- Best Practices for Teaching ESL: Speaking, Reading, and Writing
- How to Teach an ESL Class
- Article Metrics
Refers to the ability to comprehend, speak, read, and write a second language at a similar level to that of their primary language. The school year included 4. Less than one percent of all public school teachers are qualified to teach ESL, meaning the current student-teacher ratio is The majority of school-aged English Language Learners are U. The following list of resources can help teachers find meaningful methods of instruction, students to find fun and interactive ways to learn vocabulary and the rules of the language, and parents to empower their children along the way.
Whether looking to build skills in reading, writing, listening or speaking, the range of online resources for English Language Learners is truly impressive. Students who learn best by repetition can review flashcards, while visual learners are able to enjoy a vast collection of YouTube videos.
Best Practices for Teaching ESL: Speaking, Reading, and Writing
Whichever learning style works best for you, chances are there more than enough resources available to boost learning. Helps students better their English vocabulary and grammar through the context of learning about current news and global affairs. For ESP students focused on building their business vocabulary, VBE has an extensive list of words commonly used in this arena. Want to test your knowledge of vocabulary?
There are dozens of categorized quizzes provided on this website. This website provides helpful guides and examples for learning English grammar concepts like adverb, relative clauses and verb tenses. With a focus on vocabulary expansion and spelling, students can review thousands of words — including those commonly missed on TOEFL exams. Whether trying to master homonyms, grammar, or slang, this website has a range of quizzes to help.
Great for students with limited amounts of time to study, these short audio lessons are broken down by specific categories. This daily email teaches subscribers a new word every day, including its definition and pronunciation. The BBC provides a roundup of common topics that frustrate non-native English speakers, including lots of tips about vocabulary.
English is filled with inconsistencies when it comes to pronunciations, but English Leap offers help by focusing on how letters combine to form different sounds.
This YouTube channel is run by an actual teacher who focuses heavily on different sounds and pronunciations, specifically within an American context. This weekly podcasts tackles common topics in English language learning and discusses them in simple English to help listeners comprehend and retain the lessons. The beauty of this podcast is its arrangement into different levels, making it easy for students just beginning lessons or polishing the finer points to find helpful content.
How to Teach an ESL Class
Whether a parent is a native speaker of English or learning the language alongside their children, a lot of resources can be found online to help their children learn while at home and also to understand their rights as an ELL family. Provided by Houghton Mifflin, this interactive site for kids is divided by Grades K-5 and Grades Geared to younger ELLs, this resource has a range of songs, games, rhymes, and finger-plays to introduce them to English.
This resource hosts a range of printable worksheets and flashcards as well as online games and songs that parents can use to engage their kids in language learning. This simple but effective website allows young learners to watch a video about each letter of the alphabet. The U. This tip sheet by Reading Rockets provides information for parents of ELLs in English plus 10 other languages, with a special handout for children with disabilities.
Department of Education provides this translated version of relevant information for Spanish-speaking parents. The Center for Parent Information and Resources provides a spectrum of helpful information for parents whose native language is not English. All resources are available in English and Spanish. The resources below are tailored to help alleviate the stress of lesson planning for busy educators.
This exhaustive website offers a wide range of resources for teaching all aspects of English to a variety of age groups and levels. Using English offers handouts and worksheets, lesson plans, and a range of interactive online quizzes. As the name implies, this website hosts a comprehensive supply of ESL resources, ranging from lesson plans to teaching tips. An exhaustive array of activities, lesson plans, and additional resources can be found via this certification organization.
Edutopia offers several innovative, research-based strategies for teaching ELL, including incorporating photography, storytelling, and blogging. Author Alba Ortiz looks at intervention models for non-native speakers with special needs and provides tips on creating the best learning environments. This professional body serves as the organizing group of TEFL teachers across the world and offers resources, scholarships, job boards, and an annual conference.
Pearson created a professional development course for teachers interested in using this model of instruction. TESOL is perhaps the best known name in teaching non-native speakers and hosts a variety of resources on their website. Laws and regulations passed in the last four decades have been instrumental in securing the rights to education for all students, regardless of their English language skills. These rulings and passages have also provided helpful guidelines for educators and school administrators, helping them to create meaningful programs to ensure every student has a path to learning both English and other critical areas of study.
This is generally considered the first federal legislation to allocate funding for bilingual education. Under this amendment, school districts with a need for bilingual education could request federal grants to fund staff training, research, program development and educational resources.
In , the OCR created the first major legal memo addressing educational equality in terms of language barriers. The document stated federal law was being broken when non-native children were not able to participate in learning due to not understanding English. It also required all school districts to take affirmative steps to rectify the situation.
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The case also hit on the cornerstone of the argument by stating that education can only be achieved when students are able to understand the language being used. This Act was also crucial as it finally outlined what constituted educational rights for every student. The result, especially for schools with high populations of ELLs, has been a steady decline in the quality of instruction they are able to provide.
School districts often have ample flexibility when it comes to defining their ESL and ELD programs, and educators and administrators decide how they can best serve their ELL population. CBEC is not without critics, however. If CBEC is such a promising practice, why is it not massively implemented across the nation? First of all, ESL teachers can be easily deterred by the demands of content knowledge and discouraged by the amount of preparation they must do.
Furthermore, they do not feel that they are qualified to teach content area. Thus, it takes a great deal of initiative and effort on the teachers' part. While the ESL teacher who adopts CBEC is responsible for teaching the content correctly, it should be noted that they are not responsible for ESL students' content learning in statewide assessments while the mainstream teachers are. As discussed earlier, ESL teachers should select a content area with which they feel at ease. With some research and preparation, ESL teachers can handle a unit or two out of the entire year of one grade curriculum.
As they accumulate their different units in one content area or in different content areas, their confidence grows and their preparations become easier. Another problem associated with CBEC is that ESL teachers are too concerned with content area teaching and neglect teaching related language skills. The teachers seem to forget the main purpose of CBEC, which is to enhance English language development through content areas, not content learning per se. If language components are missing, it cannot be called CBEC. The language learning aspect should take equal priority with the content learning aspect.
In order for ESL students to have college as an option, they need a strong ESL curriculum that prepares them to be academically successful. ESL teaching should look beyond survival and social English fluency. Thus, it is critical for ESL teachers to move beyond the functional English syllabus and to start providing a content-rich, high-standards curriculum that prepares ESL students to become academically successful in content learning. This article provides a critical needs rationale for implementing a content-based ESL curriculum and discusses ways to implement it. This conversation is fictional, but very plausible.
Teacher : Why were you absent yesterday, Eduardo? Eduardo : ' Cause I had to take my little sister to the hospital, 'cause she had a stomach ache and she was crying. My mother left for work already and I cannot drive, so Icall [ed] my uncle, then I wait [ed] for him to come and get my sister. We took her to the hospital. Theoretical Background Cummins ;; theorized that there are two kinds of English proficiency that ESL students must learn.
Thus, the benefits of CBEC are manifold: First of all, ESL students learn age-appropriate content knowledge that reflects the content learning in the mainstream. While there is a significant gap in background knowledge between ESL students and mainstream students, CBEC can provide ESL students with opportunities to catch up with mainstream students' background knowledge.
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When they learn grade-level content in math, science, and social studies, the background knowledge gained from CBEC will facilitate their learning in mainstream classes. They not only feel that they are being challenged with a high-standards curriculum, but also feel more prepared in mainstream classes because they understand more.
Thus, learning is more meaningful and situated.