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3 Types of English Language Learners (ELL's)

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Robert Bardach

on 4 April 2013

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Transcript of 3 Types of English Language Learners (ELL's)

3 classifications
for consideration Not all English Language Learners
are the same Researchers have
identified 3 types of ELL's 1) Long-term English Language Learners.
2) Recent arrivals with limited or interrupted
formal schooling.
3) Recent arrivals with adequate schooling Long-term English Language Learners Have attended United States
schools for several years.
Speak English (and may no longer
be classified as ELL).
Still struggle academically. Recent arrivals with
limited or interrupted
formal schooling. Have mastered social language
but are lacking in academic
language/vocabulary. Ell's who often arrive in the United States in the middle years of the
school year.
Posses limited academic knowledge in
their native language often due to
limited or interrupted schooling. Little or no social language. Recent arrivals with adequate schooling Will not have the social language skills
needed in English. They will possess academic language
and content knowledge in their native
language (L1). Take a moment to read the section entitled "Generation 1.5" in the Ariza text on page 35. Who are the Generation 1.5ers? With a partner(s) discuss how the
Generation 1.5 were described in Ch. 4 What are some strategies you might use to serve these students? What are some of the challenges
Generation 1.5 ELL students may
face? 10 Specific Strategies for Supporting SLIFE's 1. Build supportive environments that respond to the immediate social, cultural, and linguistic needs of immigrant adolescents with limited schooling.
2. Implement newcomer centers and/or programs to ease transitions for newly immigrated students.
3. Create collaboration models across high school academic departments to support simultaneous linguistic and academic development.
4. Implement flexible scheduling to reflect real needs and obligations of high school immigrants.
5. Increase sheltered instruction.
6. Consider how standards and the curriculum can be adapted so that SIFEs learn critical material in a way that is effective, accessible, and age-appropriate.
7. Provide intensive literacy/language instruction.
8. Teach students learning strategies that they can use in the future.
9. Build partnerships with local businesses, higher education and adult education programs.
10. Use the full resources of the community to support immigrant students. Course Evaluation Time Instructor Must Leave.
Once you are finished place in the envelope and you are free to leave.
Mel will collect and return to St. Edwards.
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