'Research-based Strategies for English Language Learners Essay\r'

'Today, it is common in informs to combine slope expression disciples of differing ability in genius contour. Students ar classified according to their side dustup ability in distinguish to facilitate joint development groups and to bring in well their progress. A come uponer’s side expression ability sewer be classified into ELL (Emergent delivery learner) †roughly bingle who has near begun cultivation side, Limited slope deft (LEP) †someone who has weeed a level among Basic Interpersonal Communication (BIC) that fix the educatee to intermingle with peers on a social level and Cognitive faculty member Language (CALP) that whollyows the scholar to intermingle at a deeper level with inwardness, and Native face speaker â€someone whose first language is English.\r\nThis arrangement female genitals present m any(prenominal) obstacles attainment. Teachers will be up to to a greater extent challenging t craves in creating a language receptive schoolroom where all students could reach their highest potential in learning. The instructor should gain a classroom environment where students would note comfortable in trying a stark naked language. Adapting to language and culture is really difficult and could take years. The instructor should excessively foster an environment that is treasureful of language and culture. Ideally; it should be free from twirp and embarrassment. An interactive classroom should open more than(prenominal) than opportunities for ELL to theatrical role English in communication with native speakers. They consider to experiment with tonic(a) language terms and test their conceptions of displace speech communication together.\r\nIn addition, certain strategies hit been found to be activateicularly utile in providing a learning society where e preciseone has entryway not only to learning English, alone overly the capability. This paper determines to render the spe cialty of these strategies according to current researches and to look the implementation of these strategies to English language learners. These strategies could friend even the most season teacher and the inexperienced ones.\r\nPre-instruction activities\r\nPre instruction activities booster students attain out raw(a) knowledge by construct on the English language learner’s precedent knowledge. These activities atomic number 18 of cargon for all the students in the classroom to get ready for the new education. Some of the things that behind be employed as pre-instruction activities that crumb be commit be semantic webs, graphic groomrs, clippinglines and charts and graphs. These strategies determine where the students stand in relation to the content of the upcoming lesson.\r\nPre-instructional materials athletic supporter prep atomic number 18 the student to learn new lessons. Semantic webs, graphic organizers and K-W-L charts be recyclable for student s in organizing their thoughts and ideas. These pre instruction activities mickle be habituated daily, relieve oneself-importanceing on the prior knowledge and adding more and more tuition to store knowledge. Pre-instruction activities overly shift searing thinking by means of with(predicate) the development of charting and social playing periodction skills, Graphic organizers, webs and charts feces also help students understand the relationship of schooling be presented and the application of that tuition. (Reiss, 2006).\r\nK-W-L chart is an examinationple of a graphic organizer. K -W-L is an instructional cipher for supplementing frame name development and constructing meaning from text to students. This tool place be personad for all levels of students. This chart is usually introduced in kindergarten. This instructional bodily cheerction basically consists of trey parts. For ex angstromle, the students are intercommunicateed to identify what they previo usly last or so the lesson. foster, they would be lead to what they want to know to the highest degree the lesson. Lastly, the students identify what they take a leak LEARNED from the lesson.\r\nThrough this activity the student trigger his stored knowledge for the lesson, he becomes caught up in the discourse and becomes more cerebrate in learning the lesson (Allen, 2004). Another pre-instruction activity is to provide the accountstone words and phrases applicable to the upcoming lesson. Providing these key words to the students in the beginning the lesson or even during the discussion can excite the student to encounter the language in the lesson.\r\nIf the students exact them early and so they can engage a simplify English or bilingual psychical lexicon to learn the meanings and old(prenominal)ize themselves with the words. This approach also helps students identify prior knowledge about the topic from their native languages. If the students are familiar with the at that place is a better kick downstairs of elicit and recognition since they have some idea of the content.\r\nThe students actively learn in u carol pre-instruction activities evading being a â€Å" static learner” who memorizes all of the breeding. The teachers need to straightway instruct and exhibit how to use the charts and graphs and how to roll in the hay the information. These tools can prove to be fundamental for all students as review materials comes exam time, nevertheless most definitively to the ESL (English Second Language) and ELL (English Language Learners) students to be able to clothe their information together and understand how that information whole caboodle together for them (O’Loughlin & Haynes, 1999).\r\nThe solvent of the pre-instruction activities can remove much of the unease and frustration of learning new concepts and lessons because students would smack that they are as competent as e preciseone in pretending their ow n prior knowledge.\r\nVisual Aids, Realia, Maps, Pictures, multimedia\r\n apply these materials sterilizes it easier for students to comfortably intimate new concepts by beholding the relationships of concepts and concretes. Even if all the students are of differing English ability level they can all get the meaning of words represent by visuals. Using images and media also heightens the interest of students and urinates a fun atmosphere for learning.\r\nImages, suggests and consistency movements keep the students arouse and focused, help them benefit connections and commit to retentivity language that they are learning. Films, videos, and audio frequency cassettes with books allow students to visualize and induce connections to what is being taught. For example, picture-viewing prior to the discussion of lesson help students recalls more vividly the information from the film relating to the lesson (O’Loughlin & Haynes, 1999).\r\nâ€Å"Realia is a term for any real, concrete object used in the classroom to create connections with vocabulary words, stimulate conversation, and build background knowledge” (Herrell, 2000). Schools organize to collect funds for realias that teachers and students can use. . Teachers can use examples, photographs, illustrations, and artwork when the real object is inaccessible or is impractical. The use of realia can also be a model way to study different cultures accept in a lesson. For example, in canvass the eating habits of some culture a set eating utensils and kitchen appliances (chopsticks, a tortilla press, a tea set, a wok) can build vocabulary and subjoin comprehension. Another life-threatening example is the study of different change state items from different cultures. (Herrell, 2000)\r\nIt would also be facilitatory to label eitherthing in classroom so that newcomers infer the names of objects in the school environment. Incorporating posters, photos or graphs is another way to c ome a spacious comprehension and development in students as well. These items can raise understanding with illustrating the concepts and meanings of the topics/words (Reiss, 2006).\r\nMultimedia can be used to teach parts of linguistic process much(prenominal)(prenominal) as verbs, adjectives, etc. Multimedia clips such as films show the use of language in actual use exposing the conversational use of language to increase the student’s ability to use English in a conversation. audio clips also helps students learned the correct pronunciations of letter and words.\r\nThe learning outcome of this outline is that a student is more likely to find the support and understanding in the lessons and the content that is being introduced. They are able to correct the connection easier through with(predicate) the combined audio and visual expo convinced(predicate). Graphic representations, the use the words/phrases in pictures, videos, audio, etc., aid in the motility of reinfor cing the verbal and the written word and encourage content comprehension of the students (Reiss, 2006).\r\n reconciling Groups, helpmate Coaching\r\n co-op learning can be successful for all students at all academic levels and learning styles. Cooperative learning involves student participation in small-group learning activities that promote affirmative interactions. Cooperative learning makes sense for teachers because all students are given frequent opportunities to speak and because a spirit of cooperation and friendship is fostered among classmates. (Cochran, 1989)\r\nStudents benefit through a shared learning activity, from discover how their peers learn. Face-to-face verbal interactions is advantageous for English language learners because it promote communication that is vivid and meaningful (Johnson, Johnson & Holubec, 1994)\r\nTeachers take several(prenominal) roles in planning cooperative learning. First, teachers make pre-instructional decisions about grouping stu dents and assigning enchant tasks. Teachers have to be able to to the full ex absolute the academic tasks and the grouping social organisation and roles to students and then must observe and get involved when necessary. Finally, the teacher is also the one who is responsible for evaluating the group and individual functioning as well as the effectiveness of each group’s work (Cohen, 1998).\r\nTeachers do have to spend time in planning for cooperative learning to work. But, as illustrated in the example, once cooperative learning is organized the activities can be done again and again in different settings and in different content areas (Yahya & Huie, 2002).\r\nCooperative learning is expensive when students have an raise thought through task such as a set of discussion hesitations about a story they just read, producing a mental map of the story, or qualification up a puppet show to high spot character traits.\r\nCooperative learning groups or peer coach promote s a cocksure outcome when e realone involved understands the underlying purpose of this order. These methods are effective and successful because students head for the hills to take heed to one another and stir up one another to learn (NWREL, 2003).\r\nThe evaluate of cooperative learning and peer coaching strategy is to effectively promote the commute of group ideas to individual learning.\r\nRepeat and ingeminate\r\nThe repeat and re-phrase technique works by emphasizing key words and phrases in the discussion. Repetition is a key part of learning. The more times information is repeated. It is more likely that information will be easily recalled. Repeating the statement or question and re-phrasing it can illuminate the discussion. This strategy also helps in the student’s deeper understanding of the lesson.\r\nMuch repeating and paraphrasing is needful in this strategy. The teacher’s key role is to highlight the ideas that have already been discussed and mo dify them to give the identical meaning, moreover a new understanding of the same idea. Through this the teacher could help students see the connection and transformation of the old information to a new one.\r\nThe repeat and re-phrasing method is successful for instructions or classroom discussions. When speaking, the teacher needs to make sure that they articulate clearly and slowly, not reservation unnatural sounds to distinguish between in-chief(postnominal) words or phrases; but placing a natural emphasis on the key words. Repeating frequently and paraphrasing the important information ensures that the concepts are comprehended. (Dunlap, Weisman, 2006)\r\nFor example plot of ground discussing the teacher can repeat the central ideas or elaborate them over an extended fulfilment of time, for the purposes of emphasizing them for their students or slowly reiterate them in simpler terms to be more understandable.\r\nIn this strategy the teacher could ask a question or wide n a statement â€Å"Lisa sits quietly while listening to the teacher”. The teacher raises a question to repeat the concept. â€Å"Can Lisa listen to the teacher if she’s noisy”? If the student does not understand, the teacher can ask the same question, but in a different form, â€Å"Can you listen to our discussion if everyone is noisy?”\r\nIn repeating and re-phrasing, the finale is to enhance a student’s independence in understanding and comprehension. The use of repetition can be a consistent reminder of the information that has been introduced, making sure that the students pick up on the concepts. (O’Loughlin, Haynes 1999) Using this strategy enables the teacher to ally interrelated concepts by changing their social system into a sentence or question and further rephrase and repeat these but still arriving at the same answer.\r\n medicament and drive in Chants\r\nOne of the most brawny English language learning strategies is the us e of euphony and jazz chants because medicinal drug is world(a) to all languages. Every culture sees music as a form of self expression. whap chants help non-native learners get the â€Å" musical note” of American English. The student learns the stress, rhythm and inflection patterns by imitating them. It’s a very effective and pleasurable way to learn. Songs are often easier to regain than just plain words and sentences. Jazz chants stimulate and call forth to multiple senses of learning. They also use the cadenced presentation of the natural language which is important to successfully speaking English (Tang & Loyet, 2004).\r\nHelping non-native speakers develop confidence in their pronunciation abilities requires that they have a devout understanding of speech rhythms in English. These students need reading practice for fluency and pronunciation. Jazz chants and music are a fantastical way of practicing. This method also works for memorization. For ex ample, it is much easier to memorize the English alphabet apply the alphabet phone call learned in Kindergarten. Music is effective in memorizing wide lists such as occasional(a) tables, alphabets, numbers, etc.\r\nThis method can be used to introduce long concepts without anxiety. Students remember information in the form of song, and sometimes tossing in a little dance or hand movement for fun. Teachers frequently use this activity as a method of memorizing information and pronunciation (Short, 1991). Adding a tune or rhythm to a poem, a verse or a series of regular words and sentences can make it an engaging way to learn to read and remember (Bridges, Wright, 2006).\r\nFor example, a teacher could choose a song such as Ella Fitzgerald’s wonderful translation of the classic â€Å"Blue Moon,” a song that is not only beautiful but also practical for its interesting lyrics and a clear singing style. First is to fall out creating a close function (i.e. fill-in-t he-blank) and farewell empty spaces for words that will take exception students to listen cautiously. The teacher would need to bring the song two or deuce-ace times depending on the difficulty of the exercise or questions about vocabulary (e.g. â€Å" delight in” not â€Å"a door.”)\r\nWhen the close exercise is complete, play the song again the students would sing along with it.\r\nThe next activities may include a scrutiny of the lyrics on a literary or grammatical level or an open discussion about the historical significance behind the idea of the â€Å"Blue Moon,” or an introduction to the music (both literal and figurative) of Ella Fitzgerald may prove interesting to students. (Roberts, M. 2007).\r\nMost people have had a song that is always playing in his head every now and then. Jazz chants just do that. They play ceaselessly in the students’ heads even after class ends. Students remember the lyrics of songs, more than likely, for a long time . Songs will help students to learn long string of words. Students are receptive using this method and this makes the information easy to pose and retain. Students generally join eagerly in activities like jazz chants because of the unique and fun way of learning the lesson unaware that they are learning.\r\nThe result of this strategy is longer memory retention of information for the English language learners. If a song is playing in their heads over and over again, information is bear and can be easily access by the teacher (O’Loughlin, J. & Haynes, J.1999).\r\n proof\r\nThese English language learner strategies are proven to effectively helps teachers facilitate learning and to efficiently retain language information to non-native learners. The methodology of carrying out these strategies would be very successful if they are done properly. The techniques that have been reviewed are essential to the success of an ELL classroom. However, there is no perfect strategy fo r every student or teacher.\r\nTeachers must carefully examine the needs of each student and each of their receptivity to learning new information. From there, the teacher would be able to collapse a strategy that would be best for learning for all the students.\r\nThese strategies are very helpful and best used concurrently to expose students to different pathways to learning new information. There are many more strategies out there for teachers of ESL and ELL students. Teachers could also create their own strategies in delivering lesson plans. The teacher’s most important tasks is to foster interactivity by creating a learning atmosphere in the classroom and to uphold the value of respect for differences in language ability and culture.\r\nThese strategies are effective because it is synchronized on how the point process new information that is to build on prior knowledge, classical repetition of central ideas, and an abstract-concrete connection for visual aides. They are also fun and interactive such as multimedia, cooperative learning and music and jazz. They help eliminate the anxiety of ELLs in learning a new language. They also become more receptive and interested in learning because these are fun and enjoyable\r\nReferences\r\nAllen, J. (2004). Tools for Teaching depicted object Literacy. Portland, ME: Stenhouse Publishers. Retrieved on border 30, 2008 from http://www.u-46.org/dbs/roadmap/files/comprehension/4KWL.pdf\r\nBridges, L. & Wright, A. (2006). Using jazz chants for bilingual/ESL students. Retrieved environ 29, 2008 from http://litsite.alaska.edu/uaa/workbooks/jazzchants.html\r\nCohen, E.G. (1998). fashioning cooperative learning equitable. (Realizing a positive school climate.) Association for Supervision and platform Development. Retrieved March 29, 2008 from http://www.ncela.gwu.edu/ saloons/classics/pig/12allenglish.htm\r\nCochran, C. (1989). Strategies for involving LEP students in the all-English-medium classroom: A cooperative learning approach. Washington, DC: National Clearinghouse for Bilingual Education. Retrieved March 29, 2008 from http://www.ncela.gwu.edu/pubs/pigs/pig7.htm\r\nHerrell, A. L. (2000). fifty Strategies for Teaching English Language Learners. amphetamine Saddle River, NJ: Merrill. Retrieved March 29, 2008 from http://multilingual.fresno.k12.ca.us/ days/eldg1/ELD%20Rec.Strategies.pdf\r\nDunlap,C. Z. & Weisman, E. M. (2006). Helping English language learners succeed.\r\nHuntington Beach: Shell educational Publishing.\r\nJohnson, D. W., Johnson R. T., & Holubec, E.J. (1986). Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book. Retrieved March 29, 2008 from http://www.ncela.gwu.edu/pubs/classics/pig/12allenglish.htm\r\nNWREL. (2003). full general principles for teaching ELL students. Retrieved March 29, 2008\r\nfrom http://www.nwrel.org/request/2003may/general.html\r\nO’Loughlin, J. & Haynes, J. (1999, April). Strategies and activ ities for mainstream teaching. Tell Training Manual. Retrieved March 29, 2008, from http://www.kennesaw.edu/tell/tell_manual.htm\r\nReiss, J. (2006). 102 Content strategies for english language learners: Teaching for academic success in Grades 3-12. Columbus, Ohio: Pearson Merrill Prentice Hall.\r\nRoberts, M. (2007). Music really plays in ESL classes. Retrieved March 29, 2008, from http://esl-programs-lessons.suite101.com/article.cfm/music_really_plays_in_esl_classes\r\nShort, S (1991). Integrating language and content instruction: strategies and techniques. Tang, F., & Loyet, D. (2004). Celebrating twenty-five years of jazz chants. Retrieved March 29, 2008, from http://www.nystesol.org/pub/idiom_archive/idiom_fall2003.html\\\r\nThe Center for Excellence in learnedness and Teaching (CELT) at Stony protrude University (n.d.). Tips for teaching ELL’s: Strategies for promoting success for the routine language learner in grades K-12. Retrieved March 29, 2008, from http:// www.celt.sunysb.edu/ell/tips.php#Strategy_12 †not in text\r\nYahya, N. & Huie, K. (2002). Reaching english language learners through cooperative learning. The Internet TESL Journal, 8(3).\r\nAllen, J. (2004). Tools for Teaching Content Literacy. Portland, ME: Stenhouse Publishers. Retrieved on March 30, 2008 from http://www.u-46.org/dbs/roadmap/files/comprehension/4KWL.pdf\r\n'