ELL

Question 1

According to Lois Meyer, what are barriers to academic success for ELLs?

Answer 1

cognitive load (i.e., number of unfamiliar concepts), language load (i.e., amount of unfamiliar language), cultural load (i.e., amount of unfamiliar references that is assumed), and learning load (i.e., the level in which an activity is unfamiliar)

Question 2

What are different approaches to ESOL (english to speakers of other languages) instruction?

Answer 2

modeling tasks for ELLs; sheltered English instruction; content based instruction; task complexity; 21st century learning; creating background knowledge; task-based language teaching

Question 3

What is sheltered English Instruction?

Answer 3

an approach to ESOL instruction in which intermediate ELLs learn content knowledge via only English instruction. The instruction is provided in a way where proficiency in English is not necessary to learn the material (e.g., use of images and realia). Instruction is provided in a highly contextualized environment where ELLs can practice their English skills.

Question 4

What is content-based instruction?

Answer 4

an approach to ESOL instruction in which students learn a target language indireclty by learning content, particularly interesting subject matter content.

Question 5

What is task-based language learning?

Answer 5

ELLs learn language by completing real-world tasks, such as ordering pizza or buying food from a supermarket. This allows ELLs to improve their linguistic competence and social communication

Question 6

How can teachers create background knowledge for ELLs?

Answer 6

focus on key words using word walls; make explicit connections; use anticipatory guides and visuals and parallels to the child’s 1st culture or history.

Question 7

How can teachers activate prior background knowledge?

Answer 7

brainstorming on know want to know learned diagram

Question 8

What are modeling tasks for ELLs?

Answer 8

Show ELLs how to perform a task using actions and words; use visuals as well to show how each step of a task is performed; chunk information so that ELLs can assess their understanding before moving on to the next steps

Question 9

What role does an ELL student’s linguistic background play in their academic success?

Answer 9

Their proficiency in L1 influences L2 acquisition; they rely on knowledge and skills (e.g., predictions and discriminating sounds) to learn L2

Question 10

What are features of a learning disability for an ELL?

Answer 10

domain-specific deficit; issues in both languages; intermittent deficits; deficits that does not go away over time or with targeted intervention

Question 11

What role does teacher expectations play for ELL students?

Answer 11

A teacher’s expectations influences their sucess; high expectations spur them to perform at a high level; teacher should create groups of students with various levels of proficiency

Question 12

How are teacher responsible to comply with English Law regarding support for ELL students?

Answer 12

Teachers are responsible for taking appropriate actions (e.g., scaffolding, language support) to make sure that ELLs understand instructional content which allows them to participate in the learning process.

Question 13

What strategy can be used to promote comprehension of academic language?

Answer 13

writing vocabulary and explaining its use in context, since this presents vocabulary in two contexts - visual and verbal

Question 14

Upon meeting with an ESL teacher on how to best meet an ELL student’s needs, what is the first step to take?

Answer 14

identify strategies and materials for integrating language objectives into the instruction

Question 15

What is one factor that can influence an ELL learner’s acquisition of a L2?

Answer 15

literacy and use of their L1, since first language literacy developmen and first language use t is heavily connected to second-language learning

Question 16

What are other strategies for differentiated instruction for ELLs?

Answer 16

written step by step guide; use realia and images to communicate abstract ideas in a concrete manner.

Question 17

One of the best ways to support the participation of a student with fine motor delays is

Answer 17

creating large sheets or pieces of a given item used for an activity.

Question 18

What are ways to create a language rich classroom?

Answer 18

Create word walls (important vocab words, relevant spelling words) and demonstrations of student writing or writing from other genres, anchor charts (holds in place the ideas, thoughts, and processes of teachers and students) as well; student access to reading material based on their reading level; student activities that involve different types of reading (shared and guided) as well as opportunities to read outside the classroom and report on it

Question 19

When selecting effective resources for ELL, teacher should consider

Answer 19

resources that are accessible, age-appropriate, and culturally inclusive; provide online work and give students ample time to do it rather than assume they would have access to internet or resources; encourage students to bring in authentic materials or realia to present; provide resources in different media (e.g., audio, visual, and performative guides)

Question 20

How can authentic and meaningful communications be used as an effective resource to teach ELL English?

Answer 20

Authentic and meaningful communications allow ELL to practice their English skills and engage in conversation with proficient English speakers. Teacher should incorporate authentic materials, authentic texts, and realia to bring meaning into the lesson. They can include scenes that students have already experienced or relate to the students’ native culture. They can also spur conversations through activities, such as small group discussions and dialogue journals. Teacher can guide those discussions by asking exploratory and open ended questions.

Question 21

How can teachers encourage vocab development in ELL?

Answer 21

Through reading and writing. For reading, repeated exposure to words via classroom charts and word walls with vocabulary and modeling of the use of picture supports, prior knowledge, and context clues to determine the meaning of a word; preview new words; use a word wall; encourage them to use the new word when writing a sentence.

Question 22

What characterizes a beginning ELL?

Answer 22

can barely understand English, so they have no knowledge of English in any language domain; they use memorized high frequency words or phrases and require individualized instruction; they rely on visual representations, gestures, verbal cues, and environmental print

Question 23

What characterizes an intermediate ELL?

Answer 23

Have some knowledge of English to the point where they can listen, read, speak, and write it in varying complexity. They can request for clarification themselves and at times rely on slowed speech, repetition, gestures, and visuals to understand English.

Question 24

What characterizes an advanced ELL?

Answer 24

Has mastered the English language as well as native English speakers

Question 25

What are other barriers of academic success for ELLs?

Answer 25

low self-efficacy (belief in their abilities); low self-esteem (belief in themselves) which can lead to inhibition; lack of formal schooling; not proficient in L1; anxiety; school not respecting minority cultures and languages

Question 26

How can technology be used to support ELL?

Answer 26

Anonymous chats and collaboration sites allow for ELL students who do not want to speak to participate; document cameras can be used to capture visuals of what the teacher is sharing in class; online voice recorder can be used to record teachers and students and students can use the recording to practice; technology allows students to learn at their own pace and accommodating different learning styles.

Question 27

What are the different approaches to learning vocabulary?

Answer 27

mneumonic, categorical, contextual, definitional, and structural

Question 28

How can you teach ELLs word analysis skills?

Answer 28

focus on cognates (i.e., parts of a word that share the same meaning as parts of a word in another language); encourage them to find the familiar parts in an unfamiliar word and draw upon their knowledge of the meaning of that word part in their native language; explicitly teach them prefixes and suffixes; use visuals to demonstrate the meaning of certain word parts

Question 29

What is task-based language teaching?

Answer 29

a way to instruct ELLs by having them learn language through real world task completion. This encourages them to learn about the formal aspects of communication (linguistic competence) and social aspects of communication. This also encourages them to use the whole repertoire of skills.

Question 30

What are modeling tasks for ELLs?

Answer 30

a modeling task is demonstrating to ELLs how to complete a task. This is used because they may lack key understanding of context or a process. This can be done by demonstrating the steps of an activity through a flow chart or written summaries. Information can also be chunked. When this is done, the teacher should check for understanding before moving on to the next step.

Question 31

To best meet an ELL’s needs, you can

Answer 31

incorporate their language objectives into the lesson plan

Question 32

An English Language learner in high school who was born in the United States but had inconsistent school may exhibit

Answer 32

strong oral language skils but limited academic literacy skills

Question 33

One of the best way to promote English reading and writing skills is

Answer 33

to rely on their oral English language proficiency, especially if it’s strong

Question 34

Why does group work help ELLs?

Answer 34

it allows them to ask questions and clarify meaning of readings; it also promotes the best learning experience for them

Question 35

How do ELLs acquire reading skills?

Answer 35

They first understand simple, high frequency words and simple sentence structures. Then, they use that knowledge to learn increasingly complex vocabularly and sentence structures.

Question 36

How do ELLs acquire writing skills?

Answer 36

They first write basic lists, concepts, and copying. They then write simple sentences about familiar topics. Afterwards, they write complex sentences about abstract concepts by using higher-order thinking

Question 37

How can a teacher enhance an ELL’s reading and writing development?

Answer 37

By giving them opportunities to consistently practice reading and writing in a print and literacy-rich environment. Also, incorporating literacy development in all areas of instruction as well as providing reading materials of varying complexity.

Question 38

What are components of a print and literacy rich environment?

Answer 38

Learning activities (e.g., writing sessions, self-selected reading, and collaborative learning) that encourage development of literacy skills; word walls of high frequency words or thematic vocabulary; a class library of texts of various genres and various reading levels; authentic print and digital materials to increase relevancy of content; walls of posters, newspapers, bulletin boards, anchor charts, advertisements, and student’s writing

Question 39

One strategy a teacher can use to develop written English proficiency skills of ELLs is to

Answer 39

instruct students to peer-edit each other’s group; doing so allows ELLs to collaborate with a peer and improve their writing skills in a natural setting with little pressure

Question 40

What linguistic supports and strategies can be used to help ELLs become more skilled at English?

Answer 40

visuals to promote vocab (e.g., pictures, slideshows, videos, word walls, posters, and anchor charts); body language (e.g., gestures, eye contact, and body movement) during instruction; translation devices for clarifications; an interpreter to help them understand instructions and new ideas; constantly checking for understanding; creating a print and literacy rich environment

Question 41

How can a teacher create a fair and equitable learning environment for ELLs using linguistic supports?

Answer 41

ensure that instruction matches their level of English language proficiency so that they are learn English language and specific content. It involves scaffolding instruction using graphic organizers, outlines, and cooperative learning activities to allow ELLs to learn English language skills at their own pace; provide verbal cues, gestures, and visuals to help them build content knowledge and understand context; use environment print, word walls, and labels to support English language skills and provide context; modeling speaking and listening skills as well as practicing slow speech and repetition

Question 42

What are instructional strategies to use to help ELLs learn language in all areas?

Answer 42

metacognition: teaching to think about how they learn, their strengths and weaknesses, and how to apply learning strategies to help them develop English language skills in all areas. Activating prior knowledge (e.g., preteaching, brainstorming, anticipatory guides, and graphic organizers) when learning new material to provide context and to spur them to consider what they know

Question 43

How can one adapt instruction for different levels of English language proficiency?

Answer 43

Through appropriate scaffolding, communication, and sequencing. Scaffolds (e.g., visuals, verbal cues, gestures, and pairing students together), communicating instructions clearly and slowly and repeating them if necessary; sequencing events by being explicit about the beginning, middle, and end of it