Lesson Planning with the ELL in Mind: Key points from Unit 2
Note 2: ELL = English language learner. The corresponding acronym used elsewhere on this site is ESL student = English as a second language student. [ More ]
Unit 2: ELL Cognitive and Learning Skills Across the Curriculum
1. Developing cognitive skills
In the pre-planning of lessons it is important for teachers to be aware of the cognitive demands of any given task.
Bloom's taxonomy and Webb's Depth of Knowledge Guide are useful tools for categorizing tasks as demanding lower order thinking skills (LOTS) or higher order thinking skills (HOTS). Cummins has a model of task difficulty that adds the dimension of context help.
Points to note:
- ESL students have limited English language proficiency, but cognitively they are as adept as their native speaker peers. They should not be restricted to tasks that demand only lower order thinking skills.
- However, careful scaffolding is needed for ESL learners to be able to complete tasks that involve higher order thinking.
More on cognitive skills
A brief introduction elsewhere on this website to Cummins' model whereby the different tasks teachers expect their students to engage in can be categorized. Very useful!
A comprehensive account of the revision of Bloom's original taxonomy, using verb forms instead of nouns - with many examples.
Webb's Depth of Knowledge Guide
A similarly useful guide to Webb's model of analysing the cognitive demands of curricular activities and assessment tasks.
2. Developing learner skills and autonomy
ESL students benefit from explicit instruction and practice in how to learn in each subject. Learning skills include linguistic skills such as note-taking, mathematical skills such as creating charts from spreadsheets, and interpersonal skills such as cooperation in group work.
Points to note:
- Modelling such skills yourself and allowing students to practise them until they achieve mastery will facilitate learner autonomy.
- ESL students gain in confidence and self-esteem in the process of becoming autonomous learners - even if their language proficiency is as yet limited.
More on learner skills and autonomy
Teaching Mathematics and Science to English-Language Learners
A very useful resource covering essential aspects of helping ESL students develop strong learning skills in these subjects.
What is Learner Autonomy and How Can It Be Fostered?
A scholarly article on various facets of learner autonomy and how teachers can promote it.
3. Reducing the affective filter
Affective filter is the term given by Krashen to the personal and emotional barriers preventing language and content learning, even if the input is comprehensible.
Points to note:
- Students who feel stressed (e.g. because they fear being asked to speak before they are ready by teachers who do not respect their silent period) are less likely to learn.
- Stress (the affective filter) can be reduced by predictable classroom routines and by scaffolding tasks so that they are manageable by ESL students.
More on the affective filter
The affective filter is part of Krashen's input hypothesis. There is a brief overview of the theory on this Wikipedia page.
The Affective Filter in Second Language Teaching
This is a more scholarly analysis of the affective filter and of the strategies that teachers can use to reduce it. (.pdf download)
A Ted-Ed slideshow briefly explaining the affective filter and suggesting ways to reduce it.