In a recent podcast I encouraged educators to use research-validated teaching techniques and strategies for supporting English learners. So, I thought it might be useful to post a blog about using research to guide instruction.
A research report has identified seven guidelines for educating English learners in grades K-5. These guidelines provide the “what” that should be happening in classrooms. The “how” to make it happen can be guided by SIOP which is supported by research .
(By the way, there is an excellent SIOP twitter chat at #ELLchat_bkclub where teachers are posting lots of great, practical ideas and activities to use with English learners. Check it out!)
- Provide explicit instruction in literacy components. There has been a lot of discussion recently about how students learn to read. While it’s important to enrich reading instruction by providing read alouds, book choice, and ample time for independent reading, students — especially English learners — need to be taught the essential skills of reading daily. That is especially true since English learners are unlikely to learn those skills incidentally. Students can’t become good readers if they don’t learn to decode well, but English learners need to make connections between the words they are pronouncing and the meaning of those words. SIOP
teachers pre-teach key vocabulary so students can comprehend the text in front of them, and they use students’ background literacy knowledge and experiences to connect to text. Some of the innumerable ways that SIOP teachers make skill instruction meaningful include 4 Corner vocabulary (see example), contextualized word walls and personal dictionaries. - Develop academic language in the context of content-area instruction. Our mantra for decades has been, all teacher are language teachers. Each content area has its own unique way of using language and its own associated vocabulary (e.g., disunion and emancipation in history; photosynthesis and respiration in science) in addition to general academic vocabulary used across content areas such as, chart, subsequently, and symbol. One of SIOP’s most significant contributions to teaching English learners was introducing a focus on having content and language objectives in every lesson. During lesson planning, teachers consider the language students will need to be able to understand and participate fully in each lesson. The lesson’s vocabulary, sentence structure, and/or language skill (e.g., retell or persuade) become language objectives. Posting and reviewing content and language objectives makes learning transparent for students and ensures that academic language teaching is infused into content-area instruction.
- Provide visual and verbal supports to make core content comprehensible. This recommendation is most fully reflected in the SIOP component, Comprehensible Input. Use of multimedia, charts, pictures, and even jotting words/sentences and drawing simple illustrations during oral presentation of information increases comprehension. Verbal scaffolds include paraphrasing or restating a student’s response to model correct English grammar, and eliciting more language from students by prompting, cueing and gesturing rather than accepting a one- or two-word response. Verbal and visual supports encourage greater student engagement and learning by making content comprehensible.
- Encourage peer-assisted learning opportunities. The Interaction component of SIOP calls for frequent opportunities for interaction and discussion using a variety of grouping configurations such as moving from small groups to partners or from whole group to small groups. For English learners, engaging with peers in discussion around text provides deeper understanding of the content and allows them to use academic language in a non-threatening setting. Oral language is developed by interacting with language in ways such as Think Pair Share, and through more in-depth discussions where students grapple with ideas and practice defending their positions. Let’s face it, students enjoy working together productively, especially when they understand their roles and tasks are well organized. Changing up grouping provides variety and interest.
- Capitalize on students’ home language, knowledge, and cultural assets. English learners come to school with a wealth of background experiences and knowledge. The Building Background component asks teachers to explicitly link instruction to the assets that students bring and build upon what they know and can do. Further, SIOP calls on teachers to provide ample opportunities for students to use their home language to clarify concepts. SIOP teachers use techniques such as chapter previews, asking students what they know about the topic, discovering experiences they have had related to the topic, and encouraging students translate key terms and concepts into their home language. Integrating students’ language, knowledge, and culture into the classroom communicates respect, honors their background, and enhances learning.
- Screen for language and literacy challenges and monitor progress. English learners sometimes are passed along with the assumption that learning difficulties are because they “just need more time to learn English.” The idea of the research recommendation is to screen for issues, do something concrete as a remedy, and monitor how well the remedies work. Progress-monitoring data tells us if basic classroom instruction for English learners needs to be improved or if both improved instruction and additional targeted interventions are called for. Disproportionate numbers of ELs identified as needing interventions is a signal that effective instruction is missing in the classroom. Resources would be better directed toward improving professional development for staff on effective teaching for English learners. In a previous post, RTI and English Learners: 4 Considerations, I make the point that RTI isn’t about, What is wrong with this student? but should be about, How can we meet the instructional needs of this student?
- Provide small-group academic support in literacy and English-language development for students. A dedicated time of daily instruction, typically called ELD or ESL, gives English learners a chance to focus on developing vocabulary and other language skills that will improve English proficiency as well as assist in the acquisition of literacy. By using core content as the vehicle for learning during ELD/ESL, language is learned in context and important knowledge and concepts are reinforced through language practice. English learners also need focused instruction on how to use English in various ways and for specific purposes, and small group instruction with peers of similar English proficiency levels provides the best opportunity to improve both language and literacy for these students.
In secondary classrooms, many of these same guidelines apply but are adjusted for age. For example, secondary teachers use more collaborative, peer-group learning to support and extend teacher-led instruction. They also provide appropriate scaffolding to ensure that grade-level texts and other instructional materials are used and are accessible to English learners. The urgency associated with teaching older learners requires a more intense focus on developing academic English — its varied grammatical structures and vocabulary — as part of subject-matter learning, as well as attention to fostering student motivation and engagement in literacy learning.
Online resources provide easy access to research about teaching English learners. Let’s make sure we’re using research-based practices to improve the academic achievement of our students.