Strategies for English Language Learners in the Classroom

It can be difficult to manage a class of students learning the English language, but there are many strategies that have proven effective in making this process trouble-free. This paper will review five of the most commonly used strategies and provide examples and the expected outcome of each strategy.

Pre-instruction Activities

Pre-instruction activities can include graphic organizers, KWL (Know-Want-Learn) charts, semantic webbing, diagrams, and many other resources. This strategy provides an easy way to present new information to ELL students. Charts, graphs, and webs make it easier to show how information connects and can also be used to connect information that was previously learned. It also prepares the students to learn the new material that will be presented (O'Loughlin & Haynes, 1999).

Using the pre-instruction activity, students are introduced to new information. Students can also use the skills of making charts, graphs, or webs for their own projects. For example, the teacher may assign the students to write a short story about family. The student can use a graphic organizer to sort out their thoughts, ideas, and information that will be included in their story (Echevarria & Short, 2005).

The expected result of using pre-instruction activities is that students will feel less anxiety and will be better prepared for the new concepts that are introduced. It is also expected that the student will have something, as a result of the pre-instruction activity, to look back on throughout the lesson (Minaya-Rowe, 2004).

Visual Aides, Realia, Maps, Pictures, and Multimedia

Using concrete objects, pictures, and body movement will engage students, help them make connections and remember language that they are hearing and learning. Films, videos, and audio cassettes with books allow students to visualize and make connections to what is being taught. For example, watch a movie to help build prior knowledge about a topic you are teaching O'Loughlin & Haynes, 1999).