ELL Flashcards
patterns of first- and second-language acquisition
language learners typically acquire a new language in similar stages of development. How we learn our first language differs from learning additional languages but there are similarities in developing skills in speaking, listening, reading, and writing.
cognitive learning styles
information processing habits of an individual and include one’s typical mode of thinking, perceiving, remembering, or problem solving. Cognitive style is usually described as a personality dimension which influences attitudes, values, and social interaction. Numerous strategies exist to assist improving the learning environment and interaction in the classroom for students with diverse cognitive learning.
Learning Styles
Auditory, Visual-Spacial & Kinesthetic
Cultural Background
Influences how one thinks, learns, and behaves. Has a specific impact on children’s attitudes and expectations around school. Teachers need to build awareness and knowledge of their students’ backgrounds to integrate, support, and value their education. Teachers use this background to build bridges to content understanding.
Exceptionalities
specific learning delays or disabilities (in ELL’s cases, language learning). It’s important to distinguish between language disability from typical second language development.
Prior experiences with the second language
It’s important to evaluate ELLs previous experience learning English to better understand how long each student has been learning English, the types of supports received and specific strengths and weaknesses.
Interrupted, Limited, or No Formal Education (SIFE)
ELLs that haven’t received formal education due to immigration. They need special considerations because they are at risk for academic difficulties and perform below grade level.
Classroom Environment for ELLs
ELLs need an environment where they feel represented and valued, bringing their cultures into the classroom in a meaningful way.
primary language (L1)
primary or first language of ELLs. Should be supported and developed in the school. There is evidence that demonstrates the benefits of utilizing children’s language abilities in their first language to promote second language and content area knowledge.
Literacy in the primary language
Children with literacy and experience with reading/writing in their first language are more likely to develop second language literacy skills faster and with greater ease. It’s important to build on their literacy skills developed in their L1.
Simultaneous Bilinguals
children who learn both languages from birth
Sequential bilinguals
children who learn an additional language after their first language has been acquired.
Balanced Bilinguals
individual with age-appropriate proficiency in both languages.
Language dominant individuals
Individuals with proficiency stronger in one of their languages and limited in the other language
Transitional Bilingual Education (TBE)
Instruction in children’s native language is used to progress academically
