English-language learner: Difference between revisions

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== Enriching the classroom environment ==

To maintain an environment that is beneficial for both the teacher and the student, culture, literature, and other disciplines should be integrated systematically into the instruction. Postponing content-area instruction until CLD students gain academic language skills bridges the linguistic achievement gap between the learners and their native-English speaking peers.<ref name="Herrera2007"/>{{rp|173}} Relating to culture, teachers need to integrate it into the lesson, for the students to feel a sense of appreciation and a feeling of self-worth rather than ostracization. When working with English-language learners, it is suggested that teachers try to understand the cultural background of their students in relation to education. What might be incorrect in English, might be correct in one's native language. If this is the case, then the student may transfer information from their first language to the second.<ref name=":02">{{Cite web|title=Literature Review {{!}} Teaching Diverse Learners|url=https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/literature-review-1|access-date=2021-10-13|website=www.brown.edu}}</ref> Students will benefit substantially from the use of literature in instruction as well. "Reading texts that match learner interests and English proficiency provide learners with comprehensible language input—a chance to learn new vocabulary in context and to see the syntax of the language."<ref name="Rabideau1993">{{cite web|url=https://eric.ed.gov/?id=ED358749 |id={{ERIC|ED358749}} |last1=Rabideau |first1=Dan |title=Integrating Reading and Writing into Adult ESL Instruction. ERIC Digest |date=March 1993 }}</ref> StudentsMotivation canand alsoenjoyment gaincan additionalbe motivationreached and enjoyment fromthrough the addition of literature. Students also can gain motivation inand writing by teachers allowing themthat tois writefocused abouton culturally relevant topics that allow students to express where they come from and aspects of their culture.<ref name=":02"/> By integrating other disciplines into the lesson, it will make the content more significant to the learners and will create higher order thinking skills across the areas. Introducing language in other contexts focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects.<ref name="Reilly1988">{{cite web|url=https://eric.ed.gov/?id=ED296572 |id={{ERIC|ED296572}} |last1=Reilly |first1=Tarey |title=ESL through Content Area Instruction |date=May 1988 }}</ref> These varying approaches aid ELL students' awareness "that English is not just an object of academic interest nor merely a key to passing an examination; instead, English becomes a real means of interaction and sharing among people".<ref name="Oxford2001p5">{{cite magazine |last1=Oxford |first1=Rebecca |title=Integrated Skills in the ESL/EFL classroom |magazine=ESL Magazine |volume=6 |issue=1 |date=2001 |pages=1–7 }}</ref> Therefore, students will be able to communicate across the curriculum, acquire higher level skills, and be successful in their daily lives.

=== Strategies for supporting ELLs in the classroom and beyond ===