Information for Teachers with new ESL students

    When a non-English speaking student is assigned to your class do not be alarmed. Language acquisition is a natural process and the student will learn English no matter what happens in your classroom. He will learn by listening and repeating the things he hears, and will usually learn quickly because he has to. The student will succeed to a greater degree with your help though, There are many things you can do to help the ESL student along.

      First is to determine the student’s English skill level, this can be done by consulting with the ESL teacher or through informal observation and questioning. There are three ability levels you may observe. A child at the first level may have little or no English language skills at all. He may be able to name isolated items and actions. He may have memorized parts of conversations. Begin by introducing objects in the classroom, verbs related to schoolwork and expectations. Use simple conversation techniques.

      A second level student has acquired conversation skills and can name many objects. He will have difficulty with complex constructions and vocabulary.

     A level three student will speak, understand and read English fairly well, but lack some grammar and comprehension skills. Academic writing is difficult for these students. Again increasing vocabulary, reading comprehension, and writing skills should be the focus.

     Another point to remember is that the parents are new to this country as well and may have difficulty with school related materials and services. In most other countries there is very little school contact, and parents do not expect to communicate regularly with teachers. They are unfamiliar with special programs and school regulations.

     Though communication may be difficult, make an effort to contact parents when necessary. They will be very grateful.

 

Adaptations in the Classroom

Listening is the first step in language acquisition. A new student should not be forced to answer or participate in presentations right away. Use your judgment as to how the student is progressing, watch how he interacts with peers. In 2 or 3 months, most students feel comfortable enough in class to participate regularly. Be consistent with your language, and don’t use idiomatic expressions. Repeat instructions using simplified language the second time. Initially assign a buddy to the student to assist with understanding page numbers and assignments.

The more visual your presentation is, the easier it will be for the students to comprehend the content. Charts, maps, graphs, and pictures all enhance understanding for ESL students. Real life items or models also reinforce concepts. Picture cards or dictionaries will increase vocabulary.

Simplifying vocabulary and focusing on one or two important aspects of the content will narrow the input the student needs to understand. Reviewing at the end of each period also gives the student an opportunity to reinforce understanding of new content and language.

Finally, adapt assignments to meet the student’s ability level. Have him draw a picture, make a chart, generate a list, or give an oral summary. This enables you to have an idea of what the student comprehends and provides the child the opportunity to demonstrate what he has learned.

It is also important to recognize that a child’s social language will develop more quickly than his academic language. Just because you may see him speaking English to his friends does not mean he comprehends the content specific vocabulary of your class. Also remember that these students have a background that does not include American historical, cultural, or social references.

This is just a general overview of some of the strategies you could use in your classroom. If you have further questions or would like more input, please contact me. The first few months in a new country, learning a new language is difficult. The first priority is to provide a welcome environment and the rest will come.

Criteria for Grading

For a Limited English Proficient Student to receive a pass they must complete the following requirements.

  1. Student must be attentive in class.
  2. Student makes an effort to follow classroom instruction.
  3. Student hands in assignments with the assistance of the ESL teacher.
  4. Student hands in assignments without the assistance of the ESL teacher.
  5. Students can orally explain content material when questioned.
  6. Students can demonstrate comprehension of content through alternate means of assessment - demonstration, illustration, or oral summary.

Please use you professional judgement when grading Limited English Proficient students. If the majority of your grades are based on some type of performance (art, chorus, keyboarding), then even a beginning student may have standard grades and not need a pass/fail grade.

Remember that standard grades may be given to alternative assessments as well. Slightly altering assignments so that LEP students can respond to the same content that other students are answering not only gives you a means of evaluating understanding, but the student feels less isolated from his or her classmates. For example:

    1. Answering questions instead of writing a summary.
    2. Drawing a picture or graph.
    3. List only main ideas, not details.
    4. Reduce the number of steps or requirements in an assignment.

For some assignments, additional time may be required for completion. Any major assignments (book reports, projects) should be given directly to the ESL teacher as soon as possible so that I can direct and monitor student progress.

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