DifferentiatedInstructionELL

**Differentiated Instruction for English Language Learners** ​ By: Stephanie Merrick

English Language Learners are a growing population among American classrooms. Who are English Language Learners? As one may imply, they are students in the classroom whose primary language is not English. Many of them have recently moved to the United States, others may be from a family that doesn't speak English at home. **The Statistics** The numbers of English Language Learners have been increasing over the past several years. According to the article "Family Literacy, English Language Learners, and Parent Encouragement," 10.5 percent of the current population in American classrooms is English Language Learners (Ferlazzo, 2009). With one out of every ten students in the U.S. having a need for differentiated instruction in the area of English language learning, most educators will have and English Language Learner in their class at some point. Furthermore according to "A Growing Population," in the past 30 years, the number of ELL's has increased by 124 percent. Also, they predicted that by the year 2030, forty percent of the classroom will be English Language Learners (Flynn & Hill, 2005). The need is great, but how does one address the needs of English Language Learners in the classroom? **Difficulties** There are a great deal of difficulties that English Language Learner Students encounter in the American classroom. One of the greatest challenges for English learners is the large numbers of idioms in the English language (Haynes). For a student who is trying to learn the literal meanings of so many words, adding in idioms such as "across the board" or "a day late and a dollar short" add much confusion and frustration to the learning process. Similarly, homonyms and synonyms add similar problems (Haynes). As one might expect, another substantial problem for ELL students is the fear of interacting with their peers. Because they lack confidence in their English abilities they may shy away from interaction with their classmates. If they don't practice their English it will not improve, also a lot can be learned through interaction with peers that cannot be taught in a textbook.

Also, according to the article "Challenges for ELL's in the Area of Content Learning," struggles in the area of math are discussed. One of the main struggles students may face is the fact that they have been taught different processes to arrive at answers (Haynes, 2009). Teachers often are not understanding of this. They are more concerned about the processes than the answers and lack patience with students. Another major difficulty for students whose primary language is not English is U.S. Government and History (Haynes, 2009). This is an obvious problem for the simple fact that the information is all brand new to students who are new to America. When considering all the concepts, names, dates, and locations that they must learn all at once it is really a tremendous undertaking. Finally, many teachers often talk too fast for students to take notes (Haynes, 2009). By the time they process what is said and then translate the meaning it takes far too long to keep up. With so many challenges, good solutions are essential because if not, it is impossible for English Language Learners to succeed in the classroom. **Tips for Working with ELL Students** One of the most important things a teacher can do for a student whose primary language is not English is to talk clearly and position yourself so that the student can see your face (Heining-Boynton). This is arguably the most important solution to the struggles that students will have. Similarly, when asking a student a question, give them extra time to respond because they need time to process both the question and their answer (McLeod).

Another neat strategy to use is the buddy system strategy. In the article "Pair Your Newcomers With Buddies" Judie Haynes says, "The ideal situation would be to pair an older bilingual student with a same-language newcomer" (2004). The concept of the buddy system allows the student to have someone to communicate with both in their native language and English. Their buddy can answer questions, listen to frustrations, help with homework, and provide friendship when they are still intimidated to interact with their classmates.

Sometimes the simple things you do can have the most affect. In the article "Keys to Success for English Language Learners" a strong argument is made for the value of learning and using a student's name often (Heining-Boynton). Though many foreign names are difficult to learn, using the students name makes them feel valued and wanted and is extremely important when they tend to find themselves frustrated. It could be of further value to learn as much as you can about the student's culture. This will also make the student feel appreciated, and as though they are a part of the class. At the same time other students will learn about that student and take an interest in making them feel included. Jason a math teacher in a public high school integrated the cultures from his international students through a discussion panel about the students' culture. Through the panel all of his students learned a lot about each other and themselves (Alemu, 2010). No matter what the subject content or the age group integrating cultural material in the classroom is of great value.

Being as visual as possible is also a very valuable strategy (Heining-Boynton). Though not all ELL students are dominantly visual learners, it is the easiest modality to use when learning a new language. Diagrams and pictures are easier to understand.

Also, you should have certain predictable routines in the classroom. For example, in an elementary classroom do math every morning. This way the student will come to know the routine even when they don't understand everything that is going on. In doing this they will begin to associate certain vocabulary words with certain routines as well.

Though vocabulary related to content material is important. It is necessary to avoid focusing too much on those terms and avoiding terms that are important for life. The article "What Does Research Say about Effective Practices for English Learners?" explains this by saying, "From this type of instruction, students do not necessarily develop expressive language so that they can speak and write in the language. Students need to be taught expressive language "comprehensible output" - so that they can answer questions, participate in discussions, and be successful at showing what they know on assessments" (Coleman, et al., 2010). This is a very good point because I know when learning Spanish I encountered the same problem.

Furthermore, it is important to allow extra time on assignments. Often it will take longer for ELL students to do an assignment because of their lack of comfort with the English language. It is essential to be patient and have a system set up where this is possible. Finally, as "Keys to Success for English Language Learners" says a smile transcends all cultural barriers and can be understood in every language (Heining-Boynton). It is important to always be encouraging to your ELL students. They are going to get discouraged, so you must not become discouraged with them. **English Language Learner Charter Schools** If English Language Learners are of particular interest to you, ELL charter schools may also be of interest. With a rise in the Hispanic population, up to 100 charter schools have opened with a focus being particularly on ELL students (Dessoff). None of the schools are made up totally of English Language Learners, but a good population of each school is. These schools are becoming increasingly more popular and successful. **Tracking Their Progress** There are many ways to track an ELL's progress. Speaking and listening tests are some of the best methods. Additionally, "Under the NCLB law, school districts are required to assess ELLs each year with an English-language-proficiency test..." (Zehr, 2010). While results may not show right away it is important to remain patient and dilligent.

English Language Learners are a population with a lot of need. They require a lot of differentiated instruction, but they are so rewarding to work with because the results will change their life.

 Below are a video I found interesting, a powerpoint I put together about ELL's, and a handout.

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Questions:​ 1. What is an English Language Learner? 2. List three strategies you learned to help you differentiate instruction for an ELL? 3. English Language Learners will make up ___% of the classroom by the year 2030? A. 5 B. 20 C. 40 D. 70 4. Which of the following is not a struggle for English Language Learners? A. They are timid in connecting with peers B. They understand idioms C. They do not have a background in U.S. History D. Teachers often talk to fast for them to process the information 5. Which teacher intergrated culture into their classroom? A. Mrs. Smith B. Jason C. Danielle D. Mr. Baker

References <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Alemu, D. S. (2010). Missing: Students' Global Outlook. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Kappa Delta Pi Record 46(2). //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Retrieved March 18, 2010 from ProQuest database.

Coleman, R. & Goldenberg, C. (2010). What Does Research Say About Effective Practices for English Learners? //Kappa Delta Pi Record 46(2).// Retrieved March 18, 2010 from ProQuest database.

Dessoff, A. (2010). English Language Learner Charter Schools. //District Administration 46(2).// Retrieved March 18, 2010 from EBSCOhost database.

Ferlazzo, L. (2009). Family literacy, English language learners, and parent engagement. //Library Media Connection.// Retrieved March 13, 2010, from [].

Flynn, K., & Hill J. English language learners: A growing population. //Mid-continent Research for Education and Learning.// Retrieved March 6, 2010, from [].

Haynes, J. (2009). Challenges for ELLs in content area learning. //everythingESL.// Retrieved March 4, 2010, from [].

Haynes, J. (2004). Pair your newcomers with buddies. //everythingESL.// Retrieved March 4, 2010, from [].

Heining-Boynton, A. L. Keys to success for English language learners. //Learn NC.// Retrieved March 4, 2010, from [].

McLeod, G. Differentiated instruction: Reaching all of our students. //Toronto District School Board.// Retrieved March 6, 2010, from [].

Zehr, M.A. Home-Language Surveys for ELLs Under Fire. (2010). //Education Week 29(22).// Retrieved March 18, 2010, from EBSCOhost database.