ESL, Now What?

1. ESL, Now What? ESL Teaching Simple and Effective Practices

2. What does the research say? • Minority students do not have to be fluent in oral English before they engage in reading practices • The affective filter must be lowered in order to effectively learn as second language • Comprehension precedes production • Important benefits of supporting the English language learner is applied when integration of students culture is evident • High-Quality instructional strategies are needed to meet the needs of diverse learners • Learning and instructional considerations must be applied when teaching an English language learner • Strategies applied within the classroom are crucial for educational success for the English language learner

3. Keys to Success • Maintain accurate student portfolios to monitor student progress • Align curriculum to meet both ESL and State academic standards • Modify curriculum as needed to promote student success • Apply acceptable accommodations for testing • Student culture should be reflected within the classroom

4. Myths and Misconceptions • Immigrant students are not entitled to ESL services – False, actually all students regardless of their immigrant status are entitle to a free public education • Funding for ESL services must be supplied by each school individually – False, at the state level there is Basic Education Program (BEP) funding designed for districts with identified ELL students • Any teacher or teachers aide may provide the services needed for ELL students – False, in Tennessee a teacher must have and ESL endorsement or on an approved waiver to provide instruction • Parents and students can waive ESL services at any time – False, no student or parent can deny ESL services until the student is the age of 18 • You can place a ELL student in Special Education until they have gained fluency in English – False, students can not be place in Special Education classes unless they have been in a traditional classroom for a minimum of two consecutive years and have been tested and met Special Education requirements.

5. Strategies for Teachers • Interactive lessons with hands-on activities and cooperative learning • Encouragement of creativity and discovery • Versatility and flexibility • Enhancement and support of the mainstream curriculum • Opportunities for all students to feel successful • Integration of language skills, thinking skills, and content knowledge

6. Strategies for Students • Sit in the front of the classroom • Frontload vocabulary • Cooperative learning activities • Peer tutors • Extended time • Modification of curriculum outcomes outlined • Access to students particular learning style • Provide illustrations when needed • Supplementary books (translation dictionary) • Use graphic organizers • Textbooks on tape

7. Parents of ESL Students • Parents of ELL students need help to: • Understand how U.S. school systems work in general • Understand how their local school district and schools operate • Know what is expected of them by school and district personnel • participate

8. Resources • National Association for Bilingual Education (NABE) http://www.nabe.org/ • National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) http://www.ncela.gwu.edu • Teachers of English to Speakers of Other Languages (TESOL) http://www.tesol.org • National Center for ESL Literacy Education (NCLE) http://www.cal.org/ncle • Great ESL Links http://esl.net/eslres.html • Resources for Language Teacher and Learners http://www.fredriley.org.uk/call/langsite/ • ESL Lesson Plans and Resources http://www.csun.edu/~hcedu013/eslplans.html