Best Practices: Instructional Strategies for Second Language Acquisition
Comprehensible Input (CI): Adjusting teaching to the language level of the learner so that communication
is understood.
Contextualized Language (CL): Using gestures, pictures, lab experiments so that language is taught
within a context.
Verbal Interaction (VI): Encouraging students to speak with their peers and participate in classroom
discussions.
Active Involvement (AI): Turning the learning over to the students to they can learn by doing.
Anxiety Reduction (AR): Using teaching strategies and grouping techniques that help create a safe
environment for learning.
Teaching Techniques
Use printing vs. cursive; beware of flourishing font styles.
Use visuals, realia, manipulatives, and other concrete materials.
Write directions and homework assignments on board as well as give orally.
Use nonverbal techniques--gestures, facial expressions, sign language
(home made) and body language.
Modify your speech (not necessarily louder).
Enunciate and speak clearly, using authentic natural speech.
Use shorter, less complex sentences for students in the earlier stages.
Use a slightly slower rate of speech—being careful to maintain the natural
rhythm and flow of the language.
Use longer, but natural, pauses.
Use fewer pronouns.
Speak clearly and enunciate, using authentic natural language.
Use intonation, volume, and pauses to aid meaning.
Support instruction with pictures and graphics. (Draw pictures, insert clip
art in PowerPoint.)
Use graphic organizers to help sort out information.
Using math manipulatives, science experiments and hands-on activities to
aid learning.
Contextualize ideas in relevant, real-life ways, “. . .just like you did
yesterday with...”
Use guided note taking or an outline to help students grasp key concepts
and important information.
Repeat, rephrase, and or paraphrase key concepts, directions, etc.
Provide frequent summations of your lessons.
Provide a reading buddy to interact with text and summarize.
Be an actor/actress: Model and demonstrate procedures and thought
processes through pantomime, role-play, etc.
Provide only essential information when giving directions.
Build on what students already know, recognizing and extending
approximations of learning and language development. Use K-W-L
techniques.
Be careful of idioms and slang. Explain them when they occur.
Pair students with L1 or English-speaking buddy.
Take the time to connect with the student.
Clarify meaning in context.
Use Chunk n’ Chew techniques. Allow students to talk with a buddy for 1-2
minutes after 11-17 minutes of instruction time. Students can help each
other process your message and do mental translation from the English
language to their native language.
Encourage participation and interaction. (Allow for the silent period.)
Make learning applicable to the student’s life.
Allow for culture sharing and cultural diversity.
Do the culminating activity first—help student grasp the big picture. (i.e.
field trip, movie)
Use formative assessment techniques to check for understanding. Avoid
asking “Do you understand me?”
Make assessment modifications as necessary. What other ways can a
student demonstrate their learning to you?
Consider using children’s literature/lower grade level materials to teach
content.
Help all students develop an appreciation for cultural diversity.
Encourage interaction outside of classroom; playground, lunchroom, EC.
Provide structure and routines that are easy to follow.
Add your own techniques that have proven effective for you. Share!