Five principles of second language development are presented here, along with suggestions on how to implement these practices.

Principle 1

Students need to feel good about themselves and their relationships with others in second language learning situations. (Rigg & Hudelson, 1986)

To put the principle into practice, educators should:

• Foster friendships among LEP students and their peers/teachers;
• Promote cooperative learning activities;
• Arrange for peer study partners;
• Use language skills and cultural knowledge of LEP students as resources in the classroom;
• Have students make bilingual dictionaries for different content areas;
• Have students provide information on food, music, dance, games, folk tales, etc.;
• Have students share personal likes and dislikes;
• Provide learning settings in which students feel at ease.

Principle 2

Comprehension naturally precedes production during the process of second language development (Krashen & Terrell, 1983)

To put the principle into practice:

• Provide comprehensible input within meaningful contexts;
• Give plenty of opportunities to read good literature that is age appropriate and suitable to students’ proficiency level;
• Allow students to show comprehension/competency non-verbally;
• If possible, use students’ native language as a means to develop necessary concepts.

Principle 3

Second language competency develops most quickly when the learner focuses on accomplishing tasks rather than focusing on the language itself. (Rigg & Hudelson, 1986; Krashen & Terrell, 1983)

To put the principle into practice:

• Give chances for students to work on group assignments;
• Begin with concrete experiences;
• Focus on purposeful content-related activities.

Principle 4

Students can learn to read and write in a second language while they develop their oral skills. (Rigg & Hudelson, 1986)

To put the principle into practice:

• Use the language experience approach to promote both oral and written communication;
• Provide meaningful writing opportunities;
• Teach note-taking skills;
• Make authentic reading resources available;
• Involve students in journal writing.

Principle 5

Learners acquire a second language through trial and error; mistakes are part of the natural process. (Rigg & Hudelson, 1986; Krashen & Terrell, 1983)

To put the principle into practice:

• Focus on what students communicate rather than on how they communicate;
• Don’t correct students’ mistakes all the time, especially when correction interrupts communication;
• Use students’ errors as indicators of their progress in developing second language skills.

REFERENCES

Krashen, S. & Terrell, Tracy. 1983. The Natural Approach: Language Acquisition in the Classroom. Hayward, CA: Alemany Press

Rigg, P. & Hudelson, S. 1986. One child doesn’t speak English. Australian Journal of Reading. 9, 3, pp. 116-125.

View the original article at this link.

Culture shock is precipitated by the anxiety that results from losing all familiar signs and symbols of social discourse. By leaving their country (a decision that they have no control over) they leave their friends, family, school, sense of being safe, and all other aspects of their lives to start a new life in an unfamiliar and unknown land, often with unrealistic expectations.

Overwhelmed: When they first arrive at school they don’t understand our schedule, our classroom set up, our student-centered classroom, cooperative learning, buying lunch, bringing clothes for gym, books for class, or anything else about school. They can’t understand anything because it is all in a language foreign to them.

Confused: Often they have no idea what is going on. Where do they go? What do they need? What can they do? What can’t they do? What bus do they take? What do they do when they have to go to the bathroom? Where are the bathrooms? What is everyone else doing?

Tired: Spending the day in a completely different language is exhausting. They may understand no English or some English but either way it is absolutely exhausting. They are trying to listen for words they know, translate words they don’t know, connect their new knowledge to their prior knowledge, which is in their first language.

Lost: Everything is foreign to them. The school set up, the choices at lunch, the room locations, where the assignments are listed, everything makes them feel lost.

Isolated: They feel very alone. Often they have no one to talk to or share their feelings with. That is why it is helpful to find someone in the building that can speak his or her native language.

Source: Ohio Department of Education

Instructional Accommodations for ELs

• Assign a study partner.
• Break lesson into smaller “chunks.”
• Repeat directions.
• Use more manipulatives.
• Provide opportunities to retake tests.
• Reduce auditory and visual distractions.
• Use high interest reading material at an easier level.
• Use highlighting tape and markers.
• Use visuals and gestures to convey meaning nonverbally
• Allow wait time for a response

Directions

• Directions are in written form, as well as read orally.
• Assignments are written on the board.
• Make sure the student is on the correct page.
• Allow extra time to gather material.
• Make sure you have the student’s attention before giving instructions.
• Break down multi-step directions.

Daily Assignments

• Reduce the amount of the assignment. (volume)
• Allow extra time to complete assignments.
• Accept amount of work completed if time is used wisely.
• Prioritize assignments.
• Use peer tutoring/language buddy.
• Reduce the amount of material covered. (chunk and chew)
• Accept short answers as opposed to complete sentences.
• Accept oral recordings as an alternative to writing assignments.

Presentations

• Provide multi-sensory presentations of lessons. (visual, auditory, kinesthetic)
• Vary group structure/cooperative learning.
• Tape any available text.
• Allow peer to take notes for students or carbon copy notes.
• Allow student to tape lectures
• Provide a study sheet/lecture outline.
• Focus on key vocabulary for various units
• Read information orally with a peer or a small group
• Simplify vocabulary without reducing content.

Testing

• Read test orally.
• Give short answer tests.
• Allow dictation of answers.
• Allow student to list ideas rather than sentences or essays.
• Simplify tests.
• Divide tests into smaller parts.
• Allow use of different test formats.(time chart/outline)
• Do not penalize for spelling of other grammatical errors.
• Allow extra time for tests.
• Allow open book and/or open note test.
• Allow the test to be taken with ESL teacher.
• Use a variety of alternative assessments to evaluate student work.

State assessments in a variety of formats that assist in providing accommodations to students whose IEP, 504 or Limited English Proficient (LEP) status allows for use of special testing accommodations.

For information about special testing accommodations, including Foreign language audio format, language translation scripts for state assessments, large print, bilingual forms, and visit the Ohio Department of Education’s website.

Source: Ohio Department of Education

Basic Interpersonal Communication Skills is (BICS) is the form of language that is commonly associated with conversations in the hallway, or before class, or at some kind of recreational or social event. It takes approximately 2-3 years for students to become proficient in BICS. BICS is also manifested in relation to CONCRETE concepts.

Many teachers are confounded by the fact that their ESL students have developed BICS proficiency but appear to have little success in the formal classroom setting. That’s because the students have not yet developed CALP-Cognitive Academic Language Proficiency.

What is CALP?

CALP is what students must develop if they are going to be able to make sense out of the abstract concepts the teachers are trying to teach them. CALP can take (on average 5-7 years) up to 10 years to acquire.

If a student has developed CALP in their native language, then our job is to facilitate the transfer of CALP by giving the student new labels for the abstract concepts they are familiar with.

Source: Ohio Department of Education

Pre-production or the silent period. New students just listen. Some may not speak for weeks or months. Don’t force them. Some will start using simple learned phrases and simple sentences.

Beginner

Students will develop a vocabulary of about 1,000 words; speak in one or two word phrases, memorized chunks and simple sentences. This may last about 6 months.

High Beginner

Students will develop a vocabulary of about 3,000 words, use simple sentences, ask simple questions, read easy stories, and write simple sentences.

Intermediate

Now students have a 6,000 word vocabulary, use more complex sentences, and ask questions. They will still have grammar errors.

Advanced

It can take 4 – 10 years to achieve this. Students are able to cope in the classroom but will still need help with vocabulary, idioms, writing and content such as social studies.

• Use a translator, which can be scheduled through your EL teacher.
• Send written correspondence in the native language and English.
• Schedule a home visit with your EL teacher and / or EL coordinator.
• Ask for the assistance of the child or older siblings (although not ideal)
• Ask for the assistance of the EL teacher.
• Use an online translation site, like Google Translate.
• To communicate information about the district, use the website content translation function on the district website (located on the lower left corner of this page.)

The 10 standards highlight a set of language functions and forms that are needed by English language learners as they develop competence in English language arts and literacy, mathematics, science, and other academic content areas.  Along with the new Ohio English Language Proficiency Assessment (ELPA), the standards should guide the instruction and assessment of English Learners (ELs) in Ohio schools.  Divided into grades K, 1, 2-3, 4-5, 6-8, and 9-12, the standards directly link to the Ohio Learning Standards.  They highlight and amplify the critical language, knowledge about language and skills using language that are needed to be successful in school.

Standards by Grade Band

• English Language Proficiency (ELP) Standards (All)
• Kindergarten ELP Standards
• Grade 1 Standards
• Grades 2-3 Standards
• Grades 4-5 Standards
• Grade 6-8 Standards
• Grade 9-12 Standards

The 2018-19 online and paper test administration window is Feb. 4 – March 29, 2019. Make-up tests are included in the test window. All tests must be completed within the window. There is no extension of the test window for any reason due to the large test window.

The ELPA21 consortium provides sample items that demonstrate features of ELPA21’s reading, speaking, listening and writing items for grades K-12.

Realizing Opportunities for ELLs in the Common Core English Language Arts and Disciplinary Literacy Standards 

Providing Feedback on ESL Students Written Assignments (PDF)

 ELPA21 Professional Development Modules

The first two of six ELPA21 professional development modules are now available! These modules, produced for ELPA21 states, focus on implementing the new ELP Standards in the classroom. Module 1 is an introduction to the ELP Standards, and Module 2 focuses on task analysis.

Both modules are currently available to ELPA21 states through Stanford University’s Understanding Language program, and links are provided in the Operational Handoffs Basecamp Project under “Training.”

It is the consortium’s intent that these modules will be transferred to ELPA21 states’ professional development systems. Module 3, ELP Standards, will be available this month.

Source: ELPA21

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• Referral and Identification of English Language Learners with Disabilities
• Multi-Tiered Systems of Support Literacy/Reading Instruction for English Language Learners
• Background and Resources for the English Language Learners-Students with Disabilities Guidance

The two key question checklists, Referral and Identification of English Language Learners with Disabilities and Multi-Tiered Systems of Support Literacy/Reading Instruction for English Language Learners are informal assessment tools developed by Ohio educators to provide more consistent and well-rounded assessment within the referral and identification processes established at the local level for ELs and students with disabilities. The checklists are presented as a list of guiding questions developed by practitioners to support the provision of school intervention for English language learners with suspected disabilities

EnglishForEveryone.org is your resource for printable English worksheets. You are welcome to use any of the materials on this website without asking permission, granted that our strict copyright policy is respected. 

Common Core Worksheets

These worksheets are modified for the needs of lower level learners or for first introducing a topic. They’ll often have an answer bank, multiple choice instead of fill in the blank or other modifications to meet different students needs.  You can also download the worksheets in multiple languages; Spanish, German, Russian, Italian, Vietnamese, and French.