Meeting the Linguistic Needs of High-Potential English Language Learners

Abstract

Level 4 (expanding)Able to use English in concrete and abstract situations as a means for learning in academic content areas, although may exhibit minor errors of conventions that do not impede communicationUnderstand and use specialized academic vocabulary and expressions and construct sentences with varying linguistic complexity and lengths in oral and written communication Level 5 (bridging) Communicate effectively with various audiences and recognize implicit meanings Speak, understand, read, write, and comprehend in English without difficulty and use technical academic vocabulary and expressions Use sentences with varying linguistic complexity and lengths in extended oral and written communication Oral and written language is comparable to English-speaking peers Note. TESOL = Teachers of English for Speakers of Other Languages. Adapted from "TESOL Pre-K-12 English language proficiency standards framework," by Teachers of English to Speakers of Other Languages, 2006.

Reaching Below Level ELL’s Reading Comprehension

“…In this literature review, I will present literature in the following areas: acquisition and proficiency phases, benefits of using an ELL student's first language, differentiated instruction, and teaching strategies. Pereira and de Oliveira (2015) acknowledge that the population of English Language Learners in mainstream classrooms is growing, and teachers struggle with providing sufficient educational experiences for these students. Boyd-Pastone (2013) suggests that beginning level ELL students go through a long journey of acquisition from silence, to statements in literacy, to proficiency, and that each student will take time in each stage.…”

“…Boyd-Pastone (2013) suggests that beginning level ELL students go through a long journey of acquisition from silence, to statements in literacy, to proficiency, and that each student will take time in each stage. According to Pereira and de Oliveira (2015), proficiency in oral English can take anywhere between three and five years, while proficiency in academic language can take anywhere between four to seven years. Markos and Himmel (2016) recommend that it is valuable for a teacher to utilize students' first language ability in order to help acquire reading and writing skills in English.…”

“…The following literature explores differentiated instruction for below level ELL's. Some strategies to accomplish differentiation for ELLs include: building language rich environments, establishing language and content objectives, making connections relevant to the students' culture and background, and using the students' home language as a resource in the classroom (Boyd-Pastone, 2013;Cunningham & Crawford, 2016;de Oliveira, 2016;Haneda & Wells, 2012;Markos, 2016;Pang, 2013;Pereira & de Oliveira, 2015;Sherris, 2008). de Oliveira (2016) explains that understanding the student's background and culture allows teachers to build on the student's knowledge in ways that make the content explicit.…”

“…Strategies applied in this study included: 1) building on a student's background (both academic and personal), 2) using visuals, 3) using graphic organizers, and 4) creating language objectives that describe ways students will be able to meet content objectives (Boyd-Pastone, 2013;Cunningham & Crawford, 2016;de Oliveira, 2016;Haneda &Wells, 2012;Markos, 2016;Pang, 2013;Pereira & de Oliveira, 2015;Sherris, 2008).…”

Developments In Stem Educators’ Preparedness For English Language Learners In The United States

“…The use of tactile activities that employ hands-on learning experiences and manipulatives have also been reported as a core feature of STEM education PBL activities as well as an applicable approach to learning for ELLs (Honigsfeld, & Dunn, 2009, p.221). Furthermore, the utilization of collaborative groups is a notable feature of STEM education (Breiner, Harkness, Johnson, & Koehler, 2012) as well as a widely supported instructional methodology for ELLs (August, & Shanahan, 2010;Calderón et al, 2011;Fillmore, 2014;Krashen, 1981;Pereira & de Oliveira, 2015). STEM disciplines are promoted as strategic components of a 21 st century education to prepare students for a knowledge-based workforce (Bybee, 2010;Marrero et al, 2014).…”