Haynes J Chapter 5

Haynes, J. (2007).
Getting Started with English Language Learners: How

GETT,NG STARTED W T r ENGt!SH LANGUAGE IEAR"4E S
educators can meet the challenge. Alexandria, A: ASDC.
In this chapter, we reviewed strategies for working with new-

comers. Your students will not always be newcomers, though.
After nine months, you may notice that newcomers can partici-
pate more fully in general classroom discussions and activities;
5
Challenges for Ells in
however, they probably still have difficulties in content-area class-
rooms. In the next chapter, we discuss the challenges that new-
comers face in content-area instruction.
Content-Area Classes
Before we talk about how to help English language learners

in elementary school classrooms or in middle and high school
content-area classes, we need to discuss the challenges E l l s face
when they are learning specific academic strategies and skills.
This chapter is divided into four major subject areas: language arts
including reading and writing; math; social studies; and science.
The following sections are compilations of ideas gathered by the
author from classroom and subject-area teachers over the past
five years during workshops designed to help classroom teachers
work more effectively with ELLs.
Reading Challenges for

English Language Learners
English language learners will face many obstacles as they learn
how to read and write in English. Because literature is culture bound,
an author expects readers to share common background informa-
tion. ELl-5, however, are not always aware of these common ideas
(Claire & Haynes, 1994). They may come from cultures where they
are not encouraged to brainstorm ideas, think creatively, or express
opinions. They may also be unfamiliar with drawing conclusions
and analyzing characters. Story themes that are not common in a
58 59
GE:. NG Sl.\, 1 1:., ,Vl;'-l :NG.:SH ,ANGLAGE .EARNERS
6
How do hands-on instruction and the discovery process help
English language learners? Let's look into Mr. Corcoran's middle
school science lab.
• Mr. Corcoran's students are preparing experiments for the

school's annual science fair. As he preps them for their dem-
onstrations, he explains what plants need to grow. He 5hows Diff eren tiati ng Inst ruct ion for
students a plant that was grown with the requisite soil, water,
and light. Then, students draw a picture and label the plant in
their science notebook.
Eng lish Lan gua ge Lea rner s
To help students learn how to make predictions, Mr.
Corcoran presents an experiment on the effect of light on plant
growth. He covers a plant with a cardboard box that has a hole
in the side. Mr. Corcoran asks his students to hypothesize what
they think will happen to the plant. Each day, students observe
the plant and describe what happens in their science journals. What teachers do or don't do in the classroom influences the suc-
At the end of the experiment, Mr. Concoran asks them to draw
conclusions. The ELLs in his class, however, find it difficult to cess of English language learners. Highly skilled teachers o f E l l s
make a hypothesis. Many of these students are from cultures incorporate five essential practices into their work:
that value rote memory learning and do not know how to draw
conclusions from that learning. • Creating a thriving learning environment.
• Differentiating instruction for English language learners.
English language learners are generally able to participate in • Encouraging flexible grouping for students.
science class much sooner than they can in other content-area • Using diversity as a resource.
classes when science is taught using a hands-on inquiry method. • Developing alternative assessments for English language
See Chapter 6 for ideas on how to differentiate instruction in learners.
science classes.
• • • Crea ting Thriv ing Learning Environments
Effective teachers create a positive learning environment that low-

In this chapter, we have seen the challenges ELLs face in reading,
ers newcomers' anxiety level and allows them to more rapidly inte-
writing, math, science, and social studies and history. In Chapter
grate into the classroom. Highly skilled classroom teachers have an
6, we discuss five essential classroom practices for ELLs: creat-
excellent understanding of their English language learners' needs.
ing a learning environment where English language learners can
For example, an effective teacher will immediately pair ELLs with a
flourish, differentiating instruction, encouraging flexible group-
buddy. They will make sure new ELLs have classmates to help them,
ing for students in the classroom, using diversity as a resource to
especially in social environments such as the cafeteria or the school
help all students learn, and developing alternative assessments
ous.-skillea leach-ersprovide tneir students with comprehensible
for English language learners.
input and know how to help ELLs access s·ubject-area material.
r h e y tie new learning to students' background knowledge. They are
72 73

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Haynes, J. (2007).

Getting Started with English Language Learners: How

In this chapter, we reviewed strategies for working with new-

Before we talk about how to help English language learners

Reading Challenges for

• Mr. Corcoran's students are preparing experiments for the

• • • Crea ting Thriv ing Learning Environments

Effective teachers create a positive learning environment that low-

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