What can I do to help my ESL students?

1. What can I do to help my ESL students? Rebecca Manriquez ESL Specialist The Academy and Macarthur High School

2. Get to know your students!Don’t wait till you have a parent conference to know about your students’ background! • Give assignments that will help you collect this information. Example: Students interviews Be alert when the suggested topics are brought up- you will get your answers. • Research on student cultural backgrounds: • http://www.celt.sunysb.edu/ell/tips.php • http://www.kidlink.org/KIDPROJ/MCC/index.html

3. All Content area teachers!Building Background! • Internet4classrooms: • http://www.internet4classrooms.com/grade_level_help.htm • 25 Quick Tips from Everything ESL: • http://www.everythingesl.net/inservices/twenty_five_quick_tips_classro_70733.php

4. Pig Latin exercise Discuss what is happening in the picture in Pig-Latin You may not speak English! Example: http://www.idioma-software.com/pig/home.htm

5. Maxine Cartoons: http://suetn.50megs.com/fun/Maxine3.html1. What might Maxine be talking about?2. Can you relate to Maxine?(Pig Latin only!) Discuss in pairs!

6. Be Aware of the Challenges ESL students have in Math class • Lack of background knowledge, vocabulary and expressions • Content might be abstract • formation of numbers varies from culture to culture • use of decimal point and comma vary from culture to culture • Students have no experience with our measurement system, It is an abstract to them. • Many students have never seen or worked with manipulatives. They may not take a lesson using manipulatives seriously.

7. Continue… • Students learn math by rote memory (just for the test). • Math curricula in their countries may be primarily calculation. • Word problems may not be introduced until much later. • Estimating, rounding, and geometry are not often taught as early in other cultures. • Mathematical terms do not always translate well. • Mental math may be the norm. Students may not show work in addition, subtraction, multiplication and division or they may show work in a different way,

8. Visuals for Math teachers with ESL students! • http://nlvm.usu.edu/en/nav/vlibrary.html • http://illuminations.nctm.org/

9. Be Aware of the Challenges ESL students have in Science class! • ELLs may lack of background knowledge in science. Our “hands-on" approach is different from what they are used to. • Drawing conclusions on their own may be difficult for ELLs. In their own culture students may not have been trained to make guesses. • Vocabulary! (There are a special set of terms for the student to learn.) Even simple words that the student may know, could have another meaning in science. • Example: Base- opposite of an acid … • Material may be covered very fast • Directions are often multi-step and difficult. • Too many concepts explained on each page of a science text.

10. Continue… • Cooperative learning may not fit in with students experiences in learning. • Visuals may be confusing and difficult to understand. • Sentence structure is complex and the passive voice is used in textbooks. • ELLs are not used to science labs or equipment • Students lack background in scientific method

11. Science teachers with ESL students! • http://www.hbschool.com/glossary/science/intro.html • http://www.internet4classrooms.com/grade_level_help.htm

12. Be aware of the challenges ELL students have in Social Studies Class. • Use of higher level thinking skills for reading and writing. • Lack of familiarity with historical terms, government processes, and vocabulary. • Social Studies text contains complex sentences, passive voice, and extensive use of pronouns. • ELLs may not be used to expressing their personal opinions. • Concepts which do no exist in all cultures are difficult. This includes privacy,.

13. Continue… • democratic processes, rights of citizens, free will. (guns) • No concept of movement within the structure of a society. • ELLs are seldom asked to contribute an alternate view that reflects conditions in other countries. • Use in our schools of “timeline” teaching vs. learning history by “dynasty” or “period.” • Difficulty with understanding what is said by the teacher and being able to take notes. • Amount of text covered and the ELLs’ inability to tell what is important in the text and what is not important

14. Be aware of the challenges ELL students have in English class. • an abundance of idioms and figurative language in English texts • density of unfamiliar vocabulary • use of homonyms and synonyms • grammar usage - “exceptions to the rules” • word order, sentence structure and syntax • difficult text structure ( a topic sentence, supporting details and conclusion) • unfamiliar with connotative and denotative meanings of words • use of regional U.S. dialects • fear of participation and interaction with mainstream students‚

15. Continue… • literary terms for story development are not understood • unfamiliarity with drawing conclusions, analyzing characters and predicting outcomes • imagery and symbolism in text are difficult • ELLs may not have practice in expressing an opinion about text. • use of regional U.S. dialects • fear of participation and interaction with mainstream students‚ • story themes and endings can be inexplicable • literary terms for story development are not understood • unfamiliarity with drawing conclusions, analyzing characters and predicting outcomes • imagery and symbolism in text are difficult

16. Build Vocabulary! Flashcards: • http://flashcardexchange.com/ Simple Vocabulary: • http://abcteach.com/directory/basics/flashcards/

17. Help them take notes and build background! • Videos • Word Walls – Vocabulary students can see • Personal Dictionary • Journals to reflect • Record what you are instructing the students to do (with visuals) • Skeletal Outlines (students fill out teacher prepared outline while watching a video, listening to the teachers lecture, reading from the book or internet…) • Pretest to show background knowledge and build from that! • Write key vocabulary to help them get the idea of what the lesson will cover. • Help them become active readers. • Questions for them to check comprehension…stop and think about what they have read.

18. TOP (Texas Observation Protocol) reading examples of what an ELL student might understand in math class. • Good morning, class. Today we are going to study…math class. It’s difficult…going to need everyone’s…Open your books to page one hundred…top of the page…Today’s lesson…your book, in math…two…cylinder…book…rectangle and two circles…cylinder.

19. What was actually said: • Good morning, class. Today we are going to study something brand new in math class. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangleand two circles? That is the net of the cylinder.

20. If you have an ESL student, you too are teaching language. • The language of Math • The language of Science • The language of History • The language of Technology…

21. Thank you!District ESL Webpage:http://www.irvingisd.net/bilingual-esl/Bil-ESL/Instructional/ESL_Resources.htm Please contact me if you need further assistance! Rebecca Manriquez ESL Specialist The Academy/Macarthur High Schools 972-659-8103 rmanriquez@irvingisd.net