Blog #3

I choose to reflect on my elementary and secondary school experience and the language barriers that many of the students faced as English Language Learners. I grew up in Surrey, where the student population at my schools was predominantly ELL, and techniques were necessary to create an environment where ELLs could grow linguistically, academically, and socially. Several techniques support English language learners and help reduce or eliminate potential barriers and provide more pathways for learner success. 

One of the most important ways to reduce barriers and the most effective form of support is by scaffolded instruction. According to Inclusive Learning Design, “A scaffold is temporary support that helps to build skills or knowledge efficiently”. Scaffolded instruction involves dividing difficult activities into doable steps. Scaffolding helps ELLs access grade-level information and develop their English confidence by using sentence structures, visuals, modeling, and guided practice. An example of this would be a blackline master that has fill-in-the-blank so that most of the text is provided, and the English language learner is expected to fill in the missing words. 

Another way to reduce barriers for English language learners is to provide clear vocabulary instruction before each lesson. Vocabulary can be difficult to learn, so teaching words with context, repetition, visual aids, and simple definitions makes it easier for students to understand new information. Incorporating vocabulary instruction and practice into everyday activities helps to strengthen English language learners’ understanding. 

To ensure success for English language learners, teachers must allow for opportunities for oral language development. English language learners benefit greatly from daily chances to practice speaking, such as talking with a partner, and discussions in low-pressure environments. These interactions help build fluency and confidence.

In addition, to ensure that language barriers do not limit English language learners, differentiated assessments can be provided to give learners more opportunities to demonstrate their understanding. Assessments that allow for visuals, oral responses, extended time, or simplified instructions allow teachers to measure content knowledge more accurately.

Lastly, access to resources in both languages needs to be available to create a supportive learning environment and encourage family involvement. English resources need to be available to English language learners at their reading level, as it is often difficult for new immigrant families to acquire English books at the level of their child. The more the families understand school expectations, the more the students will thrive.

https://nafme.org/blog/rethinking-practices-to-better-aid-english-as-a-new-language-learners-in-the-elementary-general-music-classroom