Shannon E. Oneto
While working with second language learners over the past four years, I have learned many important strategies to use with them in order to increase their understanding and make the information accessible to all students with varying levels of English proficiency. The following is a list of some of the main strategies I intend to apply:
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· Authentic Literature with Vivid Illustrations - Books are always a fabulous jumping off point for any lesson, but can be especially helpful for second language learners. Great illustrations help students to connect with what is being read and also draw students into the lesson, as opposed to just telling them the information. Students can also practice English oral language skills when asked to describe what they see in a picture. This allows for new vocabulary to be discussed as well.
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· Picture Cards/Symbols - For the same reason illustrations help to clarify information, I use picture cards and symbols often to show students what is being discussed and to involve more reluctant students in the lesson (they can come up and hold the card, sort it, etc…). It is also helpful to write the word under the picture so students have other reminders about what the picture shows. Symbols can help to trigger connections and remind students about what was discussed.
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· Gestures/ Total Physical Response (TPR) - This is a great strategy to help students connect to the meaning of the information and remember what it is they just learned, and also addresses those bodily-kinesthetic learners. For example, maybe when referring to a sport the family plays, one could make the motions of the game (like swinging a bat) while saying the word. Having the students do this as well makes the word accessible to those who did not know it before.
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· Types of Questions - Depending on what level of English acquisition each student has determines the type of question that he/she may be able to answer. For example, a student with strong English skills may be able to answer a "why" or "how" questions and used varied vocabulary. A student with limited English skills, however, may only be able to answer a "yes" or "no" question. Rephrasing the same question makes it possible for all students to participate.
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· Cooperative Groups - Grouping students with different levels of English acquisition together is a great technique because those who have little knowledge of English get the support of the students with the strong knowledge, and can translate if needed as well.
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· Modeling - Teacher modeling will happen a lot in this unit, and involves the teacher demonstrating exactly what it is that students are expected to do themselves. This is a good strategy for all students, as it gives them an example, so expectations are very clear.
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· Art and Music - Songs and fingerplays are a great way to help second language learners receive information - they are fun, lively, and make remembering things easier. Art is a good way for my students to express themselves when they are not yet ready to write in English.
Many of these strategies are not only good practice in any classroom, but are part of the Sheltered Instruction Observation Protocol (SIOP) model, which supports second language learners and is used in my school.