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:
  • Physical involvement with language
  • The use of multiple mediums to present information
  • Opportunities to demonstrate language comprehension through physical expression
  • A low-stress environment for language performance
  • Success can be independent of language performance
  • A large amount of interactions with other students

Impactful Videos

​"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/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.

​This classic video by PBS demonstrates the effects that can come from being a minority. While it is very dated, it is still a great resource for educators and students. You can find the original clips along with supplemental resources here.
ASSIGNMENTS, ASSESSMENTS, AND ACTIVITIES
  • Assign quick writes, word sorts, and journal entries.
  • Use learning stations that reinforce previously taught concepts and skills.
  • Introduce vocabulary in a fun way such as a Word Search or Crossword.
  • Have students create new games.
  • Use cooperative learning strategies such as jigsaw learning and peer observations.
  • Use task cards with written and visual information.
  • Use newspapers, magazines, and web sites in assignments (utilize your librarians).
  • Avoid testing exclusively in English since students may not be able to demonstrate their learning in a second language.
  • Provide sentence frames where appropriate.
  • Create handouts in multiple languages using Google Translate and/or other ELL students in your classes.
ENVIRONMENTAL STRATEGIES
Link to Tweet
GENERAL STRATEGIES
  • 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. 
  • Assess and utilize the background knowledge of your students; use bilingual students as helpers.
  • As with all your students, set high expectations. See this video on the power of expectations.
  • Embed multicultural education throughout the curriculum, as opposed to a "Heroes and Holidays" approach where other cultures are only mentioned on "special" days.
  • Learn to pronounce student names correctly to help develop rapport. If you are not sure, ask.
  • Utilize technology such as class websites, blogs, and videos. 
  • Utilize structured note-taking formats (ie. graphic organizers) and teach viewing comprehension strategies.
  • Utilize classroom routines and play music whenever possible.
  • 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. It develops greater brain density in areas related to language, memory, and attention (Moughamian et al, 2009; Protheroe, N., 2011). 
INSTRUCTIONAL STRATEGIES
  • Use as many mediums as possible to convey information: oral, written, videos, teacher demonstration, student demonstration, etc.
  • Slow down your speech; use shorter sentences, present tense, synonyms, examples, gestures, and demonstrations.
  • Use the "total physical response" method.
  • Avoid expressions or sayings that are only common in the United States.
  • Use think-alouds and think-pair-shares when asking questions, and don't forget to give students enough time to process the question.
  • Use bilingual handouts and cues.
  • Use metaphors and imagery for cues.
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.
More Information: Resource 1 and Resource 2
RESOURCES USED FOR THIS PAGE
  • Enhancing Content Literacy in Physical Education. Buell, C., & Whittaker, A. (2001).
  • Developing Language Objectives for English Language Learners in Physical Education Lessons. Clancy, M. & Hruska, B. (2005).
  • Teaching Secondary Physical Education to ESL Students. Glakas, B. A. (1993). 
  • Instructional Models and Strategies for Teaching English Language Learners. Center on Instruction. Moughamian et al. (2009).
  • English Language Learners: A Policy Research Brief produced by the National Council of Teachers of English. NCTE. (2008). 
  • Effective Instruction for English-Language Learners. Protheroe, N. (2011).