According to the NEA, in about a year from the time I pen these words, 25% of students in the United States will be classified as Multilingual Learners, better known as English Language Learners (ELLs). However, there is great promise amid this surge in demographic diversity. Teachers generally don’t shy away from the challenges that come with it. It’s important to remember teachers are resilient and have found some creative and impactful ways to make the best of such demanding situations. It is a tremendous task, and though many educators face the uphill climb with a great sense of determination, often the materials they have to work with are largely inadequate in bridging the linguistic voids. Teachers focus on the small successes, incrementally tailoring lessons to include all students in their activities, no matter their proficiency levels. They differentiate their lessons, translate texts, use visuals, pair students strategically, and make the best of a seemingly daunting classroom latitude with smiles and anticipation.
You can visualize this scenario, can’t you?
It is a lot of work for a teacher. It isn’t impossible, but it can feel like it sometimes, especially if the teacher has no help. Not all schools (let alone classrooms) come with bilingual staff or ESL personnel who specialize in working with ELLs. The challenge becomes heavier when the students are newcomers and speak no English at all.
1 in every 4 students.
Is it sinking in yet?
So, what can a GenEd teacher do in this type of situation? Many translate works covered in class, that’s a no-brainer. Others have co-teachers who work with ELLs in small groups. However, the data isn’t clear on just how effective the assortment of teaching models are with newcomers. Teachers really don’t have the luxury of time to figure it out because newcomers can show up at any given moment throughout the school year. Essentially, as a school, staff need to collaborate and build a true support system to assist each other when it is needed and provide an academic safety net for newcomers. Everything is new to them: language, culture, setting, etc., so have meetings that specifically address the challenges being faced. Don’t let those “collaborative meetings” turn into a data dump session where real issues are never discussed. Make it a point to establish what steps and strategies need to be implemented.
For starters, here are five effective ways GenEd teachers can support newcomers:
1. Use Visual Supports
Incorporate pictures, diagrams, and graphic organizers to help convey meaning and reinforce vocabulary in literally every important aspect of your lesson. Visual aids can bridge the gap between the new language and the student’s existing knowledge, making lessons more accessible. (It doesn’t hurt to drive home the point with GenEd students as well.) Translating text will help newcomers understand and follow along with the coursework, but that also depends on their literacy level in their L1.
2. Simplify Language and Instructions
Break down instructions into smaller, manageable steps using clear, simple language. Avoid idiomatic expressions and complex sentence structures. Repeating key phrases and modeling tasks can also help ensure understanding. This is exceptionally challenging when you have a GenEd class mixed with newcomers, but if you set aside time or have help in the classroom, chunking parts of the lesson can make all the difference.
3. Incorporate Cooperative Learning
Pair or group newcomer ELLs with supportive peers who can model language and provide assistance and be strategic about it. Cooperative learning activities promote interaction, allowing ELLs to practice language skills in a social context. Just be cognizant of these groups congregating for the sole purpose of socializing in their native language. It may be a good way for newcomers to get acclimated to their new surroundings and classmates, but it can also hinder the need to practice English if they become accustomed to speak their native language exclusively.
4. Implement Total Physical Response (TPR)
Use physical movement to reinforce language learning. For example, associate actions with vocabulary words or commands. This method is particularly effective for beginners as it links language to physical activity, aiding retention. Reenacting, modeling, and using body language when it is appropriate helps newcomers make better sense of the material being covered. It’s important to note that TPR is most effective in small groups and more challenging with larger groups, so keep this in mind.
5. Provide Multimodal Resources
Offer materials in various formats, such as audio, video, and text, to accommodate different learning styles. It is a good idea (though a step higher in time and effort) to record the important parts of the lesson, the directions and even the modeling to upload to the Internet so students can access it on their time. Also, encourage students to use free translators like Google Translate for reading material. Interactive apps, bilingual books, and language learning software can also supplement classroom instruction and give students additional practice. It’s important for schools to purchase materials that will help newcomers build on the fundamentals, especially at the phonemic level.
1 in 4 students by next year. There isn’t a lot of time to prepare, and no one can say for sure if it will increase beyond 25%.
There is no getting around the fact newcomers will require some one-on-one or small group time away from the GenEd class for individualized attention. It is extremely difficult to learn a new language while simultaneously trying to analyze, summarize and produce written responses to material they literally don’t understand very well yet. Newcomers will need to start with phonics. For students from the middle school grades to adults, using age appropriate materials to teach phonics and pronunciation of words is vital. It is the reason I published “I Want To Learn English (2nd Edition),” which is designed specifically for newcomers. This textbook makes use of QR codes throughout the pages and activities of the book so students and teachers can locate video and audio components easily. It’s a priceless resource as students can practice vowels, digraphs, consonant blends. frequency words, and conversation practices outside the classroom at their convenience. Not to mention it’s a great supplemental resource for GenEd teachers who have newcomers enrolled in their class throughout the school year.
ESL teachers know the best materials to work with are those you can get a lot of mileage out of. GenEd teachers, in working with their community support system, can make great strides when working with newcomer ELLs so long as time is allotted for one-on-one and small group work to allow them to build their phonemic foundation. It is an unavoidable reality: working with newcomers is not solely for the ESOL teacher in your building. It is now on everyone’s plate. That is why it is vital to work collectively and embrace the challenges newcomers present with energy, determination and creativity. Doing so with a smile is a welcoming sight for newcomers as they face the same uphill battle. You will be making that journey together one small success at a time.
Get your copy of “I Want To Learn English (2nd Edition)” HERE.
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