Teaching English to non-native speakers can be both challenging and incredibly rewarding. If you’re passionate about becoming an ESL (English as a second language) educator, it’s imperative to know how to foster an inclusive and supportive learning environment.
According to the Forum on Child and Family Statistics, 21% of school-age children speak a language other than English at home, and 5% of these children find speaking English at school challenging. The most common non-English language spoken in the United States is Spanish, followed by Mandarin Chinese. While the number of non-English speakers and second languages spoken in the United States varies by state, there is no shortage of demand for ESL teachers.
In this article, we’ll explore strategies for helping non-English-speaking students. Let’s dive in.
Understanding Proficiency Levels
English language learners (ELLs) have unique needs, so it’s essential to identify their proficiency levels. Some students may know how to hold a basic conversation, while others may struggle with even the most basic vocabulary. Proficiency levels vary by state, but in Texas, they include:
- Beginning Level
Students at this level are new to English. They may understand basic phrases.
- Intermediate Level
These students can communicate in English but will make frequent errors. They understand more than they can express.
- Advanced Level
These students can understand and use more complex language structures, engaging in detailed conversations with minimal errors.
- Advanced High
Students at this level possess near-native proficiency and can engage in complex and wide-ranging topics.
Next, let’s look at how ESL teachers can best address these different proficiency levels.
Differentiated Instruction
Differentiated instruction means tailoring teaching methods to meet the individual needs of each student. For beginner students, this might mean the use of visual aids, gestures and simplified language. An educator might pair a picture of an apple with the word “apple” to help the student connect the word with its meaning. Intermediate students can benefit from group work and peer interactions, such as role-playing activities. Advanced students are challenged with higher-level tasks and analytical thinking. Encouraging them to assist peers may help reinforce their own knowledge, for example.
Rather than treating all ELLs the same, it’s vital for educators to determine each individual student’s strengths and needs.
Scaffolding
Psychologist Jerome Bruner first introduced the scaffolding technique in the 1970s. Teachers use this technique to support students before they’re ready to tackle a new educational milestone. Some scaffolding methods include:
- Modeling: Teachers demonstrate tasks, like writing a paragraph, before students perform them.
- Think-Alouds: In this strategy, a teacher will solve a problem or read from a text and verbalize their thought process to the student.
- Sentence Frames: These sentence starters help students structure their responses, such as: “I think that ____ because ____.” This gives students a framework to use when they form complex sentences on their own in the future.
Concrete and Abstract Concepts
Abstract language involves concepts we can’t directly experience with our five senses, like “freedom” or “love.” In contrast, concrete language uses words we can experience with our senses, like “car” or “music.” Concrete concepts tend to be more immediately relatable to us, which means we tend to learn them much faster in a new language.
Educators help students grasp concrete concepts and gradually introduce abstract concepts through visual aids like Venn diagrams, flowcharts, and mind maps. They may also leverage real-life context by connecting lessons to students’ own experiences.
Culturally Responsive Teaching
While we all come from different backgrounds, ELL students face the additional challenge of acculturating to a new society that may differ greatly from their own. Culturally responsive teaching recognizes and respects the cultural backgrounds of ELL students. A few ways teachers do this:
- Incorporating Cultural References into Lessons: Including literature from students’ home countries, for example.
- Encouraging Cultural Sharing: Allowing students to share their traditions and experiences, which enriches the learning environment and builds a sense of respect and community.
Ongoing Assessments
ELL students have been found to benefit significantly from corrective feedback that’s actionable and specific. In contrast to a simple letter grade, formative assessments help identify specific areas needing improvement. Educators can use quizzes, oral presentations, and class participation to continually gauge students’ understanding.
Lead the Way in Bilingual/ESL Education With a Master’s Degree
As the number of non-English-speaking households continues to rise, the demand for ESL educators is growing. The University of Texas Permian Basin’s CAEP-accredited online Master of Arts in Bilingual/ESL Education equips you with the skills and knowledge needed to effectively teach and support ELL students.
In this program, you’ll learn to develop and implement innovative strategies, assess language proficiency, and create culturally sensitive learning environments. You’ll study teaching methodologies, language acquisition, and the history and politics of bilingual education while gaining hands-on experience through a full-semester practicum.
Choose from two concentrations:
- Master of Arts in Bilingual Education:
For teachers who will educate in Spanish and English.
- Master of Arts in ESL Education:
For teachers who will educate in English.
Best of all, you can study from the comfort of your home while tackling other commitments. Learn more about how to apply.
Sources:
https://www.census.gov/library/visualizations/interactive/people-that-speak-english-less-than-very-well.html
https://www.nature.com/articles/s41598-022-20785-5