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8 Tips to Protect ELLs from Bullying in Your Classroom and School
8 Tips to Protect ELLs from Bullying in Your Classroom and School
October is National Bullying Prevention Month. Click HERE to access the article, from the Colorin Colorado website, and read about ideas on how to protect English learners from bullying.
Educating English Language Learners
Educating English Language Learners
In this review of the latest research, Diane August (2018) highlights effective practices for English Learners. For example, the use of embedded vocabulary instruction -- "students are given access to word meanings through on-the-spot child-friendly definitions" -- had a strong effect on ELs’ vocabulary development. Yet, the use of the higher-level questioning and discussion technique had a strong effect on the English-proficient students' reading comprehension but had little benefit for ELs.
Current research studies emphasize the importance of building on effective practices used with English-Proficient students but caution educators that "not all practices deemed effective for English-proficient learners are effective for ELLs". Click HERE to read the full article.
Teaching English Language Learners: Tips from the Classroom
Teaching English Language Learners: Tips from the Classroom
In this article published in American Educator (Fall 2018), Larry Ferlazzo and Katie Hull Sypnieski share ideas on how to differentiate instruction for ELs; encourage intrinsic motivation for academic achievement; use an affirming form of error correction. Click HERE to read the article. Click HERE to view L. Ferlazzo's video on differentiated instruction.
Dr. Krashen's Viewpoint on LTELs
Dr. Krashen's Viewpoint on LTELs
“There is widespread agreement that Long-Term ELLs lack competence in academic English... [therefore] the most common suggestion for helping Long Term ELLs is direct instruction in academic language.” Dr. Krashen suggests that self-selected pleasure reading in English is the key and that libraries and teacher librarians play a central role in carrying out this suggestion. Click HERE to read Dr. Krashen's article.
L. Ferlazzo and K. Hull Sypnieski's Perspective on Grading ELs
L. Ferlazzo and K. Hull Sypnieski's Perspective on Grading ELs
In their article and The 5 Pillars of Equitably Grading ELs webinar the two authors discuss their perspective on grading: 35%– Product Criteria: daily assignments, homework, essays/projects; 35%– Process Criteria: collaboration/working with other students and teacher, daily participation and effort; and 30%–Progress Criteria: academic language development, growth in speaking and listening, reading fluency and comprehension; and writing proficiency. Click HERE to read the article. Click HERE to view and listen to the webinar.
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