Supporting Language Learners is an article that describes many different instructional practices that will help support English learners. The article begins with a heading stating "incorporating these instructional practices for two math tasks into lessons to support English learners to an excellent, equitable program." The strategies described in the article are not exclusively for English learners, and regardless of their cultural background the strategies can provide support for all students. The strategies are grouped in two main categories: strategies to support English language acquisition and strategies to promote low-anxiety classrooms. Linking new concepts to past experiences is beneficial to students. There are advanced organizers that help language learners make that connection. Expository and comparative are the two forms of advanced organizers. Developing students' vocabulary by identifying words that might cause confusion for the students and address the words during the lesson. Teachers should use visual cues to help students develop their vocabulary. Visual cues include diagrams, props, photographs, drawings, models, and real-world objects. Make sure to adjust your teacher talk. Repeat important explanations and directions to improve ELL's comprehension. Slow down when speaking, but not so much that it sounds unnatural. This is the most simple and most helpful strategy for ELL students. Simplify sentence structure, be consistent with words and phrases when giving directions. The article then provides an example of two tasks that utilize the first group of strategies. The second category is strategies that promote low-anxiety learning environments. Teachers should use predictable routines. Use signals to indicate the close of one activity and the beginning of another to aid students in understanding expectations. Contextualize when giving directions. Simultaneously using physical demonstration with verbal explanations help language learners understand. Language learners appreciate peer help and support, and the volunteers feel a sense of satisfaction in helping. The teacher should provide guidance to the volunteers and distribute responsibility in the group.
I thought this article presented very helpful information that would be useful to a classroom teacher. I thought that this article presented information that was very general and could be applied to all subjects and in a lot of different situations in the classroom. I was somewhat disappointed that this article did not relate to mathematics instruction more specifically. I have learned about these strategies in prior classes. I liked that the article included a list of words, relating to mathematics skills and operations, that cause confusion in ELL students. It was helpful to see the strategies used in the examples provided in the article, even though they were very basic.
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