- ELL Services & PD
- Stanford Programs
- Public Video Library
- Alumni/Student Networking
|Focus of this Module|
|In this module, participants will learn how to support ELLs in English Language Development (ELD) lessons and programs. This includes understanding the issues around ELD and the unique challenges that adolescent ELLs face. Expert commentary is provided by Dr. Guadalupe Valdés, who discusses: |
• the social context for issues of classroom diversity (linguistic, cultural, and socioeconomic); • access to appropriate and challenging curriculum, language models, and knowledge about U.S. schools; and • the importance of the home/school connection.
|Professional Development GoalsThe goal of this module is to provide examples of instructional strategies that are particularly useful for working with middle-school ELLs. Additionally, the learning materials provide background information and context for understanding the theory and research that support these strategies.|
|Upon completion of this module, participants will be able to:|
|•Identify issues around ELD, specifically, those affecting middle-school students. •Identify a suite of strategies that are effective when working with ELLs. •Recognize how each strategy will help further students' language development and understand the theory and research behind each strategy. •Identify and select a strategy for a lesson and make adjustments based on students' age, academic level, and linguistic level. •Recognize the particular challenges that adolescent second language learners face and the factors that contribute to their academic success.|
|This module highlights the practice of two effective middle-school teachers, one working with beginning English learners and one working with advanced English learners. The video teaching examples highlight these teachers as they: •Activate prior knowledge. •Teach students to use learning strategies. •Make objectives clear to students. •Connect microskill instruction to the larger picture. •Use poetry to engage students. •Use graphic organizers. •Implement a variety of grouping strategies. •Encourage language use. •Use formative and summative assessment.|
English language learners (ELLs) in United States middle schools face unique challenges as they acquire English, learn academic content, and adjust to a school system that is often quite different from that in their home countries. Teachers also face a unique challenge in providing curriculum that is not only challenging in terms of language development and academic content, but also considers the current capabilities and background experiences of all of their students. According to state and national standards, teachers must understand the theory behind their pedagogy and curriculum. Teachers who work with ELLs should have an understanding of: •Language acquisition and development. •Cognitive and affective development. •Effective pedagogy for second language learners. •The impact of culture on behavior. •The specific impact that a student's native language is likely to have on his or her learning. •The academic needs of their students. In their practice, teachers should also: •Create safe learning environments. •Make learning meaningful. •Use both formative and summative assessment. •Reflect on their practice. •See themselves as agents for change. This module includes activities designed to help you transfer the theories and strategies demonstrated in the course to your own classroom. These activities aim to encourage reflection on your own practice in light of what you learn from the course, to provide you with focused opportunities to connect and apply what you learn to your practice, and to support the development of a professional community with whom you can discuss important issues and questions about teaching ELLs.