English Learners

Differentiating instruction for English learners

Key Questions to Consider
Do ELs in mainstream classes still need to receive differentiated instruction? What demographic and assessment information is necessary in order to provide the appropriate differentiated instruction? What documents can inform teachers on how to address the linguistic needs of ELs? How can teachers select the most effective strategies to address both the linguistic and academic needs of ELs?

In response to districts’ dual obligation to ensure that students acquire English and receive access to the core curriculum, California policy (outside link) requires differentiated instruction for English learners. Regardless of the type of program in which English learners are enrolled - English language mainstream, structured English immersion, or an alternative (bilingual) program - English learners (EL) must receive:

• Instruction in English (English Language Development - ELD) at each individual level of English proficiency
• Meaningful access to grade-level academic content (English language arts, science, history/social science, mathematics, art, music, physical education, etc.)

Differentiated instruction based on EL students’ proficiency levels and other factors not only gives EL students a voice, it also:

• Speeds their acquisition of English
• Supports construction of their understanding
• Provides access to the core curriculum

English learner profile

The first step to differentiated instruction for EL students is knowing the learners and determining their needs through an EL profile (application/msword). EL students have a variety of backgrounds. Knowing the specific experiences and knowledge each child brings to school empowers teachers to modify the process, content, or product according to each EL’s needs, keeping in mind:

• English proficiency level
• Primary language proficiency level
• Schooling background

Lesson design

Teachers should design lessons based on their students’ individual proficiency levels. Using the ELD standards (outside link) , teachers need to design lessons that take students through a Sequence of Tasks (Walqui, 2000) of:

• Preparing the Learner
• Interacting with the Text
• Extending the Learning

Each part of the lesson design must entail carefully selected, scaffolded activities or tasks based on their students’ proficiency levels and the subject matter. For ELs, “preparing the learner” and/or “frontloading” is often 80% of the lesson and is an integral part of setting ELs up for success and access to the text: Differentiating Core Instruction for ELs (application/msword). In planning instruction, make use of the SEI Lesson Plan Template (application/msword).

Planning and implementing differentiated instruction for ELs can be a complex task considering the multitude of critical factors that must be taken into account. A T-chart, DI for ELs is and is Not (application/msword) is offered to help educators build a better understanding of what differentiated instruction for ELs is and what it is not.

Scaffolding instruction for English learners

In today’s classrooms, there exists a need for consistent daily instruction that addresses both the language and academic needs of English learners. The following elements are recommended to differentiate instruction and incorporate scaffolds (Walqui, 1993). Also, primary language support strategies may be incorporated to meet the goal of appropriate instruction for English learners. This resource provides examples of seven different strategies for scaffolding instruction for English learners, as well as tips and definitions.

Scaffolding Matrix for English Learner Instruction (application/pdf)
This instructional planning resource describes a number of scaffolding strategies, showing appropriate tasks and instructional considerations.

Resources

Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP)
http://www.iteachilearn.com/cummins/bicscalp.html (outside link)
This account clarifies the distinction put forth by Dr. Jim Cummins to shed light upon the time it takes for immigrant students to achieve language proficiency, including both conversational fluency and academic language.

California Tomorrow
http://www.californiatomorrow.org/ (outside link)
California Tomorrow promotes equal access for all and advocates for a just and inclusive multiracial, multicultural, and multilingual society.

Center for Applied Linguistics: Dr. Aída Walqui
http://www.cal.org/resources/Digest/0003strategies.html (outside link)
Strategies for Success, Engaging Immigrant Students in Secondary Schools (Walqui, 2000) describes Ten Principles for Effective Instruction of Immigrant Students.

Dual Language Network
http://www.sdcoe.net/lret2/els/?loc=dln (outside link)
The Dual Language Network provides a forum for educators to collaborate, investigate, and support dual language programs in San Diego County.

Project GLAD
http://www.projectglad.com (outside link)
Guided Language Acquisition Design (GLAD) is a model of professional development in the area of language acquisition and literacy.

Second Language Acquisition Theory
http://homepage.ntlworld.com/vivian.c/SLA/Krashen.htm (outside link)
This webpage succinctly outlines Dr. Stephen Krashen's theory of second language acquisition with examples and extensive references.

WestEd Map of Standards for English Learners
http://www.wested.org/cs/we/view/rs/796 (outside link)
The Map presents California’s English Language Development (ELD) standards and English Language Arts (ELA) standards side-by-side and organized in a logical, pedagogical way. Available in Grades K-5 and 6-12.

WRITE Institute
http://www.writeinstitute.org/index.html (outside link)
The Writing Reform Institute for Teaching Excellence (WRITE) is an intensive, sustained professional development model that trains teachers of grades 4-12 in research-based strategies to improve the performance of English learners by developing the reading and writing skills necessary for high academic achievement.

References

Walqui, A. (1993). Access and engagement. McHenry, IL: Center for Applied Linguistics.

Walqui, A. (2000). Access and engagement: Program design and instructional approaches for immigrant students in secondary schools. McHenry, IL: Center for Applied Linguistics.

Walqui-van Lier, A. (2002). A scaffold for change: Professional development for teachers of English language learners. San Diego: San Diego County Office of Education.