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"sBu0s . Pur syreyp SurzApeuy ‘Sraayp: Og Teqrea-tou pur peqre,, pera Oy ey wap Sunni dessq uorsuedxa pure Supproyyeag ~seruodsor mm yal, «| | asuodsoy postu po, « MTEL IPE HOT» AEP OF AT FPP F0G-0G ATE T3y!291 05» soiSqyeng Sunypeay, sordayeng Suryoeay sorSareng Supyseay sooyeng Suryoay, Aouonyy ayeppourayyy soureSiamg yoedg uoysnpory Ayreq woronpordasg 1298816 wb 128k15 we 229821 poz 2382)5 eT 134Modifying Content Area Instruction for ESL Students Listening Make your lectures more accessible Tape record them Make copies of. your.outline _-=Build word banks “Write key words and phrases on board overhead Write out as much as you can what you are saying Avoid whole-class lectures. ESL students cannot follow a lecture without a lot of structure and intervention. Speaking Simplify your input to ESL students SLOW DOWN SPEAK CLEALY AVOID SLANG AND IDIOMS CONTROL FOR SENTENCE LENGTH USE SMALLER WORDS Add contextual clues Use gestures, speak with your hands-to make things easier Use concrete referents, like props and visuals Negotiate meanings Use confirmation checks “What am I saying?” not “Do you understand? Use expansions--synonyms or antonyms Use repetition and review Keep cooperative groups small~no more than 3 per group Reading Tape record the readings (or have a student record them) ‘Summarize the readings Let ESL students preread in the first language (if you have access to material) _pPreteach vocabulary S5Modify or shorten reading assignments Give ESL students a highlighted text Give ESL students review outlines Let them use bilingual dictionaries--This doesn’t give away answers. Used by permission fom he Inteeutal Develpment Reseach Associaton 1 Mentor nenetan Brel Eth Sea ang acnen rpmTWENTY TIPS FOR TEACHERS OF LANGUAGE MINORITY STUDENTS Schools in the United States have become diverse in language and cultural backgrounds. While this viversity brings exeiting opportunities for multicultural saciery. it can also bring frustration to the dedicated classroom teacher of students who are teaming a new language, a new culture, and new subject matter, Ciassroom teachers can help language minority students comprehend content subject matter as they acquire English language skills by practicing the following tips, |. Increase your own knowledge. Leam as much as you can about the language 7, and culture of your students. Go to movies, read books. Keep the similarities and differences in mind and then check your Knowledge by asking your students whether they agree with your impressions. Leam as much of the student's language as you can; even a few words help. Widen your own world ‘views think of alternative ways to reach the {goals you have for your class. 2. Simplify your language. ‘Speak directly tothe student, emphasizing important nouns and verbs. Use as few extra words as possible. Repetition and speaking louder doesn’t help; rephrasing, accompanied by body language, does. Avoid slang and. ‘idiomatic expressions. ‘Announce the lesson’s objectives and activities, Write the objectives on the board and review them orally before class begins. It is also helpful to place the lesson inthe context ofits broader theme and preview upeoming = lessons. 4. Write legibly. Remember that some students have low levels of literacy or are unaccustomed to the Roman alphabet. Use the chalkboard or overhead projector to write important words. Demonstrate; use manipulative, Whenever possible, accompany your message ‘with gestures, pictures and objects that help 11 get the meaning across. Use a variety of different pictures or objects for the same idea. Give an immediate context for new words, Make maf all senses Give students a chance to touch things, to listen to sounds, even to smell and taste when possible. Talk about the words that describe these senses asthe student physically ‘experiences something. Write new words as Intercultural Development Research Association Desegregation Assistance Center-South Central Collaborative @ Adept the material well as say them, Use filmstrips, films, videotapes, and audio cassettes with Books. Obtain audio-visual materials from the school or district media center to improve a content lesson. Itis helpful to preview the audio-visual materials before showing them to the class, both for possible language difficulties and misleading ‘cultural information, Bring realia into lessons. Use visual displays (graphs, charts, photos). objects, and authentic materials, like newspaper ‘and magazine clippings, in the lessons and assignments. These help provide non-verbal information and also help match various learning styles. Don't "water down” the content. Rather, ‘make the concepts more accessible and comprehensible by adding pictures charts, ‘maps, time-lines, and diagrams, in addition ‘o simplifying the language. 10. Pair or group language minority students ‘with native speakers. ‘Much of a student's language learning comes from interacting with his/her peers. Give your students tasks to complete that require interaction of each member of the group, but arrange itso that the language minority student thas linguistically easier tasks, Ur cooperative learning techniques in a student- ‘center classroom. Develop a student-centered approach to teaching and learning. Teachers need to become facilitators and let students assume more responsibilty for their Jeaming. When activities are planned that actively involve students in each lesson, the student can better process the material presented and acquire the language as well Teaching ESL Strategies for Classroom Used by permission from the Intercultural Development Research Association 3 AY Manik rhe tmpemenadono Blngeaapibas Second Language Edcedon ProgamModification Checklist for Classroom Teachers of English Language Learners 1c Plan resources, visuals, vocabulary'activities in advance. 1c Act out vocabulary words and key concepts. x Use visuals (pictures, videos, drawings, maps) to help comprehension. gqProvide a study guide at the beginning of the unit. w Identify contentGnd Janguage goals; write them on the board for students. sg Arrange information in graphic organizers. a Simplify the language of instruction: repeat, restate, reword. ww Arrange for students to work in cooperative groups. a Explicitly teach vocabulary and provide word walls. a Provide multiple opportunities to practice new vocabulary. Add a Woidl bank to activities and tests. sv Give both written and oral instructions. wyTeach ELLs to underline or highlight text main ideas. x Assign a buddy; arrange for peer or cross-age tutoring. 0 Modify instruction so that ELLs can participate in content area lessons. 1c Modify assignments to ELLs’ English Language Acquisition level. > xAdapt tests (use word banks, simplified language, fewer questions). ACAllow ELLs to show what they know in multiples ways: oral responses, drawing, labeling, and acting out answers. Haynes, J & Zacarian, D. (2009). From a forthcoming book tentatively titled Teaching 1 English Language Learners Across Content Areas, Alexandria, VA: Association for Supervision and Curriculum Development. Used with permission. All rights reserved