1. English-Only Teachers in Mixed-Language
Classrooms
Chapters 3-4
Curr-509
Monica Alvarez
November 28, 2011

2. Chapter 3
Welcoming ELL’s into the Classroom
 Choose ELL Guides
o 4-6 boys and girls
o Good, steady workers that follow directions and explain work to others
o Assign 2 guides with alternate schedules for each ELL
 Role of ELL Guide
o Companion that shows them around school and introduces them to other students
o Models appropriate behavior (easier if same gender) demonstrating how class work is done
o Communicate as much as possible
o Role of guide takes about 2 weeks
“After the first two weeks, most newcomers will cease to need a guide. They will have made
new friends, gotten used to the school and class routines, begun working with academic
partners and their table group, and become able to understand and express themselves
well enough in English to get along socially.”
 Teacher’s Role
o Balance a Mixed-language classroom
o Assign adult or student aides to help in class
 Greeting a Newcomer
o Warm not embarrassing, ensuring a seat is set up next to guide
o Guide should engage ELL during recess
o Use lunch as a gathering for ELL student, guide and teacher
o Don’t be concerned with teaching English vocabulary during first week
 Welcoming the ELL Student
o Give them space
o Use pictures and pantomime to communicate if necessary
o Learn a little about the ELL’s language, other
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3. Chapter 4
Beginning English Instruction
 After first few weeks, you may want to decide what level your ELL student is
(1,2,3).
 Two types of students:
◦ Outgoing
◦ Quiet
 Both need some small group instruction
 Level 1 and 2 students will need oral language instruction, 3-5 times a week
for at least a month
 Level 3 students need support for a shorter time on a less regular basis
 Best instruction is having 4-5 students meet together from various levels of
English
 Include 1-2 English speaking students in the language group
 Newcomers need the introduction of oral vocabulary and sentence
structure for everyday living inside and outside of school
 New words and simple sentences can be taught through dramatization
and games, such as picture cards, physical demonstrations, objects, and
oral language
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4.  When ELL has acquired some functional vocabulary, reading
and writing words games can be varied and combined
◦ Naming picture cards
◦ Playing oral games using vocabulary and sentences
◦ Playing games that include the written forms of words
◦ Role-playing real-life situations using one’s self, miniature figures or hand
puppets
 Picture Card Games
◦ Flash cards with objects, pictures, actions on one side and written words
on the other side
◦ Packs of 10-25 cards of everyday living pictures
◦ Number of cards presented at one time depends on age and
language level of children
◦ One pack is too much for any age Level 1 student
◦ Level 2 and 3 students can move from whole categories to academic
vocabulary or words of interest
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5.  Oral language games, poems and songs
◦ Emphasizes useful sentence structures and gives continuing practice
with new vocabulary
◦ Example 1: Make a statement and ask a question
◦ Example 2: Describe object in room and call on others to
guess what it is
◦ Example 3: Songs and Demonstrations (itsy bitsy spider)
◦ Example 4: Role Playing
 Use replicas of people, animals, vehicles
 Hand puppets or yourselves
 Continue Language Group Meetings
 Integrate ELLs into Regular Class Activities
ass activities
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