Instructional Strategies for Ell Classrooms

MODULE FIVE: INSTRUCTIONAL STRATEGIES FOR ELL CLASSROOMS

Instructional Strategies for ELL Classrooms
Angelica L. Tarver
Grand Canyon University
ESL – 223N SEI English Language Teaching: Foundations & Methodologies
October 10, 2010
Abstract
This paper takes a close look at various instructional strategies for teaching English Language Learners (ELL). It explores many methods and techniques utilized by ELL teachers; specific strategies include sheltered instruction, scaffolding, and the transfer of cognate knowledge. It is imperative in the ELL classroom that comprehensible input be disseminated to the students on an age-appropriate basis; therefore, it will be detailed in this paper. Various methods of feedback from the ELL are discussed, as it is vital to their educational success. Further, the grouping of students for enhanced learning is important, so different techniques for grouping will be discussed. Diverse techniques for building background and increasing vocabulary are presented due to their inextricable link to a successful ELL learning environment. Lastly, many innovative ways to engage the student in the learning process are highlighted.

Instructional Strategies for ELL Classrooms The number of students who do not speak English is growing on a national basis. In fact, students in the United States do not speak with one voice; they speak in more than 149 different voices or languages (Holmes, Rutledge, & Gauthier, 2009). As this population of students continues to grow in size, it is imperative that all teachers employ strategies to successfully bridge ELLs learning from their native tongue to English. Some strategies are tied to appropriate grouping of students within the classroom. Teachers must utilize comprehensible input and give specific and immediate feedback to their students. Further, ways to build background and develop vocabulary play a significant role in a teacher’s portfolio of instructional strategies.

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