As educators of ELLs it is our commitment to make content and instruction accessible to all of our students. To meet that goal, collaboration among the ELL, Content, and Specialist teachers is essential.
"Unlocking English Learners' Potential" by Staehr Fenner and Snyder.
Five Principles and Their Instructional Implications for ELLs
1. ELLs require comprehensible input as they move through different stages of language acquisition and acquire English proficiency. Therefore, teachers should scaffold their instruction; use multiple methods for conveying information, particularly nonlinguistic methods; and promote student interaction that is structured and supported.
2. Academic language—the more formal, complex English needed to learn advanced academic content—is distinct from conversational language. Teachers should provide explicit instruction in academic language, as well as multifaceted and intensive vocabulary instruction.
3. ELLs need instruction that will allow them to meet state content standards. Teachers should become comfortable implementing the school’s ELL program model to convey course content to ELLs. They should also incorporate primary language supports to help students understand the content, when appropriate. 4. ELLs have background knowledge and home cultures that differ from the U.S. mainstream. Teachers should use culturally compatible instruction to build a bridge between home and school. They should make the norms and expectations of the classroom clear and explicit.
5. Assessments measure English language proficiency as well as content knowledge. Teachers should use testing accommodations when appropriate.