Goal Setting for Success Part Two: English Language Learners

Are you reaching all of your students? Teaching in an urban middle school with a high ELL (English Language Learner) population has pushed me to rethink my curriculum and better tailor it to my non-traditional students. This year, with more English language learners than ever, my second major goal is to provide them with the support they need to grow their English language development and their English reading skills. Although the support strategies I listed in the first part of my three-part series will provide a strong start for all learners, I want to be more purposeful in identifying and addressing the needs of each group. To better serve my English learners, I plan on implementing more of the following:

1. Purposeful Grouping

Pairing a high-academic student with a struggling classmate can often help the struggling learner understand new concepts and learn new strategies, but it wasn’t until last year that I really understood the benefits of pairing a highly proficient English speaker with a partially proficient speaker. To help kids identify and emulate formal language, group kids with varying English language proficiencies.

2. Provide Background Knowledge When Applicable

My school doesn’t love KWL’s, so when I started here last year, asking kids to access background knowledge kind of slipped by the wayside. This year, I want to give kids the opportunity to stop and jot the things they know about a particular topic before the unit starts. That way, I can identify which individuals might need some additional readings to give them useful background knowledge.

3. Increase Use of Visuals to Build Vocabulary

One thing English learners often lack in middle school is the vocabulary to be successful. Knowing that visuals can often help to solidify knowledge, I plan on having my ELLs create personal dictionaries for each unit. We’re currently two weeks into Esperanza Rising, and my language learners already have a set of words and illustrations to help them remember their new vocabulary. Be cautious though, if it becomes something extra that kids are asked to do, I often find that it becomes overwhelming. To encourage kids to add new words and reference prior words, consider offering your ELLs extra credit points for a well-used dictionary.  

4. Guided Practice

A large part of understanding how to do something is comprehending the basic directions to get started. Before I release my class for independent practice, I often pull a group of kids (some struggling, some language learners) aside to go over an example together. I’ve noticed that even the three to five minutes we take for a question becomes really instrumental when kids begin the independent practice. As pupils begin working independently, you can reference back to the small group when you are helping them one-on-one. 

5. Retelling

I can’t count how many times I state basic directions, ask someone to repeat them, and then send kids off for independent practice only to see several kids still looking around, lost. If you have the opportunity (depending on the number of language learners in your classroom), quickly visit each of these students within the first few minutes and have them retell directions, information, or definitions in their own words. I try to avoid giving my language learners examples and simply asking if they understand; instead, I ask them to do the brainwork, which allows me to see what I need to clarify further. 

6. Frequent Check-Ins

Although frequent check-ins aren’t always possible, you could plan for a whole class check-in. Half-way through the independent practice, pull the class back together for a quick check-in. Post two or three questions and have kids use whiteboards, notepads, or a hand raise to identify their answer choices. All of these methods offer the teacher a quick way to see who might need additional help. If learners receive a certain score, have them halt their independent work and meet with you to do another example together. 

Helping your English language learners develop both their language and reading skills will lead to a confident, inclusive class.

Discussion Questions:

• Do you have experience teaching English language learners?
• What instructional strategies and supports do you use to best guide their learning? We’d love to hear your thoughts!
• Share your tips and ideas for teaching ELL's with the Lesson Planet Community.