Strategies for English Language Learners - 1 views
-
Strategies for Teaching Science to English Language Learners
-
24.7.1 – ELL: Listening
-
Write down key terms so students can see them and connect them to the spoken word.
- ...17 more annotations...
-
Closed Captioning
-
Closed captioning is also invaluable for the hearing impaired.
-
Emphasize visual literacy
-
Vector diagrams (16.1), scientific diagrams (16.2), pictorial riddles (16.3), photographic analysis (16.4), movie analysis (16.5), and map development and analysis (21.1-21.7), are a few of the many activities that can be used to build visual literacy.
-
Graphic Organizers – G
-
Conceptual grids (9.1), Venn diagrams (9.2), flow charts (9.3), mind maps (9.4), and concept maps (9.5) are some of the more common graphic organizers.
-
Scatter and line graphs (20.4), column and bar charts (20.5), pie and area graphs (20.5), and high-low, combination and log plots (20.7) can communicate concepts with minimal use of spoken or written language.
-
Science videos often introduce a variety of new terms and concepts, most of which even native speakers never remember.
-
Projects use a variety of skills that work together to increase understanding and retentio
-
Partnering English learners with strong English speakers benefits both. It may be particularly beneficial to pair English learners with bilingual students who can translate laboratory and activity procedures
-
Provide students with time to write a response to a thought provoking question, then additional time to discuss it with their neighbor before sharing their conclusion with the class. The think/pair/share technique increases student participation and involvement, and is a particularly effective way of encouraging English language learners to express science concepts in English.
-
Many English learners come from countries in which student participation is not encouraged. They may be reluctant to speak, not only because of their lack of proficiency in English, but also because of they are uncomfortable in an environment where they are asked to share their ideas.
-
Present procedures clearly using flow charts, pictures, and outlines.
-
Provide a visual reference to glassware and other materials used in experiments and activities
-
A picture of the concept is on one side while the term (in the language to be learned) is on the reverse.
-
Ask students what they already know, then develop a common classroom vocabulary that can be used to develop new understandings.
-
example, you may wish to post new biology terms in columns according to the level of organization (cell, tissue, organ, etc.) (8.3).
