Gaining Fluency in English
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Opinions vary but research shows it takes a
while!
Younger students are able to learn English
more quickly.
For many ELLs, it may take them 5-7 years.
Haynes, J.
Category
Description
Stage
Pre-Production
Time frame
0 months- 6 months
Students have
-Minimal comprehension
-No word production
Students can do
-generally only uses “yes” and “no”
-nods to answer questions
-match words/objects
Teachers strategies
-use “Why/How/Explain?”,
-use phrase or short-sentence answers
-ask open-ended questions
-model, expand, restate
-describe personal experiences
-retelling, role-play
Category
Description
Stage
Early Production
Time frame
6 – 12 months
Students have
-Limited comprehension
-short responses (1 or 2 words)
Students can do
-identify people/places/things
-list/categorize
-listen with better understanding
-use routine expressions on their own
-use present tense verbs
Teachers strategies
-use lists/labels
-ask “yes/no”, “who,” “what,” “when,” “where”
-use art, miming, music
-provide listening opportunities
-use mixed ability groupings
-use movement (like TPR)
Category
Description
Stage
Speech Emergent
Time frame
1 to 3 years
Students have
-good comprehension
-proficiency to make simple sentences with
errors
Students can
-describe events/places/people
-explain academic ideas
-retell/summarize
-compare/contrast
Teachers strategies
-ask open-ended questions
-model, expand, and restate language
-retell, role-play, describe personal experiences
-use question words like: “why/how,” “explain...”
Category
Description
Stage
Intermediate Fluency
Time frame
3-5 years
Students have
-excellent comprehension
-few grammar errors in speech
Students can
-give/share/debate opinions
-negotiate
-persuade
-synthesize, analyze, and evaluate
Teachers strategies
-”What would happen if...”
-”Why do you think...?”
-structured group discussions
-use more advanced texts/literature
-publish student writing
Category
Description
Stage
Advanced Fluency
Time frame
5-7 years
Students have
-speech is almost native level
Students can
-use written and oral language at levels close to
native speakers of the same age group
Teachers strategies
-”Decide if...”
-”Retell...”
-integrate language arts
-integrate content-area activities
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Challenges exist for each subject.
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Challenges in English:
Idioms and figurative language
Unfamiliar vocabulary
Grammar rules and their exceptions
Dialects
Self-esteem when interacting with mainstream
peers
◦ difficult texts
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Haynes, J.
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Challenges in Math:
◦ use of decimals and commas may be different
◦ Standards and Weights measurement versus Metric
System
◦ Some concepts are not taught in all cultures or are
addressed later in education
Haynes, J.
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Challenges in Science:
◦ vocabulary is difficult!
◦ many concepts - it can be overwhelming
◦ May not have much background
information/learning
◦ Test is difficult to understand
Haynes, J.
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Challenges in Social Studies
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higher level thinking skills for reading and writing
complex sentence structure and grammar
expression of opinions
some concepts are not in other cultures
-privacy, citizens' rights, free will, etc.
Haynes, J.
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When people move from one country to
another, they may experience culture shock.
Symptoms: (according to Kidshealth.org)
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Feelings nervous
Feeling of confusion
Feeling sad
Feeling anxious
Wanting to return home/homesick
Trouble concentrating
And more!
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People (adults & children) with culture shock
may experience difficulties with:
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How to greet others
How to make purchases
Accept/refuse invitations/advice
Joking/sarcasm/facetious
Stage
Description
Excitement/
honeymoon
Positive feelings about the new culture; impressions are
overwhelming a times; new culture is fascinating
Withdrawal/
Regression
Starting to find things different/difficult; behaviors are
“different” and unpredictable compared to what one is
used to; anxiousness; withdrawal; mocking/criticizing
people of the host country
Adjustment
Starting to develop “routines”; more confident; start to
feel less isolated; begins to understand behaviors of
others
Enthusiasm
Feeling at home; enjoys the new culture; functions well
in the new culture
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How can one deal with culture shock? These
tips may help:
◦ Try to learn the language of the host country
◦ Watch and learn from your surroundings –
especially at school
 Teacher-student interactions
 Student-student interactions
◦ Get help from family and friends if you need it
◦ Don’t forget about your own culture
◦ Help others understand your culture
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Cultural Deficit Theory (Crochunis et al, 2002)
◦ Myth that some students can’t achieve because of
their culture, ethnicity, language, or race.
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In some cultures, choices are limited (Helmer,
S. & Eddy, C. 2003).
Parent Involvement: Many parents support
teachers – in differing ways.
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Advocate for ELLs (Lessons Learned)
Monitor programs and services
Provide support to ELL students
Provide support to schools
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Roles working with students:
◦ Assist students in areas of reading, listening,
speaking, and writing
◦ Help them to gain strength in all areas
◦ See where improvement is needed using WIDA
scores and individual accommodations
◦ Work with individual students
◦ Work with students in cooperative groups
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Make the lesson comprehensible
◦ slow down when speaking, use gestures and visual
aids
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Make lessons more visual
◦ story maps, graphic organizers, etc.
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Use prior knowledge and link the new
knowledge to it
Haynes, J.
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Define language objectives and content
objectives for each lesson
Modify vocabulary instruction - more direct
Cooperative learning strategies
Modify tests
Modify homework
Haynes, J.
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Increase wait time
Give ELLs a chance to speak/read/write using
the new vocabulary
Haynes, J.
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Working together allows everyone to succeed.
Teachers are less frustrated by lesson
planning and trying to reach these students.
ELL students’ affective filters are lowered.
All students can reap the rewards of
techniques used to help ELL students.
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Instructional schedules = lesson plans
Teachers and ELL teachers can get together
during planning time, Professional
Development sessions, or before/after
school.
Help the classroom teacher develop content
objectives and language objects
◦ “I can” statements that indicate what the student
“can” do after the lesson
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ELL assistant:
◦ Works closely with teachers to assist when students
struggle
 Teachers help to identify in which areas the student(s)
is struggling
◦ Works one-on-one with teachers to develop lesson
plans and share strategies
◦ Works with small teacher groups to develop lesson
plans and share strategies
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Help teachers to understand the difficulties
that ELL students experience.
Handouts of teaching tips/strategies for
teacher reference
Going over lesson plans to check for
applicable places to use ELL tips/strategies
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Every teacher in the state of Kentucky is given
planning time.
◦ Elementary school – minimum of 90 minutes/week
◦ Middle/High school – minimum of 50 minutes/day
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Teachers in my building meet collaboratively
during planning periods or before/after
school.
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Exchange ideas/brainstorm for differentiation
ideas/techniques
Co-planning for teachers who teach the same
subject.
Co-teaching for teachers whose classrooms
support this method.
Crochunis, T., Erdey, S., & Swedlow, J. (2002). The diversity kit. Education Alliance: Brown
University.
Haynes, Judie. Seven Teaching Strategies for Classroom Teachers of ELLs. Retrieved 3 May 2012
from, www.everyerthingesl.net/inservices/seven_teaching_strategies_clas_06140.php.
Haynes, Judie. How long does it take to learn English? Retrieved 3 May 2012 from,
www.everythingesl.net/inservices/_long_does_take_english_55843.php.
Haynes, Judie. Challenges for ELLs in Content Area Learning. Retrieved 3 May 2012 from,
www.everythingesl.net/inservices/challenges_ells_content_area_l_65322.php
Hill, Jane D. & Flynn, Kathleen M (2006). Chapter 2. The Stages of Second Language Acquisition.
Classroom Instruction That Works with English Language Learners.
Helmer, S. & Eddy, C. (2003). Look at me when I talk to you: ESL learners in non-ESL classrooms.
Don Mills, Ontario: Pippin.
Stepanek, Jennifer & Raphael, Jacqueline. (Sept 2010). Creating Schools that Support Success for
English Language Learners. Lessons Learned.