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Language Scenario Affecting a Teacher

A sheltered teacher in a class with a mix of ELLs and native English speakers finds that she is having difficulty pacing lessons so that her English learners complete tasks successfully. If she slows her pace too much, her native English speakers lose interest and are off task. If she quickens her pace in order to keep those students engaged, her ELLs have difficulty keeping up. What suggestions could you give her about how to determine a pace that would be appropriate for all students? How should she organize her classroom to accomplish this?

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This happened to me when I taught 6th grade about 8 years ago! I had 31 students my third year of teaching, and 18 of them were ELLs. Of those 18, 7 read at a pre-primer level, which means that they didn't even know the alphabet. It is a struggle when the range of academic levels is so wide. I also had about 5 kids who were gifted and read above grade level. But the key is in organization. You have to remember that just because your kids are ELLs doesn't mean they are any less intelligent than the rest of the class. They just can't read and write at the same level. They're interested in the same things, for the most part.

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Solution Summary

Language scenario affecting a teacher is posed.