How to Engage English Language Learners in Academic Language Learning

What is English Language Learning? An English language learner is someone whose first language is not English. This term is used in English-speaking countries such as the US and Canada to describe someone learning the language. Typically, English language learners use various types of learning methods to become fluent in English. These methods include scaffolding, experiential learning, and direct instruction. To learn more about English language learning methods, check out our article on the topic English Chatting.

ELLs

To engage ELL students in academic language learning, teachers must first identify their ELLs’ level of English and then provide further instruction and guidance. The following resources will provide teachers with strategies for engaging ELL students in academic language learning. Teachers should also identify key academic vocabulary and post it in their classrooms. A webcast on teaching middle school students with English includes ideas for engaging ELL students. The author also explains the role of policy in shaping classroom pedagogy and assessment.

LEPs

As part of the NCLB (National Comprehensive Assessment of Learning and Success) requirements, schools must enroll English-language learners. These students have unique learning needs and are most likely to be enrolled in a high-LEP school. The following are some characteristics of schools with high LEP populations. They offer a variety of support and remedial programs, after-school enrichment, summer school programs, and a pre-K program.

Scaffolding

The use of scaffolds is a proven strategy to engage most ELL students in the content area, while providing the structure that ELs need. Scaffolds are useful for students of varying proficiency levels and for whole classes. They can be tailored to the complexity of the task and level of ELs’ familiarity with the content area. Here are some ways to scaffold your lessons:

Experiential learning

The dissemination phase of experiential learning is critical to the successful transfer of classroom experience into real-world situations. The goal of ESL teachers and researchers is to facilitate language-learning by connecting what happens in the classroom to the outside world. For example, students may participate in a social project that culminates in a role-playing session. Such activities may be designed to engage students in the nuances of language and culture, and may be a fun and rewarding way to learn the language.

Screener assessments

A variety of screening and progress monitoring materials are available to teachers to evaluate English learners. However, they should follow appropriate administration protocols and follow testing guidelines. The primary purpose of a screener is to evaluate a student’s phonological awareness and alphabet knowledge. A practice item in the student’s native language is helpful to help the student understand the task. Once the test is completed, it should be given to the student and reviewed by the teacher.

Multimodal composing

In recent years, research on multimodal composing has gained much attention in the field of language education, highlighting the benefits it can bring to students. While its potential to motivate students has been well documented, the motivational sources of multimodal composing are still poorly understood. This article examines the perspectives of pre-service teachers regarding the effective engagement of EAL students in digital multimodal composing. The study concludes by discussing implications for teacher preparation.

Digital storytelling

Students can use digital storytelling as a teaching tool to improve their skills in information literacy, teamwork, and communication. The learning experience can also help students enhance their technological knowledge. Teachers can also use digital storytelling to improve their own technical skills. This article will explore the benefits of using digital storytelling in teaching English language. To start using digital storytelling in your classroom, you should first decide on which skill you’d like to improve. Once you’ve decided, you can then work on the tasks yourself or work with a partner.

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