Strategies for English Language Learners (ELLs/ESOL)

Supporting English Language Learners

Florida ESOL Requirements

• All teachers must have ESOL training (endorsement or inservice)
• ELLs must receive comprehensible instruction
• Content and language objectives together
• ACCESS for ELLs assessment determines proficiency (levels 1-6)

ACCESS Proficiency Levels

1. Entering - Minimal English, rely on home language
2. Emerging - Basic vocabulary, simple sentences
3. Developing - General vocabulary, expanded sentences
4. Expanding - Specific vocabulary, varied sentences
5. Bridging - Technical vocabulary, complex sentences
6. Reaching - Near proficient, may still need support

High-Impact ESOL Strategies

Visual Supports - Pictures, diagrams, graphic organizers - Anchor charts with visuals - Realia (real objects) - Videos and demonstrations - Word walls with pictures

Language Scaffolds - Sentence frames and starters - Word banks - Bilingual dictionaries/glossaries - Cognate connections (Spanish-English) - Academic vocabulary pre-teaching

Comprehensible Input - Slower speech rate (not louder!) - Clear enunciation - Pausing between concepts - Repetition and rephrasing - Gestures and facial expressions - Check for understanding frequently

Collaborative Structures - Think-pair-share - Partner reading - Collaborative writing - Table discussions before whole-class - Native language support when possible

Preview-View-Review - Preview: Introduce key concepts/vocabulary - View: Teach the lesson - Review: Summarize and check understanding

What NOT to Do

• Assume silence means lack of understanding
• Over-correct grammar during speaking
• Avoid calling on ELLs
• Speak louder (it doesn't help!)
• Simplify content instead of scaffolding language
• Ignore home language as a resource

Supporting Newcomers

• Assign a buddy (ideally same language)
• Visual schedule
• Basic survival vocabulary first
• Picture dictionary
• Patience and low-anxiety environment
• Celebrate cultural contributions