Working+with+ELLs

====**On this page, you will find resources that help you with considerations on and understandings of how to teach English Language Learners (ELLs). Scroll down to complete the activities and assessment!**====

====Contrary to common misconceptions, the majority of **ELLs have functional skills** and **content knowledge** on which you as an instructor can build through good instruction. The schematic below shows an instructional framework for learning with essential components inside the circle. When **teachers consistently apply these components in instruction for ELLs** (and when the ELLs' language needs are met through adequate ELD support), this group of **students will achieve significant growth** in their academic content and language learning.====

1. **Address individual differences** (i.e., level of English language proficiency, learning styles, and background knowledge) via pre-assessment and learning contracts
====2. **Motivate the student** (by making content relevant to a student and by making her/him confident that they can be successful) by setting personal goals and providing learning outcomes along with rubrics that allow the student to assess his or her learning along the way==== ====3. **Avoid information overload** (adhere to the **Rule of Seven*** and present new information in chunks; allow for practice and clarification before moving from one chunk to the next) and **create real-life context**====

====For more information on which elements of your instructional framework can or should be modified in order to support ELLS with their linguistic and academic needs, refer to this online article: [|Challenges for ELLs in Content Area Learning.]====

====**"Working with English Language Learners** **Environment**, **motivation**, and **good support** predict that children coming to the United States will learn English. **How quickly, how well,** and how felicitously this learning happens **depends in large part on the support the child** receives in school. Contrary to the commonly held belief that immersion in an English-speaking environment -- the sink or swim approach -- is sufficient for success, evidence indicates that **instructional support is a critical factor** (Reyes, 1992 Schmidt and Frota, 1986).==== ====While social and environmental forces work in favor of the child's language learning, this learning needs to be **supported and facilitated by the teacher through directed instructional practices**. In other words, there is **much the teacher can do** on an everyday basis to **assist the child's English language learning** as well as his or her **adjustment to the culture and practices of school.** In school, **children learn language** -- both first and second -- by **studying content, understanding** and **articulating concepts**, and through **socialization**. These processes are mediated and augmented by what the classroom teacher says and does. Children learning English as a new language can benefit from what goes on in the classroom with some additional teacher support. That is, in addition to the kinds of **thoughtful communicating** teachers do as a regular part of their day, there are additional ways of talking with and responding to ESL children that will not only help them feel more at ease, but will **support** **English language development."**====