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Instructional Strategies for ELL Classrooms

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Instructional Strategies for ELL Classrooms
One of the U.S. educational challenges of today is meeting the educational needs of the English language learners. This growing diverse population of English learners has to simultaneously learn to build their English language proficiency and the content area within their grade level standard. This makes it a double challenge for them and their teachers. After observing a lesson based on a video simulation of a classroom, I will discuss five components: comprehensible input, ongoing specific and immediate feedback, grouping structures and techniques, building background and vocabulary development and student engagement that were integrated into the lesson. I will then discuss what methods and techniques should be utilized when teaching English learners. I will close by sharing my thought about what I liked and felt could have been done difference. The delivery of a lessons and how the language objectives are deliver is significant in choosing strategies for the ELL. First I will reflex on at comprehensible input. ELL must be provided comprehensible input. Linguistic is required by understanding and hearing messages that are somewhat above their current English language for the ELL students (Haynes, 1998). In the virtual classroom the teacher did a wonderful job at controlling her tone and pace of speech. She spoke clearly and gave direct directions. Her body language and gestures and pronunciation were clear to the class. Next I’ll focus on feedback. In a report from Hill and Flynn (2008) it stated “when teaching ELLs it is particularly important to ensure that your feedback is comprehensible, useful, and relevant” (p. 31). In the video virtual classroom the teacher gave immediate feedback when she did the book review. By asking questions about what had happen she let the student know with positive praise he was correct with his response. Third, I will reflex on grouping structures and techniques. Grouping structures and techniques that


References: Echevarina, J., Vogt, M., & Scott, D. (2013). Making content comprehesbie for english learners: the slop model. (Ex: 4th ed.). Allyn con& Ba. DOI: www.mygcu.edu Haynes, J. (1998). Seven teaching strategies for classroom teacher of ells. Retrieved from www.everythingESL.net Hill, J.D., & Flynn, K.M. (2006). Classroom instruction that works with English language learner. Alexandria, Virginia: Association for Supervision and Curriculum Development. Mustafa, A. (1993). Grouping in the ells classroom. Retrieved from http://www.melta.org.my/ET/2002/wp03.htm
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