Learning From the

Classroom
Effective Teaching and Learning Strategies for
ELLs

Katherine Ellingsen
ED556B - CMA II
SPRING 2015
Overview of Presentation

Bilingual Common Core: How are we making

these standards most accessible to ELLs?

Advocacy: Adequate representation of ELLs in

school.

Literature as Content: Is it useful? How is it best

utilized?
 What can we learn in order
to become better teachers?
 Bilingual
Common Core

Helping to Raise the Bar for ELLs

 Ask Yourself This:

Is there a wrong way to

effectively teach ELLs?
 Why Have Common Core State
Standards Initiatives for ELLs?

Over 400 different languages are spoken by ELLs across North America.

About six million ELLs are enrolled in schools across the United States.

However, ELLs were not originally accounted for in CCSS mandates.

So: How are we taking ELLs into account now when

teaching common core curriculum?
 The Understanding
Language Project
“The mission of this project is to heighten educator awareness of the
critical role that language plays in the CCSS and the NGSS. Although
the historical paradigm of teaching content and language to ELLs
focused mainly on vocabulary and grammar, the Understanding
Language Project emphasizes that the new paradigm of the CCSS
requires teachers to teach content and language by focusing on such
language constructs as discourse, complex text, explanation,
argumentation, purpose, typical structure of text, sentence structures,
and vocabulary practices.”

Source: “Overview of the Common Core State Standards Initiatives for ELLs,”
TESOL International Association, 2013.
 Studies have shown that
Using an ELL’s there is some level of
correlation between
proficiency in L1 and learning
Native L2.

If we, as educators, are able

Language as a to pinpoint exactly where
ELLs are in their education
by using their native
Springboard language to do so, we can
more efficiently teach them in
English, thereafter.
 Spanish Native Language Arts
Curriculum (SNLACG)

Assists ELLs in learning grade-appropriate curriculum

in their native language, thus making it transferrable
to English.

In SNLACG, students are split up into classes by

level of proficiency rather than grade level.

urriculum Guide (SNLACG),” NYCDOE - Division of Students with Disabilities and English Language Learners,
Bilingual Common Core
in Observation
An ESL teacher who offers the use of
bilingual dictionaries in pull out classes.
Students are allowed to use, and encouraged
to use, use these materials during all
activities.

*The “AHA” moment!*

 “Everybody is a genius. But if you
judge a fish by its ability to climb a
tree, it will live its whole life
believing that it is stupid.”
— Albert Einstein
 What does this mean for ELLs?
(and what does it mean
for you as an ESL teacher?)
Every student is different.
ESL teachers must be mindful that this requires
differentiated teaching methodologies.

ELLs use English to access more than their education.

They also need it their everyday lives.

*Ask yourself: If we can use ELLs’ native languages to assess

proficiency, as well as improve that proficiency,
why wouldn’t we do so?
Advocating for ELLs

Advocacy
=
Action
— Malala Yousafzai
“All educators must become
fighters for what they and
their students need to be
successful.”
—Lily Eskelsen Garcia, NEA
President
 Why is Advocacy for ELLs SO
Important?

“Lack of a standard definition for ELLs has led to

inconsistencies in identifying and supporting ELL students.”

Many ELLs are participating in, but not progressing through,

the ESL programs.

“ELL students’ lack of proficiency or difficulty with, academic

English has mistakenly led to low expectations and watered-
down curricula.”

Source: http://www.nea.org/assets/docs/17440_ELL_AdvocacyGuide2015_web.pdf
 Why is Advocacy for ELLs SO
Important (continued)?

“Instead of providing access to college preparatory courses and increasing

the level of support provided, ELLs in many districts are placed in several
periods of remedial English courses a day. Because of their performance on
standardized tests, they are judged to be unfit for mainstream college
preparatory classes. English language learners who may attend already
segregated schools are further segregated by their exclusion from high
school-level courses.”

What is important to remember about standardized testin

Source: www.betterschools.org
 Culture!
Standardized testing is rarely culture-free.
i.e.: If an ELL is asked identify the analogous relationship
between two words, that can be very culturally-rich
information!

Example: What’s the Problem?

If an ELL did not have Dalmatians in
his/her native country, he/she will not know
how to best answer this question.
 Modifications
ELLs are given exemption from
standardized testing for one year only.

HOWEVER: Statistics show that it takes between five and six

years for an ELL to become proficient in English.

So what can we do to help bridge the

gap?
 Modifications
ELLs get time and a half for standardized testing.
They may ask to hear directions up to three times.
Use of a bilingual dictionary.
ELLs are also allowed to take the test in their
native language.

Source: www.betterhighschools.org
 So, what does this mean?
It is imperative that teachers be educated about the resources that they
can provide their ELL students with.

Their current and future educational opportunities

depend on it.

“Advocacy is not what we do for others but what we

do with others to transform our community.”

Quote Source: www.nea.org

 An Observation of
Advocacy:

An Elementary ESL
teacher who uses
native vocabulary
side-by-side with
English vocabulary to
ensure understanding.
 Food for Thought:
What are some further modifications
and resources that ESL teachers can
use to assist and advocate for ELLs in
the classroom?
 Answer:
Cater to different learning styles.

Have high expectations.

Give students more “wait time!”

Repeat and rephrase!

Use cooperative learning!

Use lots of body language and visual aids!

ource: http://www.lakewoodcityschools.org/userfiles/2191/Classes/8975/Hurleys-ESL-Modifications.pd
 More GREAT Ideas:

l great strategies to implement when advocating for your E

Table Source: http://www.nea.org/assets/docs/17440_ELL_AdvocacyGuide2015_web.pdf
 Continue to Educate
Yourself:
There are many resources for teachers to learn how to
better advocate for ELLs.

Share Your Stories About English Language Learners!

This article was very powerful and insightful:
http://www.nea.org/assets/docs/17440_ELL_Advocacy
Guide2015_web.pdf
Literature as Content

Why should we use

literature in ESL classes?
 Because…
Familiarization with cultural
norms.
Finding one’s voice.
Improvement of skills.
“Language cannot be taught
without culture” (Celce-Murcia
2001).

Source: Celce-Murcia, M. (2001). Teaching English as a Second or Foreign

Language, Heinle & Heinle, Boston, MA.
 Literature Circles
A literature circle is the structural grouping together of ELLs to read a
proficiency level-appropriate text. In this circle there exist five roles:

1) The Discussion Director

2) The Illustrator
3) The Word Expert
4) The Passage Picker
5) The Summarizer

urce: http://wsascd.org/downloads/curriculum_in_context/Spring_2014_Articles/Spring_2014_07.pdf
 Observing Literature as
Content:
* A high school ESL teacher uses a story
about a man who has just moved far away
from home. This is a theme ELLs can
relate to and engage with well.
 Putting it Into Practice:

Use culturally accessible stories.

Make a multicultural connection!

Use a story that has a theme which is widely-

used in many cultures
(i.e. Cinderella)

Source: http://www.colorincolorado.org/article/20827/
 Collaborative Partners and
Literature
ELL students can work together with English-
only students to read and understand a text.
They can then share their thoughts with one
another. This benefits the ELL tremendously.

Supporting ELL Students

through Partner Work:
https://youtu.be/uYN9S-arIj8
Learning From Former ELLs as ESL
teachers: A Look Inside.

From an ELL Student

to an ELL Educator:
https://youtu.be/EZwabwdLR
Ng
“It is themselves that they see in the children of
today.”
 Conclusion
ESL teachers are responsible for aiding the
acquisition of language, meaning and culture for
ELL students.

Remember the Question: What can we learn

in order to become better teachers?

Continue to hone in on best practices

Be aware of the ever-expanding pool of resources to
implement
Stay educated on the best ways to advocate for
ELLs.
Questions
& Answers:
 Final Comments:
Thank you
for watching my powerpoint on learning
from the classroom: effective teaching and
learning strategies for ELLs.

Please contact me with any comments

and/or questions at:
katherine.a.ellingsen@gmail.com