Characteristics of EL Learners Prepared & presented: Abdelaziz Adnani

1. Characteristics of EL LearnersPrepared & presented:Abdelaziz Adnani

2. Characteristics of EL Learners • ObjectivesBy the end of this presentation, you should:· be able to identify some key characteristics of EL Learners of different ages· be aware of the historical development of the teaching of languages to EL Learners· be familiar with a range of contexts for teaching English to adolescent Learners and be able to relate your local context to others· be able to describe the Young Learners in your local context· be able to identify why English is taught to YLs in your context

3. Introduction: For the purposes of this paper, EL Learners (ELLs) will refer to students from the ages of ten to seventeen. We will be considering characteristics of adolescent learners and adaptations to teaching English to these learners.

4. TASK 1At this point, write, in list form, your own brief description of EL Learners. try and identify the key characteristics of learners you've encountered.describe children you've got experience of (your own, cousins, friends, your students etc) - try to think of them in situations where they are learning something new.What are they like?What do they like?What makes them different from adult learners?

5. TASK 2In your experience, what other characteristics do ELLs in your context have that help them learn languages successfully?If possible, try and relate your beliefs to specific theories and to illustrate each opinion with a concrete example. Teaching adolescent learners is, by no means, an easy task but it is to a great extent the interaction between teacher and students, who share many common characteristics.

6. TASK 3Given your own knowledge of ELLs, try and complete the ELLs characteristics, identifying the key differences between the two different age groups and the implications for teaching.You may want to add to the list of characteristics(e.g. their experience of language in use; typical activities they enjoy)

7. Characteristics of ELLs They may feel self-conscious when speaking in front of people for fear of making mistakes. They are also often self-conscious, prone to lack self-esteem, and are highly sensitive to criticism of their perceived personal shortcomings. They tend to be highly curious and display a broad array of interests—though few are sustained (Kellough & Kellough; Scales)

8. Characteristics of ELLs They are eager to learn about topics they find interesting and useful, favor active over passive learning experiences, and prefer interactions with peers during educational activities. They progress from concrete logical operations and problem solving to acquiring the ability to develop and test hypotheses, analyze and synthesize data, and think reflectively.

9. Characteristics of ELLs They are most interested in real-life experiences and authentic learning opportunities. They are characterized by the quest for independence and identity formation. They are searching for an adult identity as well as adult acceptance, while striving to maintain peer approval.

10. Characteristics of ELLs They have a tendency to be moody, restless, and may exhibit inconsistent behavior. They have a strong need to belong to a group.

11. What Characterizes English Language Learners? • As the term indicates, English Language Learners (ELLs) are individuals who are learning English as a second or a foreign language . • They may find it difficult to ask for help when needed.

12. What Characterizes English Language Learners? • ELLs may or may not be motivated to learn English. Some want to improve their English to do better at work or in school (“instrumental motivation”) and others to fully immerse themselves in the mainstream culture (“integrative motivation) (Gardner and Lambert, 1972).

13. What Characterizes English Language Learners? • They may avoid eye contact. • They may smile and nod when their teacher asks them if they understand.

14. Adaptations for ELLs Teachers need to: • consider the varying intellectual developmental differences of young adolescents when planning learning experiences. • to plan instructional experiences that foster higher order thinking skills and higher levels of moral reasoning. • to support learners' quest for identity formation through curricular experiences and opportunities for exploration.

15. Adaptations for ELLs ( Cont.) promote an atmosphere of friendliness, concern, and group cohesiveness. provide experiences that build learners' self-esteem. foster environments that are free from harsh criticism, humiliation, and sarcasm. provide educational experiences such as role-playing, drama, and reading that permit young adolescents to understand that their problems are not unique.

16. Adaptations for ELLs ( Cont.) recognize the importance of friendship and peer relationships and provide opportunities for peer interactions. These interactions need to be positive and constructive. plan activities that engage students in argumentation or debate in academic settings as well as those that simulate social situations through role-plays or simulations. develop cooperative learning activities and collaborative experiences in which young adolescents can interact productively with peers.

17. Adaptations for ELLs ( Cont.) Teachers who work with ELLs need to: • Adapt content to make it comprehensible, that is, implement what is known as “Sheltered Instruction.” • Modify their speech so that ELLs can understand what they hear, that is, use “Comprehensible Input” (Krashen, 1985).

18. Adaptations for ELLs ( Cont.) • Integrate all four language skills since students are learning content and language simultaneously. • Pre-teach new vocabulary words before starting a new unit/chapter (e.g. Cloze Sentences, Word Generation, Concept Definition Map, Contrastive Vocabulary Log). • Repeat and paraphrase key ideas.

19. Adaptations for ELLs ( Cont.) • Help students make connections between the course content and their life experiences. • Look for ways to integrate the home culture of all students. • Include a variety of question types and alternative forms of assessment.

20. Adaptations for ELLs ( Cont.) • Increase “wait time” before calling on students to give everyone a chance to think before answering a question. • Provide numerous opportunities for students to have meaningful interactions and discussions with their peers in a low-anxiety environment.

21. Adaptations for ELLs ( Cont.) • Use a variety of grouping configurations (pairs, small group, whole class). • Implement Cooperative Learning (Kagan, 1989) strategies such as Think-Pair-Share, Numbered Heads Together, Jigsaws, and Roundtables. • Engage students 90%-100% of the time.

22. Think – Pair – Share • Think: Take a minute to think about it. • Pair: Turn to the person next to you and share your ideas. • Share: Share your ideas with the people in your table group.

23. Adaptations for ELLs ( Cont.) • Incorporate realia (real life objects), visuals (charts, graphs, diagrams), and hands-on-activities to help clarify and internalize new concepts and vocabulary • Use graphic organizers like Venn diagrams, sequence charts and web maps to help students internalize new concepts.

24. Examples of Graphic Organizers: Before/During/After Reading or Writing

25. Graphic Organizers

26. Adaptations for ELLs ( Cont.) • Provide an outline for a text for students to take notes. • Adapt text for newcomers by highlighting main sections and/or simplifying language. • Create leveled study guides. • Check for understanding throughout instruction (e.g. thumbs up/down)

27. Adaptations for ELLs ( Cont.) Give prompt constructive feedback on student work. Use corrective feedback to clarify misunderstandings and to model correct use of grammatical structures.

28. Adaptations for ELLs ( Cont.) • Review key concepts and vocabulary at the end of a unit and before a test. Use strategies like “Outcome Sentences” or “Mind-Mapping”.

29. Conclusion: Young adolescents deserve educational experiences and schools that are organized to address their unique physical, intellectual, emotional/psychological, moral, and social developmental characteristics and needs. Teachers who work with learners need to be aware of any changes in developmental characteristics. Such changes may give adults insights into the challenges facing the learners and elucidate possible reasons for shifts in learner' ability and behavior.