EFFECTIVE STRATEGIES FOR

ENGLISH LANGUAGE LEARNERS

RELO Andes Webinar

Ali Cullerton, Ph.D.

English Language Fellow

Centro Ecuatoriano Norteamericano

Loja, Ecuador

In this presentation we will…

-Discourse

-Oral Language & Speaking

-Reading

-Writing

-Listening

Effective Strategies

WHAT WORKS?

Literacy development is different for

ELLs

position on path to literacy

motivation vocabulary

context

• Includes HOW and WHY language is

used in the classroom.

• How do our VALUES shape language in the

classroom?

• What TYPE of language is happening?

Discourse

Discourse Adaptations

face front repetitiongestures and

intonation

writing and visual supports to oral speech

paraphrasing & restating

• Scaffolding is how you break a lesson or

unit down into smaller parts, so that the

objectives are accessible to ALL of the

students in your classroom.

Scaffolding

SPEAKING/LISTENING SCAFFOLDS

activating schema

think-pair-

share & turn-and-

talk

“I do-we do-you

do” modeling

key words,

pictures, sentence frames

summary

Culture can refer to many different parts of one’s identity

including: ethnicity, race, nationality, sexual orientation,

gender, age, hobbies, interests, disabilities, etc.

Culture

Cultural Responsiveness

Group & individual practices

Textbooks & environmental

print that avoid

stereotypes

Linguistic & cultural bias

in testing

Culturally-appropriate

reading opportunities

Bilingual students use

BOTH languages to

learn

• Why is text selection important?

• Should texts be at, above or below ability level for ELLs?

• Do you have diverse genres of texts in your classroom?

• Do you have a classroom library?

• Do you give students time to read in class?

• Can they borrow books to read at home?

Text Selection & Reading

Print Modifications & Reading

Abridged or adapted

version of text

Word bank

Re-writing the text at student’s

level

Adding visuals to

text

Using a graphic novel version of the

text

• Define the role(s) of language in a classroom.

Language in the classroom

Language production

Providing response formats appropriate to oral proficiency

• Yes/no

• Either/or

• Short answer

• Extended response

Preparation for class participation

• Pre-assigning roles, scripts, questions or set phrases

Response

• Respond to journal writing with direct feedback on word choice and grammar errors

Emerging Writing

• Language Experience approach: express ideas orally with a scribe recording their speech

Vocabulary notebooks

• High-frequency academic words that students come across daily

Differentiation is how a teacher adjusts the activities and/or

responsibilities for an individual student based on their

needs WITHOUT adjusting the overall objective of the

lesson.

Differentiation

Differentiation StrategiesC

onte

nt A

dapta

tions Shortening text

Providing visuals

Offering more simple text on topic (parallel text)

Learn

er

Support Group work

Partners

Allowing use of dictionary, glossary or notes

Writing Paragraph

instead of essay

5 statements instead of 10

Create illustrations to show comprehension rather than narrative

What will this look like in your classroom?

Listening? Speaking? Reading? Writing?Students

at different levels?

References

• Alvermann, D. E. (2001). Effective literacy instruction for adolescents. Chicago, IL: National Reading Conference.

• Cullerton, A. (2013-14). Effective Strategies for English Language Learners. Professional Development Lecture. Various Locations.

• Short, D., & Fitzsimmons, S. (2007). Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. New York: The Carnegie Corporation of New York.

Additional Resources

• Sentence Frames: https://www.teachingchannel.org/videos/jumpstart-student-writing

• Extending Vocabulary: https://www.teachingchannel.org/videos/middle-school-vocabulary-development

• Interacting with Complex Texts: https://www.teachingchannel.org/videos/middle-school-ela-unit-persuasion

• Archived Webinar: http://lima.usaembassy.gov/webinars.html

• Dr. Cullerton: www.alexiscullerton.com

• Centro Ecuatoriano Norteamericano: www.bncloja.org

Speaking Practice for English Teachers

(and students) Online

• http://redirect.state.sbu/?url=http://www.verbalplanet.com/english-conversation-classes.asp

• http://redirect.state.sbu/?url=https://www.verbling.com

• http://redirect.state.sbu/?url=http://www.linguaedge.com/live-e-conversation-class

• http://redirect.state.sbu/?url=https://www.youtube.com/watch?v=H9QLh1VrMGI

• http://redirect.state.sbu/?url=http://www.eng1on1.com

• http://redirect.state.sbu/?url=http://onlineteachersuk.com/en/english-conversation-classes-online/

• http://redirect.state.sbu/?url=http://www.talkenglish.com

• http://redirect.state.sbu/?url=http://www.world-english.org/onlineschool_free.htm