Overview of WorkshopOverview of Workshop

• Explore information about English as Additional Language (EAL) students in class.

• Discuss the cultures students bring to class• Suggestions for instructional strategies

1. Information about EAL learners1. Information about EAL learners

• Learning another language is difficult

• Not only acquiring new language, but new culture as well

• Imperative to assess students’ skill levels/where the students are

• Older children actually learn faster - they have acquired learning strategies

• Younger children appear to learn faster because their vocabulary is simple

• Personality plays a part -Shy students won’t want to make oral mistakesOutgoing students will learn from mistakes

• A child’s primary language plays a role in acquisition of the English language

• There are differences in academic English and conversational English

2. Who are my students?2. Who are my students?

• Find out where your students are from• What are major cultural differences?• Students differ in educational backgrounds,

socioeconomic status, age of arrival to Canada,

personal experiences• Find out what each student would like to be

called (name)

ACTIVITYACTIVITY

Language development is strengthened by

using effective English language learner

strategies in the classroom.

Part 3. Strategies: TimePart 3. Strategies: Time

• Give student additional time to answer

open book tests• Have student repeat

directions in

his/her own words• Allow for pass/fail vs.

grades• Native language

electronic translators/dictionaries

Strategies: LabelsStrategies: Labels

• Create signs labeling items in the classroom in students’ languages

• Have many units of vocabulary

• Daily reader boards (on chalkboard too)

• Use of flashcards (have students create a set for home practice)

• Display student assignments

Strategies: Classroom instructionsStrategies: Classroom instructions

• Give clear instructions on routines in the classroom

• Learning through real interactions• Make the classroom multi-activity centered

(provide choices)• Make learning relevant to students’ experiences• Let them see your face when speaking,

enunciate clearly

Strategies: PausingStrategies: Pausing

• Pause often to allow time for students to process information

• Allow time for questioning, drawing conclusions• Paraphrase and allow for student responses,

check for understanding• Allow for predictions• Modify assignments (less math problems, etc.)

Strategies: VisualsStrategies: Visuals

• Use many graphics or role playing activities• Internet programs, songs, teacher materials• Encourages thinking and creativity• Use different teaching styles• Role playing -have students switch roles

Strategies: Peer tutoringStrategies: Peer tutoring

• Allow for peer tutoring• Match ability levels• Both students will

learn• Cooperative learning

activities

Strategies: RepetitionStrategies: Repetition

• Repeat information and review constantly

• Rephrase• Talk slower• Check for understanding

one-on-one• Speak clearly

Strategies: Teaching instructionsStrategies: Teaching instructions

• list instructions step by step

• Give verbal as well as written instructions

• Emphasize comprehension over pronunciation

Strategies: VarietyStrategies: Variety

• present information in a variety of ways• Choral reading• Line reading• Demonstrate rather than discuss• Hands on activities• Portfolios vs. assessments• Opportunities for one on one interaction• Allow for extra practice

Strategies: Building linksStrategies: Building links

• Build links with other teachers, parents, community

• Co-plan, co-teach, co-reflect• Connect parents with same languages• Establishing resources• Building support systems• Know what resources are available

Finally, English as Finally, English as Additional Language Additional Language students are assets to students are assets to any school not aany school not a

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