MANY EDUCATORS AND ADMINISTRATORS FIND THE WORLD OF PROVIDING INSTRUCTION for Limited English Proficient (LEP) students to be mysterious and complicated when in fact there exists a simple mantra: good teaching is good teaching. But what exactly is meant by good teaching? Good teaching in all subject areas is employing basic techniques that assist all students in learning. Some of these techniques, such as paired and cooperative learning and hands-on instruction, are ways of differentiating instruction that help meet the needs of a variety of learners. There is no doubt that instructional delivery becomes more of a challenge when there are students whose native language is not English. And when ten or more languages and nationalities may be represented in the same classroom, the problem is compounded. Nevertheless, even with a minimum of instructional delivery modifications, English language learners (ELLs) can and will grow in their abilities to communicate in English.
A goal of not only the state and federal governments but also of all ELLs is to become proficient in English as quickly as possible. LEP students who do not want to fit in with their native-English-speaking peers are rare. Therefore, motivation tends to be high on the part of the English as a Second Language (ESL) students. Nevertheless, even the highest level of enthusiasm for learning can be thwarted with tedious tasks that are beyond the student’s level of capability. Therefore, it is important that teachers differentiate tasks, taking into consideration what educational philosopher John Dewey suggested long ago: that we begin where the students are, not where we would like them to be.
It is important to remember that it is not just the task of the ESL specialist teacher to deliver instruction to ESL students. Rather, it is for all of us to contribute to the education of all children
MANY EDUCATORS AND ADMINISTRATORS FIND THE WORLD OF PROVIDING INSTRUCTION for Limited English Proficient (LEP) students to be mysterious and complicated when in fact there exists a simple mantra: good teaching is good teaching. But what exactly is meant by good teaching? Good teaching in all subject areas is employing basic techniques that assist all students in learning. Some of these techniques, such as paired and cooperative learning and hands-on instruction, are ways of differentiating instruction that help meet the needs of a variety of learners. There is no doubt that instructional delivery becomes more of a challenge when there are students whose native language is not English. And when ten or more languages and nationalities may be represented in the same classroom, the problem is compounded. Nevertheless, even with a minimum of instructional delivery modifications, English language learners (ELLs) can and will grow in their abilities to communicate in English.
A goal of not only the state and federal governments but also of all ELLs is to become proficient in English as quickly as possible. LEP students who do not want to fit in with their native-English-speaking peers are rare. Therefore, motivation tends to be high on the part of the English as a Second Language (ESL) students. Nevertheless, even the highest level of enthusiasm for learning can be thwarted with tedious tasks that are beyond the student’s level of capability. Therefore, it is important that teachers differentiate tasks, taking into consideration what educational philosopher John Dewey suggested long ago: that we begin where the students are, not where we would like them to be.
It is important to remember that it is not just the task of the ESL specialist teacher to deliver instruction to ESL students. Rather, it is for all of us to contribute to the education of all children
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