Welcoming ELL’s Into The

Classroom and Beginning English

InstructionGroup 1

(5 students)

The Role of ELL Guides

Newcomer’s first companion

Demonstrate how class work is to be done

Communicate with the new student

The Teacher’s Role Balance a mixed-language

classroom

Get extra adult help

Plan schedule

Greeting a Newcomer

It’s important to have these considerations when ELL student first arrive to the classroom:

Welcome should be done warmly by teacher and students. Newcomer should have seat ready and be seated next to

guide. Guide should make sure newcomer has necessary school

supplies ready (pencil, paper, etc) Guide should also share books with the student for the

rest of the day. *Choosing the guide carefully is very important. This

student will have critical role in assisting and welcoming the ELL student.

At recess...During recess guide should:

Get acquainted with ELL student

Show the newcomer the playground and engage

him/her in playing activities

Lunch Time... Lunch time will be a great time for the EL student, guide

and teacher to get more acquainted. Also it will help the teacher know the amount of English the ELL student knows.

During lunch time: Have hot lunches brought to the classroom for the three

It’s a great chance to go over classroom kit and have a brief orientation

Teacher explain kit in a way that is not overwhelming by pantomiming or pointing

Teacher should go over necessity card of major places and objects in the school

Make sure ELL student knows...

He/she can point to pictures, cards etc so others know what he/she

needs or wants

Guide is his/her helper and he/she should watch, follow guide’s lead and ask guide for any questions.

The First Week... Continuing with lunch meetings for the next

couple of days is recommended. As newcomer begins to learn some words in

English, don’t worry about direct vocabulary instruction; that time will come later on.

The first week should be focused on letting ELL student adapt to classroom, follow

guide and imitate other students.

Welcoming the ELL as a Unique Person

Conversation with EL student should be friendly and not demanding.

The noon-hour meetings should not all be about business but personal chats. If communication is a problem, teacher

can draw pictures and pantomime. At lunch meetings guide and teacher should try to learn a

few words or phrases from ELL student’s language. Teacher can post these words on the classroom so the

whole class can practice pronouncing words. Orientation process should involve the teacher and whole

class. Adapting and integrating ELL student’s language and

culture is essential and will enrich the class curriculum.

Effects of Personal Characteristics on

Learning3 Levels of English Language Learners:

1, 2, 3. The 1’s and 2’s have little to no English and basic English. The 3’s have more English

language at home and school.

2 Types of Newcomers: One that is outgoing and learns English words

and phrases from being around classmates and others. They also use what they learn.

The other one is quieter and does not rarely speaks because of shyness or afraid and does

not use what they have been learning. They both need individualized instruction.

Initial English Instruction

Level 1 and 2 need multiple sessions a week for 1-2 months before regular participation.

They should be involved with the groups from the beginning

Level 3 shorter lessons and less often Students working together is important for language

acquisition When pairing students put an advanced student with

the EL students Picture cards, physical demonstrations, objects, and

oral language can teach new vocabulary and sentence structure.

Teaching Vocabulary and Sentence

Structure Start with oral, only when a student has built a

foundation should you move to print Activities

Naming picture cards Playing oral games using vocabulary and sentences

Playing games that include the written forms of words

Role-playing various types of real-life situations using one’s self

Picture Card Games Vocabulary flash cards

Use pictures not sentences Minimal amounts increasing the

amount of cards as the child progresses

Beneficial to have cards with words that relate to things they are

interested in

Oral Language Use simple sentences linked with questions where

only one word is differentiatedEx. My name is Brendyn Koerper. What is your name?

Work on vocabulary with cardsLink card of pictures to the words Use games like i-spy

Use commonly known songsItsy bitsy spider

Replace words (kitchen wall, table leg)

Role Playing

Role play common scenarios (breakfast, introductions)

Continuing Language Group

Meetings Meet in small groups occasionally

Change the types of activities carried on in these group meetings.

Make situations more challenging. Give students more opportunities to

suggest situations they are more interested in.

Talk over any problems or concerns and suggest solutions.

Integrating ELL’s into Regular Class

Activities Integrating should happen from the beginning for

students at all levels. Make content subjects manageable for ELL’s while

enriching the learning of the rest of the class. It is better for the ELL students to not be isolated

from the other students.  Whole class teaching should explain new

vocabulary, illustrate concepts, and make complicated issues clear. ELL and English

speaking students will both learn effectively.

THE END