Instructional Strategies for ELL Classrooms

[Name of the Author]

[Name of the Instructor]Instructional Strategies for ELL Classrooms

Introduction

In United States, the population of English language learners is becoming the fastest growing among all. English language learners refers to those students who have gained and acquired their primary speaking, learning and listening skills in any other language than English. They need attention, encouragement and support for their specific learning requirements. Additionally, apart from the acquisition of language, English language learners are required to cope up with the differences in their life experiences, life styles and cultural backgrounds with those whom they are living in new environment with, for achieving high in their academic life (McCarrier, 2000).

Discussion

For assuring that the instructions set for catering the students are fulfilling the requirements, needs and expectations of the students, it is of high significance that various language acquisition levels are taken into consideration.

Students who are in the phase of preproduction, beginner's level for the development of English language, usually respond nonverbally and normally display limited level of comprehension for the new language, when they start speaking it. They take into consideration the language being spoken by their peer groups and heavily rely over the objects and pictures for the purpose of communication and comprehension (Echevarria, 2004).

In the very early language development stages, students openly express needs for simples phrases and basic vocabulary. They continue manipulating objects for the sake of smooth communication but they start understanding various phrases and words in the new language being taught, particularly if there is picture support, role playing or pantomiming.

At the third level, for the acquisition of language, is emergence of speech. In this particular stage the student starts to take part into regular conversations regarding the data-to-day topics. Even though, they are not expert at grammar for the language, but this stage enables them to speak complete phrases and comparatively longer sentences using high-frequency and known words (Beck, 2002). The errors that have usually been observed, in both productive terms and receptive terms, is associated with comprehension.

At the fourth level, known as intermediate fluency, the students feel comfortable in having ordinary interactions and conversations. In addition to that, they start to absorb and comprehend complex sentences and phases as well. At this level, errors are not including comprehension. In this level, participation of the student increases in the literary activities and they become comfortable with making strategies for construction of the meanings from the pages being printed.

At the last level of English Language Learning, often termed as advanced fluency, students start producing language that could be compared with the native speakers. Their ability of active participation in each and every area of instructions and utilization of academic language for negotiation increases (Thomas, 2002). They are enabled to use numerous strategies for construction of meanings from the random books, academic literature and conversations.

Targeting the Students through Instructions

We often hear the statements of the teachers as, “I am not your teacher for writing and reading, I am here ...