Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Language: ESL Learners
Transcript of Language: ESL Learners
Defining Language Learners
Working with ESL
ESL: English Second Language
ELL: English Language Learners
LEP: Limited Language Proficiency
ESOL: English Speakers of Other Languages
English is not the dominant language
not all ESL learners are immigrants
5 million students equals 11%
1 in 5 students
Strategies and Methods: working with ESL students
by 2030, 40% of k-12 population is expected to to have English as a first language
combined they speak over 150 languages
8% ELL's in big cities speak Middle Eastern, South Asian, European, and African languages
Words don't transition with same meaning
Lack English proficiency but not cognitively limited
Many act as translators for parents
71% of teachers believe students should learn English in 2 years
Oral proficiency takes 3-5 years
Academic proficiency takes 4-7 years
Only 8% of teachers receive at least 8 hours of ELL training
Writing skills more limited than oral skills
Each child has different background cultures and knowledge, but are treated the same.
Have to learn English and class content at the same time
Can't participate and join discussions
Expected to pass tests in only English
Held to too high or too low expectations
Expected to know proper classroom behaviors and expectations without being taught
Viewed negatively by teachers because they bring scores down
Issues faced by
one strategy to enhance ESL students vocabulary can be done in ways similar to this exercise.
Example: take the last letter in the word GOAT and think of a new word? Tiger.
Take the last letter from each of the words symbolized by the pictures and write the first word you can think of.
"Looking through the eyes of ESL students."
For this activity please complete the following actions:
1. Write your name first name on the last line of the paper at the left-hand margin.
2. Draw a star in the upper left-hand corner of the page.
4. Draw a heart in the middle of your paper.
5. On the last line on the page, write the word done near the right margin.
3. Fold your paper in half the long way
"Para esta actividad porfavor completen las siguientes instrucciones"
1. Escriba tu nombre al lado izquierdo en el ultimo renglon de la hoja.
2. Dibuje una estrella en la esquina izquierda superior de la hoja.
3. Doblen tu hoja por la mitad a lo largo.
4. Dibuje un Corazon en el medio de la hoja.
5. En el ultimo renglon de tu hoja al lado derecho, escriba la palabra termine.
"Viendo atravez de los ojos de estudiantes de segundo idioma (ESL)".
What is the goal of our presentation?
What did you learn from this today?
How did you accomplish this?
What is the next step to take to achieve this?
These questions are essential when giving feedback, making sure learners understand why it is being given, and if the context being taught was effective .
Body language, gestures, and sign language
Act out scenarios and role playing exercises
Know the students cultural and linguistic backgrounds
Slow down, pause, and enunciate
Avoid Contractions and idioms
For questions, use simple wording and don't have it where one word can change the answer (not or except)
Give reasons for learning information
Use small groups of ELL's at the beginning of the year to teach basic information and behaviors
Focus on content not form when assessing
Motivated by academic achievement, learning the culture, reading material, social interactions and discussions
Language needs to be heard, spoken, seen, and written
Explain, describe, give examples of term
Students restate in own words
Students create representation (not linguistic)
Periodically involve games, discussion, and activities with terms
Give positive feedback and correction
Build academic language
to inform you about ESL learners
proper teacher training
effective methods & strategies need to be used
become aware of the issues they face