This is a list of strategies I have compiled over the years. This is what I would give the regular classroom teachers who had my ELL students. However, I did emphasize that there is only ONE strategy here that would not be useful for many of the students who are not ELLs. If you have a student or students who do not understand something, try using some of these strategies. Many "regular" teachers think that doing extras for the ELL students is just extra work which only benefits the one child. (Even if that was true, it is worth it) However, when you convince them that these work for many others in the class room, they buy in to them more.

 

 

ESL STRATEGIES

Compiled by:

Anita Westberry

[email protected]

 

1. Multi-sensory approach – Don’t take it for granted that because you said it, the student understood it.  If you are talking about “rough terrain,” demonstrate by having the student run his fingers over the “rough” wall.  Use all the senses possible in order to insure the student has grasped the idea.
2. Review – “Tell them what you are going to tell them, tell them, and then tell them what you told them.”  Then start over again.
3. Hands-On Activities – This is a wonderful assessment tool.  If you have demonstrated, see if they can duplicate.  We learn by doing.
4. Show completed samples of all expected work.  If you want a report in a specific format, show them one in the same format.  They may not have understood completely what you were describing, but they have one more avenue of learning if you show them a completed project as you expect it to be done.
5. Key Words – If the regular class is doing 20 definitions, assign them 2 or 3 (according to their level of English Acquisition).  Make sure the definition you assign them is not really long (i.e. citizen’s responsibility – obey the law).  The definition for the rest of the class could be much more involved.  Later, the student, after progression to a higher level of English acquisition, could learn the rest of the meaning.  Don’t overwhelm.
6. Use adult or student interpreter only for reinforcement when you can’t get your message across. They rely too heavily on the interpreter if they know that will always be there to repeat what the teacher said.  (If you use a student interpreter, be sure you have that student’s parents’ permission.)
7. Speak directly to the student.. . Don’t assume they understand when you speak “to the class.”
8. Maintain a daily schedule.
9. Minimize materials (not watered down assignments).  This involves teaching the “meat” and leaving the “dessert” until they can handle more input.
10. Activity Centers – Create a place for reference to whatever you are doing.  If you are studying maps, have the different types of maps displayed and named.  Also name the important things on the maps for which the student is responsible.
11. Interact frequently to promote rapport.  Don’t leave the student sitting like a bump on a log because you feel inadequate. They will appreciate all your efforts if you are trying to communicate with them.
12. Deliver oral and visual directions ONE STEP AT A TIME.
13. Put lessons on the computer using a “text reader” program.
14. Encourage them to share their feelings.  This allows you to understand them more, helps them bond with the other students, and makes them feel important.
15. Develop alternative tests for LEP students.
16. Use word bank and visuals.
17. Realia.  As much as possible, bring in the real thing or models of the real thing.
18. Label objects in the room.  They are then converted to spelling/vocabulary words.
19. Create a “school book.” Have pictures of the principal, school nurse, enrichment teachers (music, computer, art, etc.).  Include the people’s names and titles.  This will be a directory for the students.  This is also good for all new students, not just LEP students.
20. Role Play- This can be done even when the student is in the silent stage.  They understand more than they produce orally during this stage.
21. Tour Guide – This person is responsible for showing the LEP student the location of the PE field (gym), bathroom, lunchroom, bus loading area, school store, and library. 
22. When schedules change due to Pep Rallies, ½ days, or bus changes make sure the LEP student understands the change.  If possible, assign someone that rides the same bus as Tour Guide.  This person will then assist with schedule changes.
23. Vicarious field trips to “their” native country.  This places importance on their heritage.  It also gives the other students more understanding about the LEP students.
24. Read text to the student (either the teacher or a peer).  Have them retell what they understand (in their own words).  This allows you to gauge how much they really understand.
25. Value them and let them know it.
26. Support reading materials with films, records, filmstrips, instructional television, and other small group materials.
27. Call them by their names.  Ask them what they prefer to be called.  Don’t assume Juan wants to be called John.
28. Draw and Tell before writing.
29. Inquiry Approach (SQ3R) ask, ask, ask.  Make sure you are not just asking if they understand.  They may say yes, but they could have only understood what you said when you asked the question.  Have them retell the information to you.
30. Seating location – help maintain eye contact for the student to see any demonstrations or samples that you might be showing the class.
31. Smile
32. Cultural awareness is a necessity for the understanding of the student.
33. Build upon prior knowledge – if you teach something today, build on it tomorrow.
34. Praise all EARNEST effort.
35. Jigsaw work (This involves dividing the work into parts and having cooperative learning groups responsible for knowing their parts and teaching them to the rest of the groups.  Each group is then the “authority” in the room, and they teach their information to the others.  When each “authority” group has taught their sections, the whole article has been discussed and no one was responsible for the entire article by himself/herself.  The Jigsaw that was divided is the whole again.  The LEP students are only responsible for the main idea from the groups.)
36. Total Physical Response – This is very good with students in the silent stage.  i.e. If this is the word “read” stand up. (Teacher then points to the word “read” or to another word.  Show me a C. (With the text displayed, the student in the silent stage would point to a C.)
37. Highlight the important material in the text.  Go through a textbook and highlight information for which the LEP student is responsible.  As the acquisition of English is acquired, more text is highlighted.  My example of this is: Highlight the fact that Thomas Edison invented the light bulb.  The LEP student should not be responsible for the facts that Edison was lived in New Jersey and had a winter home and laboratory in Ft. Myers, Fl.  (Make sure you don’t go wild on the highlighting.)
38. Star important material on the board.  When you have material on the board on or an overhead, put a star by the material for which the LEP student is responsible. 
39. Test the LEP student only on the highlighted and starred material.
40. Record readings – provide the LEP student with a recorder that they are allowed to take home. 
41. Record your lectures so that they can hear, hear, hear.
42. Brainstorm, webbing and Sunshine model.  I like these graphic organizers, because just the main ideas are presented.
43. Cover yourself by recording the modifications used for each lesson.  This list may be kept in your lesson plan book.  When you finish your lesson plans, record the number/numbers from these sheets that you used to modify your lesson.  Modifications are required by law.  Some states require the modifications to be listed in your plan books.