University of Scranton

EDUC 359
Professor Reilly
Do you know how to
prepare for English
language learners?
Helpful Hints
Teachers
Survival Guide
The guide to a
successful classroom
with inclusive ELL
students!
Billie Jo Keiser


Methods, Modifications,
and Strategies
- Speak Slowly
- Partner new LEP students with
stronger LEP students
- Use graphic organizers
- Introduce vocabulary in a
meaningful way
- Label objects in the classroom
- Incorporate words and phrases
from students native language
- Use ESL teacher as a resource
- Have extended time for test,
quizzes, and work
- Read test aloud to student/
class
- Have student test in a separate
room, alone, or with a small
group


ELL English Language
Learner

LEP Limited English
Proficiency

ESL English as a Second
Language

(ESL describes the services that are
available to LEP students)

BICS Basic Interpersonal
Communication Skills

(BICS is language used on a day to
day interactions)

CALP Cognitive Academic
Language Proficiency

(CALP is formal talk needed for
schooling)

TRP Total Physical
Response

(TPR is stating a single word, then
demonstrating that word though
action)
Ex: say close door, then
physically shut the door

SIOP Sheltered Instruction
Observation Protocol

Development & Acquisition Continued From
Know Your Acronyms: of Language Previous Panel
All people learn how to develop
and acquire language through a
process of 5 stages.


Stage 1: Pre-Production
This stage is known as the silent stage.
The student will not be producing any
language, but will parrot the speaker.
At this stage, it is effective to provide
the student a buddy in the classroom to
help them become comfortable. The
teachers role at stage 1 is to focus on
listening comprehension and building a
receptive vocabulary with the student.

Stage 2: Early Production
At this stage, the student will be
producing 1 or 2 word answers with
mostly present tense verbs. The
student will also respond to question
referring to who, what, and how many
at this stage. It is important for the
teacher to model the correct speech
he/she wants the student to use.

Stage 3: Speech Emergence
Stage 3 is when a student may
misunderstand jokes and idioms
because they will take them literally. At
this stage, they will have good
comprehension skills and can produce
simple sentences, but still makes
grammar and punctuation errors.



Continued on next panel

Stage 4: Intermediate Fluency
At this stage, the student will only be
making few grammatical errors, but will
have excellent comprehension skills.
The student will also begin to think in
the second language he/she is learning.

Stage 5: Advanced Fluency
Stage 5 is when the student is near
being native to the language he/she is
learning. The student is only having
trouble with a few words and the
teacher focuses on having the student
retell information. The teacher will also
have the student answer decide if
questions.