Differentiating for ELL or ESL students

(English Language Learners or English as a Second Language)

and others who may not be exceptional  

All Learners in Academically Diverse Classrooms 

• Help students understand that everyone has strengths and weaknesses;
• Celebrate and understand student learning differences;
• Help students learn the power of controlling what they can in their lives;
• Help them understand our shared needs for success, to belong, to trust, the future, etc.;
• Help them see that each person is irreplaceable – uniqueness is a plus;
• Help students learn to set their own goals and chart their progress;
• Teach in varied readiness levels, interest and ways of learning.

For Culturally Diverse Learners 

• Help build peer-support systems;
• Be sure you offer varied working arrangements and modes of expression;
• Invest time in the student in ways that communicate your belief in his/her success;
• Help the student develop “school skills” that may be weak;
• Teach from whole to part;
• Be clear about expectations and that students both understand and know how to achieve them.  Don’t let work slide;
• Emphasize contextualized learning.

For Second Language Learners

• Link classroom & ESL resource work;
• Ensure that the student has useful tasks at all times and  is accountable for them (listening/reading with tapes, writing, translating, vocabulary practice);
• Don’t let the student sit idle and isolated;
• Use students who can bridge the two languages;
• Plan specific ways each day to involve the student in conversation & contribution;
• Chart growth vs. only comparison;
• Small groups for teaching next-step skills.

Persistent Underachievement

• Help the student accept control over his/her decisions and life;
• Be clear and specific about tasks and requirements;
• Use appropriate consequences for work done/not done;
• Break tasks into small segments;
• Check in with the student often;
• Be firm but warm;
• Don’t tell him/her you know he/she can do the work;
• Coordinate approaches with a counselor and parents when possible.

Characteristics Of Classes That Engage Students

• Each student has learning experiences at intermediate difficulty for that student;
• Expectations for the student are high but achievable for that student;
• Students make decisions about their own learning that lead them to be autonomous learners;
• Students believe their teachers care about them;
• Students’ perspectives are valued and validated;
• There is both a sense of community and individuality;
• Instruction is tied to student interests (and is culturally relevant);
• The environment is safe;
• Engaged students are motivated to learn.  They make a psychological investment in learning.  They learn because learning is satisfying rather than for  “approval;"
• They persist even when learning is difficult.  And will have a teacher there to ensure understanding and success.

From Nanci Smith, Educational Consultant, Curriculum and Professional, Development, Cave Creek, AZ (PowerPoint Presentation)