ESL

Multiple Intelligences

Real Life Experiences

Routine

Rubrics

Validation of First Language

Go Back To Index

Effective Teaching When Instructing ESL Students

Effective Teaching Interventions

Classroom Planning with ESL in Mind

http://www.bced.gov.bc.ca/esl/policy/classplanning.htm

ESL Through Music

http://www.forefrontpublishers.com/eslmusic/

Young Learner's Songs For ESL

http://esl.about.com/library/weekly/aa112800a.htm

Young Learner's Board Games for ESL Classes

http://esl.about.com/library/lessons/blchildren_simonboard.htm

TRIBES: How It Works-Jeanne Gibbs

http://www.tribes.com/how_tribes_learning_works.htm

TPR: Total Physical Response Is Valuable Too!

http://www.everythingesl.net/lessons/tpr.php

http://www.rong-chang.com/game.htm

Effective Teaching Staff Development

Games For ESL Students

Graphic Organizers

http://www.graphic.org/goindex.html

Learning Styles and Multiple Intelligences

http://www.westmark.pvt.k12.ca.us/reading.html

Multiple Intelligences - Howard Gardner

http://www.accelerated-learning.net/multiple.htm

Reaching All Students: TRIBES Learning Communities - Jeanne Gibbs

http://www.tribes.com/reaching_all_students.htm

http://www.tecweb.org/styles/gardner.html

Effective Teaching Resources

Multiple Intelligences - Howard Gardner

Practical Ideas on Alternative Assessment for ESL Students-ERIC

http://www.ed.gov/databases/ERIC_Digests/ed395500.html

TESOL: Teachers of English to Speakers of Other Languages

http://www.tesol.edu/assoc/k12standards/it/01.html

The Essential Elements of Cooperative Learning in the Classroom - ERIC

http://www.ed.gov/databases/ERIC_Digests/ed370881.html

Terms for Effective Teaching When Instructing ESL Students

Authentic Assessment: in order to accurately evaluate limited English proficient learners, testing strategies must mirror classroom activities. Lesson information is usually not presented to students in a multiple-choice format therefore; standardized multiple-choice tests are biased forms of evaluations for ESL students. Utilizing multidimensional assessments allow the ESL learner to experience success in a practical way. For example, if the ESL student comprehends the information in the classroom through the use of visuals, these same types of visuals should appear in the evaluation process. Authentic assessment allows the teacher to use classroom instruction to teach the material and to follow up on lessons by evaluating ESL students in a real and relevant way. A teacher made assessment that is aligned with classroom instruction will give ESL students opportunities to succeed while learning English. Examples of unbiased authentic methods of assessment include portfolios, teacher observations, self-assessments, scoring rubrics, anecdotal records, etc.

Brain-Compatible Environment: Susan Kovalik, author of Integrated Thematic Instruction (ITI: The Model), integrates brain research findings, teaching strategies, and curriculum development to create a brain-compatible environment for all students, including ESL learners. This model consists of eight components: absence of threat, meaningful content, choices, adequate time, enriched environment, collaboration, immediate feedback, and mastery. All of these factors empower a teacher to accommodate for the different backgrounds and needs of the students in a typical classroom. The Kovalik web site is: http://www.kovalik.com/

Chants: short repetitive songs or rhythms that can be implemented to introduce or reinforce lesson material for second language students. Educators can use chants in small or whole group activities to help ESL learners become comfortable with the process of language acquisition. Additional information found at: http://members.tripod.com/~ESL4kids/chants.html

Cooperative Learning:when classroom students work in small groups toward social and academic learning goals. The small mixed groups allow an ESL student to feel at ease while learning English. Peers in the group support the new language learners as they discuss the lesson material in English. The group atmosphere provides a non-threatening environment for the LEP student while self-confidence is being strengthened. Spencer Kagan, author of Cooperative Learning,stresses the implementation of cooperative learning groups in every classroom.

Drama: an excellent method to introduce role playing and acting out activities involving all students in the classroom to enhance language acquisition for ESL students. Stories can be acted out to reinforce comprehension skills, as well as language skills, while the LEP learner absorbs the rhythm and meanings of words in the new language. A fun way to learn without inhibitions present.

ELL: English Language Learner. The term used to indicate that a student is learning English as a new language.

Empathy: although the educator may not be familiar with the ESL student's culture or language, a strong attempt must be made to validate the student's first language. It is very important that the teacher of an ESL learner empathize with the student's position. The instructor should try to imagine what the ESL student is experiencing after being immersed into a new culture and new language for the first time.

ESL: English as a Second Language. This term is used to identify students who are placed in an English speaking academic environment and have acquired a language other than English as their first language. The students probably live in an environment where their native language is the only language spoken at home. These students will need to be accommodated in the classroom as they are introduced to content material in English.

Games: games can be implemented to introduce or reinforce learning material in the classroom. Games tend to relax the classroom atmosphere as all students are exposed to a fun way of learning important content-area curriculum. Games allow ESL learners to hear and practice speaking English.

Graphic Organizers: these types of learning maps enhance understanding and comprehension for ESL students. Graphic organizers illustrate learning material in an easy to read format. ESL students have the opportunity to see the presented information on an organized map. Visual graphics allow an instructor to deliver information in a meaningful manner. Graphic organizers can be developed for all content areas. Additional information can be found at: http://www.graphic.org/goindex.html

IPT: IDEA Proficiency Test. An inventory assessment that reveals to the test administrator the level of language proficiency exemplified by the ESL student. Teachers have the opportunity to review the test results to plan lessons that will reach the ESL students on their proficiency level.

Journals: a learning log where ESL students have the opportunity to record material learned in the classroom and write about feelings concerning their new language experiences. Teachers have a chance to closely observe the journal for academic progress and second language acquisition. Additional information can be found at:
http://k-6educators.about.com/library/weekly/aa100100a.htm?once=true&

Learning Styles: the manner in which individual students learn and process information. Teachers need to be aware of the fact that some teaching strategies and approaches may not reach every student. Educators need to take into consideration a student's personality, cultural background, and mode of learning. Lessons should be planned according to the learning styles of students, including ESL learners.

LEP: Limited English Proficiency. The term used to indicate a student's limited ability to comprehend or communicate effectively in English. A teacher can utilize the results of the IPT assessment to determine at what level information should be presented.

Manipulatives: concrete objects used to demonstrate learning concepts. The use of manipulatives appeal to the ESL student's senses to enhance the meaning of the presented information. Students have the opportunity to hear, see, and touch manipulatives to promote the learning process and language acquisition.

Modeling: the teacher of ESL students demonstrates the learning activity as the students watch. After showing the students what to do, the educator repeats the demonstration as learners follow along. Soon the students are capable of performing the task without hesitation. This type of modeling by the teacher helps the ESL student to be comfortable with the classroom activities and to know what is expected on assignments.

Multicultural Activities: planning activities that involve lessons about different cultures and languages. This idea helps to validate the ESL student's first language and culture. These type activities enlighten students and present a fun way to learn about cultural differences. Multicultural literature can be introduced using a globe and brochures about a particular country described in a book. Perhaps students can be taught how to count or speak a few words in the language spoken by the people in the story. Additional information found at:
http://www.mhhe.com/socscience/education/multi/activities.html

Multidimensional Assessment: utilizing many different methods of assessing students. Teachers need to align instruction with a method of assessment that mirrors classroom learning activities. Types of assessments should vary according to the different learning styles portrayed in the classroom. Students should always be aware of what is expected of them on each assessment. For example, when using a rubric, the educator needs to model the required criteria on the scoring rubric so as to involve students in teacher expectation on the particular assessment. A teacher may use authentic types of assessment such as portfolios, teacher observations, anecdotal records, games, etc. to give ESL students opportunities to succeed.

Multiple Intelligences: Howard Gardner has developed a learning theory that involves eight intelligences that can be discovered in the classroom. Due to the fact that students, including ESL students, learn and process material in numerous ways. An instructor can adapt classroom activities according to the learning styles and different intelligences detected in the classroom The eight intelligences include: Linguistic, Musical/Rhythmic, Logical Mathematical, Visual/Spatial, Bodily/Kinesthetic, Intrapersonal, Interpersonal, and Naturalist. A teacher can plan lessons and assessments according to the types of intelligences found in the classroom. Additional information can be found at:
http://www.accelerated-learning.net/multiple.htm

Multisensensory Activities: planned lesson activities that tap into more than one of the bodily senses of ESL students. Learning can be enhanced through hands-on type activities that give ESL learners an opportunity to absorb information through their senses. There is a Chinese saying that helps teachers realize how important multisensory activities are: "Tell me, I forget; show me, I remember; involve me, I understand." ESL students need to be totally involved in their learning.

PHLOTE: Primary Home Language Other Than English. This term is used to identify ESL students who live in a home environment where another language other than English is spoken. This identification allows the educator to know that English heard in the classroom will probably not be reinforced at home.

Portfolios: a meaningful dated collection of ESL students' classroom work over a certain period of time to reflect progress. In order to evaluate an ESL learner's level of improvement the instructor can utilize portfolio assessment. Portfolios can also be used during parent conferences as a presentation of the student's academic work. Students have the opportunity to perform self-assessments on their portfolio collections. Students are therefore actively involved in their own progress when assessing classroom assignments. Additional information can be found at:
http://www.etni.org.il/ministry/portfolio/default.html#contents

Real Life Experiences: classroom experiences should include hands-on activities that are relevant to real world life. For example, situations presented in lessons should be related to life outside of school. These meaningful activities will help ESL students to realize the importance and the need for classroom and life long learning.

Routine: establishing classroom routines that allow ESL students to become familiar with what happens in the classroom everyday. The repetitive tasks help second language learners to become comfortable in a safe classroom environment. Self-confidence will be gained if these students know the order in which activities occur daily.

Rubrics: measuring scales that reveal to students what is expected of them on particular assessments. The teacher needs to display and model scoring rubrics being careful to adequately explain the assessment scoring information they represent. After an ESL student is comfortable with teacher made rubrics, unbiased authentic assessment can be implemented for evaluation purposes. The rubrics list the academic work involved and states the criteria expected for an exemplary score and the criteria for lower scores on assignments. A low score would indicate that less work and effort are involved on the students' part of the assignment. Students are given the opportunity to choose how thorough they want to make their assignment. The students are basically selecting whether they want to receive a high grade, middle grade, or a low grade. As a result, ESL students are actively involved in their own assessment process.

Second Language Acquisition: when ESL students are capable of internalizing the new language and communicating effectively. A process that involves early accommodations by the classroom teacher. The educator needs to implement modifications in classroom instruction until the second language learner has mastered English. Speaking English for simple communication will happen in the early acquisition stages however; complete language acquisition takes five to seven years.

Self-Assessment: allowing ESL students to assess their own work and observe their progress. The teacher can conduct portfolio conferences with the student for assessment purposes. The students should be allowed to observe and comment on their collection of assignments. A self-assessment form may be used to record students' thoughts and feelings about the presented work. Students are given the responsibility to assess themselves and actively be a part of their academic success.

Sheltered English: a teacher should use just simple phrases when instructing new second language learners so as not to overwhelm them with complex sentences. During this sheltered time, ESL students have an opportunity to hear the new language and improve listening and speaking skills while more of the language is gradually added. Additional information can be found at:
http://www.ed.gov/databases/ERIC_Digests/ed301070.html

Songs: a variety of songs can be implemented in classroom activities to introduce or reinforce content-area material. The rhythms and the repetitive words sung in tunes enhance the comprehension of the presented learning concepts for ESL students. ESL students tend to remember information through classroom song activities. Additional information can be found at:
http://esl.about.com/library/weekly/aa112800a.htm

Teacher Observation: a very important aspect of authentic assessment involves teacher observations. The instructor has the chance to observe the progress or lack of progress of second language learners during cooperative learning activities. A teacher has the opportunity to observe first hand if the language acquisition process is happening in the classroom. Notes should be taken during observations to discuss what was seen and heard during classroom activities by the teacher. This pertinent data can be presented during student or parent conferences.

TESOL: Teachers of English to Speakers of Other Languages. An organization who has researched and studied the needs of ESL students. This group has developed ESL Standards for Pre-K-12 Students. They are committed to helping educators translate the goals and standards into classroom practices. Additional information can be found at:
http://www.tesol.edu/assoc/k12standards/it/01.html

Total Physical Response: involving the ESL students in physical movements that enhance learning classroom material. The instructor models and demonstrates what the students are learning. The teacher will give a command and actually do the movement that illustrates the word or concept that has been introduced. The students as a group follow along with the teacher. The teacher repeats the command while all students participate in the actions. For example, a teacher will say, "Stand" while she stands up to demonstrate what the word "stand" means. The students imitate the teacher as they say the word and perform the actions. The teacher continues the activity until ESL students display knowledge of the word and seem comfortable with the actions.

TRIBES Learning Community: creating a classroom community environment that implements the community agreements defined in the TRIBES handbook. This method of learning encourages the ESL student while second language acquisition is taking place. The classroom environment is one of routine and endless learning opportunities for the second language learners. Social skills are incorporated into lesson material for a balanced curriculum. Learning communities provide a safe and warm environment for students. Jeanne Gibbs suggests the TRIBE program for every content area. Additional information can be found at: http://www.tribes.com

Validation of First Language: the second language learners will have a positive experience acquiring the new language if their first language is acknowledged and affirmed by teachers and other students. The willingness for the instructor and classmates to learn about the culture and language of the ESL students will help validate and will show approval of the students' native language and culture.

Beginning Reading for ESL Learners

Beginning Reading Glossary Terms and Links

http://www.awesomeclipartforkids.com/

Beginning Reading for ESL Learners

Beginning Reading Interventions

Clip Art for Holidays

What is TPR: Total Physical Response

http://esl.about.com/homework/esl/library/lessons/blchildren_cops.htm

Young People's Games for ESL Classes - "Cops and Robbers Tag"

http://www.tribes.com/about_tribes_process.htm

Beginning Reading Staff Development

About TRIBES - Jeannne Gibbs

Clip Art Site - Pictures for Word Cards

http://www.awesomeclipartforkids.com/

Graphic Organizers

http://www.teach-nology.com/web_tools/graphic_org/

http://www.tribes.com/abstract_achieve_standards.htm

Beginning Reading Resources

Achieving Academic Standards-Through Student-Centered Learning Groups

Cooperative Learning

http://www.sedl.org/scimath/compass/v01n02/welcome.html

TPR: Total Physical Response

http://www.tpr-world.com/

http://k-6educators.about.com/library/weekly/aa100100a.htm?once=true&

Terms for Beginning Reading for ESL Learners

Anecdotal Records: dated notes that a teacher records while observing ESL students during classroom activities and information collected during assessment. The records can be collected in order to track a second language learner's academic progress. This valuable information may be passed on to the student's next teacher to keep records of the second language acquisition process.

Audio Tapes: it is important to allow the ESL student to listen to stories on tape. Recordings on tape enhance the continuing process of hearing the new language. Students may follow along with the words written in a book while listening to a tape of the story. The tape recording allows the second language learner to hear the sounds and rhythms of English. An audio tape may also be placed in a learning center where students have the opportunity to record a "retell" of a story they have heard read aloud to them. Then the recordings could be utilized by the students to participate in some language self-assessment activities. Teachers can use student made tapes as records of reading and language progress.

Chants: short repetitive songs or rhythms that can be implemented to introduce or reinforce lesson material for second language students. Educators can use chants in small or whole group activities to help ESL learners become comfortable with the process of language acquisition. Chants are a fun way to comprehend and retain information. Additional information found at:
http://members.tripod.com/~ESL4kids/chants.html

Cooperative Learning: when classroom students work in small groups towards social and academic learning goals. The small mixed groups allow an ESL student to feel at ease while learning English. Peers in the group support the new language learners as they discuss the lesson material in English. The group atmosphere provides a non-threatening environment for the LEP student while confidence is being strengthened. Spencer Kagan, author of Cooperative Learning,stresses the implementation of cooperative learning groups in every classroom.

ELL:English Language Learner. The term used to indicate that a student is learning English as a new language.

Games: games can be implemented to introduce or reinforce learning material in the classroom. Games tend to relax the classroom atmosphere as all students are exposed to a fun way of learning important content-area curriculum. ESL students have the opportunity to hear and practice reading skills incorporated into games. Games provide a fun way of learning in an uninhibited environment.

Illustrating Stories: teachers have the opportunity to observe the reading comprehension of second language learners through illustrations. A limited English proficient student can retell a story that has been read aloud in English by expressing the events in a drawing. The ESL learner may be capable of relating the meaning of the story to a teacher by illustrating the concepts and describing what has been expressed in the drawing. This type of activity can be utilized as an early reading comprehension assessment for ESL students.

IPT: IDEA Proficiency Test. An inventory assessment that reveals to the test administrator the level of language proficiency exemplified by the ESL student. An educator has the opportunity to review the test scores to determine the reading level of the second language learner.

Journals: a learning log where ESL students have the opportunity to record material learned in the classroom and write about feelings concerning their new language experiences. Reading journals play an essential part in evaluating second language learners. Teachers have the opportunity to closely review the journals to detect if the ESL students are indeed making a connection between the words on a printed page and their meanings.

http://www.mhhe.com/socscience/education/multi/activities.html

Multidimensional Assessment: utilizing many different methods of assessing students. Teachers need to align instruction with a method of assessment that mirrors classroom learning activities. Types of assessments should vary according to the different learning styles portrayed in the classroom. Students should always be aware of what is expected of them on each assessment. For example, the educator needs to model the required criteria on a scoring rubric, so as to involve students in teacher expectations. A teacher may use authentic types of assessment such as: portfolios, teacher observation, anecdotal records, games, etc. to give ESL students opportunities to succeed in reading.

Multisensory Activities: planned lesson activities that tap into more than one of the bodily senses of ESL students. Learning can be enhanced through hands-on type activities that give ESL learners an opportunity to absorb information through their senses. There is a Chinese saying that helps teachers realize how important multisensory activities are: "Tell me, I forget; show me, I remember; involve me, I understand." ESL students need to be totally involved in their learning. Utilizing reading strategies that require the student to use senses enhance the language acquisition process.

Parent Involvement: involving parents of ESL students in the vital connection between home and school. Invite culturally different parents into the classroom to share their culture and promote unity. Explain to the parents what is expected of their child in the classroom and allow them be a part of the homework process. An open line of communication is very important to teachers, parents, and students for educational success. Perhaps culturally different parents can be given the opportunity to read stories about their culture to the class. A variety of enriched literature will motivate the desire in ESL students to read.

http://www.ed.gov/pubs/FamInvolve/execsumm.html

Peer Tutoring: the teacher can assign a "buddy" to an ESL student to help during the silent period of language acquisition. The English-speaking buddy helps the ESL learner with the daily classroom routines until the student is comfortable with the environment. Peer tutors can also help during small group activities to support the ESL student. At the early reading stages a peer tutor can enhance the learning process by helping the ESL student with the fundamental reading skills. The tutor can read along with the second language learner and help to encourage the student to sound out and verbalize the words printed on the page.

PHLOTE: Primary Home Language Other Than English. This term is used to identify ESL students who live in a home environment where another language other than English is spoken. This identification allows the educator to know that English spoken in the classroom will probably not be reinforced at home.

Portfolios: a meaningful dated collection of ESL students' classroom work over a certain period of time to reflect progress. In order to evaluate an ESL learner's level of improvement the instructor can utilize portfolio assessment. Portfolios can also be used during parent conferences as a presentation of the student's academic work. Students have the opportunity to perform self-assessments on their portfolio work. For example, after a story has been read and reviewed, ESL students can complete assignments and enter the work into the portfolio for assessment. ESL students are therefore actively involved in their own progress when assessing classroom assignments.

http://www.etni.org.il/ministry/portfolio/default.html#contents

Read Alouds: one method of introducing literature involves the whole class reading a story aloud together. The first step is to display the illustrations of a book before reading the story. Students have the opportunity to view the pictures then make predictions about the content of the story. ESL students should be invited to participate if they feel ready for this activity. The teacher will then read the story aloud while the students listen. The next step in the read aloud process requires the students to read the story orally along with the teacher. Finally, the students read the same story aloud as a group without the teacher. This gives ESL students the opportunity to hear the story several times before reading it individually in a small reading group.

http://www.ksd.org/eastgate/Schoolsite/Kaufman/page4.htm

Rubrics: measuring scales that reveal to students what is expected of them on particular assessments. The teacher needs to display and model scoring rubrics being careful to adequately explain the assessment criteria information the rubrics represent. After an ESL student is comfortable with teacher made rubrics, unbiased authentic assessment can be implemented for evaluation purposes. The rubrics list the academic work involved and states the criteria expected for an exemplary score and criteria for lower scores on assignments. A low score would indicate that less work and effort are involved on the student's part of the assignment. Students are given the opportunity to choose how thorough they want to make their assignment. The students are basically selecting whether they want to receive a high grade, middle grade, or a low grade. As a result, ESL students are actively involved in their own assessment process.

Second Language Acquisition: when ESL students are capable of internalizing the new language and communicating effectively. This is a process that involves early accommodations by the classroom teacher. The educator needs to implement modifications in classroom instruction until the second language learner has mastered English. A teacher has the opportunity to observe the second language acquisition process during reading activities. Speaking English for simple communication will happen in the early acquisition stages however; complete language acquisition takes five to seven years.

http://www.ed.gov/databases/ERIC_Digests/ed301070.html

Songs: a variety of songs can be implemented in classroom activities to introduce or reinforce content-area material. The rhythms and the repetitive words sung in tunes enhance the comprehension of the presented learning concepts for ESL students. Songs allow the ESL student to have more practice in reading and speaking skills.

http://www.Geocities.com/ESLmusic/

TRIBES Learning Community: creating a classroom community environment that implements the community agreements defined in the TRIBES handbook. This method of learning encourages the ESL student while second language acquisition is taking place. The classroom environment is one of routine and endless learning opportunities for the second language learners. Social skills are incorporated into lesson material for a balanced curriculum. Reading groups can be conducted in this format to enhance opportunities for ESL students in the classroom. Jeanne Gibbs suggests the TRIBES program for every content area.

http://www.tribes.com

Venn Diagram: this type of graphic organizer helps the ESL student actually see the comparison and contrast concepts between two different stories. When the teacher uses the mapping circles to discuss and record the characteristics of the two stories that are similar and those characteristics that are unique to each story, the ESL learner is given the opportunity to be involved in the learning process. This illustrative technique enhances reading comprehension and retention. http://www.graphic.org/venbas.html

Visuals: are vital to the classrooms which include second language learners. Pictures are needed to complete the messages that are being sent out to the ESL student. These powerful instructional tools are necessary for understanding to take place. If ESL students can see a word image as it is being explained they will tend to remember the word when the picture is seen again. Visuals should be utilized in every content area to enhance comprehension and retention. Visuals need to be used in reading lessons for each new vocabulary word presented. Visuals allow the ESL student to connect printed words with their meanings.

Word Cards: written expressions on cards are essential in the successful presentation of learning material. ESL students need the constant reinforcement of visual instructional tools to enhance the second language acquisition process. Vocabulary words, spelling words, and names of objects in the classroom should all be visible on word cards. In order for the ESL learners to comprehend and retain information in their new language, teachers need to allow students to hear and see the words written several times a day. The use of word cards allows the ESL students to connect words with their meanings.

Aligning Instruction with Assessment

Math For ESL Students

Math Glossary Terms and Links

Authentic Assessment

Brain-Compatible Environment

Labeled Manipulatives

LEP

Literature

PHLOTE

Portfolios

Self-Assessment

Sheltered English

Teacher Observation

Universal Language

Visuals

http://www.cloudnet.com/~edrbsass/edmath.htm

Math For ESL Students

Math Interventions

Math Lesson Plans and Resources

Mighty Math

http://www.mathclub.com/

Practical Ideas on Alternative Assessment for ESL Students - ERIC

http://www.ed.gov/databases/ERIC_Digests/ed395500.html

http://www.funderstanding.com/cooperative_learning.cfm

Math Resources

Cooperative Learning

Links For Learning Activities

http://a4esl.org/

Parent Involvement

http://www.ed.gov/pubs/FamInvolve/execsumm.html

Teaching Limited English Proficient Students to Understand and Use Mathematics

http://eric-web.tc.columbia.edu/digests/dig70.html

http://www.ucs.mun.ca/~mathed/t/rc/jour/JOURNAL.HTM

Terms for Math For ESL Students

Aligning Instruction with Assessment: assessment strategies should be very similar to classroom instruction. It is important that lesson plans and assessments encompass the needs of all learners, including ESL learners. Teachers should plan lessons according to the learning styles of classroom students. Additionally, instruction needs to be conducted with assessments in mind. The format in which the material is presented should be the same technique used for assessment. For example, if a hands-on activity is used to teach the lesson, the assessment should include a hands-on type of evaluation. Students will be aware of and familiar with assessment expectations as a result of classroom routine. In order for ESL students to grasp the understanding of mathematical concepts, manipulatives should be incorporated into all lessons. The concrete objects used to illustrate information will enhance meaning for second language learners. If lessons are planned and aligned with assessments, ESL students will be familiar with the classroom procedures of working with hands-on activities and know exactly what is expected of them on the evaluations.

Authentic Assessment: in order to accurately evaluate limited English proficient learners, testing strategies must mirror classroom activities. Lesson information is usually not presented to students in a multiple-choice format therefore standardized multiple-choice tests are biased forms of evaluations for ESL students. Utilizing multidimensional assessments allow the ESL learner to experience success in a practical way. For example, if the ESL student comprehends the information in the classroom through the use of visuals and manipulatives these same types of instructional tools should appear in the evaluation process. Authentic assessment allows the teacher to use classroom instruction to teach the material and to follow up on lessons by evaluating ESL students in a real and relevant way. Once a technique is used to reach the ESL learners, the same methods need to be implemented for assessment. Other means of assessments can be incorporated as the ESL student advances through the second language acquisition process. A teacher made assessment that is aligned with classroom instruction will give ESL students opportunities to succeed while learning English. Examples of unbiased authentic methods of assessment include portfolios, teacher observations, self-assessments, scoring rubrics, anecdotal records, etc.

Brain-Compatible Environment: Susan Kovalik, author of Integrated Thematic Instruction (ITI: Model), integrates brain research findings, teaching strategies, and curriculum development to create a brain-compatible environment for all students, including ESL learners. This model consists of eight components: absence of threat, meaningful content, choices, adequate time, enriched environment, collaboration, immediate feedback, and mastery. All of these factors empower a teacher to accommodate for the different backgrounds and needs of the students in a typical classroom. Students, including ESL students, learn math in different ways. There is not one specific way to teach mathematical concepts in a classroom. Therefore, a teacher must consider the different learning styles of the students being instructed and create a brain-compatible environment.

Cooperative Learning: when classroom students work in groups towards social and academic learning goals. The small mixed group allows an ESL student to feel at ease while learning English. Peers in the group support the new language learners as they discuss the lesson material in English. The group atmosphere provides a non-threatening environment for the LEP student while self-confidence is being strengthened. Spencer Kagan, author of Cooperative Learning,stresses the implementation of cooperative learning groups in every classroom. When educators create cooperative learning groups within a classroom, students have the opportunity to share background knowledge and help one another to accomplish learning goals. As students cooperate with one another in their group, ESL students are hearing the new language from their peers and absorbing the mathematical information in an uninhibited environment. When math manipulatives are being shared in the group, further understanding is taking place for second language learners. These hands-on type activities help to make learning connections by tapping into the students' senses, enhancing understanding and retention.

Drama: an excellent way to introduce role playing and acting out activities involving all students in the classroom to enhance language acquisition for ESL students. Story problems can be acted out to reinforce comprehension skills, as well as language skills, while the LEP learner absorbs the rhythm and meanings of words in the new language. Drama is an excellent way to make learning fun and relevant for ESL learners. Drama activities allow for a student-centered environment, which gives all students opportunities to be involved in learning and retaining mathematical concepts.

ELL: English Language Learner. The term used to indicate that a student is learning English for the first time.

Games: games can be implemented to introduce or reinforce learning material in the classroom. Games tend to relax the classroom atmosphere as all students are exposed to a fun way of learning important content-area curriculum. Game activities in the classroom allow ESL students to receive more practice in hearing and speaking English in a safe and comfortable environment.

IPT: IDEA Proficiency Test. An inventory assessment that reveals to the test administrator the level of language proficiency exemplified by the ESL student. A math educator has an opportunity to review the test scores in order to plan math activities to accommodate second language learners.

Journals: a learning log where ESL students have the opportunity to record material learned in the classroom and write about feelings concerning their new language experiences. Math journals are an excellent way to check for comprehension. ESL students can illustrate the mathematical processes in their journal according to how they perceive the information that has been presented to them. During teacher observations, the math journals can be reviewed for academic progress. Teachers have a chance to detect whether or not the ESL student understands specific mathematical concepts. This data reveals to the educator if learning material needs to be reviewed or if the teaching strategies being implemented are producing successful outcomes.

Labled Manipulatives: math manipulatives should be labeled with their appropriate names to further the understanding of concepts that are being taught. The reinforcement of learning material utilizing labeled concrete objects will enhance mathematical comprehension and retention for second language learners. ESL students will have the opportunity to connect the names of the manipulatives with their use and meaning. For example, a penny should be associated with the words "penny" and "one cent."

Literature/Math: appropriate pieces of literature that illustrates mathematical concepts are excellent introductions to new material. ESL students have the opportunity to engage in books that contain math vocabulary words and number information relevant to the lessons. It would be beneficial to all students to begin math lessons with literature. Literature that contains mathematical situations presents a fun way for ESL students to comprehend and retain information.

Multicultural Activities: planning activities that involve lessons about different cultures and languages. This idea helps to validate the ESL student's first language and culture. These type activities enlighten students and present a fun way to learn about cultural differences. Multicultural literature can be introduced using a globe and brochures about particular countries described in a book. Perhaps students can be taught how to count or speak a few words in the language spoken by the people in the story. Multicultural activities that pertain to math enhance the universal language of mathematical concepts found all over the world. When classroom activities are relevant to the students' lives, real understanding and memorable experiences occur.

http://www.mhhe.com/socscience/education/multi/activities.html

Multidimensional Assessment: utilizing many different methods of assessing students. When math educators align instruction with the type of assessment that mirrors classroom learning activities, ESL students have an opportunity to be successful learners. This includes varying the types of assessments according to the different learning styles portrayed in the classroom. Students should always be aware of what is expected of them on each assessment. For example, the educator in order to involve students in their own assessment should generate a scoring rubric. A teacher may use authentic types of assessment such as: portfolios, teacher observations, anecdotal records, games, etc...in order to enhance learning and retention. While in the early stages of second language acquisition, teachers need to make sure the assessments are very similar to classroom instruction. The use of miltidimensional assessments allows the educator to discover a form of instruction and evaluation that accommodates ESL students.

Multisensory Activities: planned lesson activities that tap into more that one of the bodily senses of ESL students. Learning can be enhanced through hands-on type activities that give ESL learners an opportunity to absorb information through their senses. There is a Chinese saying that helps teachers realize how important multisensory activities are: "Tell me, I forget; show me, I remember; involve me, I understand." It is important to plan math lessons that involve the bodily senses of ESL students. An ESL student will be totally involved in the learning process if the teacher implements multisensory activities.

PHLOTE: Primary Home Language Other Than English. This term is used to identify ESL students who live in a home environment where another language other than English is spoken. This identification allows the educator to know that English spoken in the classroom will probably not be reinforced at home.

Portfolios: a meaningful dated collection of ESL students' classroom work over a certain period of time to reflect progress. In order to evaluate an ESL learner's level of academic improvement an instructor can utilize portfolios. Portfolios may also be used during parent conferences as a presentation of the student's academic work. Students have the opportunity to perform self-assessments on their portfolio collections. ESL students need to be aware of what the teacher expects on the portfolio assignments. For example, the math educator needs to model an exemplary portfolio and adequately explain the criteria requirements. After an ESL learner is familiar with this process, then work can be collected for assessment.

http://www.etni.org.il/ministry/portfolio/default.html#contents

Second Language Acquisition: when ESL students are capable of internalizing the new language and communicating effectively. This process involves early accommodations by the classroom teacher. The educator needs to implement modifications in classroom instruction until the second language learner has mastered English. During the early stages of English acquisition, the math teacher will need to implement visuals and manipulatives to enhance the learning and understanding of mathematical concepts. Speaking English for simple communication will happen in the early acquisition stages however; complete language acquisition takes five to seven years.

Self-Assessment: allowing ESL students to evaluate their own work and observe progress. The teacher along with the student can discuss the work contained in the portfolio by conducting periodic portfolio assessment conferences. The students should be allowed to observe and comment on their collection of assignments. A self-assessment form may be used to record students' thoughts and feelings about the presented work. Students are given the responsibility to assess and take ownership of their classroom work. Self-assessment allows the ESL students to actively be a part of their own success in math.

Sheltered English: a teacher should use just simple phrases when instructing new second language learners so as not to overwhelm them with complex sentences. During this sheltered time, ESL students have an opportunity to hear the new language and improve listening and speaking skills while more of the language is gradually added. To enhance understanding and retention, a math teacher should implement visuals and manipulatives during classroom instruction and activities.

http://www.ed.gov/databases/ERIC_Digests/ed301070.html

Total Physical Response: involving the ESL students in physical movements that enhance learning classroom material. The instructor models and demonstrates what the students are learning. The educator will give a command and actually do the movement that illustrates the word or concept that has been introduced. The students as a group follow along with the teacher. The teacher repeats the command while all students participate in the actions. For example, a teacher will say, "Stand" while she stands up to demonstrate what the word "stand" means. The students imitate the teacher as they say the word and perform the actions. The teacher continues the activity until ESL students display knowledge of the word and seems comfortable with the actions. Mathematical concepts can be demonstrated and acted out in the classroom, giving all students an opportunity to be physically involved in the learning process. When ESL students use their bodily senses to participate in learning activities, presented material is usually comprehended and remembered.

TRIBES Learning Community: creating a classroom community environment that implements the community agreements defined in the TRIBES handbook. This method of learning encourages the ESL student while second language acquisition is taking place. The classroom environment is one of routine and endless learning opportunities for the second language learners. Social skills are incorporated into lesson material for a balanced curriculum. Jeanne Gibbs presents a successful strategy through TRIBES learning which enhances understanding and participation for all students in a warm and safe environment. Mathematical concepts can be implemented in the learning community created in the classroom through the use of visuals and manipulatives. This style of teaching involves a non-threatening environment for the ESL students.

Universal Language: math seems to be one content area where the concepts involve a universal kind of language. In every culture the mathematical concept of two plus two is always equal to four. ESL students who have been enrolled previously in some type of formal schooling will perform well in math if they understand the concepts in either language. An educator needs to use multisensory methods of teaching to reinforce the learners' new language. Using visuals and labeled manipulatives will enhance understanding and retention. The implementation of multicultural literature containing mathematical situations will provide an opportunity for all students to understand that math is a content area that is found all over the world.

Visuals: are vital to the classrooms which include second language learners. Pictures are needed to complete the messages that are being sent out to the ESL student. These powerful instructional tools are necessary for understanding to take place. If ESL students can see a word image as it is being explained they will tend to remember the word or concept seen in the pictures again. Visuals should be utilized in every content area to enhance comprehension and retention. Math educators need to display visuals of numbers, number words, and labeled manipulatives to enhance the understanding and learning of presented information.

Aligning Instruction with Assessment

Beginning Language Arts for ESL Learners

Language Arts Glossary Terms and Links

http://esl.about.com/homework/esl/library/lessons/blchildren_simon.htm

Beginning Language Arts for ESL Learners

Language Arts Interventions

Classroom Game for ESL Students - Simon Says

English as a Second Language Vocabulary Quizzes

http://www.aitech.ac.jp/~iteslj/quizzes/vocabulary.html

ESL Lesson Plans and Resources

http://www.csun.edu/~hcedu013/eslplans.html#ESLLessonPlans

Young Learner's ESL EFL English Lessons, Games, and Activities

http://esl.about.com/homework/esl/library/lessons/blchildrenplans.htm

http://atozteacherstuff.com/articles/cooperative.shtml

Language Arts Staff Development

Cooperative Learning - Amanda Hill

Instructional Tools

http://www.teach-nology.com/web_tools/

Practical Ideas on Alternative Assessment for ESL Students - J.Tannenbaum

http://www.kidsource.com/

TRIBES Overview and Demonstration Teaching

http://www.tribes.com/overview_demonstration_teaching.htm

http://www.ed.gov/databases/ERIC_Digests/ed376695.html

Language Arts Resources

Alternative Assessment and Second Language Study: What and Why? ERIC

ESL Learning

http://www.juniperlearning.com

Links to Sites Supporting Cooperative Learning

http://www.geocities.com/Athens/Parthenon/6549/links.html

http://litsite.alaska.edu/uaa/workbooks/jazzexamples.html

Terms for Beginning Language Arts for ESL Learners

Anecdotal Records: dated notes that a teacher takes while observing ESL students during classroom activities and data information collected during assessment. The data can be collected in order to track a second language learner's academic progress. This valuable information may be passed on to the student's next teacher to keep records of the second language acquisition process.

Audio Tapes: it is important to allow the ESL student to listen to stories on tape. Recordings on tape enhance the continuing process of hearing the new language. Students may follow along with the words written in a book while listening to a tape of the story. The tape recording allows the second language learner to hear the sounds and rhythms of English. An audio tape may also be placed in a learning center where students have the opportunity to record a "retell" of a story they have heard read aloud to them. These tapes could be utilized by the students to participate in some self-assessing language activities. Teachers can keep these student made tapes as records of students' progress. Audio tapes of literature may also be implemented to enhance and prompt writing ideas in the classroom writing center.

Authentic Assessment: in order to accurately evaluate limited English proficient learners, testing strategies must mirror classroom activities. Lesson information is usually not presented to students in a multiple-choice format therefore; standardized multiple-choice tests are biased forms of evaluations for ESL students. Utilizing multidimensional assessments allow the ESL learner to experience success in a practical way. For example, if the ESL student comprehends the information in the classroom through the use of visuals, these same types of visuals should appear in the evaluation process. Authentic assessment allows the teacher to use classroom instruction to teach the material and to follow up on lessons by evaluating ESL students in a real and relevant way. A teacher made assessment that is aligned with classroom instruction will give ESL students opportunities to succeed while learning English. Examples of authentic methods of assessments include: portfolios, teacher observations, self-assessments, scoring rubrics, anecdotal records, etc. Language Arts' teachers need to discover unbiased assessment techniques that are successful for evaluating ESL students.

Chants: short repetitive songs or rhythms that can be implemented to introduce or reinforce lesson material for second language students. Educators can use chants in small or whole group activities to help ESL learners become comfortable with the process of language acquisition. Language Arts' educators may want to use chants to help ESL learners remember English grammar rules. Chants are a fun way to enhance learning in an uninhibited classroom environment.

Cooperative Learning: when classroom students work in groups towards social and academic learning goals. The small mixed groups allow an ESL student to feel at ease while learning English. Peers in the group support the new language learners as they discuss the lesson material in English. The group atmosphere provides a non-threatening environment for the LEP student while self-confidence is being strengthened. Spencer Kagan, author of Cooperative Learning,stresses the implementation of cooperative learning groups in every classroom. Language Arts' learning material can be introduced as a whole group teaching session followed by small learning group activities. Additionally, the utilization of visuals and props will enhance understanding and retention for the ESL learners involved in a group learning atmosphere.

Dictation: teachers can utilize dictation activities for the early stages of second language acquisition. In order to assess for comprehension and retention, an educator could ask the student to explain the events of a story while the teacher wrote the words the student said on paper. This activity will serve as a pre-writing guide for ESL students as they progress. If a second language learner is capable of expressing thoughts aloud while the teacher writes, learning is taking place. These dictation records can be compared with later writings for assessment. After ESL learners are comfortable with dictation, the teacher may move on to more advanced writing assignments.

Drama: an excellent way to introduce role playing and acting out activities involving all students in the classroom to enhance language acquisition for ESL students. Stories can be acted out to reinforce comprehension skills, as well as language skills, while the LEP learner absorbs the rhythm and meanings of words in the new language. Drama activities can be implemented to illustrate parts of a story and reinforce the concepts of beginning, middle, and end when performing a specific piece of literature.

ELL: English Language Learner. The term used to indicate that a student is learning English for the first time.

ESL: English as a Second Language. This term is used to identify students who are placed in an English speaking academic environment and have acquired a language other than English as their first language. The students probably live in an environment where their native language is the only language spoken. These students will need to be accommodated in the classroom as they are introduced to content material in English.

Games: games can be implemented to introduce or reinforce learning material in the classroom. Games tend to relax the classroom atmosphere as all students are exposed to a fun way of learning important content-area curriculum. Language Arts' games allow ESL students to hear and practice English in an uninhibited classroom environment.

Illustrating Stories: teachers have the opportunity to observe the reading comprehension of second language learners through illustrations. A limited English proficient student can retell a story that has been read aloud in English by expressing the events in a drawing. The ESL learner may be capable of relating the meaning of the story to a teacher by illustrating the concepts and describing what has been expressed on paper. This type of activity can be utilized as an early assessment for ESL students.

IPT: IDEA Proficiency Test. An inventory assessment that reveals to the test administrator the level of language proficiency exemplified by the ESL student. Educators have the opportunity to review the test results and plan lessons according to the learning ability of the second language learner.

Journals: a learning log where ESL students have the opportunity to record material learned in the classroom and write about feelings concerning their new language experiences. Daily journal writing should be included into the curriculum to detect progress and to ascertain information exemplifying the process of second language acquisition. After observing and reviewing the journals, educators will know if material needs to be reviewed or if the ESL student is academically succeeding.

http://k-6educators.about.com/library/weekly/aa100100a.htm?once=true&

Multicultural Activities: planning activities that involve lessons about different cultures and languages. This idea helps to validate the ESL student's first language and culture. These type activities enlighten students and present a fun way to learn about cultural differences. Multicultural literature can be introduced using a globe and brochures about particular countries described in a book. Perhaps students can be taught how to count or speak a few words in the language spoken by the people in the story. Language Arts can be integrated with Social Studies to enrich cultural lessons.

http://curry.edschool.virginia.edu/go/multicultural/sites/classroom.html

Multidimensional Assessment: utilizing many different methods of assessing students. Educators need to align instruction with the type of assessment that mirrors classroom learning activities. Types of unbiased assessments should vary according to the different learning styles portrayed in the classroom. Students should always be aware of what is expected of them on each class assignment and assessment. For example, the educator in order to involve students in their own assessment should generate a scoring rubric for particular assignments. The rubric criteria information and teacher expectations need to be thoroughly explained and modeled A teacher may use other authentic types of assessment such as portfolios, teacher observation, anecdotal records, games, etc..to reach ESL learners.

Multisensory Activities: planned lesson activities that tap into more that one of the bodily senses of ESL students. Learning can be enhanced through hands-on type activities that give ESL learners an opportunity to absorb information through their senses. There is a Chinese saying that helps teachers realize how important multisensory activities are: "Tell me, I forget; show me, I remember; involve me, I understand." When ESL students are physically involved in their own learning, the opportunity for success increases.

Parent Involvement: involving parents of ESL students in the vital connection between home and school is absolutely essential. Invite culturally different parents into the classroom to share their culture and promote unity. Explain to the parents what is expected of their child in the classroom and allow them be a part of the homework process. An open line of communication is very important to teachers, parents, and students for educational success.

Peer Tutoring: the teacher can assign a "buddy" to an ESL student to help during the silent period of language acquisition. The English speaking buddy helps the ESL learner with the daily classroom routines until the student is comfortable with the environment. Peer tutors can also help during small group activities to support the ESL student. Assigning a peer tutor allows the ESL learner to hear and practice English in an uninhibited situation.

PHLOTE: Primary Home Language Other Than English. This term is used to identify ESL students who live in a home environment where another language other than English is spoken. This identification allows the educator to know that English spoken in the classroom will probably not be reinforced at home.

Portfolios: a meaningful dated collection of ESL students' classroom work over a certain period of time to reflect progress. In order to evaluate an ESL learner's level of improvement an instructor can utilize portfolio assessment. Portfolios can also be used during parent conferences as a presentation of the student's academic work. Students have the opportunity to perform self-assessments on their portfolio collections. Students are therefore actively involved when assessing classroom assignments. Portfolio work can exemplify ESL students' abilities in all content-areas. A language arts' teacher has the opportunity to review ESL students' progress in reading and writing. Examples of writing assignments can be collected as pertinent data when assessing second language acquisition.

http://www.etni.org.il/ministry/portfolio/default.html#contents

Read Alouds: one method of introducing literature involves the whole class reading a story aloud together. The first step is to display the illustrations of the book before reading the story. Students have the opportunity to view the pictures then make predictions about the content of the story. ESL students should be invited to participate if they feel ready for this activity. The teacher will then read the story aloud while the students listen. The next step in the read aloud process requires the students to read the story orally along with the teacher. Finally, the students read the same story aloud as a group without the teacher. This gives ESL students the opportunity to hear the story several times before reading it individually in a small reading group.

http://www.ksd.org/eastgate/Schoolsite/Kaufman/page4.htm

Rubrics: measuring scales that illustrate what is expected of students on particular assessments. The teacher needs to display and model exemplary scoring rubrics being careful to fully explain the assessment criteria information the rubrics represent. After an ESL student is comfortable with teacher made rubrics, unbiased authentic assessment can be implemented for evaluation purposes. The rubrics list the academic work involved and states the criteria expected for an exemplary score and criteria for lower scores on assignments. A low score would indicate that less work and effort are involved on the student's part of the assignment. Students are given the opportunity to choose how thorough they want to make their assignments. The students are basically selecting whether they want to receive a high grade, middle grade, or a low grade. As a result, students are actively involved in their own assessment process.

Second Language Acquisition: when ESL students are capable of internalizing the new language and communicating effectively. This process involves early accommodations by the classroom teacher. The educator needs to implement modifications in classroom instruction until the second language learner has mastered English. Through teacher observations, an educator will have the opportunity to discover where the ESL student is in the process of English acquisition. Speaking English for simple communication will happen in the early stages of acquisition however; complete language acquisition takes five to seven years.

Self-Assessment: allowing ESL students to assess their own work and observe their progress. Periodically a teacher can conduct a conference with the ESL student to discuss class work. The students should be allowed to observe and comment on their collection of assignments. A self-assessment form may be used to record students' thoughts and feelings about the presented work. Students are given the responsibility to assess themselves and actively be a part of their academic success. These self-assessment activities allow the ESL student to take ownership of their learning.

http://www.ed.gov/databases/ERIC_Digests/ed301070.html

Silent Period: an early stage in the second language acquisition process. The learner is basically quiet while listening to the sounds and rhythms of the new language. The student is absorbing the flow and some isolated words during this period of comprehension. A language arts' teacher needs to be patient during this stage of English acquisition. When the ESL student is comfortable with participating in classroom activities, the teacher may move ahead gradually.

Songs: a variety of songs can be implemented in classroom activities to introduce or reinforce content-area material. The rhythms and the repetitive words sung in tunes enhance the comprehension of the presented learning concepts for ESL students. Songs are a fun way to understand and remember language arts' learning material.

http://esl.about.com/library/weekly/aa112800a.htm

Total Physical Response: involving the ESL students in physical movements that enhance learning classroom material. The teacher models and demonstrates what the students are learning. The teacher will give a command and actually do the movements that illustrate the word or concept that has been introduced. The students as a group follow along with the teacher. The teacher repeats the command while all students participate in the actions. For example, a teacher will say, "Stand" while she stands up to demonstrate what the word "stand" means. The students imitate the teacher as they say the word and perform the actions. The teacher continues the activity until ESL students display knowledge of the word and seems comfortable with the actions. When ESL students are actively and physically involved in their learning, connections in content-area material will take place.

http://www.graphic.org/venbas.html

TRIBES Learning Community: creating a classroom community environment that implements the community agreements defined in the TRIBES handbook. This method of learning encourages the ESL student while second language acquisition is taking place. The classroom environment is one of routine and endless learning opportunities for the second language learners. Social skills are incorporated into lesson material for a balanced curriculum. Jeanne Gibbs suggests implementing TRIBES learning communities to introduce and reinforce instructional material on a daily basis. This strategy of teaching allows the ESL learners to hear and practice English in an uninhibited environment.

http://www.tribes.com

Venn Diagram: this type of graphic organizer helps the ESL student actually see the comparison and contrast concepts between two different stories. When the teacher uses the mapping circles to discuss and record the characteristics of the two stories that are similar and those characteristics that are unique to each story, the ESL learner is given the opportunity to be involved in the learning process. This type of visual learning tool allows the educator to demonstrate complex concepts in a simple way.

Visuals: are vital to the classrooms that include second language learners. Pictures are needed to complete the messages that are being sent out to the ESL student. These powerful instructional tools are necessary for understanding to take place. If ESL students can see a word image as it is being explained they will tend to remember the word when the picture is seen again. Visuals should be utilized in every content area to enhance comprehension and retention. Stories and vocabulary words need to be introduced with picture cards to illustrate meanings. Visuals allow the ESL student to connect printed words with their meanings.

Word Cards: written expressions on cards are essential in the successful presentation of learning material. ESL students need the constant reinforcement of visual instructional tools to enhance the second language acquisition process. Vocabulary words, spelling words, and names of objects in the classroom should all be visible on word cards. In order for the ESL learners to comprehend and retain information in their new language, teachers need to allow students to hear and see the words several times. Visuals and word cards allow the ESL student to make the connection between the printed symbols on the pages of books and their meanings.

Writing Center: one of the most important learning centers in the classroom should include an area for students to express themselves through writing. All students, including ESL learners, are capable of exhibiting thoughts in some form of writing. Students should be encouraged to write in daily journals and in learning centers encompassing concepts from all content areas. When ESL learners become competent in their writing, it is usually a result of writing practice. In the early stages of second language acquisition, an ESL student may just be expected to draw pictures in the writing center until the concept of writing becomes a reality. Additionally, if the ESL learners are comfortable writing in their first language they should be permitted to do so until English acquisition begins to take place.

1. How do I teach an ESL student?

FAQS - Frequently Asked Questions About Teaching ESL Students

2. Is it possible to use the same content-area curriculum when instructing ESL students?

3. How do I modify instruction and assessment for ESL students?

4. Should I change my teaching style to accommodate ESL students?

5. How should I grade ESL students?

6. What if I am not familiar with my ESL student's culture or language?

7. How can I involve the parents of ESL students in the vital connection between school and home?

8. Should I allow ESL students to speak in their first language in the classroom?

9. Is it possible to involve ESL students in cooperative learning groups?

10. What if my ESL students are displaying behavioral problems?

Answers To FAQS

1.The number of ESL students enrolling in American schools is rapidly increasing. It is not uncommon to have students who are learning English as their second language appear in classrooms today. These students are indeed approachable learners. In order to academically reach ESL students, it is necessary for educators to utilize multidimensional teaching strategies. When an instructor implements successful methods of presenting information, all students in the classroom will benefit. Lesson plans should involve instructional tools such as; word cards, graphic organizers, audio and video tapes, and authentic methods of assessment. As a result, students, including ESL students, have many opportunities to absorb information. Multisensory classroom activities that allow ESL students to interact with others and be actively involved in their own learning process, will lead to positive steps towards their second language acquisition. Methods of authentic assessment allow the ESL learners to succeed in ways that are not possible with traditional standardized tests. If teachers align instruction with assessment, ESL students will be familiar with evaluation techniques that simply mirror classroom activities. Educators who are aware of good teaching strategies will welcome ESL students into their classroom to meet the challenge.

2.Yes, it is absolutely possible to use the content-area curriculum with all students, including ESL learners. Educators have an opportunity to teach the grade level learning material with a variety of methods when presenting information. A hands-on approach will enhance learning for everyone in the classroom. Concepts in the content-area curriculum should be introduced utilizing visuals, word cards, graphic organizers, and multisensory activities. When ESL students are engaged in learning activities that are meaningful, they will progress smoothly through the second language acquisition process.

3. Classroom instruction can easily be modified to meet the learning needs of students, including the learning styles of second language students. In order to academically reach ESL learners, classroom instruction must be aligned with assessment techniques. Authentic assessment must mirror classroom activities. After an ESL student knows the classroom routines and is familiar with the information being taught, self-confidence has become a part of learning. When it is time for assessment, ESL students are already aware of the teacher expectations in evaluation procedures. For example, if an educator presents the learning material using a hands-on activity, the assessment should be a hands-on type evaluation. Since information is usually not presented in a multiple-choice format, a standardized multiple-choice test would not be appropriate for an ESL student. Instruction and assessment need to include teaching tools such as; visuals, word cards, graphic organizers, audio and video tapes, and other multisensory classroom activities. Instruction will be enhanced with these strategies that physically involve the ESL learners as they work to understand the intended learning concepts.

4. Effective educators welcome the opportunity to enrich their teaching styles during the course of their professions. In order to accommodate ESL students in the classroom, positive multidimensional teaching strategies and styles should be utilized. These innovative methods of delivering instruction will benefit all of the students in the classroom, including second language learners. When an educator takes the opportunity to add special techniques to an effective teaching style, ESL students are given a chance to succeed. Classroom instruction needs to include learning tools such as multisensory activities that allow students to be actively involved. It is necessary that classroom instruction be aligned with the assessment process. When an ESL student is evaluated, the methods of assessment should be similar to the classroom activities. As a result, the ESL students are familiar with the teacher's expectations and are comfortable with the previously learned material. When educators create an exciting learning environment in the classroom and are open to a variety of teaching strategies, they possess an enriched teaching style.

5. Students who are in the early stages of second language acquisition should not be graded on the same scale as native English speakers. After ESL students become familiar with the classroom routines and the methods utilized to present material, evaluation steps can be taken. Since learning material is not usually presented in a short answer type format, a standardized short answer test would not be appropriate for an ESL student. Evaluation techniques should involve authentic forms of assessment that reflect classroom activities. For example, if the learning concepts of content-area information are delivered in a cooperative learning atmosphere, assessment should be administered in this fashion. Through teacher observations, an ESL learner can be evaluated in a cooperative learning group. The second language learner will be familiar with the process and will be aware of what is expected as a member of the group. Additionally, student portfolios are excellent methods of tracking an ESL student's progress. When portfolio assessment becomes a part of classroom routine, ESL learners are offered yet another chance to academically succeed in the classroom.

6.The number of second language learners enrolling in American schools is increasing at a very high rate. It is not uncommon to have ESL students be a part of every classroom in the United States. What an excellent opportunity to broaden the experiences of every student in the classroom. Educators have a chance to enrich the curriculum with multicultural features. Learning about other cultures and languages can be incorporated into the content-area curriculum. If an ESL student feels like his culture and language have been acknowledged and affirmed by classroom members, he will feel safe and secure. When a teacher validates a second language learner's background, it seems to open the door into his new environment. If on occasion an educator needs to communicate with an ESL student in his first language, a teacher may need to seek someone in the school district or community who speaks the student's native language. These people can be helpful during parent conferences as interpreters. When teachers use successful multisensory activities in the classroom, the process of second language acquisition will proceed. The language barrier will be dissolving as the ESL student experiences success in the classroom. It is important that teachers step out of their own comfort zone and be willing to experience other cultures and languages.

7. With the increasing number of ESL students enrolling in American classrooms today, parent involvement has become an essential part of the second language learners' academic success. When ESL students move to the United States, it is not uncommon for the family's native language to be the only language spoken at home. This can present problems in the connection between school and home. For example, the student's new language is not being reinforced at home. However, teachers of ESL learners have the opportunity to form a communication bridge between school and home. If the teacher can possibly find a language interpreter to help with parent conferences, the language barrier will become penetrable. The parents can be invited into the classroom for a cultural share time. Students and educators will have a chance to learn about another culture and another language. The ESL student will be confident that members of his new classroom are recognizing and approving his culture and language. With this validation, the ESL learner will feel warm and safe in his new environment. As a result, the new language learner, his parents, and the teacher will feel connected as partners in education at school and home.

8. While a second language learner is in the process of acquiring his new language, speaking in his first language should not be forbidden in the classroom. It is important that the ESL student's native language be acknowledged by the teacher. When an instructor validates an ESL learner's first language, the student has the opportunity to move into the process of learning the new language with confidence. During this vulnerable time, the ESL student may feel a need to speak in his native language or transition into the silent period. This stage of second language acquisition involves a listening and comprehending time. This allows the ESL student to hear sounds, words, and the rhythms of the new language. As the learner listens to the language flow, there is not a need for the ESL student to speak. Once the new language learner is comfortable in the classroom environment, attempts to speak English will begin. After the ESL student knows the daily routines and what the teacher expects, the learner will start to rely on the language spoken in the classroom.

9. Absolutely! Implementing cooperative learning groups in the classroom is an excellent way to involve all students, including ESL students, in powerful lessons. Spencer Kagan has developed an exciting program utilizing cooperative learning groups. These groups allow students to interact with group members in a creative way. ESL students have the opportunity to hear their new language from peers in a non-threatening environment. The instructor introduces learning material utilizing multisensory activities such as; read alouds, dramas, songs, chants, games, and other interactive methods. The ESL students feel safe and comfortable in their groups as they proceed through the second language acquisition process. The teacher may use this group time to observe and record anecdotal data in order to track the ESL students' progress.

10. It is very important that ESL students be academically reached through the use of each classroom learning activity. It is necessary that lesson plans include teaching techniques that accommodate second language learners. If the learning needs of ESL students are not taken into consideration when presenting information, valuable time is being wasted. If the ESL learner feels ignored or left out because he cannot relate to the instruction, behavioral problems may occur. The traditional lessons will be out of reach for the student to grasp. As a result, boredom may produce misbehavior. A second language learner should not have the opportunity to be bored or idle in the classroom. The teacher needs to provide learning activities that involve total physical response from all students. When ESL students are actively engaged in their learning, there is not time for behavioral problems. If problems persist, the teacher should conduct a student-parent-teacher conference to find the source of the problem.