Dan Davis

ITEC 7430
ELL Module Initial Thoughts
ELL Module Post-Reflection
April 23, 2016

What do teachers need to know about students who are learning to speak English?
Teachers of ELL students must be aware that just because a student who doesnt
understand the language of the classroom doesnt mean that the student has a learning disability
or doesnt want to participate. There are certain levels of ELL students, since some students are
learning more than one language at a time, and instruction must accommodate them at whatever
level they come into the classroom.
Just like any student, there will be ELL students with different proficiency levels,
aptitudes, and interests in your classroom. Understanding those student interests, forming a
rapport with them, and differentiating instruction to meet those varied needs, wants, and levels is
mandatory for the teacher and student to succeed. It takes time to understand what each ELL
student needs, and more time to incorporate instructional strategies into the classroom,
especially without ESOL teacher support. It is important to give ELL strategies and students
time to determine what is effective and what is not in the classroom.
What are some general instructional practices that can be beneficial to students who are
learning to speak English?
Based on what Ive understood about ELL students engaging in the English-speaking
classroom, pictures, word cards, slowed speech, repetition, and student pairing are all relatively
easy instructional practices that can assist students in grasping this new, difficult language.
Teachers do so much to accommodate their students needs and modify their lessons for
success already. Many of the classroom features in effect today are used to teach ELL students
as well. Some of the more common types of instructional practices include student-centered
instruction, especially small groups, partner work, student-led discussions, and student-created
questions. These are pretty easy to incorporate into a classroom environment if it is already
student-centered. I previously listed visuals, diagrams, slower speech, and repetition as
instructional strategies. Depending on content and course, some of those comprehensible input
practices may or may not be effective or practical. However, videos, games, and online tutorials
are excellent practices that should be brought in as an effective practice in an ELL classroom,
especially if they are in a students home language.
What should teachers consider when testing students who are learning to speak English?

During testing, teachers need to consider the fluency level of not only the students
English speaking, but also their native language. It may be beneficial for an ELL to have an IEP
with a read-aloud accommodation, but one that is read in their native tongue. Above all, teachers
should understand that a students language needs must be met during a test, and the test may
need to be modified to meet those needs.
The most important learning from the ELL module was related to assessment. As a
general education teacher, I must assess on social studies and science content. However, I must
also assess writing, reading, comprehension, and interpersonal skills at the same time. When
assessing the learning of an ELL student, however, things need to be different. It is more
important to assess the content of the course than the language of the course. A teacher must
work around assessments, usually summative or writing-based, that incorporate high levels of
content and English language vocabulary. By decreasing the syntax, using high-frequency
words, including pictures, charts, and diagrams, or by allowing students to test verbally, an ELL
student can show mastery of the content while avoiding frustration with the language.

References
The IRIS Center. (2011). Teaching English language learners: Effective instructional practices
Retrieved from http://iris.peabody.vanderbilt.edu/module/ell/