How to Support Your ELLs in Distance Learning
Do you have English Language Learners in your classroom? Are you looking for ways to support ELLs while teaching virtually? Well, you’ve come to the right place!
I’ve asked ShaQuina Stanley, who is an ELL Case Manager, to share her best tips for supporting ELLs during distance learning. And she did not disappoint.
Get ready to learn all about how to incorporate ELL accommodations, instructional strategies for ELLs, breaking misconceptions about ESLs, and ways to build connections with ELLs and ESLs.
Disclaimer from ShaQuina: “My writing style purposely includes slang, Ebonics, and grammatical errors, most times. It is my style of writing and I understand for some it may not be their personal favorite cup of tea. However, it will not take away from the quality of the content I provide to you. So honey, if you ready, keep reading this thang and you will walk away with some legit knowledge, frfr(for real for real), lol!”
So let's just cut to the chase and get right to it. As an educator, you either have had them or at least heard of them. They are these things required by law that we provide to students to ensure their success in school.
The things I speak of are accommodations and modifications.
The difference between modifications and accommodations
First, let’s know and understand the difference. You have modifications and you have accommodations. They are two completely different things. They are sometimes used interchangeably and baby, they are not the same.
Look at modifications as the WHAT a student is being taught.
Modifications will change the content, learning objectives, and curriculum. Some popular modifications can be the number of questions, the level of the text, level of difficulty, length of the assignment, or even the expectations of the quality.
When you consider accommodations, we should consider the HOW the material and content are provided to students. Accommodations will keep the same expectations but will change the delivery of the content so that students are able to comprehend on their own level. Some popular accommodations are the amount of time, amount of assistance, and environmental elements.
Modifications and accommodations can be given to students for a number of different reasons and situations. In this post, we will focus on Accommodations for ELL students. The purpose of accommodations is to help students digest and understand the content in all subject areas - although reading is usually the subject focused on the most.
Accommodations also give students an even playing field to complete assignments, become more fluent and comfortable with the English language, and they also provide confidence for students to have tons of opportunities for success.
5 Accommodations for ELL / ESL Students
Let’s do a deep dive into the five best accommodations for ELL and ESL Students.
Accommodation 1 - Give Extra Time
Giving students extra time is an accommodation we may find the easiest to implement but the hardest to actually do. The number one thing we all face conflict within the classroom is time. However, this is not an acceptable excuse.
While it is easy to just say “Don't worry Little Johnnie, you have 30 extra minutes”. That is not enough. We need to teach students how to utilize that time if and only if they need it.
Little Johnnie could use his extra 30 minutes to nap or to do nothing at all. I even had a student who said they purposely used the 30 minutes because it was 30 fewer minutes they had to worry about any other assignments. Or I had another student who said they didn't need it but didn't know they didn't have to use it. The one that made me cringe the most was the student that didn't use their time because they didn't want to hold the class up.
So it is important to teach students how to use the time and to make sure they know they have it to use, if needed.
Do: remind students of extra time, give them strategies to utilize during extra time, make them feel empowered about having extra time, have a classroom respect agreement centered around accommodations.
Don't: chastise a student for not using extra time or embarrass a student for using extra time.
Accommodation 2 - Chunk the Content
It is so important to chunk content into digestible pieces for ELL students. This makes the content easier to manage and remember. You could do this by providing students prewritten notes as well.
We do not want to give students information overload. Start students out with one slice of pizza, not the whole thing. You can chunk information by breaking it apart with photos, videos, time, hands-on-activities, quick writes, reflections, discussions, or technology.
Accommodation 3 - Simplify Academic Language and Pre-teach Vocabulary with Visuals / Pictures
When possible, provide ELL's the vocabulary ahead of time. This gives them the opportunity to be more involved with the lesson and not be held back because they are trying to decipher a word. Sometimes they may even shut down altogether. This accommodation is very common with beginner ELL students.
It is important to make it fun and vary the method by which you teach vocabulary. You can do things like a match game, draw a picture of the word, small group discussion, Quizlet, Kahoot, review with a peer, fill in the blank, or another creative way you can think of. Please don't treat it like a word plus definition lecture, so lame and boring. This could also be a great way to teach context clues using text or pictures.
Note: Avoid using slang and idiomatic expressions with beginners as much as possible. These things may not be familiar to the student and cause confusion.
Accommodation 4 - Provide Sentence Frames and Sentence Stems/Starters.
This will do wonders for reluctant ELL students! Create sentence frames or stems ahead of time to provide to students. It provides them with a model and a focused starter to complete the assignment or response. Some sentence starters may be simple and others may need to be more complex.
Sentence frames and stems help students stay on topic with both verbal and written responses. You could also have very common ones as a handout and refer to them often. This is great for ALL students especially when you are wanting students to respond in complete sentences.
Please remember: a frame teaches a specific language pattern and is very similar to fill in the blank. A sentence starter/stem guides the students thinking to get a specific response and is more open-ended.
Accommodation 5 - Peer and native language support
It can be very beneficial to schedule and/or create opportunities for ELL students to learn alongside their peers. This does not need to be a separate activity - it can be a part of discussion times a teacher already has planned. This builds community in the classroom, a support system for students, and confidence for ELL students.
If you take the time to understand the ties between the students’ native language and English, it can be very helpful. If you see the differences you can be on top of blind spots that the student may have and have a better understanding of why they are/may be difficult for them to grasp certain English skills or patterns. Using students’ native language in class when possible will also be a great way for the student to get involved in discussions.
Take action with these instructional strategies
Instructional Strategy 1 - Utilize Small Group for targeted instruction
It would be a great idea to pull your ELL students in a small group at least once a week to provide them with targeted instruction that can help push them along. These could be lessons on grammar, reading, vocabulary, or my favorite review.
In my class, I did a Monday review and a Friday preview, and when I could a Wednesday check-in. Be creative - these can be done in spare moments throughout the day as well.
Instructional Strategy 2 - Increase wait time
Allow students 10+ seconds to think about a response. It may be helpful to let them write a response. ELL students may already be hesitant or uncomfortable to verbally respond, so giving them extra time to formulate a response is beneficial.
It is important that these students practice orally responding as much as possible. Do not allow language to be an excuse not to participate. Be sure other students are being respectful when they are responding. Use a timer that allows all students to have think time before responding.
Instructional Strategy 3 - Model, model some more, and then model again
It cannot be stressed enough the importance of modeling for students. There are benefits to modeling for all students but modeling for ELL students is especially important because it provides a roadmap, an example, a starting point, and a visual representation if applicable.
Bonus: Write assignment instructions down and use pictures if you can as a reference guide.
Correct these misconceptions about ELLs
Misconception 1
ELL students only need their accommodations for reading and language arts. This is not true. ELL students need their accommodations for all subject areas. You can use experiments in science, manipulatives in math, and use videos or pictures in social studies.
Misconception 2
ELL students are behind it's just the way it is. This is not true. It may take ELL students longer or take the use of a different modality to comprehend but this does not always mean they will be behind. If they are behind make sure it is not because they are not receiving their accommodations.
Misconception 3
ELL students have an ESL class so that's enough. In some states or districts, ELL students may have an ESL teacher that provides them with instruction and strategies. However, this is not a get out accommodations free pass. You are still required by law to provide them with the appropriate accommodations.
Accommodations are not a one size fit all. You may have to try them out and change them depending on their effectiveness.
Two ways to connect with ELLs
Connection 1 - Build Student Trust
I always explain accommodations and modifications to my class as a way to connect. There are going to be times that students feel the need to say what is and are not fair. If you take the time to explain these to them during circle time or a morning meeting it will build community amongst your students. Granted not all students will get it but most will.
In the past, I have witnessed my students be advocates for one another and I loved it. Explaining these things in general to students if done correctly will also make students who receive these things comfortably. I am not saying by any means to break HIPAA or FERPA laws. What I am saying is to educate your students so that they have understanding.
Connection 2 - Family Communication
We have heard time and time again the importance of communication with our families. When dealing with ELL/ESL families this is the biggest excuse I hear from fellow educators and I am calling you on your BS.
Yes, there may be a language barrier but we have these things called resources and technology that make it far too easy to communicate with families. You can use Google Translate™, a colleague, or a translator phone service.
I have personally grown to love an app called Talking Points which is absolutely amazing! It was designed just for teachers to communicate with families. Be sure to check it out!
Be resourceful and don't use language as an excuse not to involve your families. They want to be involved. You have to meet them where they are, get creative!
Conclusion - The Rant: Ask yourself this one question
Are you doing all you can to accommodate your ELL/ESL students and their families?
It is so important as educators that we are passionate about the work that we do. In other words, if you do not or cannot accept all students, their culture, upbringings, differences, and whatever else then please reconsider teaching.
Please be patient, be kind, be open, and be considerate. Imagine being that student, imagine what you would need from your teacher, imagine how you would feel as a parent not being able to communicate to help your child. It is not your job to judge a kid or their family. It is your job to educate, service, advocate, and teach them. If you find their language a barrier you’re not willing to break then reconsider the profession cuz, teaching ain't easy!
Bio information
What’s up! My name is ShaQuina Stanley. I am the creator/founder of Hip Hop Teaching. My mission is to make teaching with culture a normal practice. I love teaching ALL children, but have a special place in my heart for children labeled underprivileged, urban, and high risk. I love incorporating and celebrating hip hop culture and including it in the classroom. I am an advocate for culturally responsive teaching and would love to create an impact by teaching other educators how to do the same!
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