Running Head: Academic Texts for ELLs and SELLs 1

Academic Texts for ELLs and SELLs

Zach Zimmer

National University
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Abstract

The following assignment will explain a few of the many characteristics and struggles of

ELL learners. Key characteristics of emerging level learners, expanding level learners, bridging

level learners, and students speaking non-standard varieties of English are discussed. Two

verbal instructions examples that students may hear in PE are given. The assignment then details

some of the possible struggles that ELL students may face when hearing these instructions.

Finally, the author reflects on some of the considerations teachers should make when having

ELL students in their class.

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1. Characteristics

Emerging Level ● Very limited set of skills when it comes to

communicating in the English language.
● Will understand very basic vocabulary
● Speak in fragmented sentences
● Emerging level students should be able to
read and understand very brief sentences
(with familiar vocabulary) from academic
texts
○ Graphics should be available to
refer to
● Should be able to vocalize their basic
needs with hand gestures or simple
sentences
○ Ex. going to the bathroom, wanting
a drink of water, etc.

Expanding Level ● Should be able to carry on simple

conversations with minimal assistance
○ Both academic and social settings
● Can read grade appropriate text
○ Should not have to rely on graphics
as much
○ Understands the text through
context and previously learned
knowledge
● Able to express ideas and thoughts in
writing and orally with minimal assistance
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Bridging Level ● Students can actively communicate with a

wide-variety of audiences and on varying
topics
● Able to read a wide variety of grade level
text with little difficulty or help
● Able to express feelings/emotions in social
settings with peers

Non-Standard Variations of ● Will often be seem to be speaking in lazy

English
or broken grammar
○ Will often leave simple verbs such
as is/are out (such as in African
American Vernacular English)
○ Will often break common english
speaking rules, such as double
negatives.

2. Academic Texts/Verbal Cues

a. “Today class we are going to be working in small groups to complete tasks at

various stations to enhance some of our soccer skills. The first thing I’m going to

ask you to do after I'm done explaining the stations is to get toe to toe with your

fellow classmates in groups of four. Our first station is going to be simple passing

back and forth. You should practice passing the ball accurately and receiving the

ball softly so it does not get far away from you. Our second station is going to be

a dribbling exercise. You will weave in and out of the cones while dribbling a

soccer ball, you will be racing another group, the first group to be completely

done and sitting down wins. Our final station is going to be practicing defending.

With a partner you will practice “threading” your partner down the sideline to not
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allow them any space then steal the ball from them. I will be playing music.

When the music stops you will rotate stations.”

i. Grade Level: 9-12

ii. Instruction on how to form groups as well as what will be being performed

at each station

b. “Today we are going to review how to properly throw a baseball for our mushball

unit. Our first step when throwing is to make a T, or tree, with our body. We

extend both our arms out, our non throwing arm is pointing to our target while our

throwing arm is extended behind us with the ball facing outwards. I like to

imagine picking an apple off a tree. Next, we will step with our non-dominant

foot towards our target. When throwing the ball remember to make an L with our

throwing arm. The ball should be about eye level. Following the release of the

ball remember to follow through. Our throwing should end up down at our

opposite foot, as well as our dominate side foot following through into a defensive

position ready to field the ball.”

i. Grade Level: 4-6

ii. Cues to properly throw a baseball, softball, etc.

3. Struggles

Text Type Academic Text/Verbal Academic Text/Verbal

Instruction 1 Instruction 2
Level of Reading
Soccer Stations Throwing Drill

Emerging Proficiency ● Emerging students will ● Emerging students will

Level
struggle understanding ultimately struggle to
much of the instruction comprehend all the
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○ It is important to spinning plates or steps

visually that go into proper
demonstrate what throwing technique
you expect from ○ A good idea for a
each station PE teacher would
● It’s important to note be to pair groups
that many emerging up smartly
level learner will ○ Pair the emerging
struggle to formulate level student with
complete a competent
sentences/ideas thrower that feels
○ An aide might be comfortable
needed for more helping them one
one on one on one
instruction

Expanding Proficiency ● Students who fall into ● One of the struggles

Level
the expanding level are expanding level
continuing to expand students will face with
their vocabulary and the throwing verbal
linguistic skills cues is the
● Expanding level understanding between
students will be able to dominant and non-
comprehend the dominant foot.
majority of what is ○ Make sure to make
explained by the clear in the visual
teacher. May struggle demonstration the
with more advanced difference between
terminology such as the dominant/non-
dribbling. dominant foot.
○ Similar to
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emerging level
learners, visual
demonstration
will be key

Bridging Proficiency ● Bridging level learners ● One struggle students

Level
have gained a firm at the bridging will
grasp on vocabulary. face in the throwing
However, double instruction is the
meaning words will be understanding of a
a difficulty for them. follow through.
Words like threading, Follow through could
a defensive strategy of be a difficult phrase
cutting your opponent for even bridging
off to the sideline to levels to quite
entrap them, may understand.
confuse them. ○ The teacher
○ A important should explain the
strategy to help follow-through is
is a skill that all simply an
PE teachers expression for last
should check for step. The follow
regardless. This through in a
is to check for throwing motion
understanding helps the student
after instruction. have better
It is important to control and
make sure your velocity of the
students don't ball.
have any
questions or are
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simply confused.
A PE teacher
should ask,
“Does anyone
have any
questions?” as
well as follow-up
questions, “What
skill will we be
performing at
station 1?”.

Standard English ● A grade-level ● Standard English

Learner
standard student Learners should
should be able to understand all the
comprehend and cues/instructions.
understand all the ○ However, often
instructions. students at
younger levels all
need to be taught
the difference
between their
dominant and
non-dominant
side.

4. Reflection

Following the assignment, I believe that the teaching practices I have learned during my

education have been further reinforced even after learning the many considerations a teacher

must make when taking ELL students into account. I truly believe that PE is one of the best

subjects for ELL and SELLs to flourish in. The importance of teachers using visual
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demonstrations is a perfect way to assist a student learning the English language. Rather than

relying on simply the auditory instructions in a language they are still trying to learn, they can

simply work to mimic the teacher demonstration. This will also help them in learning the

English language.

The immense amount of socialization of PE will be a phenomenal tool for ELL students.

Learning a new language through socialization with peers is an important step for ELLs. It will

not only help them begin to understand the language better but also begin to learn nuances of the

English language. In PE students will often be working in groups or teams. Learning how to

communicate with peers in a fun game setting is a great tool that will help ELLs form will not

only help them learn the English language, but also help them form relationships with their peers

in a new setting.