|
Frequently
Asked Questions
Q:
How does one define effective teaching with English-language learners?
A:
Effective teaching with English-language learners is more than
just good teaching. However, what is known about effective teaching
in general can serve as a solid foundation for effective teaching
with English-language learners (ELLs), both with and without disabilities.
Effective instructors of ELLs practice research-based effective
teaching strategies, while considering both second language development
and "cultural
congruence," or the way ELLs' cultural backgrounds may
enhance or hinder student learning.
Q:
How do I modify instruction to meet the needs of English-Language
learners?
A:
Five specific instructional variables or principles are recommended
for modifying instruction to meet the needs of English-language
learners. These include:
vocabulary
as a curricular anchor
visuals
to reinforce concepts and vocabulary
cooperative
learning and peer tutoring strategies
strategic
use of the native language
modulation
of cognitive and language demands
back
to top
Vocabulary
as a Curricular Anchor
The
number of new vocabulary terms introduced at any one time should
be limited. Teachers recommended using lists of 7 or fewer words
that students could work on over relatively long periods of time.
It is important that teachers have criteria for selecting words.
Words that convey key concepts, are high utility words, are relevant
to the rest of the specific concept being learned, and have meaning
in the lives of students are important. Teachers use a variety
of methods to present new words, including: visually presenting
words, defining them, using gestures and other visual techniques
such as pictures to teach word meanings to students. The outcome
measures (accurate reading of all the words in the story and comprehension
of the story) showed dramatic improvement over a method in which
teachers previewed the entire story with students by reading it
to them. Teachers recommended giving the students explicit opportunities
to help them tie the critical vocabulary to relevant experiences
in their own lives.
back
to top
Use
visuals to reinforce concepts and vocabulary
Visuals
range from complex semantic visuals to visuals based on text structures,
such as story maps and compare contrast "think sheets."
The visuals are used primarily to support English language development.
Visual aids such as graphic organizers, concept and story maps,
and word banks give students a concrete system to process, reflect
on, and integrate information. This may help students deal with
the double demands of learning both content and a second-language.
Back
to top
Use
of cooperative learning and peer tutoring strategies
Both
cooperative learning and peer tutoring strategies can be effective,
particularly when the teacher provides high levels of structure
and cognitively challenging activities. When properly implemented,
these instructional grouping strategies have the potential to
effectively and rapidly increase English-language development.
When promoting comprehension with students with learning disabilities,
both cooperative learning and peer tutoring were effective, and
peer tutoring was more effective in some ways. In one intervention,
students worked with increasingly small cooperative groups, until
they were finally working in pairs, to learn how to generate and
answer questions about what they were reading. Here, students
did better on measures of reading comprehension than students
who were taught using basal reading approaches.
Back
to top
Strategic
use of the native language
Research
suggested that dual translation is not an effective practice.
Students' native language should be used, but in a strategic fashion,
avoiding the tendency to provide dual translations. For example,
students may be encouraged to use their native language strategically
to solve specific problems they encounter in their cooperative
learning and peer tutoring groups.
Back
to top
Modulation
of cognitive and language demands
When
introducing new, cognitively demanding material, effective teachers
of ELLs scaffold by simplifying the language, and by using visuals
and graphic organizers so that students can attend to the content.
For example, a teacher may intentionally decrease the number of
unfamiliar vocabulary words in a text in order to stimulate conversation.
During
at least part of their lesson, however, teachers should reduce
cognitive demand so students can become more comfortable experimenting
with extended English language use. This is a good time to introduce
authentic text, for example, from a textbook or worksheet written
for native English speakers, about a topic students have already
mastered. Many teachers then have students work cooperatively
to read the text and conduct a related activity or respond to
sample standardized text items in English.
Q:
What are the essential components of a good English
language development program?
A:
A balance should be sought among the following three components:
- Development
of proficiency and fluency for social communication in English.
- Instruction
regarding formal, grammatical aspects of English use.
- Development
of academic language. This kind of language can only be learned
in school, and is key to academic success of ELLs.
Back
to top
Q:
Are there any instructional techniques I should avoid when instructing
English language learners with disabilities?
A:
Some of the instructional techniques most strongly criticized
in the descriptive research included the following common practices:
- Overly
relying on questions that require only one- or two--word answers.
- The
exclusive use of whole class instruction in which the teacher
does most of the talking and students remain largely passive.
- An
over-emphasis on low cognitive tasks such as copying and on
the strictly surface features of language learning, such as
capitalization and literal comprehension.
Back
to top
|
