Differentiating Instruction for English Language Learners

Language-Based Lesson Modifications

Language-related lesson modifications, as Peregoy and Boyle (2013) point out, are effective ways to allow for differentiation in the classroom, especially when one makes use of "visuals, concrete objects, direct experience, and other nonverbal means to convey lesson content" in conjunction with the lesson of the day (p. 86). For English language learners, these different modes of learning can help reinforce ideas that might otherwise elude them as a result of the language barrier. Visuals and experiential learning are means of overcoming these obstacles for the student.

Likewise, rephrasing information in various ways can help students more fully comprehend ideas they may have missed the first time. This is another way of reinforcing concepts through repetition and variation. Additionally, planning ahead of time what you as the teacher want to say—and how you want to say it—can be very helpful. It allows you the opportunity to refine your own speech and speech patterns so that they are more conducive to the needs of the overall classroom and individual students. Taking students aside who need individual attention is also an acceptable practice when reviewing material, to ensure that they have understood what was said and to provide additional help with meaning.

Using Technology to Support Differentiation

Teachers can use technology to enhance differentiation in the classroom in numerous ways. They can use screen technology—such as televisions or computers—to provide visually stimulating images that reinforce language or vocabulary topics. They can use sound technology, such as CDs or MP3 recordings, to play phonetic examples repeatedly so that students can listen to how words or ideas are spoken or described. They can also use interactive software to create a more experiential lesson that allows students to engage directly with material in a visual and hands-on manner.

Promoting Language Proficiency Through Standards-Based Assessment

The strategies used to promote language proficiency should be grounded in clear standards. Gottlieb (2006) states that "performance assessment requires a set of well-articulated criteria, grounded in standards that are shared with students, such as through rubrics or scoring guides" (p. 87). As these materials are used consistently over time, they reinforce for students the particular standard expected of them and give them a clear sense of what they should be working toward in their learning and assessments.

Performance assessment is one such strategy that can be employed throughout a course to promote language proficiency. It is a method by which both students and teachers can better identify areas of success and areas needing improvement, highlight these areas, and focus on specific targets for growth.

References

Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.

Levien. (2009). Immersion. Film.

Peregoy, S., & Boyle, O. (2013). Reading, writing, and learning in ESL: A resource book for teaching K-12 English learners. Boston: Pearson Education, Inc.