What are some ways to make your lecture more accessible for English Language Learners?

I think visuals are so important. We know when the brain can connect a sound to an image, there is a stronger likelihood of remembering meaning. It's a combination of being level appropriate, pace appropriate, and giving lots of visuals.

Try to help students relate to what you teach by giving examples based on their backgrounds, interests, and points given in previous lessons. This often requires some tweaking of the content provided in textbooks, but it is useful and even necessary if you want your students to make sense of what you teach.

Some key practices I've used with EL scholars in the past include: -Emphasis and explicit instruction of target academic vocabulary, paired with visual or graphic representation. Think about what vocabulary your students need to master to be successful in your course and give plenty of at-bats for all scholars in your class to practice them -Research, understand and utilize language learning practices from the student's home culture. Some languages are learned through spoken and written traditions, while others are only spoken or written. If you've determined your scholar learned their home language through oral tradition for example, be sure to allow plenty of opportunity for them to talk and practice speaking in your class.

My best answer here is: Don't lecture. Present the material in an inquiry-based or - even better - hands-on format. Challenge yourself with this: Anything I want to teach, I can teach through tactile and kinesthetic.

Encourage Peer Support Implementing a Buddy System is another valuable strategy for ELLs. This entails pairing ELL students with proficient English speakers as study buddies in order to foster a supportive learning environment in which students help each other overcome language-related challenges. This relationship's symbiotic nature fosters camaraderie within the academic setting. Incorporating collaborative activities also encourages peer support. Group activities that are structured encourage ELL students to interact interactively with their peers, honing language skills in a real-world communication context. This dynamic approach not only promotes linguistic development but also inclusivity and engagement in the learning community.

Allow students time to respond, including opportunities to speak to each other and rephrase their learning. Language learners internalize when they retrieve the information and access it in their responses.

ELL Learners tend to look for connections and anything that will support them to follow the lesson and make meaning of what is being said. So using visuals that are representative of the message conveyed can be of great help.These visuals may be images, diagrams or even key words that are highlighted and purposely pointed out. Also, providing a vocabulary list in both English and the home language of the student and having it displayed in the classroom is helpful. Both teachers and students can use it to ease communication and understanding.

You need to be flexible in lecturing your students for outstanding assimilation of the contents. Learners are able to find comfort relating with the language and the users. The ability to find expression in a free and relaxed atmosphere of learning further promotes interest in the understanding of the English language. Rigidity is never a plus when teaching the English language, especially to learners that study English language as second language learners.

This is excellent technique to speak slowly and pause after important phrases. This allows for time for mental processing going on inside the brain. As a native English speaker I appreciate when people speak slower. I like time to process what someone is saying especially if it is complex. As a teacher I notice students follow better when you speak slower and pause. Also having them repeat back certain words with hand motions helps process and give a full body response.

First, I want to start by saying that lecturing beginner ELs is a “No, No”! Intermediate and advanced students can be introduce to lecture as they have a more ample vocabulary! If you must lecture ELs, you can make it a “fun” and entertaining lecture with photo captions, short 30 second videos, and jokes in a simple language free of jargon. Second, include US idiomatic expressions with projected fun captions. These will not only benefit EL students but it is also a way to expose them to US daily life idiomatic expressions enhancing their knowledge of language domains and language acquisition!

One way to ensure comprehension is by incorporating multimodal instructions, that is combining verbal explanations with visual aids, written materials, audio materials and hands-on activities. That way, the individual needs of the learners are met.

To ensure that the lesson or activity is targeting the varied levels of students in the classroom, the teacher must conduct frequent formative assessmens and engage students in reflections on the process of learning. Further, differentiated learning activities and differentiated assessments would definitely ensure that every student is working towards improving their skills in the language without stress. For this to be successful, the teacher must help students develop a healthy culture of learning where all of them are not blindly trying to get to the finish line but instead are learning to be mindful of the process of skill development

Yes, I believe taking feedback from students isn't beneficial for students it's also important for teachers too. By taking feedback teacher will know about his/her flaws of teaching and Will make things more easy for his/her students.

Checking for comprehension is one of the most important things that often gets done wrong. The way we all begin checking for understanding is, "Do you understand?" But this never actually checks correctly, because they don't know if they understand you right. Ask questions whose answers reveal understanding, like in an Economics 101 class you could check the understanding of supply by asking, "Is supply how many phones Apple makes, or how many phones Apple sells?" And to make sure everyone gets it, don't just pounce on the first correct answer. Get as many people to answer as you can (maybe using something like a poll or Kahoot) or else you'll just be checking the understanding of the wise guy up front.

Providing a transcript of your lecture is invaluable. Then, ELLs can take it with them and analyze it with their translation apps and dictionary. They will be able to process it all on their pace, and their listening skills won't be a factor anymore. Likewise, sharing the recording is the same. They can listen over and over at various times, pausing, rewinding, and replaying to develop their understanding and listening, so they will be better at listening to the next lecture.

Providing lecture outlines, summaries, or key vocabulary beforehand aids ELLs by allowing them to preview content, grasp concepts, and engage more confidently during the lecture. These preparatory materials support understanding, encourage active participation, and foster an inclusive learning environment.

I think a classroom without supplementary materials wouldn't be a classroom. When we provide students with outline they become more curious to know about their lectures they try to find out material by themselves and can actively participate in classroom.

I have had success by using lots of visuals, images and opportunities for students to respond with images. Many language learners can describe pictures, or use images to describe their feelings. The images also will be retained longer than text.

It’s important to provide and utilize visual aids, charts, diagrams and real world examples or objects to bring ideas to life and reinforce concepts. This also helps to make abstract ideas more concrete and give your students the opportunity to make connections. Using your slide deck and adding audio explanations students can take to study will supplement your instruction.

Clear and Simple Language: Ensuring lectures cater to English Language Learners (ELLs) is crucial for their understanding and engagement. A key strategy is using clear language, avoiding jargon, intricate vocabulary, and complex sentences. The goal is straightforward communication, recognizing diverse language proficiency levels. This creates a conducive environment for ELL comprehension. Defining key terms is integral; explicit definitions serve as a linguistic bridge, aiding ELLs in understanding essential concepts. The dual approach of plain language and term definitions breaks language barriers, helping ELLs navigate academic content effectively and enhancing their overall learning experience.

I find that using technology in class is one of the most helpful tools I can rely on. I can easily explain new vocabulary using a search engine's images section. Online dictionaries with pronunciation are also great to help students understand new concepts. Videos and audios can improve engagement. In all, it is one of the best ways to make lessons become more accessible for English language learners.

I think using technology in today's classroom is one of the best way to get more output from students. As students of this age are tech- addicted they prefer technological tools rather than books. I usually use different apps, and website in my classroom to make my students more engaged participants. And I have received 100% results from them.

I have mostly seen a very positive response to the use of AVAs (adio visual aids) in class. If they are chosen correctly, wisely and displayed via the right means of technology available at hand, the results will be great.

Google Translate's Lens function allows students to access the content in their L1 as needed after reading in English. BrainPop for ELLs is good for accessing information using vocabulary and sentence structure that is easier for emergent ELs to follow; Lexia ELD K-6 helps emergent bilinguals acquire speaking proficiency through controlled exercises in English grammar and vocabulary in subjects such as the sciences, maths, social studies based on their level. Reading A-Z for ELLs offers reading content across themes. Google Read&Write is extremely helpful for adding Rebus like images to presentations and documents. EdPuzzle allows teachers to make comprehension assignments using YouTube videos.Quizlet for making flashcards for memorization.

An example of this in practice: In teaching history, instead of assuming prior knowledge of specific cultural events, discuss diverse historical perspectives. For instance, when exploring World War II, acknowledge contributions from various countries, highlighting the diverse experiences and roles of different cultures. This approach avoids assumptions, respects diverse backgrounds, and promotes inclusivity by showcasing a broader, more inclusive narrative of history.

Cultural sensitivity awareness includes understanding differences in the flow of information between cultures. Some cultures prefer processing details (i.e., laying down a conceptual foundation) that lead to a central idea. While others prefer the main idea upfront with supporting details following. I use the word prefer to support the notion of cultural flexibility in information processing; however, stable cultural differences in information processing influencing attention and memory have been found.

As was seen in the TedTalk, "The Danger of a Single Story," it's important not to lump people from a culture or religion into a category. The diaspora of a people, nuclear family beliefs need to be taken into consideration. Get to know your students on a personal level as much as they are comfortable sharing and understand what they know about different topics. Teach history through an unbiased and critical lens to ensure it is not told through the sole voice of the victor.

The idea of being culturally sensitive is of extreme importance in working with any group of people. All too often a speaker does not research his/her audience, especially when dealing with ELLs, and this can lead to major turnoffs being stated and dismissal of the message by the audience due to cultural bias or misunderstandings.

Great success has come from creating opportunities for family members and students to share their stories, food, traditions, dance, etc. Greater chances of authenticity of cultural sensitivity.

Give your learners a framework for success. Language Acquisition models have proficiency guidelines which indicate how well a learner is doing in the skills of reading / writing / speaking / listening. These allow learners to feel they are accomplishing something and what they should focus on next. The ACTFL Proficiency guidelines for example outline a continuum of skills that build on each other. They highlight the levels from beginner to superior. They can help your learners understand their growth and why you as a teacher are doing the things you do to support them. Proficiency vs Performance is outlined in the ACTFL Standards. Performance is about responding to designed tasks in a taught language lesson. Proficiency is unrehearsed.

Cultivate a Positive Learning Environment To make lectures more accessible for English Language Learners (ELLs), it's essential to cultivate a positive learning environment. This includes fostering a classroom atmosphere that values diversity, celebrating the varied backgrounds and languages within the student body. Recognizing the challenges ELL students face in navigating a new language and academic culture, educators play a crucial role in providing patient support. This approach goes beyond language teaching, contributing not only to language proficiency but also to the overall well-being and engagement of ELLs within the academic community.

Always consider cognitive load - what's creating additional weight that affects student performance, and if appropriate, how can I lighten the load? For example, using technology, scaffolding the use of a particular web tool, like FlipGrid, before giving an assignment or practice using the tool can save a student time and headaches. Consider what the outcome of a task is - use translanguaging strategies to assist students processes of learning content before they write, or to use writing supports and sentence starters if they have to share arguments or opinions. Whenever possible, decreasing extraneous mental burdens should be considered to improve student performance.

When working with English learners a great strategy is to use pictures and labels, when appropriate. This way it will help them to identify the topic and put things into context.

Remember, a warm and welcoming environment is much more comfortable than a stressful environment where being wrong or right is important. Encourage participation at all costs, even if the students make mistakes, celebrate the attempts and participation.