ELL Teaching English Language Learners

ELL

Teaching English Language Learners involves the same basic strategies and theories. The Multiple Intelligences theories are particularly useful in a diverse classroom in which students from different backgrounds need to approach the same course material. In a classroom with all or many English Language Learners (ELLs), the most fruitful approach is a student-centered one. Any theories that draw on humanistic principles can be helpful in a diverse classroom. Working in groups on collaborative projects is one of the best ways to help ELLs in the classroom. I have found that when students understand the meaning behind each lesson and its application to the real world, their comprehension level skyrockets. Similarly, introducing multiple cognitive strategies in the classroom enhances student comprehension of content. Both humanistic and cognitive teaching theories aid ELLs in the classroom because they allow the teacher to adapt lessons to suite the needs of each student.

Collaborative learning projects are especially helpful for ELLs because many students in their group will be able to present the material in ways totally different from the teacher. Teachers can create other opportunities to incorporate humanistic learning theories into the classroom. For instance, taking students on field trips is one of the most engaging and meaningful ways to present course content in a way that is accessible to all students. Language is not a barrier in the visual world or the sonic world. Therefore, students can interact with their environment using non-verbal tools that can help them comprehend the basic meaning of each lesson. Teachers can also weave cognitive theories into a field trip lesson or any other, by demonstrating the connections between ideas using visual cues. Gradually ELLs will learn how to think not only in their native tongue but in English as well. Humanistic theories put learning material into perspective, and cognitive theories allow students to draw meaningful connections between concepts and transcend language.

2. a.

Reads for comprehension. A student who reads for comprehension is practicing a skill in quadrant D: the most difficult for ELLs because of the lack of contextual cues and the cognitive difficulty of the exercise.

A b.

Acts out a historical event. A student acting out a historical event is performing an exercise in quadrant C, because the event itself might seem meaningless but the play-acting is fun.

A c.

Points to items in the classroom. Depending on how the exercise is structured, pointing to items in the classroom is not cognitively demanding and has a high amount of contextual cues. Therefore, pointing to items is a Quadrant a exercise.

A d.

Writes short paragraphs. Writing short paragraphs will be a Quadrant D. activity unless the ELL has already grasped a basic enough understanding of the language.

A e.

Watches a movie with academic content. Watching a movie will also be a Quadrant D. activity because of the lack of contextual cues and the challenging content.