The language development process requires extensive vocabulary development and vocabulary

comprehension. Great strides can be made in both areas through reading and writing instruction.
Other vital techniques for language acquisition and literacy development include:

I. Create a welcoming environment Set high expectations for your ELLs AND your
mainstream students. Create a class library with content-related books that encourage
the language growth of your ELL.

II. Make it visual Write on the board or use visual examples whenever possible. This
visual presentation will model your teachings, especially for your ELLs who have a
hard time understanding the spoken academic word.
Examples of visual techniques:
KWL Chart
Graphic Organizers
Word Walls
The Internet

III. Appreciate the silent period During this critical phase of language development,
language learners are unable to communicate (and should not be forced to). This stage
entails the Language learner listening and observing those around them, and slowly
building their vocabulary.11

IV. Build in group work All students learn and develop vocabulary more quickly when
working with peers. Group work allows ELLs the opportunity to take risks with
language in a low risk setting.
Types of group work:
Peer to Peer Pre-select groups for students that nurture literacy
development and encourage language exploration
Fishbowl Format Select students begin in the center of a group and
structure a guided discussion. As students debate and explore the topic,
students can enter the fish bowl and present their own opinions.
Talk Show Format Students model a talk show to explore vocabulary or
specific content-related subjects

V. Collaboration with the ELL teacher Share your lesson plans with the ELL
coordinator or support teacher to aid the ELL in vocabulary acquisition and content
knowledge development.
Benefits of collaboration:
ELL Teacher can pre-teach vocabulary to student
Parallel teaching of content
Co-planning of lesson plans 12

VI. Pre-teach Allow early content access for ELLs whenever possible so that they may
pre-read text for greater understanding.
VII. Scaffolding Zwiers (ch.3, pg 48) describes scaffolding like coaching a support.
Initially more support is required when the students begins learning, and then support
is gradually phased out as knowledge is acquired. In the same way scaffolding is used
in language development. The sport IS the language. Scaffolding is built upon
existing knowledge and capabilities 13
Strategies include:
Fishbowl
Visual Aids
Pre-Teach

VIII. Sentence Frames Fill-in-the-blank modeling visually illustrates proper sentence

modeling for students. This successful technique can be highly effective when used
regularly within the classroom.
Ex. Before I thought________________, because he/she__________________________.
_____________________ are/are not_____________________________.
______________ and ______________ are similar because _________________

IX. Vocabulary An ELL students background knowledge of content-specific

vocabulary may be limited. When possible, develop synonyms in the ELLs native
language to help digestion of new words.
Helpful techniques:
World walls
Vocabulary charts
KWL charts that synonymize the English word & the native language
equivalent.

X. Background Knowledge Learn about your student and use that knowledge to build
their vocabulary and knowledge. Value your student and take them seriously.