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- Teachers provide explicit instruction that includes clear directions, teacher and peer modeling, practice with detailed feedback, and ongoing review. Explicit instruction is important for all students across grades and subject areas; for ELLs, explicit instruction is crucial.
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Explicit instruction is important for all students across grades and subject areas; for ELLs, explicit instruction is crucial. Explicit instruction should occur in three phases: modeling, guided practice , and independent practice.
People also ask
Why do ells need explicit language instruction?
Why is explicit language instruction important?
Why do ells and native English speakers need direct instruction?
Why is explicit instruction important in ESL?
Jun 26, 2021 · Teachers share their "go-to" strategies for teaching English-language learners, including sentence starters and Total Physical Response.
- Opinion Contributor
ELLs need explicit language instruction, scaffolding, and modeling in across all four domains. Related resources. Teaching ELLs Online: How to Develop Students' Language Skills; 10 Things You Need to Learn About Your English Language Learners; 6. Teach academic oral language skills.
- Kristina Robertson
- How Did You Get Into The Field of Linguistics and ESL Education?
- What Were Your Early Teaching Experiences like?
- How Did You Deal with This Continuing Frustration?
- What Did You Work on in Your Doctoral Program?
- What Were You Focusing on in Your Work at This time?
- Did You See A Remedy to Improve Instruction?
- Where Has This Work Taken You More recently?
- At UC Irvine, Which Courses Are You Currently Teaching?
- Where Are The Students' Language Skills When They Get to Your Class?
- What Do You See as Some of The Major Challenges in This field?
It all started when I fell in love with teaching at a young age. I grew up in San Francisco in the 1960's, and there was such an emphasis on equity issues during that time. That had a profound influence on me. As a teenager, I volunteered in a summer school program (preK-8) designed to help working parents. Parents could drop their kids off early a...
Well, one of my early experiences was actually in Mexico. I loved Mexico and I loved Spanish and I had a wonderful time there. I taught at the Colegio Americano's bilingual program, which was one of the first bilingual programs in the Western Hemisphere. It was a very good program, and I saw that bilingual education could work. The problem was that...
I still wanted to teach, in spite of these experiences. I decided I needed more training, so I went to Stanford University for my Master's Degree in Second Language Acquisition in Education. It was there that I got really interested in the research about language acquisition, but I must admit that I missed the classroom. Then things took another in...
It was really an interesting time. I was part of a group of researchers that was creating the field of second language acquisition. It was very exciting, and the work that came out of our collaborations had a major impact on instruction throughout the state. Looking back, though, I think some of our work did more harm than good. It was a field that...
Lily Wong Filmore had a tremendous influence on my work during this period. We worked very closely and had long discussions about the effect of instruction on children. She renewed my interest in helping children. She encouraged me get into elementary and secondary schools and to observe what was happening in them. It was a crucial turning point fo...
I began to promote more explicit kinds of language instruction, and looked for the most effective ways to teach students who couldn't read how to read. I then began lobbying for improved and explicit language instruction statewide in California. We failed, at that time, in the state and across the nation to teach teachers the importance of grammar ...
My mission in life is to make sure that our students have enough English to get into college or to get a good job, to have a good life, and to contribute to U.S. — to realize their potential. So I continue to work on professional development — recently I've been working with math and algebra teachers, literature teachers, and ELL teachers in Califo...
With undergraduates, I teach ESL and academic language, an upper division writing course for students who have come from community colleges, and a freshman academic English course. I teach graduate students in our Department of Education, and currently my courses include second-language acquisition and applied linguistics. I also have some Ph.D. st...
It depends, but I must say that I have been distressed in my writing course to see that many students coming from community college are not learning what they need to at community colleges. These institutions are in bad shape financially and most don't have the infrastructure necessary to support good ESL instruction. Students aren't required to re...
I believe that student placement into appropriate services and courses is our number one problem. This is one of our great failures as a nation. We misplace English learners and don't get them into the right courses or programs to meet their language needs, which sets them up for failure. It's an issue at the state and national level. I am a strong...
By offering clear explanations, structured practice, and targeted instruction, explicit language instruction accelerates language acquisition, leading to faster and more effective learning outcomes for ESL students.
The language objectives focus on the academic language functions that students need to master in order to access grade-level content. It is critical to teach language objectives explicitly so that ELLs (and their peers) can learn the content and language they need.
According to Beck, McKeown, and Kucan’s Three Tier Model (2002), when it comes to language instruction the distinc-tion between academic vocabulary words and content specific words has a significant bearing on the language success of English language learners (ELLs).
