Instructional Strategies for Ell Students

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Instructional Strategies for ELL Classrooms
Regina Chandler-Pettit
Grand Canyon University
Edu 523N
April 12, 2010

Abstract As the demographics of American schools continue to change and more English Language learner students enter the public school system, educators must find appropriate methods to teach the ELL population. Teaching this diversified population of students is challenging and it is the educators job to incorporate different instructional methods and concepts that “all” students can find beneficial. The skill and language acquisition level for the ELL student are often at various levels and it is up to the educator to utilize teaching methods that combine all techniques into a suitable learning environment.

According to data submitted by state departments of education, between 1990 and 2000 the number of limited English proficient students attending American schools rose 76%, from 2.1 million to 1990 to 3.7 million in 2000 (Thompson,2004). The 2001 No Child Left Behind outlined stipulations that held schools accountable for helping “limited English proficient children meet the same challenging state academic and content and student academic achievement standards as all students are expected to meet” (NCLB, Part A, subpart 1).With the rapid shift of demographics in the American population educators face a whole host of challenges when it comes to educating the English Language Learner (ELL) population. ELL students require detailed instruction in their learning environment. Therefore, various educational strategies must be utilized by the educator in order to close the achievement gap between the ELL student and their resident language counterparts. As outlined in an article by Valerie Schiffer Danoff called Teaching ELL: General Instructional Strategies Differentiated Instruction and the recognition of multiple intelligences…...

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