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Know Your Learners!

English-Language Learners:

Teachers should learn basic information -English-language learners, or ELLs, are

about their students’ families, languages, students who are unable to communicate
cultures, and educational backgrounds to fluently or learn effectively in English,
engage them in class and prepare and who often come from non-English-
deliver lessons more effectively. Teachers speaking homes and backgrounds, and
should collect information about their who typically require specialized or
students’ linguistic and educational modified instruction in both the English
backgrounds to determine correct language and in their academic courses.
placement for students. They should also
-Students who are not yet proficient in
seek to learn a new student’s cultural and
English but are in the process of
geographic background as a resource for
developing their skills. This is commonly
classroom learning.
used term in k-12 education.
Create Conditions For
Language Learning!
Teachers create a classroom culture so
6 Principles:
students feel comfortable. They make
decisions regarding the physical
these principles are the foundation for
environment, the materials, and the excellence in English language
social integration of students to promote teaching.
language learning. Student achievement
is affected by teacher expectations of 1.) Know your learners.
success. Teachers must hold high
expectations and communicate them 2.) Crete conditions for language
clearly to all their students-English learning.
learners and other classmates, which will
motivate them to perform at a high level. 3.) Design high-quality lessons for
Teachers need to engage their learners language development.
and motivate them to work persistently at
learning the new language. 4.) Adapt lesson deliver as needed.
Design High-Quality 5.) Monitor and assess student Students
language development.
Lessons For Language
Development! 6.) Engage and collaborate within a
Survival Guide
community of practice.
Teachers plan meaningful lessons that By: Tylar G. Smith
promote language learning and help
LEP Students:
Monitor and Assess Student
students develop learning strategies and The “Limited English Proficient” (LEP)
critical thinking skills. These lessons Language Development! students is an individual who:
evolve from the learning objectives.
Language learners learn at different rates, A.)Was not born in the United States or
Teachers can use comprehensible input to
so teachers should regularly monitor and whose native language is a language other
convey information to students.
assess their language development in order than English.
Comprehensible input is of primary
to advance their learning efficiently.
importance for progress in the target
Teachers also gather data to measure B.)Problems may surface because these
language. Whether oral or written,
student language growth. Teachers should learners may use another language at
comprehensible input helps English
monitor students errors. By interacting home as they are learning English in
learners understand the meaning of
frequently with our students, we can school.
communication. Teachers scaffold the
acquire a great deal of information about
language input in multiple ways to aid
their progress. Some teachers record the What is the difference between LEP
learner perception and promote
results of their interactions in an anecdotal and ELL?
understanding. Teachers should also use
way, using a check list, or change student
clear instructions to carry out the An ELL is an English Language Learner
grouping patters, depending on their newly
learning task. Teachers use and teach who has been classified as such after
developing proficiency. Teachers should
consistent classroom management testing to determine ability in reading,
reteach when errors indicate that students
practices and routines throughout the writing, listening, and speaking in
misunderstood or learned the material
school year in an effort to help students English. In short, all ELLS are LEP,
incorrectly. Provide ongoing effective
understand what is expected of them in while a student can be LEP but not
feedback strategically and in a timely
the classroom and throughout the lesson. necessarily be an ELL.
manner. Students may be more able to use
Use simple directions with patterned
feedback if it is not delayed. A Few More Tips!
language that they repeat each time.

Adapt Lesson Delivery As 1.)Use lots of visuals.

Needed Engage and Collaborate 2.)Create a safe environment for
Within a Community of practicing language.
Teachers need to continually assess as
they teach-observing and reflecting on
3.)Clearly communicate objectives.
learners’ responses to determine whether Teachers collaborate with others in the
the students are reaching the learning 4.)Introduce new vocabulary at the start
profession to provide the best support for
objectives. If students struggle or are not of your lesson.
their learners with respect to
challenged enough, teachers consider the programming, instruction, and advocacy.
possible reasons and adjust their lessons. 5.)Be flexible with your assignments.
They also continue to enhance their own
Teachers can check student professional learning. Always collaborate
comprehension frequently and adjust 6.)Make use of the students’ native
with one another! Meet with colleagues language.
instruction according to learner to co-plan and share expertise about
responses. Along with adjusting their second language acquisition as well as 7.)Communicate effectively with the
talk, task, and instructional techniques appropriate for parents. Never assume they can speak
materials. students at different levels of proficiency. English and try and make the effort to
Participate in online discussions to meet them in person.
further your knowledge!
7.) Be confident with yourself!
Video References (Link Attached to Brochure):