Helping English Learners and Partners Excel with Research-based Practices and Support (HELPERS) national professional development grant project providing evidence-based Instructional strategies for teaching English Learners
Introduction to teaching English Learners
Priority Strategies
Strategy with Sample Practice
Examples
Practice in Action
Make judicious use of home languages to develop English language skills.
Allow ELs to translate unknown words, write in home language, and help peers with similar home language. Point out cognates (words that are similar in both languages) and similarities/differences in letter sounds and spelling patterns. Use translated text occasionally (especially helpful for newcomers).
Translanguaging in Action: Using the Home Language in a Science Lesson shows an Ohio teacher using translanguaging for instruction. Extended learning: Module
Strategy with Sample Practice
Examples
Practice in Action
Focus on a small set of academic vocabulary linked to current academic topic.
Word wall with essential vocabulary for the topic, with pictures, translations, and examples. Words are taught, practiced, referenced and reviewed throughout the lesson. Students create vocabulary notes or posters. Students use the words in academic sentences.
The video below provides an example of an Instructional Routine for Explicit Vocabulary Instruction. Extended learning: Academic language Module
Strategy with Sample Practice
Examples
Practice in Action
Use visual and verbal supports to build and extend content knowledge.
Visual supports: images, videos, gestures, facial expressions, real items, maps, timelines, anchor charts, graphic organizers, graphs, infographics, word banks. Verbal supports: sentence models, starters (“The author says __”) and frames (“I agree with __ because ___”.) These can be oral or written to support oral language development.
Strategy with Sample Practice
Examples
Practice in Action
Frequently use small groups for both instruction and activities with a clear purpose, structure, and differentiated supports.
Every lesson includes at least one small group or pair activity for instruction, practice or review. Students are given clear directions, structure (assigned roles, numbered heads, ball toss, talking stick, fishbowl) and scaffolds (visual and verbal supports).
Extended learning: Small Group Instruction Module