4 Strategies for Supporting ELLs in the Secondary Classroom
Middle school and high school can be challenging times for any student, but Multilingual learner (MLL) students have a unique set of needs and challenges as they enter the final stretch of their K–12 education. By this point, many multilingual learners have for common academic and casual conversation, and according to Pew Research Center, are often . However, learning to speak about highly conceptual topics with a broad vocabulary can be both difficult and increasingly important for older students as they begin identifying their postsecondary interests and goals.
Here are four ways you can support Multilingual learners in your secondary classroom.
1. Incorporate Video with Native-Language Supports
One way to help older MLL students improve their English-language skills is to suggest video collections that cover a diverse range of interests and topics and to encourage students to watch the videos in English with subtitles in their native language. TED offers a specifically for language practice; MLL students can select from the English-language videos based on their personal interests and passions and then follow along in the subtitles to build vocabulary and language skills.
This same concept can be applied to English-language movies or TV shows—help MLL students improve their conversational English by suggesting appropriate movies, documentaries, or TV shows that students and their families can watch at home with subtitles in their native language.
2. Promote Verbal Participation in Low-Stress Situations
Many MLL students only and receive the majority of their English-language practice at school. Promoting the use of small-group analysis can increase the amount of verbal practice and confidence MLL students experience.
, an online resource that offers bilingual, research-based information, activities, and advice for educators and families of multilingual learners, suggests trying to support verbal participation in the classroom.
A “think-pair-share” activity requires the class to split into pairs (ideally, MLLs would be paired with stronger English speakers) and answer a thought-provoking question—first alone, then in discussion with their assigned partner, and finally, with the whole group. This allows MLL students to formulate their ideas in English first and then discuss their analysis with their partner to build confidence and practice conversational English around the topic before sharing with the entire class.
3. Keep Cultural Differences Top of Mind
Norman Herr, Ph.D., of California State University, Northridge, came up with a for MLL students taking science courses after noting that the “science classroom is often a frustrating place for multilingual learners.” While the list primarily centers around helping MLL students develop a stronger scientific vocabulary, many of his ideas can be helpful for educators regardless of what subject they teach.
Herr promotes active encouragement of class participation to increase student confidence and to be sensitive to the fact that many “many English learners come from countries in which student participation is not encouraged.” By remaining conscious of cultural differences, as well as the anxiety MLL students may feel as they speak to the class in English, educators can foster a supportive and comfortable environment for older MLL students to build important language and interpersonal skills.
4. Supplement Teaching with an Individualized Online Program
English learners make up a large and diverse group of students with unique backgrounds, language abilities, and postsecondary goals. Let technology help you meet students where they are with individualized learning paths built around the specific skills that they’re ready for in the moment. Consider a digital learning platform such as Exact Path that has been approved through the WIDA™ PRIME V2™ Correlation process following rigorous, independent reviews. Exact Path ensures academic growth for your secondary MLLs with assessment-driven learning paths that focus on closing discrete skill gaps in reading and math.