Strategies for Accommodating English Language Learners in Mainstream Classes
Common Core Standards set specific goals for every grade without factoring in the individual differences of learners. Teachers who are expected to align with the provisions in the Common Core Standards while teaching English Language Languages may face several challenges. However, they can implement the curriculum and still help ELS to master English and meet the Common Core Standards requirements. The teacher would identify the vocabulary and passages the ELS have problems with by giving them simple reading and writing tests. The feedback will help the teacher to come up with innovative ways to teach the content in the Common Core Standards. For instance, the teacher may choose to personalize the learning and use simpler terms for ELS or even use multiple-choice questions as opposed to prose. The teacher would modify the instructions to meet the needs of ELS and Native English learners to ensure that the latter are not bored.
Using Metacognitive Theory to Make Instructions Clear to ELLs
A teacher can use the metacognitive theory to identify ELLs learning needs and styles and from here develop learner-centered teaching-learning methods. The theory helps instructors to assess and correct learners throughout the task to improve outcomes. Moreover, the theory helps teachers to guide learners to apply the concept of selective attention to find information that is specific to a task.
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Helping ELLs to Explain Their Thought Processes
A teacher can help ELLs to explain their thought processes by being patient to allow them to come up with the right words. More so, a teacher could pre-teach these learners whenever possible so that they understand what they ought to do before assigning them tasks. The use of visuals could improve the students’ vocabulary if the teacher makes connections. between words and their corresponding visuals.
Help ELLs to Express Their Understanding of the Relationships Between Ideas
A teacher could make the lessons visual by writing directions and other information on the board since ELLs have a hard time processing spoken language. The teacher could build instructions around group work since it allows ELLs to practice the language with peers with more ease. At times, the teacher could allow scaffolding with the native language to improve the learners’ confidence and articulation of issues.
