To better serve your students as English language learners, it is important to be reminded on what the learning goals are. English lessons as different as they are need various methods to be more effective. Which program suits your students best? If you are a new teacher, learning from experienced teachers and searching for references can be very helpful.
The degree to which the lesson is taught is also crucial. Keep in mind these reminders before drafting the lesson plan and what activities should be included there. Teachers should make use of a variety of student-centered methodologies. In small-group learning, the most recommended approaches are language arts as this improves learning context. For example, storytelling provides entertaining vehicle to integrate English language into the classroom. Using drawings and actions to support stories are great means for interpretation and discussion.
Teachers should encourage utilizing content-based sheltered English methodologies in the classroom. Sheltered English instruction teaches language through content. This means students contextualize the English while keeping the crucial academic content and concepts. This approach is helpful especially to students who are struggling with class material. Sheltered English instruction maintains the standards for academic content and skill development while simplifying the language. This makes it more accessible to students. Complexity is not the game of the game in this method, rather, teachers enrich context by providing visual props, hands-on learning experiences, drawings, pictures, graphic organizers, and small-group learning opportunities.
Another fruitful method is the balanced approach to literacy instruction. This includes a combination of teaching techniques like systematic and explicit reading instruction with consistent feedback, guided reading, teaching learning strategies, and free reading. The combination can depend on the student’s individual learning profile. It can teacher directed and experimental whichever is more effective.
Methods can be supplemented with children’s picture books/storybooks. Use both print versions and on tape/video. However, this should not be used solely for long term language acquisition. Creativity in teaching English can go a long way for students to become not only as English language learners but as English users as well in the long run.
References:
August, D., & Shanahan, T. (Eds.) (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum.
Carnine, D.W. (2007). Effective Teaching Strategies that Accommodate Diverse Learners. New York Press.
De Houwer, A. (July, 1999). Two or more languages in early childhood: some general points and practical recommendations. ERIC Digest. ERIC Clearinghouse on Languages and Linguistics.
By: Ms. Mary Ann B. Calma | Teacher III | BEPZ Elementary School | Mariveles, Bataan
