The development of pre emergent emergent basic and intermediate instructional strategies
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The development of pre-emergent, emergent, basic and intermediate instructional strategies for use with ELLs
Instructional Strategies for ELLs
Pre-Emergent Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
The teacher will have the student sit near him or her. The teacher will provide vital information in student’s main language. The teacher will also prompt the student by asking: show me…; where is…?; who has…?
This will be important as the students are not yet capable of understanding English. The students do not also have the ability to verbalize in English.
Reading
The students will decode multisyllabic and compound words. The students will also take part in reading headings, questions, and paragraphs (Kinoshita, 2003).
The students at this stage do not know how to read English words.
Writing
The teacher will teach the students about punctuation and capitalization (Facella, Rampino, & Shea, 2005).
The students do not yet know how to write but are able to copy examples written down by the teacher.
Emergent Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
The teacher will make use of fewer speeches. He will use visuals aids, facial expressions, gestures, eye contact. He will also allow for adequate time for the student to respond. The student will be coached to verbalize in English (Kinoshita, 2003).
At this stage the students have the ability to ability to put
together a few words in English together. They are also capable of identifying a few English words in speech.
Reading
The teacher will offer reading materials and then coach the student on identifying the components of words. He will also eliminate unnecessary pieces of information by modifying the text.
The students are able to engage their minds to form questions by viewing headings, subheadings and graphical aids.
Writing
The teacher will supervise the students in group discussions aimed at creating non-linguistic content. The students will also be provided with sentence starters. The students will also be given the ability to revise and resubmit their assignments after making corrections.
The students at this stage are able to converse amongst themselves in English.
Basic Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
The students will initiate and respond to and initiate greetings, and offer fundamental individual information associated to the context of the discussion with core words and short phrases (Kinoshita, 2003).
The students are capable of identifying the spoken greetings in English, as well as have sufficient knowledge to engage another person about his or her life.
Reading
The teacher will help the student identify the meanings of words with multiple meanings (Facella, Rampino, & Shea, 2005).
The students have the abilities to know that various English words can have multiple meanings.
Writing
The teacher will help expand the students’ vocabulary by
teaching them synonyms and also make it possible for them to resubmit their revised works after initial corrections have been made.
The teacher will have introduced the students to words in English that have similar meanings.
Intermediate Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
The students will react fittingly to most social exchanges, including introducing oneself, placing questions about the other person, and then provide responses to various questions about their individual information.
The students will be fluent in English; they will also be able of identifying virtually every spoken English word.
Reading
The teacher will coach the students on interpreting symbols and signs (Facella, Rampino, & Shea, 2005).
The students will take part in reading the signs and labels that are found outside the classroom. These will broaden their grasp of the language.
Writing
The teacher will afford the students the chance to revise and resubmit their exercises after initial corrections have been made. The students will also be taught transition words.
The students will be able to learn from their previous mistakes after they have been assignments that had corrections to be made.
References
Facella, M., Rampino, K., & Shea, E. (2005). Effective Teaching Strategies for English Language Learners. Bilingual Research Journal , 29 (01), 209-221.
Kinoshita, C. (2003). Integrating Language Learning Strategy Instruction into ESL/EFL Lessons. The Internet TESL Journal , 9 (4).
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