Communication Strategies for All Classrooms:

Focusing on English Language Learners and

Students with Learning Disabilities

Dale S. Brown, Karen Ford

Name : Fitriani

Reg.Number: 16.3300.022

Lecturer : Zulfah, M.Pd

Prodi : Manajemen Dakwah

Time : 07:30 09:10

Classroom : N4

PRODI MANAJEMEN DAKWAH

JURUSAN DAKWAH & KOMUNIKASI

 SEKOLAH TINGGI AGAMA ISLAM NEGERI
PAREPARE

Communication Strategies for All Classrooms: Focusing on

English Language Learners and Students with Learning
Disabilities

By: Dale S. Brown, Karen Ford

Concrete suggestions for teachers who want to

communicate well with all of their students, especially English
language learners and students with learning disabilities.

Students with learning disabilities (LD) often have difficulty

with language. This difficulty takes many forms. They might have
trouble understanding what you say. This could be the result of
auditory problems (difficulty processing sounds) or receptive
language difficulties (trouble understanding the words and
turning them into action or pictures). Students with LD may also
have difficulty speaking due to trouble forming their thoughts,
attaching words to concepts, putting words in the right order,
and many other reasons.

These languagebased difficulties are compounded when

students with learning disabilities are English language learners.
This article will make some suggestions for making your
classroom more inviting for all students who have difficulties with
language.

Here are the suggestions:

 Speak slowly, clearly, and naturally. If your pace tends to
be fast, focus on ensuring that each syllable is clear, rather
than trying to speak slowly. Try using shorter sentences.
Ask your students to signal you if you are speaking too
quickly.

Face your students and avoid putting your hand in front of

your face. People sometimes want to see the face and lips
of person they are struggling to understand.

Where practical, turn off machines that create background

noise. For example, if one of your neon lights is making a
loud buzz, ask maintenance to fix it. Ask administrators to
avoid placing classrooms with students with learning
disabilities next to noisy classrooms such as the gym.

Be careful when you use idioms such as "caught with your

pants down" or "back seat driver." Students with LD,
especially those who are English language learners, may
not understand these expressions or may take them
literally. ELL students may also have reactions to these
phrases that are specific to their culture.

Tone of voice, facial expression and gestures may be

misunderstood by students with learning disabilities (LD).
Students with LD often have difficulty processing these
signals. Those who are English language learners also
come from different cultures, so a gesture might have a
different meaning for them. While it is important to speak
naturally, recognize that if you are sarcastic, some
students in your class may not understand your intended
 meaning. Use words to reinforce your body language when
you need the class to know how you feel.

When you ask a person with a learning disability a

question, they will often hesitate before they answer the
question because they need to make sure they heard the
words in order, and they need to translate the words into
concepts. In addition, they may need time to form their
thoughts and turn them into words. Allow a silent period
between your question and their answer. Do not give hints
or answer the question for them until they show or say that
they need help.

Supplement language in your classes with pictures,

manipulative objects, kinesthetic activities, and other ways
of teaching that use all of the senses.

Tell your students when something is particularly

important. You might want to say something like "A key
point is..." Use the same (or at least similar) phrase, tone of
voice and gesture every time.

Allow and encourage students to taperecord your classes.

Many students with language difficulties listen to the words
several times and review the tape for main points.

If possible, provide a written outline of your talk. This will

help any student with language problems prepare for class
and know where to place their listening focus.

Some teachers are afraid that following these suggestions

will make them sound dull. Nothing could be further from the
truth. In fact, by taking the time to incorporate these strategies
into your teaching, you will help many more students become
engaged, active participants. This includes not only students with
LD, but other students as well. For example, all English language
learners, even those without learning disabilities, will benefit
from strategies that focus on making language clearer and more
comprehensible.

Although incorporating these suggestions may take some

extra effort, you will find that practice will make it easier. You
may have to plan ahead more, but using these strategies will
enable students to learn from you who once were not able to
understand you. Some students who were excluded from your
class will be included. And that is what good teaching is all about.