Lesson Planning with the ELL in Mind: Key points from Unit 6
The sixth unit of the Coursera Lesson Planning with the ELL in Mind
course focused on a review of the previous five units. Following is a brief overview of the essential information and advice for mainstream teachers. Links to more information about the three key points can be found on the first 5 pages of this course summary.
Note 1: The left column below is a brief summary of the key points of the Coursera unit. The right column contains
my suggested links to further information and advice on the same content.
Note 2: ELL = English language learner. The corresponding acronym used elsewhere on this site is ESL student = English as a second language student. [ More ]
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 6: Course Review
1. Comprehensible input
If ESL students cannot understand what they hear or read, they will learn neither subject content nor English.
Points to note:
- It is helpful if teachers are aware of what makes spoken and written 'text' difficult to understand, and how it can be made comprehensible.
- Pre-teaching key words and activating background knowledge can help students make sense of what they then hear or must read.
- Visuals such as pictures, diagrams and graphic organizers can make difficult text more comprehensible.
- ESL teachers can advise on the comprehensibility of materials and adapt them if desired.
2. Opportunities to interact
ESL students' cognitive and language development is fostered by offering them multiple opportunities to interact with their peers in meaningful, challenging classroom tasks.
Point to note:
- Carefully planned pair and small-group activities give ESL students the best chance of developing their oral proficiency in the language of the subject.
3. Barriers to learning
The ESL jargon for barriers to learning, both content and language, is the affective filter. A high affective filter may result from anxiety, lack of self-confidence, boredom or other stressors.
Point to note:
- Teachers can minimise the affective filter by respecting the silent period, by adapting the language of tasks so that they are comprehensible and by providing plenty of opportunities to engage in small-group cooperative activities.