A student whose English is limited, whether it be from where they are from or what language they speak at home. There can be different levels of English proficiency, ranging from none to enough to get by in a conversation but NOT academically. One's home language, or more proficient language, does not have to be a specific language, just not English.
"Students whose primary language is a language other than English are often referred to as Limited English Proficient students (LEP) or as English Language Learners (ELLs). In New York State, under Part 154 of the Commissioner's Regulations (CR Part 154) limited English proficient students are:
A. Students with limited English proficiency shall mean students who by reason of foreign birth or ancestry, speak a language other than English,
1. and either understand and speak little or no English; or
2. score below a state designated level of proficiency, on the Language Assessment
Battery- Revised (LAB-R) or the New York State English as Second Language Achievement Test (NYSESLAT)."
ELL-English Language Learner
Students whose first language is other than English and who is in a special program for learning English. Bilingual schools (Pinnacle School #35) commonly service ELL and ESL.
ESL-English as a Second Language
Term for the use or study of the English language by non-native speakers in an English-speaking environment. Bilingual schools (Pinnacle School #35) commonly service ELL and ESL.
ESOL-English for Speakers of Other Languages
English language development program for Kindergarten to Grade 12 students whose home/native/primary language is a language other than English. The program focuses on developing their proficiency in processing and producing academic English language. Helpful link.
Rephrase questions to "have you heard of..." instead of "who can tell me..."
Allows students to not feel shut down if they don;t know the answer
More casual way of assessing what students know before a lesson
Use resources to help you connect learners to the subject
Use other staff to help develop lessons for all levels of ELL
Use ESL teachers to reach all levels of ELL
Talk to previous year teachers to know what connections and strategies them used successfully
5.3 million Americn students are ELLs
85% were born in the US
They represent more than 150 languages
Many struggle with the reading and writing of the English language
The students do bring in so much knowledge from their own background
This is a good opportunity to share their culture
The goal is to be academically successful
Bilingual teachers are easier for ELLs to connect, if there is a shared language and culture
Teachers need training about how to teach bilingual students
Not assuming they know nothing
Learning about their culture
Intentionally working on making them feel a part of the community
Adaptations for Instructional Procedure:
Seat students near teacher
Print clearly on board
Give instructions orally
Incorporate visuals
Monitor teacher talk
Avoid slang, colloqualisms
Speak clearly
Monitor speed of speech
Reuse new and key words
Repeatition helps students learn and remember words and their meaning
Check for comprehension frequently
Accomidations for Instructional Materials:
Provide graphic organizers to summarize information
Provide an English dictionary with clear and large print
If possible, a bilanguage dictionary (ex-Spanish English dictionary)
Provide audiobooks or recordings along with books
Have a word wall
Pinnacle School #35 (RCSD)
I was in a bilingual classroom where all of the students were learning English. There were varying levels of understanding of English, and a huge variety in academic understandings. The academic variety is due in part to the COVID gap these third graders had faced, but mostly due to the difference in countries of origin. Out of the 20 students in the class, only 8 were born in the United States of America. This others moved here from Cuba, Puerto Rico, or Honduras all at different points in their schooling. I could go from having a converstaino about Sandra Day O'Connor in English with one student to working through basic addition in spanish with another student.
N/A
How old is the data from the video? I would think it would be higher with recent immigration rates.
How can a teacher with an ELL best support them of the teaccher does not speak or understand the student's native language?