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Research Based Practices It is very important for teachers of English language learners to use different strategies.

These different strategies will help the development of their second language. As a teacher, it is important to reach all types of learners in your classroom, including English Language Learners. English Language Learners benefit from different strategies and techniques that teachers use to teach. There are many research-based practices for ELLs that are used in a variety of content areas. Some of these practices are very similar and can be used across content areas. Each practice helps the development of a second language while still supporting the student's first language. Explicit teaching is one teaching strategy that supports an ESL students L1 and L2 acquistion. In explicit teaching, the teacher leads instruction. He or she gives task specific details and models examples on how to complete a specific task. Explicit teaching can be used in various ways including teaching basic and higher order reading skills. There are three parts of explicit teaching: establish learning goals; model how to complete a task, and assessment. English Language Learners benefit from explicit teaching because it provides these students with clear and easy to follow directions and procedures. They are able to adapt to the language being used and associate it with the mini lesson being taught. (Linan Thompson & Vaughn, 2007) Math also has research based practices for English Language Learners. One practice includes supplementing and adapting existing materials. Teachers can use different educational resources like books, math programs, mathematics games, and manipulatives. During lessons, teachers can make the math language easier to understand for English Language Learners. Teachers should give both written and oral direction. To simplify procedures and language, the teacher can use pictures, charts, diagrams, and manipulatives and concentrate more on hands on activities where the student is actually doing rather than just listening. When teaching Math to a group of English Language Learners, it is important to teach math vocabulary directly. Instead of teaching the vocabulary through conversational English, teachers should teach it directly. Teachers should find different and creative ways to introduce math vocabulary. They should find ways that the students will remember the vocabulary. Using pictures, hand motions, or catch phrases to help

students better understand the material being taught is beneficial. Students are able to make a connection to what they are learning which will help them acquire the needed vocabulary to master the material. Using manipulatives and hands-on instruction is a great way to English Language Learners. It gives the student concrete examples to learn from. These can include photographs, maps, drawings, concept maps, real objects, or props. Anything that a student can see, smell, touch, or manipulate is useful in the classroom. Having manipulatives allows the students to develop an experience, therefore making the lesson more memorable. Students can develop deeper understandings of the concepts being taught. Another strategy that teachers use to teach English Language Learners is Multicultural Education. For English language learners, this is a great way to tie in their native language and cultural. Showing interest in students lives shows the students that you care and gains a certain respect. During multicultural education, teachers can bring in bilingual books to teach language. By doing this, students are able to connect their native language to English. It also allows students to grow a deeper interest in books. Another strategy that many teachers use is the use of learning centers. Learning centers can be set up all around the classroom so students can participate in different activities in small groups. Working in small groups helps boost students confidence. Learning centers also engages students. At each center, students are required to do a different activity, while working with others in their group. English Language Learners are given the opportunity to improve their communication skills while working in these small groups.

Works Cited Cervetti, G., Marco, B., Duong, T., Hernandez, S., & Tilson, J. (2008). A research-based approach to instruction for english language learners in science. (Master's thesis, University of California). Fischer, J. (n.d.). Understanding english through mathematics: A researchbbased ell approach to teaching all students. (Master's thesis). Jasper, B. (2005). Teachers guide to teaching mathematics for english language learners. Linan Thompson, S., & Vaughn, S. (2007). Researched-based methods of reading instruction for english language learners, grades k-4. Retrieved from http://www.ascd.org/publications/books/108002/chapters/ResearchBased_Practices_for_English_Language_Learners.aspx Lucido, F., Pohan, C., Canales, J., Delgado, C., & Montague, N. (2006). Best practices for engligh language learners. Informally published manuscript, Office of EducationInitiatives Texas Education Agency, .