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TSLB 3293 Tutorial I

The document provides several strategies for supporting English as a second language (ESL) students in the classroom. It recommends using visual learning tools like images, videos, and labeled classroom items to help ESL students understand concepts. It also suggests incorporating more group work to give ESL students practice speaking in a less intimidating setting. Additionally, it advises allowing students to use their native language, as this helps them engage with concepts at a higher level and feel more comfortable in the classroom.

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72 views3 pages

TSLB 3293 Tutorial I

The document provides several strategies for supporting English as a second language (ESL) students in the classroom. It recommends using visual learning tools like images, videos, and labeled classroom items to help ESL students understand concepts. It also suggests incorporating more group work to give ESL students practice speaking in a less intimidating setting. Additionally, it advises allowing students to use their native language, as this helps them engage with concepts at a higher level and feel more comfortable in the classroom.

Uploaded by

g-ipgp21301238
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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How to support ESL students in the classroom

(a) https://www.highspeedtraining.co.uk/hub/supporting-eal-students-in-the-classroom/

1. Use visual learning


- For EAL students who are struggling to process spoken language, visual learning can be
extremely helpful. Use labeled images and videos to illustrate your lessons, so that when
you introduce new concepts, everyone understands what you’re referring to. Print these
images out for students to stick into their books and refer back to. You could also label
everyday items in the classroom, such as scissors, protractors, and other equipment.

- Other ways to use visual learning are to write all instructions for the lesson on the board,
and to use gestures and facial expressions to engage and aid your students. This has
the additional advantage of benefitting non-EAL students too – multiple modalities give
everyone maximal opportunities to increase their understanding.

2. More group work


- Group work increases students’ engagement, and gives EAL pupils a chance to practice
speaking in a less intimidating context. They may not be confident speaking out in front
of the whole class, but might feel able to contribute to a small group discussion. Choose
peers who are supportive and good language role-models to be in a group with EAL
students. This will also help to facilitate friendships, giving the students further
opportunities to develop their language outside the classroom.

3. Let them use their first language


- It is becoming increasingly accepted that you don’t need to separate a learner’s
languages to encourage fluency. In fact, their first language is a useful foundation to
build on – it gives them an opportunity to compare words and sentence structures, and
understand more quickly. In the early days of language-learning, the classroom can be
extremely intimidating. Allowing EAL students with the same first language to speak it
together can help them to relax, and engage with concepts at a higher level. Dictionaries
– and apps such as Google Translate – are helpful for the same reason. However, don’t
let the student become entirely dependent on these aids.

- Additionally, if a student is struggling with the language, and unable to complete a written
task that you have given the class, let them try it in their first language. This makes them
feel included and less self-conscious. There is some evidence that this strategy helps
them to produce higher quality work in their additional language later on (Yigzaw, 2012).
This might be because it stops them restricting themselves to words that they know;
instead, they try to express what they really want to say.

(b) Various strategies in teaching


https://files.eric.ed.gov/fulltext/EJ1087693.pdf

● Teachers can support language acquisition and content understanding through the use
of various strategies.
● One strategy is flexible peer discussion methods. Although allowing peers to discuss
class content in their native language is uncomfortable to some teachers, peers
discussing content in their home language leads to deeper understanding of the texts.
● The content discussion in their primary language is critical since it allows the students to
learn new content while developing their academic language skills.

(c) Vocabulary Strategies


● Reading aloud is one useful method for supporting vocabulary development.
● When reading aloud, it is a good idea to emphasize a few essential words that tie into a
unit or a rotating classroom theme.
● These words can be presented in many ways, such as in pictures and gestures, and also
can be taught in small groups for maximum learning.
● After reading a book, teachers can encourage children to make connections between the
story and their own experiences, while being mindful that they may not always be able to
relate to the experiences in every children’s book.
● As a result, children can remember and understand new vocabulary, use new words
multiple times in different meaningful contexts, such as practicing the vocabulary words
while reading stories and during play.
(d) Language buddies
● The selection of a language buddy for a new student is not an arbitrary decision, nor is
an instructor bound by their firstchoice
● The training should focus on the specific expectations of the buddies as well as of their
partners. Also, recruit the help of the ESL teacher, who can show the buddies or tutors
some simple teaching techniques and strategies.
● The added support from a master teacher in this area will create a more beneficial
experience for all involved. Additionally, after doing extensive case studies with bilingual
students, concluded that teachers must foster a language buddy program, and that when
properly conducted, would lead to proven positive social and academic progress.
● Facilitators of this process must also be mindful of the fact that one goalof this program
is to “Foster a sense of belonging
● https://www.academia.edu/33169271/Strategies_for_Educators_of_Bilingual_Students_
A_Critical_Review_of_Literature

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