Instructional Strategies

Table taken from Kenneyville Elementary School District 20 Faculty ELL/Bilingual Committee. (2012). P. 3

Types of ELL Learners	Background Information	Possible Learning Behaviors	Supports Needed
High academic background in native country.	These students have received formal academic instruction in their native country and language.	Students understand literacy concepts and can read phonetically without comprehension.	Teach based on students’ personal strengths Group/peer interaction activities Transferring of knowledge in native language to English English phonetics
Low academic background in native country.	These students have minimal or no experience of formal academic instruction.	Minimal responses in native language or English. Will struggle initially regardless of language use.	Build background knowledge through cultural connections. Encourage students to share cultural information. Provide students with summaries and exercises in their native language.
2nd/3rd generation English language learner	These students were born in the U.S. or have received the majority of their education in the U.S. but are neither proficient in their L1 or L2.	It will take the students 5-7 or more years to acquire CALP (3). Even after students have received several years of formal education, they may continue to lack proficiency of literacy skills.	Define specific activities in which the student can excel. Encourage class participation. Clarify the meanings of idioms, symbolic language, American cultural references.