The Role of ELL Guides
 Newcomer’s first
companion
 Demonstrate how class
work is to be done
 Communicate with the
new student
The Teacher’s Role
 Balance a mixed-language classroom
 Get extra adult help
 Plan schedule
Greeting a Newcomer
It’s important to have these considerations when ELL student first
arrive to the classroom:
 Welcome should be done warmly by teacher and students.
 Newcomer should have seat ready and be seated next to
guide.
 Guide should make sure newcomer has necessary school
supplies ready (pencil, paper, etc)
 Guide should also share books with the student for the rest of
the day.
 *Choosing the guide carefully is very important. This student
will have critical role in assisting and welcoming the ELL
student.
At recess...
During recess guide should:
 Get acquainted with ELL
student
 Show the newcomer the
playground and engage
him/her in playing activities
Lunch Time...
 Lunch time will be a great time for the EL student, guide and
teacher to get more acquainted. Also it will help the teacher
know the amount of English the ELL student knows.
During lunch time:
 Have hot lunches brought to the classroom for the three
 It’s a great chance to go over classroom kit and have a brief
orientation
 Teacher explain kit in a way that is not overwhelming by
pantomiming or pointing
 Teacher should go over necessity card of major places and
objects in the school
Make sure ELL student
knows...
 He/she can point to pictures, cards etc so
others know what he/she needs or wants
 Guide is his/her helper and he/she should
watch, follow guide’s lead and ask guide
for any questions.
The First Week...
 Continuing with lunch meetings for the next couple
of days is recommended.
 As newcomer begins to learn some words in English,
don’t worry about direct vocabulary instruction; that
time will come later on.
 The first week should be focused on letting ELL
student adapt to classroom, follow guide and imitate
other students.
Welcoming the ELL as a
Unique Person
 Conversation with EL student should be friendly and not
demanding.
 The noon-hour meetings should not all be about business but
personal chats. If communication is a problem, teacher can
draw pictures and pantomime.
 At lunch meetings guide and teacher should try to learn a few
words or phrases from ELL student’s language.
 Teacher can post these words on the classroom so the whole
class can practice pronouncing words.
 Orientation process should involve the teacher and whole
class.
 Adapting and integrating ELL student’s language and culture is
essential and will enrich the class curriculum.
Effects of Personal
Characteristics on
Learning
3 Levels of English Language Learners:
 1, 2, 3. The 1’s and 2’s have little to no English and basic
English. The 3’s have more English language at home
and school.
2 Types of Newcomers:
 One that is outgoing and learns English words and
phrases from being around classmates and others.
They also use what they learn.
 The other one is quieter and does not rarely speaks
because of shyness or afraid and does not use what
they have been learning.
 They both need individualized instruction.
Initial English Instruction
 Level 1 and 2 need multiple sessions a week for 1-2
months before regular participation.
 They should be involved with the groups from the
beginning
 Level 3 shorter lessons and less often
 Students working together is important for language
acquisition
 When pairing students put an advanced student with the
EL students
 Picture cards, physical demonstrations, objects, and oral
language can teach new vocabulary and sentence
structure.
Teaching Vocabulary and
Sentence Structure
 Start with oral, only when a student has built a
foundation should you move to print
 Activities
 Naming picture cards
 Playing oral games using vocabulary and sentences
 Playing games that include the written forms of
words
 Role-playing various types of real-life situations using
one’s self
Picture Card Games
 Vocabulary flash cards
 Use pictures not sentences
 Minimal amounts increasing the amount of
cards as the child progresses
 Beneficial to have cards with words that
relate to things they are interested in
Oral Language
 Use simple sentences linked with questions where only one
word is differentiated
Ex. My name is Brendyn Koerper. What is your name?
 Work on vocabulary with cards
Link card of pictures to the words
 Use games like i-spy
 Use commonly known songs
Itsy bitsy spider
Replace words (kitchen wall, table leg)
Role Playing
 Role play common scenarios (breakfast,
introductions)
Continuing Language
Group Meetings
 Meet in small groups occasionally
 Change the types of activities carried on in these
group meetings.
 Make situations more challenging.
 Give students more opportunities to suggest
situations they are more interested in.
 Talk over any problems or concerns and suggest
solutions.
Integrating ELL’s into
Regular Class Activities
 Integrating should happen from the beginning for
students at all levels.
 Make content subjects manageable for ELL’s while
enriching the learning of the rest of the class.
 It is better for the ELL students to not be isolated from
the other students.
 Whole class teaching should explain new vocabulary,
illustrate concepts, and make complicated issues clear.
ELL and English speaking students will both learn
effectively.
THE END