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ESL, Now What?

ESL, Now What?. ESL Teaching Simple and Effective Practices. What does the research say?. Minority students do not have to be fluent in oral English before they engage in reading practices The affective filter must be lowered in order to effectively learn as second language

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ESL, Now What?

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  1. ESL, Now What? ESL Teaching Simple and Effective Practices

  2. What does the research say? • Minority students do not have to be fluent in oral English before they engage in reading practices • The affective filter must be lowered in order to effectively learn as second language • Comprehension precedes production • Important benefits of supporting the English language learner is applied when integration of students culture is evident • High-Quality instructional strategies are needed to meet the needs of diverse learners • Learning and instructional considerations must be applied when teaching an English language learner • Strategies applied within the classroom are crucial for educational success for the English language learner

  3. Keys to Success • Maintain accurate student portfolios to monitor student progress • Align curriculum to meet both ESL and State academic standards • Modify curriculum as needed to promote student success • Apply acceptable accommodations for testing • Student culture should be reflected within the classroom

  4. Myths and Misconceptions • Immigrant students are not entitled to ESL services – False, actually all students regardless of their immigrant status are entitle to a free public education • Funding for ESL services must be supplied by each school individually – False, at the state level there is Basic Education Program (BEP) funding designed for districts with identified ELL students • Any teacher or teachers aide may provide the services needed for ELL students – False, in Tennessee a teacher must have and ESL endorsement or on an approved waiver to provide instruction • Parents and students can waive ESL services at any time – False, no student or parent can deny ESL services until the student is the age of 18 • You can place a ELL student in Special Education until they have gained fluency in English – False, students can not be place in Special Education classes unless they have been in a traditional classroom for a minimum of two consecutive years and have been tested and met Special Education requirements.

  5. Strategies for Teachers • Interactive lessons with hands-on activities and cooperative learning • Encouragement of creativity and discovery • Versatility and flexibility • Enhancement and support of the mainstream curriculum • Opportunities for all students to feel successful • Integration of language skills, thinking skills, and content knowledge

  6. Strategies for Students • Sit in the front of the classroom • Frontload vocabulary • Cooperative learning activities • Peer tutors • Extended time • Modification of curriculum outcomes outlined • Access to students particular learning style • Provide illustrations when needed • Supplementary books (translation dictionary) • Use graphic organizers • Textbooks on tape

  7. Parents of ESL Students • Parents of ELL students need help to: • Understand how U.S. school systems work in general • Understand how their local school district and schools operate • Know what is expected of them by school and district personnel • participate

  8. Resources • National Association for Bilingual Education (NABE) http://www.nabe.org/ • National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) http://www.ncela.gwu.edu • Teachers of English to Speakers of Other Languages (TESOL) http://www.tesol.org • National Center for ESL Literacy Education (NCLE) http://www.cal.org/ncle • Great ESL Links http://esl.net/eslres.html • Resources for Language Teacher and Learners http://www.fredriley.org.uk/call/langsite/ • ESL Lesson Plans and Resources http://www.csun.edu/~hcedu013/eslplans.html

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