Instructional modifications for Second Language Learners

HELPING STUDENTS

HELP THEMSELVES

1. Vocabulary

Specialized vocabulary should be selected and pre-taught.

Students should keep a personal glossary/ notebook of definitions.

Instruction should simplify the vocabulary.

Use visuals and supports

Models, toys, banners, flipcharts,

presentations, video, posters, drawings, graphic organizers, flash cards, vocabulary lists

Provide hands-on activities, demonstrate don’t explain.

Instructions

Give clear instructions. Sequential and with visuals.

Reinforce oral instructions and give clear guidelines

Allow students time for questions and to process instructions.

Note taking / Review

Highlight key terms and concepts.

Use a chart or post in class key concepts for constant review

Provide notes and summaries for students to study and for reference

Language

Simplify language, avoid complex sentences or language

Pause often and raise voice to emphasize

Avoid “teacher talk”

Check for comprehension orally

Non-verbal cues

Use body language, gestures, facial expressions, mime, to convey meaning

Be aware that some “expression” may convey a negative meaning.

Provide concrete examples of concepts to students. Relate one thing to another.

Time management

Allow more time for student response. Students should prepare answers, brainstorm, in advance.

Give more time for projects, learning, completion of exercises.

Provide support

Dictionaries, online materials for review, simple encyclopedias, leveled reading, out of class tutoring/help, internet reference, parental help

Give more time for student face to face help in non-class time.

Work closely with student language instructors

Assessment / Testing

Test for content knowledge / ability NOT language ability.

Use more visuals, simplify the testing. Give tests orally for younger learners, lower levels.

Give more time to complete tests.

References

English as a Second Language, Resource Guide K-8 (2001), Ontario Ministry of Education, Curriculum Guidelines. Pgs 16-20

WWW.DDD.BATCAVE.NET

http://eflclassroom.ning.com