Strategies for Teachers
Top 4 strategies for teachers
Strategy 1: If you have any ELLs in any of your classes, reach out to the ESL teacher for their ACCESS level and read through the CAN DO descriptors on this site.
Strategy 2: Check ins with your ELL one-on-one is a great habit. Developing a routine for check-ins can be very helpful.
Strategy 3: Speak slowly (slower) when delivering material for the first time can be so helpful for ELLs. The number one request of language learners is that their interlocuter speak slower.
Strategy 4: Showing the text that matches what you are saying is another good strategy. Seeing and hearing the words at the same time is extremely efficacious for language aquisition. Infographics and diagrams can also be incredibly helpful because they often show high level content through visuals.
These are strategies we all use already. These are part of your teaching repertoire, but particularly helpful for ELLs!
10 Easy strategies for teachers
Strategy 1: Commuication with the ESL teacher. I will always reach out, and feel free to reach out to me! We are a team. Providing ELLs equitable opportunities is a collaborative effort. I am so grateful for all you do!
Strategy 2:
Opportunities for ELLs to work collaboratively with each other in their own language is a great strategey. While most of their school day will, of course, be in English, this will validate their home language and -- by extension -- themselves.
Strategy 3:
Allowing for extra time can support ELLs. ELLs will often need extra time both to comprehend and formulate their thoughts in English.
Strategy 4:
Allowing for translations, use of dictionaries, and use of multi-media is another great support. (For example, if a Level 1 student can create a narrative through pictures rather than through language, this can be a helpful accommodation). The pictures can also serve as a jumping off point to begin diagramming in English, since it is understood by both student and teacher.
Strategy 5:
Print-Rich classrooms. Classrooms with charts, definitions, and vocabulary permanently posted can be helpful to ELLs. (More applicable to in-person learning)
Strategy 6:
Working with small groups. This gives ELLs the opportunities to speak and participate in a less intimidating setting. It also gives a ton of great formative data for the teacher. This is research-proven to be one of the most efficacious strategies you can make with ELs. In the current environment, I recommend break-out rooms on your Google Meets.
Strategy 7:
Modeling, particularly providing ELLs a written examplar of what is expected of their written work can help clarify expectations as well as provide a great sample and use of language for them to reference.
I do, We do, They do, is another strategy that students can easily follow and apply. The teacher demonstrates, then practices with students. Lastly, allows the students to apply on their own what they have learned.
Strategy 8:
Plan "Yes" / "No" or "True" / "False" questions into your lesson. Language learners almost always can understand more than they can speak. This type of question will allow them to participate, and also give you some formative data of what the student understands.
Turn and talk is another form of formative assessment. Students are paired with a partner or a group of 3/4 students to discuss amongst themselves why is something 'right or wrong'. Thus, using the vocabulary they have learned and practiced speaking - 'Student Output'.
Strategy 9:
Using Pear Deck, Nearpod, Padlet or other sort of interactive resource is incredibly helpful. Our current ESL students report enjoying all of these greatly.
Flipgrid is another tool that students can use to express their thoughts, opinion or response to a question, in an oral form.
Strategy 10:
Increase the ratio of student-talk: teacher-talk. The more opportunity the students are given to speak, the more formative data you will gather on how much they know, and the more involved they will be in class. Ending the day with a question that students must answer for homework, and then asking students to answer that question the next day is one way to give ELLs plenty of time to prepare their response and practice their English language skills.