Summary
English-language learners are becoming more prevalent in American institutions. As a result, many professors in traditional classrooms are discovering that they have ESL students in their classes. Sadly, most mainstream teaching assistants lack the training to offer students the coaching they require to properly learn academic subjects and techniques through English while also improving their English effectively. Techniques, such as the introduction of a specific course or a field excursion to school curricula, are being utilized by lecturers to educate all tutors to instruct ELLs.
Scaffolding Learning for English Language Learners
Teachers must take into account how the activities that are required of them relate to the learners’ language capabilities when facilitating training for ELLs. Teaching staff must understand the language requirements of classroom assignments in addition to the student’s intellectual and conversational linguistic competence (Lucas, Villegas & Freedson-Gonzalez, 2018). To choose whether to structure instructional activities for ELLs and how to do so most effectively, mainstream teaching staff must first determine linguistic features and activities that provide difficulties for the pupils.
Conventional instructors can effectively promote training for their ELLs if they have a comprehensive awareness of the linguistic knowledge and skill sets of the ELLs in their courses. Tutors also need a comprehensive understanding of the linguistic needs to teach (Lucas, Villegas & Freedson-Gonzalez, 2018). Instructors can use the following tools and techniques to promote ELLs: utilizing extra-linguistic assistance, enhancing and changing written material, enhancing and changing spoken language, and providing precise and clear directions. Teachers can also promote and encourage the use of pupils’ native languages and reduce any possible fear associated when they are an ELLs in a school environment with other classmates who speak different languages. Additionally, they can involve ELLs in exercises with a clear objective and give them many chances to engage with colleagues and convey meaning.
Reference
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2018). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of teacher education, 59(4), 361-373.