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134Modifying Content Area Instruction
for
ESL Students
Listening
Make your lectures more accessible
Tape record them
Make copies of. your.outline
_-=Build word banks
“Write key words and phrases on board overhead
Write out as much as you can what you are saying
Avoid whole-class lectures. ESL students cannot follow a lecture without a lot of
structure and intervention.
Speaking
Simplify your input to ESL students
SLOW DOWN
SPEAK CLEALY
AVOID SLANG AND IDIOMS
CONTROL FOR SENTENCE LENGTH
USE SMALLER WORDS
Add contextual clues
Use gestures, speak with your hands-to make things easier
Use concrete referents, like props and visuals
Negotiate meanings
Use confirmation checks “What am I saying?” not “Do you
understand?
Use expansions--synonyms or antonyms
Use repetition and review
Keep cooperative groups small~no more than 3 per group
Reading
Tape record the readings (or have a student record them)
‘Summarize the readings
Let ESL students preread in the first language (if you have access to
material)
_pPreteach vocabulary
S5Modify or shorten reading assignments
Give ESL students a highlighted text
Give ESL students review outlines
Let them use bilingual dictionaries--This doesn’t give away answers.
Used by permission fom he Inteeutal Develpment Reseach Associaton 1
Mentor nenetan Brel Eth Sea ang acnen rpmTWENTY TIPS FOR TEACHERS OF LANGUAGE MINORITY STUDENTS
Schools in the United States have become diverse in language and cultural backgrounds. While this
viversity brings exeiting opportunities for multicultural saciery. it can also bring frustration to the dedicated
classroom teacher of students who are teaming a new language, a new culture, and new subject matter,
Ciassroom teachers can help language minority students comprehend content subject matter as they acquire
English language skills by practicing the following tips,
|. Increase your own knowledge.
Leam as much as you can about the language 7,
and culture of your students. Go to movies,
read books. Keep the similarities and
differences in mind and then check your
Knowledge by asking your students whether
they agree with your impressions. Leam as
much of the student's language as you can;
even a few words help. Widen your own world
‘views think of alternative ways to reach the
{goals you have for your class.
2. Simplify your language.
‘Speak directly tothe student, emphasizing
important nouns and verbs. Use as few extra
words as possible. Repetition and speaking
louder doesn’t help; rephrasing, accompanied by
body language, does. Avoid slang and.
‘idiomatic expressions.
‘Announce the lesson’s objectives and
activities, Write the objectives on the board
and review them orally before class begins. It
is also helpful to place the lesson inthe context
ofits broader theme and preview upeoming =
lessons.
4. Write legibly.
Remember that some students have low levels
of literacy or are unaccustomed to the Roman
alphabet. Use the chalkboard or overhead
projector to write important words.
Demonstrate; use manipulative,
Whenever possible, accompany your message
‘with gestures, pictures and objects that help 11
get the meaning across. Use a variety of different
pictures or objects for the same idea. Give an
immediate context for new words,
Make maf all senses
Give students a chance to touch things, to listen
to sounds, even to smell and taste when
possible. Talk about the words that describe
these senses asthe student physically
‘experiences something. Write new words as
Intercultural Development Research Association
Desegregation Assistance Center-South Central Collaborative
@ Adept the material
well as say them,
Use filmstrips, films, videotapes, and audio
cassettes with Books.
Obtain audio-visual materials from the school or
district media center to improve a content
lesson. Itis helpful to preview the audio-visual
materials before showing them to the class, both
for possible language difficulties and misleading
‘cultural information,
Bring realia into lessons.
Use visual displays (graphs, charts, photos).
objects, and authentic materials, like newspaper
‘and magazine clippings, in the lessons and
assignments. These help provide non-verbal
information and also help match various
learning styles.
Don't "water down” the content. Rather,
‘make the concepts more accessible and
comprehensible by adding pictures charts,
‘maps, time-lines, and diagrams, in addition
‘o simplifying the language.
10. Pair or group language minority students
‘with native speakers.
‘Much of a student's language learning comes
from interacting with his/her peers. Give your
students tasks to complete that require
interaction of each member of the group, but
arrange itso that the language minority student
thas linguistically easier tasks, Ur
cooperative learning techniques in a student-
‘center classroom.
Develop a student-centered approach to
teaching and learning.
Teachers need to become facilitators and let
students assume more responsibilty for their
Jeaming. When activities are planned that
actively involve students in each lesson, the
student can better process the material
presented and acquire the language as well
Teaching
ESL Strategies for Classroom
Used by permission from the Intercultural Development Research Association 3
AY Manik rhe tmpemenadono Blngeaapibas Second Language Edcedon ProgamModification Checklist for Classroom Teachers
of English Language Learners
1c Plan resources, visuals, vocabulary'activities in advance.
1c Act out vocabulary words and key concepts.
x Use visuals (pictures, videos, drawings, maps) to help comprehension.
gqProvide a study guide at the beginning of the unit.
w Identify contentGnd Janguage goals; write them on the board for students.
sg Arrange information in graphic organizers.
a Simplify the language of instruction: repeat, restate, reword.
ww Arrange for students to work in cooperative groups.
a Explicitly teach vocabulary and provide word walls.
a Provide multiple opportunities to practice new vocabulary.
Add a Woidl bank to activities and tests.
sv Give both written and oral instructions.
wyTeach ELLs to underline or highlight text main ideas.
x Assign a buddy; arrange for peer or cross-age tutoring.
0 Modify instruction so that ELLs can participate in content area lessons.
1c Modify assignments to ELLs’ English Language Acquisition level.
> xAdapt tests (use word banks, simplified language, fewer questions).
ACAllow ELLs to show what they know in multiples ways: oral responses,
drawing, labeling, and acting out answers.
Haynes, J & Zacarian, D. (2009). From a forthcoming book tentatively titled Teaching 1
English Language Learners Across Content Areas, Alexandria, VA: Association for
Supervision and Curriculum Development. Used with permission. All rights reserved