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    Strategies for Teaching in an ESL/ Bilingual Classroom

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    Keys to Success...Strategies For Teaching in an ESL/Bilingual Classroom.

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    Keys to Success:
    Strategies for Teaching in an ESL/Bilingual Classroom

    Submitted to
    Tana Gunter

    In fulfillment of
    EDRD 5306


    Karla Hoehn

    The traditional structure of the general education classroom has become progressively more diversified; so much that the need for varied approaches enabling educators to reach all learners has become inescapable. With this need in mind, we are hard pressed to evaluate and finally utilize differentiated practices that are beneficial to all learners. This increasing diversity in classrooms across the nation has brought increasing responsibilities to the educator. Classrooms are a derivative of the vast influx of students who are of different ethnicities as well as cultures. As a response to this influx, educators must forge every new horizon to accumulate more diverse means of instruction. This means incorporating new teaching strategies as well as new mind sets.
    Keys to Success:
    Strategies for Teaching in an ESL/Bilingual Classroom

    The word collaboration seems to continuously reveal itself as ideas are engaged on how to meet the needs of ESL/ELL students. ELL or English Language Learner will henceforth be used when referring to those students who have yet to establish command of the English Language. In an article, A Collaboration between ESL and Regular Classroom Teachers for ELL Students' Literacy Development (Fu, 2007), Renee Houser and Amy Huang investigate the collaborative efforts of two educators. The first educator was a general classroom teacher and the second an ESL teacher. Together these two teachers implemented a scaffold approach to meet the needs of their ELL's by giving mainstream support through specialized vocabulary instruction and writing support as well as intense social and formal content vocabulary training outside of the classroom. One exceptional strategy these two teachers used during a literary unit was to allow all students to choose a book sparking their interest. They could choose any book relating to a particular topic with one condition; they must be prepared to study the vocabulary and theme or storyline and be prepared to discuss it during a "book talk." The "book talk" would take place in a small group setting or whole class setting. When the students had studied sufficiently they were then called upon to share the story of their book. This activity gave the ELL students the opportunity to practice their social skills as well as sharpen their subject area and speaking vocabularies. Together, these two teachers who had once blamed each other for the lack of achievement in the ELL student population now had a structured regimen that supported the areas of need for each student and a newfound ...

    Solution Summary

    7 Page research paper offering important strategies for successfully teaching ESL students.