ESL Teaching Strategies for Multiple Learning Levels

Next semester I am likely to teach a fourth grade unit on comparative words.

In all levels of language acquisition, there are many key strategies that can be employed. The most effective is establishing a routine. ELLs that know what to expect when they come into class are more likely to feel comfortable asking questions, participate in discussions, and take non-verbal cues from the teacher to understand the lesson context.

For the lowest level of language acquisition, integrate pictures into the lesson so that the student can follow along and associate the sound of new vocabulary with the idea being taught. For example, when repeating the word ‘stronger’ and showing an image comparing a muscled man lifting a car and a skinnier man lifting a feather, make sure the student makes the correct association with ‘stronger’, rather than ‘weaker’. Use arrows or physically point at the same time as word repetition. Do a quick check with the student to make sure that key words understood, but only after class. Calling on a low level ELL student during class serves to isolate them even further.

For the second lowest level, build on the use of visual aids, and incorporate physical actions to make a point. The word ‘stronger’ might be conveyed easily through a picture, but just as easily through mock arm-wrestling. Students above the lowest level are more likely to understand context clues rather than relying solely on images and key words being spelled out for them. ‘Stronger’ will be conveyed, but also ‘muscle’, ‘win’, and ‘rematch’.

For the second highest level, repetition and worksheets are going to be the most successful tools. At this point, ELLs can understand general concepts and are just at the beginning stages of vocabulary retention. Building up that vocabulary is key, and the best way to reinforce it is through written and oral repetition. Worksheets like fill in the blanks, crosswords, and word searches emphasize spelling and context clues while creating a more interesting way of practicing writing than straight dictation. The grammar of ‘er’ words has likely sunk in at this point, although not as firmly as those students in the highest level of language acquisition.

For the highest level, only suggest minimal changes to the lesson. Focus on writing and creativity more than the big picture. Teacher observation is crucial at this stage, as it is very easy to assume a high level ELL isn’t struggling with the material, when in fact they may simply be hiding it well. Group work is effective, and allows a focus on creativity rather than grammar repetition. An assignment to list as many ‘er’ words as possible, as well as recognize which ones are ‘more ____’ is perfect for pair work, as long as progress is monitored to ensure mutual effort by the students.