Instructional Strategies for English

InstructionalStrategies for English Language Learners

InstructionalStrategies for English Language Learners

Learningcan be determined by various factors and English as a second languageacquisition is not an exception. These factors include the naturalbackground of the learner, the level of education and the student, aswell as the first language effects among others. A young student islikely to acquire the language faster than a lifelong learner. It isdetermined by the availability of the Language Acquisition Device(LAD) (Sparapani 2013). The first language can also affect theability of the learner to articulate the words appropriately.Therefore, the study of the instructional methods best for theselearners is essential in that the student teacher is aware of how tohandle such pupils in the classroom setup. The essay will discuss thepractical instructional strategies for English language learners(ELL).

Tocome up with the appropriate teaching method, an instructor shouldacquire information about the students as much as possible. Receivinginformation about the students helps a teacher to know the best areasto cover efficiently. They should also have a high expectation on thelearners and that way they are motivated to handle them individually(Sparapani 2013). The teacher should also do a variety ofresearch-based instructional methods to match the teaching processand the learning needs. They should also provide assessments thatshould be used to determine the fundamental topics to be handled.Giving assignments will help the teacher to identify t5he learnerswho are struggling in working them out to offer the necessary help.

Thefirst-grade students need the teacher to provide very explicitcontent. The instructor requires using the charts as well as books tomake the content comprehensible (Brice &amp Brice 2009). The chartshave information that can be kept on the class walls and remain as areminder to the learners. Therefore, whenever the student requiresrevisiting the information they only need to check the charts andinternalize the information at an individual level. Making theinformation understandable then the learner can as well remember.

Theinstructor needs to prepare content matched with the first language,then translated to English as the second language (Sampson &ampLeseaux 2009). That way, a learner can learn from the known to theunknown. It makes it easier for the student to understand the secondlanguage when it is associated with the first language. The teachercan as well use the practical examples of the first language to teachthe learners English. A good example is involving them in actions andtelling the pupils to name the activities. It is a good way oflearning various verbs. The teacher can appoint a learner to do anaction, or the instructor does the work and asks the pupils to namethe action.

Discussioncan as well be appropriate in making the students participate duringan instruction (Lenski &amp Verbruggen 2010). The groups should besmall and manageable to keep the learners active. Within the groups,the pupils can come up with answers to certain questions. They can aswell learn a song together and write the songs down, then identifyspecific words like the proper nouns in the song. That way thelearners get interested as a song is interesting to learn. They canalso discuss with an assignment, and the teacher should allow them topresent their findings for the others to acquire the information. Theinstructor can also choose to mark the tasks done by the groups toassess their performance.

Inconclusion, the English language learners require a special handlingto enhance the language acquisition. The students can be toughthrough the use of songs, class and group discussion, simplificationof the content as well as using the first language and translation toEnglish among others. A wide range of instructional methods helps inenhancing acquisition of different concepts of the language.

References

Brice,R. G. &amp Brice, A. E. (2009). Investigation of Phonemic Awarenessand Phonic Skills in Spanish-English Bilingual and English-SpeakingKindergarten Students.Communication Disorders Quarterly, 2009&nbspvol.30&nbspno.4&nbsp208-225

Lenski,S. D., &amp Verbruggen, F. (2010). WritingInstruction and Assessment for English Language Learners K-8.New York: Guilford Press.

Sampson,J. F. &amp Leseaux, N. K. (2009). Language-Minority Learners inSpecial Education: Rates and Predictors of Identification forServices.Journal of Learning Disabilities, 2009,42(2):148-62

Sparapani,E. F. (2013). DifferentiatedInstruction: Content Area Applications and Other Considerations ofrTeaching in Grades 5-12 in the Twenty-First Century.Lanham,Md.: University Press of America