Incorporating ELL Strategies in English Language Arts Instruction for Secondary Learners
Overview
This applied teaching report examines three evidence-based English Language Learner (ELL) strategies—student-to-student interaction, sentence starters, and graphic organizers—and their application in supporting a tenth-grade ELL student's academic language development in English Language Arts. The report provides practical instructional approaches for scaffolding language acquisition and content comprehension.
What this coursework covers
- Introduction of three ELL strategies for supporting linguistic proficiency in academic contexts
- Detailed analysis of student-to-student interaction strategy, including peer pairing and affective filter reduction
- Explanation of sentence starters and frames as scaffolding tools for complex linguistic concepts
Preview
Applied Teaching Report
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Applied Teaching Report
Part 1
The three ELL strategies are student-to-student interaction, sentence starters, and graphic organizers. Xiao Li is yet to meet linguistic demands critical to exhibiting proficiency in different academic contexts within the tenth grade. I would incorporate the strategies in my lesson plan in English Language Arts to support the learning for Xiao Li.
Student-to-student interaction allows learners to formulate their ideas and thoughts, improving engagement and quality of answers. For instance, after asking a thought-provoking question in the class, I will give students time to think about themselves before asking them to share thoughts or concerns with their partners. This student-to-student interaction provides an opportunity for ELL learners to confirm their answers, discover other possible responses, or ask for assistance. After giving the students sufficient time to discuss, I will ask them to share the thoughts with the entire class, which functions as a method of accountability. During the group discussions, I will get a good idea of what the students know or do not know.
There are several advantages associated with this teaching strategy. It is communicative, and learners employ the language skills they have been learning. Further, it allows the teacher to make base assessments of student's language acquisition and understanding. It will enable students to participate comfortably to discuss ideas with partners (Robertson, 2009). Even for ELL learners still in the Silent Period, observing student-to-student interactions is a meaningful learning experience.