Elementary teachers often have several different languages and cultures represented in their K-5 classrooms. Whether teaching the primary or intermediate grades, elementary teachers should view a large part of their role as developing oral and written language not only for ESL, but for all students. Building a literacy-rich environment, developing content vocabulary through reading and writing in a variety of genres, and organizing the class for interactive learning are all ways to enhance primary and second language learning.
A Literacy-Rich Environment Enhances ESL Learning
Developing a literacy-rich environment involves a conscious decision to immerse students in oral and written language about every topic studied in the classroom. From word walls and labels in primary classrooms, vocabulary word banks and posters in intermediate rooms, and classroom libraries and displays of student writing at all levels, teachers can surround students with the language they need to navigate content area learning and classroom life.
Discussions or oral language activities like choral reading or Readers' Theater are a also a key component of a literacy-rich environment. Though ESL learners may shy away from speaking at first, but putting students into small groups for brainstorming or having them turn to a partner to talk through ideas before answering questions can be an effective way to get hesitant speakers to feel confident enough over time to begin expressing themselves in English.
Developing Receptive and Expressive Vocabulary in ESL Learners
When learning a new language, it is important to use the conceptual knowledge in the first language as a foundation for the second. K-8 teachers who provide concrete experiences for children, and then develop an understanding of the related vocabulary to use when listening or reading (receptive) and speaking or writing (expressive) help ESL learners make connections between the words they know in their primary language and their new English counterparts.
Make sure vocabulary lists are posted or content area vocabulary words are added to word walls. Provide plenty of opportunity for students to listen, speak, read and write everyday on current topics of study. Focus on meaning and relating life experiences to new words and encourage all children, but particularly the ESL learners, to share their knowledge with others.
Organizing the Classroom for Interactive Learning
Interaction with other students on a regular basis is necessary for increased use of oral language, and cooperative learning activities can also provide modeling for written language and improved usage of content area vocabulary as well. Keep groups for ESL learners small, with two or three students, and make sure they are interdependent – that is, each student must participate in order for the group to be successful.
Putting desks into groups and having the same kids work together for a period of weeks before switching is a good way to make sure that ESL learners are comfortable and achieve success before being put with new partners. Making sure that classroom assignments have an interactive component whenever possible also encourages continued language practice, which helps ESL students become more proficient.
ESL learners have the dual task of mastering content knowledge and skills while at the same time learning English in an academic setting. Teachers who understand the needs of ESL learners will focus on language development as an integral part of all classroom practices, and will make interactive learning a key part of their instructional repertoires.
Further Reading
Helmer, Sylvia & Eddy, Catherine. Look at Me When I Talk to You: ESL Learners in Non-ESL Classrooms. Toronto: Pippin, 2003.
Young, Terrell & Hadaway, Nancy (Eds.). Supporting the Literacy Development of English Language Learners. Newark, DE: International Reading Association, 2005.
Barbara Abromitis - Barbara Abromitis, Ed.D. is a freelance writer and educational consultant, with degrees in reading education and educational psychology, ...
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