Focus on Elementary: What Is “Good Teaching” for Elementary English Language Learners?

Reaching Below Level ELL’s Reading Comprehension

“…It explains why he is not talking yet and that he just needs more time. Cunningham and Crawford (2016) state that ELL students will usually use BICS (basic interpersonal language) within the first two years, but it can take five to eight years for ELL students to be proficient in CALP (cognitive academic language proficiency). This was helpful because I was asking myself, What am I doing wrong?…”

“…Figure 1. The WIDA Framework for Language Proficiency Cunningham and Crawford (2016) elaborate on the idea of using language objectives as a way teachers can support the success of English Language Learners. A language objective describes the language skills that are needed in order to meet the content objective and participate in the lesson.…”

“…Strategies applied in this study included: 1) building on a student's background (both academic and personal), 2) using visuals, 3) using graphic organizers, and 4) creating language objectives that describe ways students will be able to meet content objectives (Boyd-Pastone, 2013;Cunningham & Crawford, 2016;de Oliveira, 2016;Haneda &Wells, 2012;Markos, 2016;Pang, 2013;Pereira & de Oliveira, 2015;Sherris, 2008).…”

“…The language objective needs to differ based on the student's proficiency level. Cunningham and Crawford (2016) state that a teacher can access state standards for English Language Learners or use the World-Class Instructional Design and Assessment (WIDA) English language development standards. WIDA offers standards and tasks for all grade levels and proficiency levels as a resource to use when writing language objectives.…”

“…The following literature explores differentiated instruction for below level ELL's. Some strategies to accomplish differentiation for ELLs include: building language rich environments, establishing language and content objectives, making connections relevant to the students' culture and background, and using the students' home language as a resource in the classroom (Boyd-Pastone, 2013;Cunningham & Crawford, 2016;de Oliveira, 2016;Haneda & Wells, 2012;Markos, 2016;Pang, 2013;Pereira & de Oliveira, 2015;Sherris, 2008). de Oliveira (2016) explains that understanding the student's background and culture allows teachers to build on the student's knowledge in ways that make the content explicit.…”