English Language Learners

English Language Learners (ELLs) represent a significant population in schools today.  As such, it is important to use strategies that can assist student learning in any content area. In terms of physical education, it is in a unique position as it has characteristics supportive of ELLs with conditions similar to those in which children acquire their first language (Clancy, M. & Hruska, B., 2005). These characteristics include:
  • A large amount of interactions with other students.
  • A low-stress environment for language performance.
  • Opportunities to demonstrate language comprehension through physical expression.
  • Physical involvement with language.
  • Success can be independent of language performance.
  • The use of multiple mediums to present information.​
our other webpages for Classroom Teachers
  • Domains of Learning: Example verbs and learning objectives for a variety of learning domain taxonomies. 
  • Games and Activities: Compilation of websites that provide resources on physical education activities.

Impactful Videos

The Danger of a Single Story: "Novelist Chimamanda Adichie ... warns that if we hear only a single story about another person or country, we risk a critical misunderstanding." In addition to our biases and misunderstandings, it is also important to recognize how we can send hidden messages to our students by the content we select, what and who we use as examples, language we use or don't use, etc.
A Class Divided: "The day after Martin Luther King, Jr. was killed, Jane Elliott, a teacher in a small, all-white Iowa town, divided her third-grade class into blue-eyed and brown-eyed groups and gave them a daring lesson in discrimination. This is the story of that lesson, its lasting impact on the children, and its enduring power 30 years later (original clips along with supplemental resources).​"
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SPECIALLY DESIGNED ACADEMIC INSTRUCTION FOR ENGLISH (SDAIE)
  • Bridging: Establish a link between the students prior knowledge and the material (ie. think-pair-share, quick-writes, and anticipatory charts).​
  • Contextualization: Familiarize unknown concepts through direct experience (ie. demonstrations, media, manipulatives, repetition, and local opportunities).
  • Metacognitive Development: Provide students with skills and vocabulary to talk about their learning (ie. self assessments, note taking and studying techniques, and vocabulary assignments).
  • Modeling: Speak slowly and clearly, model the language you want students to use, and provide samples of student work.
  • Schema-Building: Help students see the relationships between various concepts (ie. compare and contrast, jigsaw learning, peer teaching, and projects).
  • Text Representation: Invite students to extend understandings of text and apply them in a new way (ie. student created drawings, videos, and games).
ASSIGNMENTS, ASSESSMENTS, AND ACTIVITIES
  • Assign quick writes, word sorts, and journal entries.
  • Avoid testing exclusively in English since students may not be able to demonstrate their learning in a second language.
  • Have students create new games. Introduce vocabulary in a fun way such as a Word Search or Crossword.
  • Use learning stations that reinforce previously taught concepts and skills.
  • Use newspapers, magazines, and web sites in assignments (utilize your librarians).
  • Use task cards with written and visual information.​
ENVIRONMENTAL STRATEGIES
  • Create and display word walls (displays of high-frequency words for a unit, arranged alphabetically).
  • Use visual displays, (portable) white boards, and videos when giving instructions.
GENERAL STRATEGIES
  • Allow students to use their native language when needed. A review of literature shows that supporting ELL students' use of their native language helps them comprehend and learn English.
  • Assess and utilize the background knowledge of your students; use bilingual students as helpers.
  • Embed multicultural education throughout the curriculum, as opposed to a "Heroes and Holidays" approach where other cultures are only mentioned on "special" days.
  • Know who your ELL students are and their proficiency in English. This can be obtained from the ESOL/bilingual teacher, guidance counselor, social worker, or administration. You can also informally identify ELLs by watching for students who wait on others to move first and then copy what they are doing. It is important to note that their proficiency in listening, reading, speaking, and writing will vary within each student.
  • Learn to pronounce student names correctly to help develop rapport. If you are not sure, ask.
  • Utilize classroom routines and play music whenever possible.
  • Utilize structured note-taking formats (ie. graphic organizers) and teach viewing comprehension strategies.
  • ​Utilize technology such as class websites, blogs, and videos.
INSTRUCTIONAL STRATEGIES
  • Avoid expressions or sayings that are only common in the United States.
  • Slow down your speech; use shorter sentences, present tense, synonyms, examples, gestures, and demonstrations.
  • ​Use as many mediums as possible to convey information: oral, written, videos, teacher demonstration, student demonstration, etc.
  • Use bilingual handouts and cues.
  • Use metaphors and imagery for cues.
RESOURCES USED FOR THIS PAGE
  • Developing Language Objectives for English Language Learners in Physical Education Lessons. Clancy, M. & Hruska, B. (2005).
  • Effective Instruction for English-Language Learners. Protheroe, N. (2011). 
  • English Language Learners: A Policy Research Brief produced by the National Council of Teachers of English. NCTE. (2008). 
  • Enhancing Content Literacy in Physical Education. Buell, C., & Whittaker, A. (2001).
  • Instructional Models and Strategies for Teaching English Language Learners. Center on Instruction. Moughamian et al. (2009).
  • Teaching Secondary Physical Education to ESL Students. Glakas, B. A. (1993).