What are some effective strategies for teaching English language learners?

It is important to remember that it very hard to learn to read and write in a language that you cannot speak or understand. So talk and visuals dominate the early stages.

It’s crucial to know people you are about to work with as a teacher. Finding common ground and differences can be a fantastic ice breaker. It will also allow to build a successful relationship with the student, understanding his/her needs, which leads to building a safe learning environment as well as preparing the right materials and content. Getting to know one’s student is a vital part of the educating process.

Success with English Learners (ELs)/Multilingual Learners (MLs) begins with relationship. Getting to know your students and their families is integral to creating equitable literacy and language instruction. Learning about students’ past language, literacy and learning experiences is important, as well as their interests, abilities, cultures and language use at home and in their communities. Parents and families, when engaged in respectful ways, can share this vital information with educators. In addition, conducting research on that particular language system and culture can also prepare an educator to anticipate opportunities for positive transfer, connection and possible challenges. Don’t forget to lead with an assets based lens!

It is always important that you first develop a relationship with your students. Learn how to say their name appropriately. Validate their native language and their experiences. Show that you want them in your classroom. You value them. You care. Then start working on all the academic and instructional strategies.

We must understand that the learner is not necessarily a native speaker. Also, they may not have the kind of support they require to become native speakers at home. Therefore, it is imperative to ensure that we go down to the level of the learner to ensure smooth learning. It is also important to encourage them using set goals and techniques that will capture their interest.

Método! Seja guiado por um método que possa ultrapassar os limites do tédio, da ansiedade e leve seus alunos ao "estado de flow/fluxo". Assim, n?o se vê o tempo passar, n?o há nada mais interessante do que estar ali, dedicando amor ao aprendizado.

In my experience, visuals and multi-modal instruction is a must. Students need to see, hear and engage interactively with the content- labs, manipulatives, and technology programs that provide immediate feedback are integral components of effective instruction.

Avoiding idioms May be necessary at the very beginning stages of language learning, however it is absolutely essential for idioms and the complex and nuanced usage of words to be explored in the classroom. I find it helpful to connect words to the most basic form of usage, and then to build the broader usage and complex applications. This way, students can engage within the language more nimbly. We also need to remember to receive comprehensive inputs from our students to ensure we are adequately guiding them in the language usage. The application of concepts across cultures is often not exactly the same, so we need to develop a back and forth process to explore the nuances of usage.

AI can assist in the production of comprehensible input for students where your origin materials may not be so easy. Additionally, you can assign students from other classes to produce input in appropriate language for other students.

Prepare sentence stems for your students to facilitate their language production. Add pictures to them, if needed (based on their language proficiency). Use videos modeling expected behavior to teach expectations. Act out scenarios and use TPR as much as possible. Including chimes and songs help your younger learners too.

What is the main goal of language learners? To communicate. So how are they going to communicate if most of the class time is spent on reading boring texts and doing boring exercises? As a teacher, your main goal is to engage students in authentic conversations which they need in the real word. You will be amazed at how much they learn through interactive experiences.

Relate language lessons to real-life situations to make the content more relevant and engaging such as teacher and students personal experiences.

Firstly, fostering a supportive classroom environment where students feel comfortable expressing themselves is crucial. Additionally, incorporating interactive activities like role-plays, debates, and problem-solving tasks can encourage authentic communication. Utilizing technology tools and multimedia resources can also enhance engagement and provide diverse avenues for language practice. Furthermore, providing constructive feedback and modeling effective communication techniques help scaffold student interaction effectively. By combining these approaches, educators can create a dynamic learning environment that promotes language acquisition and empowers ELLs to thrive academically and socially.

The promotion of interaction with society off campus, in the form of field trips, can be quite positive for students, similarly through competitions that support student use of language.

"Tell me and I forget; Teach me and I may remember; Involve me and I learn." Benjamin Franklin stated this. It is truly important to understand that the main character of the process of learning it's the individual itself. There is such a need of participation and involving that we owe our students the right of interacting and elaborate knowledge together.

It's important to find what would make students read. There must be motivation in every student and literacy will never develop without that motivation. This is true for native languages, second languages, and any language.

Transferring of students skills can be a great way to develop your ELL students’ literacy. For example, parting form their hobbies when selecting texts will help them better understand the vocabulary in their L2 as they have already learned those terms in their L1. Also, when teaching phonics consider the sounds in your students’ L1. Are they similar to English sounds? Making a chart noting which letters have the same sounds in L1 and L2 can be very helpful for many students. Just make sure you add pictures next to the words that serve as examples so your students can make a connection (if they are young learners).

Reading story books is certainly a great way to maintain literacy skills and improve language capabilities. It helps in building vocabulary and helps the speech development

We're looking at an academic reading class as well as an academic writing class because the reality is that even excellent students need work to connect with academic language in different domains.

Vocabulary, use of language for a specific content etc cannot be developed in English if these in the learner's mother tongue are not developed. I have always found that clear thinking in one's mother tongue in any circumstances is the primary prerequisite for mastering English. Certain nuances may have to be mastered for gaining mastery in english. Those can be reserved for advanced stage learning

I think it’s important to consider what content is most useful and meaningful to the student. The content can inspire engagement or can lead to burn out or disinterest. The content should be challenging enough to really engage the mind of the student, but also within the realm of what the student is ready and able to use. When new concepts are being introduced, especially those not yet familiar in the native language, then it is necessary to provide extra time and support to integrate the intellectual (and at times emotional) concepts. Experiential and hands-on lessons can be designed and implemented to support more dynamic development of vocabulary application.

Creating a learning environment where it’s safe to make mistakes and not feel ridiculed is important - we learn by our mistakes and many examples can be shown. Showing progress overtime with examples will also encourage engagement. Modelling this behaviour also speaks volumes!

Creating an environment where students are encouraged to try (and even enjoy learning from mistakes) is critical for fluency development. This can take some very intentional work by the teacher to construct the safe environment, especially when students come from cultures where mistakes can mean “loss of face” or where speaking freely about ideas can be held against an individual. As teachers, we need to understand that our students often have political and social pressures that are beyond our awareness. Sometimes students are “observing and monitoring” other classmates and pressuring conformity to their home country cultural norms. As teachers, it’s important we have a sensitivity and expand our awareness about these added pressures.

By creating we help the learners to shew away the fear if they are laughed at. A positive environment helps them foster a good learning curve with themselves and with peers too.

A safe environment is as much important as a learning plan. If there is no feeling of safety, the students won't feel comfortable to experiment, explore or try. We have to commit with the belief that mistakes are not a fail, rather than a practical way towards success.

I teach English to kids online, and what I've found makes the most difference to them and their learning is showing them that they can be involved in their learning. Toys, stories about their day, things in their house, songs/books/TV they like - everything has a place in my lessons. In this way, learning a language goes from something abstract and difficult to familiar and fun. This concept can be applied to learners of all ages, not just kids! Get people seeing the real, tangible side of the language they're learning, and they will progress better and faster!

C'est un atout pour l'évolution tant dans le milieu professionnel que social Ce que j'ai constaté c'est la facilité de manipulation et la gestion des outils de communication et de professionnalisation.