Know Your Learners!
English-Language Learners:
Teachers should learn basic information
about their students’ families, languages,
cultures, and educational backgrounds to
engage them in class and prepare and
deliver lessons more effectively. Teachers
should collect information about their
students’ linguistic and educational
backgrounds to determine correct
placement for students. They should also
seek to learn a new student’s cultural and
geographic background as a resource for
classroom learning.
Create Conditions For
Language Learning!
Teachers create a classroom culture so
students feel comfortable. They make
decisions regarding the physical
these principles are the foundation for
environment, the materials, and the
social integration of students to promote
language learning. Student achievement
is affected by teacher expectations of
success. Teachers must hold high
expectations and communicate them
clearly to all their students-English
learners and other classmates, which will
motivate them to perform at a high level.
Teachers need to engage their learners
and motivate them to work persistently at
learning the new language.
Design High-Quality
Lessons For Language
Development!
Teachers plan meaningful lessons that
promote language learning and help
-English-language learners, or ELLs, are
students who are unable to communicate
fluently or learn effectively in English,
who often come from non-English-
speaking homes and backgrounds, and
who typically require specialized or
modified instruction in both the English
language and in their academic courses.
-Students who are not yet proficient in
English but are in the process of
developing their skills. This is commonly
used term in k-12 education.
6 Principles:
excellence in English language
teaching.
1.) Know your learners.
2.) Crete conditions for language
learning.
3.) Design high-quality lessons for
language development.
4.) Adapt lesson deliver as needed.
ELL (LEP)
5.) Monitor and assess student Students
language development.
6.) Engage and collaborate within a
Survival Guide
community of practice.
By: Tylar G. Smith

students develop learning strategies and
critical thinking skills. These lessons
evolve from the learning objectives.
Teachers can use comprehensible input to
convey information to students.
Comprehensible input is of primary
importance for progress in the target
language. Whether oral or written,
comprehensible input helps English
learners understand the meaning of
communication. Teachers scaffold the
language input in multiple ways to aid
learner perception and promote
understanding. Teachers should also use
clear instructions to carry out the
learning task. Teachers use and teach
consistent classroom management
practices and routines throughout the
school year in an effort to help students
understand what is expected of them in
the classroom and throughout the lesson.
Use simple directions with patterned
language that they repeat each time.
Adapt Lesson Delivery As
Needed
Teachers need to continually assess as
they teach-observing and reflecting on
learners’ responses to determine whether
the students are reaching the learning
objectives. If students struggle or are not
challenged enough, teachers consider the
possible reasons and adjust their lessons.
Teachers can check student
comprehension frequently and adjust
instruction according to learner
responses. Along with adjusting their
talk, task, and
materials.
Monitor and Assess Student
Language Development!
Language learners learn at different rates,
so teachers should regularly monitor and
assess their language development in order
to advance their learning efficiently.
Teachers also gather data to measure
student language growth. Teachers should
monitor students errors. By interacting
frequently with our students, we can
acquire a great deal of information about
their progress. Some teachers record the
results of their interactions in an anecdotal
way, using a check list, or change student
grouping patters, depending on their newly
developing proficiency. Teachers should
reteach when errors indicate that students
misunderstood or learned the material
incorrectly. Provide ongoing effective
feedback strategically and in a timely
manner. Students may be more able to use
feedback if it is not delayed.
Engage and Collaborate
Within a Community of
Practice!
Teachers collaborate with others in the
profession to provide the best support for
their learners with respect to
programming, instruction, and advocacy.
They also continue to enhance their own
professional learning. Always collaborate
with one another! Meet with colleagues
to co-plan and share expertise about
second language acquisition as well as
instructional techniques appropriate for
students at different levels of proficiency.
Participate in online discussions to
further your knowledge!
LEP Students:
The “Limited English Proficient” (LEP)
students is an individual who:
A.)Was not born in the United States or
whose native language is a language other
than English.
B.)Problems may surface because these
learners may use another language at
home as they are learning English in
school.
What is the difference between LEP
and ELL?
An ELL is an English Language Learner
who has been classified as such after
testing to determine ability in reading,
writing, listening, and speaking in
English. In short, all ELLS are LEP,
while a student can be LEP but not
necessarily be an ELL.
A Few More Tips!
1.)Use lots of visuals.
2.)Create a safe environment for
practicing language.
3.)Clearly communicate objectives.
4.)Introduce new vocabulary at the start
of your lesson.
5.)Be flexible with your assignments.
6.)Make use of the students’ native
language.
7.)Communicate effectively with the
parents. Never assume they can speak
English and try and make the effort to
meet them in person.
7.) Be confident with yourself!
Video References (Link Attached to Brochure):

https://www.youtube.com/watch?v=QOl4zWhKiJA

https://www.youtube.com/watch?v=JkKa64rLC3o
References:

https://www.scholastic.com/teachers/blog-posts/amanda-nehring/15-tips-working-english-language-learners/

https://www.tesol.org/the-6-principles/the-6-principles/principle-6

https://www.youtube.com/watch?v=JkKa64rLC3o

https://www.youtube.com/watch?v=QOl4zWhKiJA