Krashen’s Comprehensible Input

Comprehensible Output

•           Important to provide learners with opportunities to use language skills at a level at which they are competent.

Krashen’s Affective Filter

•           Learner’s emotions can interfere or assist in learning of a new language

Stages of Language Development

•         Stage 1: Silent/Receptive or Preproduction stage

•         Stage II: Early Production Stage

•         Stage III: Speech Emergence Stage

•         Stage IV: Intermediate Language Proficiency Stage

•         Stage V: Advanced Language Proficiency Stage

WIDA ELL Levels

•         Level 1 - Entering

•         Level 2 - Beginning

•         Level 3 - Developing

•         Level 4 - Expanding

•         Level 5 - Bridging

•         Level 6 - Reaching

Cummins’ BICS

•         Shorter sentences, simpler vocabulary and grammar

•         Usually simple and familiar topics

•         Extra linguistic cues add to making of meaning.

•         Conversational fluency usually acquired in 2 years.

Cummins’ CALP

•         Ability to understand increasingly complex oral and written language.

•         Technical vocabulary and low frequency words.

•         Less background knowledge and fewer cues.

•         Cognitively challenging tasks

•         More time. Learners usually need 5-7 years to reach native-speaker norms.

Making Language Comprehensible

Try to use the shorter, more common word in favor of its less frequent equivalent.

Example: Buy is better than purchase, begin is better than commence.

(The exception to this rule is when the object is to introduce or develop vocabulary that is an integral part of the knowledge of the subject.)

Be aware of the difficulty of many idioms or phrasal verbs. Such expressions are often very difficult for non-native speakers, who may know the meanings of the individual words but who are not familiar with the overall sense.

Example: You take after your sister. Your work is going to the dogs

ESL students are helped by the direct repetition of a noun rather than by its omission, or the use of a pronoun or synonym - even if the repetition seems awkward.

Example:  John likes to read books. He borrowed 2 books...

Be careful of vague or ambiguous instruction words in homework or tests. They can be replaced by questions.

Example: 

What is the probability of throwing a 6?

Instead of:  Determine the probability of throwing a 6.

Be aware of the difficulties of semi-technical vocabulary or non-subject-specific vocabulary that occurs across all disciplines: e.g. duration, eventually, similarity, furthermore, rate etc.

ELL students often fail to comprehend texts fully because they don't know the meanings of such words. If a worksheet contains semi-technical words that are critical to an understanding of the main ideas or task, it would be helpful to explain their meanings in advance

Helping ESL Students Understand What They Read

• Inform students of the purpose of  reading the text, so that it will help them read effectively
• Ensure that students have the necessary background information before they are asked to read long texts. Have students predict the information they will find out
• Introduce some key vocabulary from the text
• Remind students of the importance of looking at headings, diagrams, and illustrations and their captions

Helping Students Understand What You Say

•         If students have to listen to long stretches of spoken language, it is helpful to activate their existing knowledge of the topic and to pre-teach key words.

•          Listening comprehension is easier if supported by visual material. It is often helpful for students to have key words written on the board.

•         Increase "wait time" to give students a chance to process what they have heard and formulate answers in their mind. Repeating or rephrasing what you have said will give students extra time and help to process your message.

Tips for Working with ELL Students in the Mainstream Classroom

•         Learn how to pronounce your student’s name.

•         Don’t assume the learner does not speak or understand English.

•         Enunciate clearly, but do not raise your voice.  Add gestures, point directly to objects or draw pictures where appropriate.

•         Repeat information and review frequently. If a student does not understand, try rephrasing or paraphrasing in shorter sentences and simpler syntax. Check often for understanding, but do not ask “Do you understand?” Instead, have students demonstrate their learning in order to show comprehension.

•         Present information in a variety of ways.

•         Provide frequent summations of the salient points of a lesson, and always emphasize key vocabulary.

•         Do not force reticent students to speak.

•         Sensitize mainstream students to the challenges faced by your ELL’s

•         Be aware of the effects of culture shock.

•         Engage newcomers in language learners from the beginning.

•         Provide your learners with an opportunity to speak.

•         Look for resources to help you learn more about your students and their backgrounds.