Supporting English language learners through guided text conversations

¶ … Iddings, Risko and Rampulla entitled "When You Don't Speak Their Language: Guiding English Language Learners through Conversations about Text" discussed the need for support among monolingual English teachers who teach second language learners. The three authors microanalyzed a literacy event in which a third grade teacher conversed with three basic level English learners about text. The instructor introduced the story Curious George by leading the students through a picture walk. As the students talked about the images, the teacher repeated their short statements as questions. He also used affirmative feedback, directed their attention to repetitive language patterns within the text, and clarified student misunderstandings during the reading. Finally, he used a graphic organizer to help students organize the ideas within the text. The activity helped students to build on one another's knowledge and to develop confidence reading and speaking in English.

Book

Diaz-Rico and Weed's 2010 text, The Crosscultural, Language and Academic Development Handbook, recommends using a balanced literacy approach for ELL students. The balanced literacy program should include instruction in phonemic awareness, phonics, word recognition skills, spelling instruction and comprehension. They recommend using a systematic phonics approach in combination with authentic experiences with literature. Rico and Weed also recommend using a Language Experience Approach, or LEA. In this activity, the student tells a story and the teacher dictates it word for word. The teacher then reads the dictated story back to the student. The student practices reading the story until he or she becomes familiar with the written words. LEA provides the student with a personal and meaningful learning experience while reinforcing grammar, spelling and conventions.

Web Site

The NCELA, or National Clearinghouse for English Language Acquisition, provides a great deal of meaningful information for ELL educators. They share information from scientific research studies that have been conducted into the current condition and future trends for ELL learning in America. They also offer information concerning assessment accommodations by state for ELL learners, best practices for educating populations such as Native American and Alaskan natives, and the school readiness of pre-K ELL children. The site provides links that give information concerning each state's implementation of Title III programs and ELL education. The website also provides information on professional development courses and web-based trainings. Finally, they offer links to grants and funding that are issued through OELA, the U.S. Department of Education's Office of English Language Acquisition.