Book Club Compendium re: ELLs

 

 

From Book Club 1

What do you see that might support/hinder English Language Learners?

 

The principle that “prior knowledge guides learning”  (Chapter 1) is a founding one for most bilingual programs.  I think it is probably this principle that drives the slow integration curve for ESL students into full-time English instruction in some programs.  In principle this is sound, however, teachers always need to pay attention to what is happening with each student.  I’ve seen some become very dependent on the 1st language scaffolding with a resultant delay in 2nd language acquisition.

 

From Book Club 2

What do you see that might support/hinder English Language Learners?

 

ELL’s are also hindered by testing programs when no accommodations are made for the impact that their language skills are having on their performance.  The author noted that such students are disadvantaged because the test becomes one of language proficiency, rather than a skills mastery test (pg211).

 

 

 

From Book Club 3

What do you see that might support/hinder English Language Learners?

 

Offering choice of reading materials and a social learning environment are probably two of the most helpful practices to support learning of ELL’s.  When choice of reading materials includes bi-lingual material and material at different levels, ELL’s are ensured of more comprehensible input.  In addition, choice allows for ELL’s to pick material that relates to their own experience and contains as much initial meaning as possible.  The social learning environment allows for the ELL to have context for discussions and ask questions for clarity whenever they need to.  In a social learning environment, negotiation of meaning is an ongoing process as students work together to make sense out of what they are learning.  This negotiation of meaning happens at a different level and in different domains for each participant in a conversation.  Collaborative learning groups enables the ELL to be an active participant in this negotiation of meaning which will accelerate both language acquisition and content mastery.

 

Again, there is also potential for the ELL to get lost in the crowd.  Much depends on the teacher’s attention to providing scaffolding as well as the other students’ willingness to engage cooperatively with the ELL.

 

From Book Club 4

What do you see that might support/hinder English Language Learners?

 

ELL’s would benefit from systematic phonics instruction that is offered in the context of real language use, such as Patricia Cunningham describes in chapter 4.  They would also benefit from an extended period of phonemic awareness development – perhaps in both languages, to build upon prior knowledge.  ELL’s would also benefit from Reader’s Theatre and any sort of repeated exposure to text in order to increase reading comprehension and fluency.

 

From Book Club 5

What do you see that might support/hinder English Language Learners?

 

ESL students are supported by many teaching practices modeled in this chapter.  Buddy reading and collaborative writing can offer the ESL student access to wider vocabulary and language than they may currently possess themselves for expressing their thoughts in writing (pg151).  Such students also benefit from extended exposure to sample written language material (pg 151) since expressive language is built on receptive language acquisition.  Making technology support such as spelling and grammar checkers available in the classroom can also help ESL students (pg154).

 

From Book Club 6

What do you see that might support/hinder English Language Learners?

 

The Primary Grades Literacy Workshop should be helpful for ELLs, especially when the Working With Words module of the workshop is geared to the ELL’s needs for language and skills scaffolding.  This workshop format also includes guided reading and paired reading activities which should be helpful to the ELL if they are grouped with supportive partners.  Guided reading (pg256) is an ideal approach for ELLs as it is designed to support the reader when the text presents too many challenges for independent reading.

 

 

 

From Book Club 7

What do you see that might support/hinder English Language Learners?

 

When mandated curriculum is not chosen with the needs of  ELLs taken into consideration, the results could be quite disastrous.  ELLs are supported by the same kinds of balanced programs that support a diversity of learners and special needs students.