Non native speakers of English who are in an ELL classroom face struggles with reading in English even if they are already strong readers in their native language. The natural tendency is for the reader to translate the words into the native language in their head as they read. This practice slows the reader down and keeps the focus on individual words as opposed to the overall meaning of the text. The reader becomes preoccupied with decoding and translation, losing all but the most rudimentary reading comprehension, requiring re-reading and slowing the whole process down considerably.
ELL Instructional Strategies
Using Vocabulary to Improve Reading Fluency
ELL teachers need to help their readers develop fluency, which is the ability to read swiftly with minimal decoding needed and to absorb meaning as one scans the text the first time. Without a strong English vocabulary from which to draw, the English Language Learner is limited considerably in their ability to scan a text without extensive decoding. Therefore, it makes sense for the ELL teacher to use every tool in their knapsack to help their students increase their vocabularies.
ELL Instructional Strategies for Sight Words
For beginning ESL readers—not just those who are young in age, but also those who are young in the use of English—sight words must be developed in a similar fashion to how they are developed in young native speakers of English.
Flash cards, with pictures of objects, are very helpful in developing basic vocabulary.
Provide Visual Cues
The ELL classroom should be decorated with colorful sticky notes identifying every item in the room—the desk, the chalkboard or whiteboard, the windows, the door, the trash can, etc. Visual cues identifying the objects in the classroom are powerful aids to the student in remembering not only the name of the items but how they are correctly spelled.
When using simple texts for beginning ESL readers, encourage the reader to use a highlighter to mark familiar words in one color, unfamiliar words in another color. This is an interaction with the text that gives the reader a sense of control (even though much of the text may be unfamiliar) and activates prior knowledge. Color is a powerful cue for visual learners. Once the student has identified the unfamiliar words, then he can develop a short glossary and use his dictionary (or the teacher, if the student is very young) to jot short definitions of the unfamiliar words. The student should be permitted to write the definitions into the text so that the definitions are easily accessible and don’t require constantly putting down the text to look up the words. This is a technique called annotation and is another interaction with text that helps build comprehension.
To ensure deep absorption of the new vocabulary words, the teacher should ask the student to highlight or underline those words whenever he uses them in writing assignments. Correct use of a highlighted glossary word should be rewarded with extra points. This practice will move the student beyond simple awareness of a new word into active use of the word in context and increase the probability that the student will memorize the word and no longer need to check the glossary or the word wall when he encounters it in future reading.
The teacher might feel that it is repetitious for the student to list the words, develop the glossary, and then transfer the definitions by annotating the text. However, repetition can be a strong aid in helping the student to absorb
As the student builds his own English glossary, the teacher should also assign activities that require the student to use the words in the glossary to create activities that would be suitable for other students, such as crossword puzzles and fill-in-the-blank sentences, along with answer keys. Having the student “teach” other students, using his own self-developed glossary as the word bank, is a strong reinforcer of vocabulary. It also changes the way the student views the glossary; it becomes the text that he has created, for him to use to help others learn, rather than a simple list of definitions to submit to the teacher for a check-off or a homework grade.
What other ELL instructional strategies do you use in the classroom?
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Building a strong vocabulary takes time and effort. Nonetheless, it is an essential part of learning to read, whether one is reading in one’s native language or in a second language. The effective teacher uses
Hi. I am a canadian living in Guatemala. I just started teaching English as a second language (personnally, my third). I have enjoyed reading this small text from you and will pass it on to the students... as i realized that most of them try to translate to spanish first... Thank you. From the Capital of Guatemala.