English Language Learners Research Cited in Herrell & Jordan

STRATEGIES FOR TEACHING ENGLISH LANGUAGE LEARNERS
Research cited by:
50 Strategies for Teaching English Language Learners
by Adrienne L. Herrell and Michael Jordan

EL students are the fastest growing population (Leos 2004) (Pearlman) EL will be 50% in 2015

Krashen (1982) language acquisition(natural thing) versus language learning (teacher must focus on factors for instruction)

Canagarajah (2006) teacher must keep in mind when teaching to EL students gender, ethnicity, immigrant non-native status and impact on language learning ; assessment of student needs, level of functioning, motivation affect acquisition of target language; “teaching processes that are process-oriented , autonomous, and experiential are considered empowering.”

Halliday (1978) seven functions of language: instrumental, regulatory, representation, interactional, personal, heuristic, imaginative

Krashen, 1982; Krashen & Terrell, 1983, McLaughlin, 1990) role of emotions on the acquisition of language

Cummins (1986) basic interpersonal communication skills (BICS) versus cognitive academic language proficiency (CALP) What must be added to instruction to make it comprehensible to students. Context supports student understanding or more CAL. (QUADRANT)

Echevarria, Vogt & Short, (2000) The SIOP model –strategies for effectively supporting the learning of EL students

Genesee (1999) slower speech, clear enunciation, use of visuals and demonstrations, vocabulary development, making connections to student experiences, and using supplementary materials

Herrell & Jordan (2003) Echevarria & Short,(2004 and 2005): plan language objectives for all lessons, build academic vocabulary in all lessons, build and activate background knowledge, extend academic English interaction, integrate vocabulary and concept review throughout lessons, provide modeling and feedback related to language use in speech & writing

Krashen and Terrel (1993) students need to be allowed to move into verbal production of L2 at a comfortable rate.

Swain (1993) children who work together to solve problems, create projects supports language acquisition

Diaz-Rico and Weed (2003) and Ovando, Collier, and Combs (2003): scaffolding strategies to help EL student organize thoughts in English make significant gains

Rhodes & Nathenson-Mejia (1993) anecdotal records, form of assessment that allow the teacher to document the growth and accomplishment of students, based on teacher’s observations

Genishi & Dyson (1984) assessment and documentation is especially appropriate for EL students

Garcia (1994) anecdotal records results help teachers celebrate growth this can motivate students, lower classroom anxiety, and increase participation and learning.

Hernandez (1997) performance sampling works well with EL students; portfolios are not as difficult for EL students to understand

Herrell (1996) Portfolio Assessment

Farr & Tone (1994) students involved in their portfolio

Create predictable routines and signals

Provide language support through visual images

Connect language acquisition to the real world

Use interactive read-aloud –Barrentine (1996) the reading of books out loud with the use of expression, different, voices for characters, gestures and the active participation of the listener through predicting, discussion, and check for understanding, exploration of text structure, think aloud strategies

Smallwood (1992) strong English model and reduces anxiety

Demonstrates what good readers do (Tompkins, 1998)

Good for older students (Krashen, 1993; Trelease, 1995) higher test scores

Wood (1994) students will choose the same book or another by same author

Swain (1993) Discussion of literary elements help EL students

Trelease (1995) those read aloud to have a larger vocabulary

Teaching students to use advanced organizers
Ausubel (1963) representations of abstract concepts given before a lesson to help students make connections between old and new knowledge

Newell (1984) comparative organizers

Preview and review vocabulary
Lessow-Hurley (1990) give a preview of the lesson in the students home language

Have lessons, which focus on language
Gibbons (1993) lessons which emphasize the English vocabulary and usage rather than the curricular content

Scaffold the teaching of academic language
Jim Cummins (1986) BICS and CALP

Create a framework for language success
Gibbons (1993) a strategy in which the teacher identifies the language necessary for the students to be successful in a lesson and plans activities that support the use of the language in multiple functions

Skills Grouping for more individualized instruction
Gibbons (1993) is the act of arranging students in groups based on their need for instruction in a specific skill; done for a short periods of time for a few lessons---depends on how well a teacher knows the language skills of students
Total Physical Response: Movement for Language Acquisition

Asher (1982) learning another language through actions

Using Shared Reading
Holdaway (1979) teachers read books, charts, and other texts WITH students when text is too hard for students to read by themselves

Depree & Iversen (1996) teachers read BIG BOOKS to small groups so all can see the text and pictures

Tompkins (1997) shared reading can be done with sets of small books, poetry charts, song lyrics, or any text as long as students and teacher can all see the words

Gibbons (1993) use of shared reading with EL students is appropriate because there are
teachers can use illustrations to support vocabulary development, think aloud and problem solving approaches, and verbal interactions to support comprehension

Using Leveled Questions
Krashen & Terrell (1983) teachers adapt the way they ask questions so students can respond according to their language acquisition stage

Use Objects to Connect Concepts

Partner Work
Meyers (1993) and Diaz-Rico& Weed (2002) effective with ELs because it gives opportunities for verbal interaction and support

Thonis (1994) PEER TUTORING- a student who has achieved a skill works with a classmate to help them acquire the skill

Communication games for verbal interaction
Gibbons (1993) activities set up in a class create opportunities and purposes for verbal communication practice

Bilingual books for biliteracy awareness

Cooperative Group Learning
Johnson & Johnson (1984) a collection of strategies in which students work together to accomplish a group task

Kagan (1989) small groups are effective for EL students because they have more opportunities for verbal interactions


Home cultures connections
Freeman & Freeman (1994) culture studies are studies in which students research and share information about their own cultural history and builds classroom community

Learning Centers-extending learning with
Imaging: creating visual pictures
Chamot & O’Malley (1994) state imaging encourages students to make an image in their minds to support the understanding of concepts or problems to be solved

Projects to integrate curriculum
Meyers (1993) planning curriculum in which knowledge and skills in several curricular areas are combined to accomplish an authentic task---students are learning vocabulary and having experiences which demonstrate the need to sue knowledge in multiple disciplines

Sort information in categories
Bear, Invernizzi, Templeton & Johnston (1996) say sorting activities require students to sort objects, words, phrases, and sentences according to set parameters

Collaborative Reading for those who cannot read the text
Gibbons (1993) collaborative reading helpful to EL students when they are reading for information, supports readers of various abilities, use a variety of books/media on the topic to be studied

Multimedia presentations: the modern oral report
Diaz-Rico & Weed (2002) use of media to do research, publish, and make classroom presentations

Reciprocal Teaching-group work with interactive structure
Palincsar & Brown (1986) students take turns teaching small sections of text. Student reads a section of text, summarize it, and then question other students about it

Modeled talk: showing as you speak
Herrell (1999) concurrent verbal explanation and physical demonstration of directions or concepts (one of the simplest and most powerful strategies to use for EL students)

Reporting Back-verbal practice with curricular connections
Gibbons (1993) bridges spoken and written language: students report back by describing their experience, using related vocabulary in class news or daily learning log

Vocabulary Role-Play (dramatizing the word)
Herrell (1998) learners make connections to past experiences, current content, and new vocabulary and write and perform skits in which vocabulary words are use in different contexts (homographs and polysemous words)

Vocabulary Processing
Jordan & Herrell (2002) vocabulary is introduced in several contexts ( word collections, saying it, acting it out, relating it to something familiar) students pick three words to practice in their everyday interactions ( written in vocabulary journals with documentation of how they used the words in different ways)

Word Walls
Tompkins (1997) alphabetical lists of words created in the classroom for the purpose of word study and vocabulary development ( bilingual or multilingual word walls)

Story Reenactment

Scripting
Lozanov (1982) sample language interactions presented and practiced prior to students encountering the situation when the scripts will be needed

Talk Show
Three students work together to create an interview in which one plays the talk show host, one plays the person to be interviewed, and the third person provides a silent “acting out”

Writing Workshop
Graves (1983) and Tompkins (1994) writing workshop is an approach to writing in which the students choose their own writing topics and move through the prewriting, drafting, revising, editing, and publishing of their work as if they were professional writers

Diaz-Rico & Weed (2002) EL students work with a partner or group in revising and editing, as they are encouraged to interact and discuss

Read Aloud Plus
Jordan & Herrell (2001) read aloud plus can be used whenever there is tough text ( modeling fluency and expression, clarification of vocabulary, periodic checks for understanding, activating of knowledge and connections ) PLUS: visuals, realia, paraphrasing, rewriting, rewriting and illustrating, comparing and contrasting, and physicalization

Building on an Experience to Create a Written Account
Lee & Allen (1963) activity based writing lesson, connects student experiences, what is spoken, and written language---EL students are able to read text because they participated in the activity and the written words tell what they said about their experience

Writing Skills Through Active Scaffolding
Pinnell & McCarrier (1994) form of shared writing or language experience lesson where teacher and students compose a story or text and share the pen in writing the words down on a chart or writing paper ( students are supported in using conventional spelling, capitalization, and punctuation, encouraged to write what they can); teacher supports conventions and mechanics

Guided Reading (within a group setting)
Fountas & Pinnell ( 1996) provides a small group of 4-6 students basically at the same reading with individual coaching through these strategies; running records for cueing systems, phonics, word meanings, word order, sentence structure, relation of text to student’s prior experience, use of self-correction and self-monitoring whether reading made sense. BOOK WALK, PREDICTION, READING MULTIPLE TIMES ( teacher monitors individual students on above items), MINI-LESSONS

Using Technology to Build Background

CLOZE: using context to create meaning

Attribute charting
Peregoy & Boyle (1993) organizing information to support understanding , also called semantic feature analysis, visually organizing information to support understanding of the attributes of the concepts being studied

Cohesion links for paragraphs
Find all the nouns, verbs, conjunctions, substitutions, ellipses, lexical cohesion, etc.

Acquiring Self-help Skills
Gagne (1985) learning strategy instruction supports students in understanding their own learning and in monitoring the methods and results of strategies they use in reading, writing, discussions, and research (metacognitive strategies, cognitive strategies, social/affective strategies)

Dictoglos ( for oral and communication skills)
Ruth Wajnryb (1990) students listen to repeated fluent readings of English text, at first listen, on subsequent readings take down as much of the text as possible, get in pairs, and then in groups of fours to combine their notations and recreate as much of the text as possible. Authentic reason for communication and practice recreating, rewriting, and rereading English text.

Gibbons (1993) focuses on fluent academic language and supports learners in listening and recalling good English language models

Free Voluntary Reading
Krashen (1993) involves students in reading English text, FVR ( free voluntary reading) encourages silent, self-selected reading of enjoyable books written at students’ independent levels, supports reading comprehension, writing, grammar, spelling, and vocabulary development

Hernardez (1997) difficult to implement because of the large numbers of books required, effective for EL students because of the power in exposing them to a large volume of English reading

Repetition (multiple interactions with a book)
Tompkins (1996) the use of a piece of text in several different ways to reinforce the understanding of it and the gradual integration of the vocabulary and concepts into the speaking and writing vocabulary of the students: choose a book that will sustain interest over time, explore the story structure, play with words, create an alternate text, create an innovation on the text, create another innovation or version

GIST (exploring tough text)
Cunningham (1982) supports comprehension of informational text: students read sections of the text silently, after each short section, group members work collaboratively to generate one sentence that summarizes the “gist” of the passage ( or paragraph with dense text). EL students have a chance to discuss and clarify meaning as they decide on the best summary sentence for the section or paragraph

Syntax Surgery: Manipulating English Grammar
Herrell (1998)allows students to see the relationships of elements within a sentence that may be confusing to understand because English syntax often differs from word order found in students’ home languages

Baltra (1998) EL students sometimes encounter difficulty in comprehending sentences they read or confuse word order when speaking or writing in English

Swain (1993) refining of the spoken and written product are vital to the development of fluency ---in output theory

Gardner (1993) Theory of Multiple Intelligences –the ways people are smart-the modes in which they process information effectively- Use these to teach and test students in their preferred modes