. A visual reference will help ELs successfully manage chemicals and equipment.

• Teach safe laboratory procedures using a variety of formats. Demonstration, multimedia, and graphics can be used to communicate information about lab safety.

• Display safety symbols. Safety symbols should be posted throughout out the labs, as well as in appropriate locations on lab handouts.

Science is an International Language

Teachers of limited English proficiency students must keep in mind that true science is not any specific content or terminology, but an approach that can be taken to solving any problem encountered. Help students understand that science involves questioning, gathering, and analyzing data, and communicating findings. This is as important as helping them acquire content. As students master the intricacies of the English language, their confidence in mastering the language of science will also grow.

Effective teacher-paraprofessional collaboration requires communication and shared classroom expectations. Below are several important elements of collaboration that teams should consider:

§ Define roles – Ensure that each team member’s role in the classroom is clear to everyone, including the students. Clearly define and articulate the paraprofessional’s role in supporting instruction and behavior management. When deciding what the paraprofessional’s role will be, teachers should balance their own work style preferences with those of the paraprofessional. Teachers should also take into consideration specific skills with which the paraprofessional feels comfortable.

§ Develop a schedule – Ensure that both team members have a schedule of all of the activities that will occur during a class period or day. The paraprofessional should know his or her role in and the teacher’s expectations of those activities.

§ Know instructional methods – Make sure that both the teacher and paraprofessional have a clear understanding of the instructional methods being used. If the paraprofessional is expected to provide support in a specific way, the teacher should ensure that the paraprofessional is familiar with the method required and is comfortable in its use. Paraprofessionals may need professional development to effectively carry out their roles. Teachers should be aware of training that paraprofessionals need and provide them with information about necessary skills and resources.

§ Be aware of student characteristics – Ensure that both team members are aware of the academic and social needs of the students with whom they work.

§ Share Classroom Experiences – Ensure that teachers and paraprofessionals regularly and consistently share with one another observations and experiences they have had with students during the day or class period.

§ Share Responsibility for Students – Make sure that both team members are working with all students equally. No students should spend a majority of their time working with only the paraprofessional.

Teachers and paraprofessionals should set a time to meet on a regular basis. This time can be used to discuss students and classroom activities. Meeting regularly also provides paraprofessionals with an opportunity to ask questions, state concerns, and clarify issues. If one paraprofessioanal is assigned to several teachers, it is beneficial to meet as a group, particularly if all teachers serve the same students.