Introduce yourself to the student. Learn, practice,
and use correct pronunciation of the student’s name.
*
Seat the student where he/she can see and hear
all classroom activities and near classmates who will provide
support and language models.
*
To help with socialization, give the newcomer
classroom jobs such as distributing or collecting classroom
material, going on errands with a partner, and being a classroom
helper.
*
Be sure to read the student’s initial ESL evaluation
to better understand his/her English language fluency and
academic background. Do NOT assume the student knows “the
basics”. Be aware that a student from a war-torn country
may have attended school very sporadically.
*
Information on student’s culture is available in
Administrative offices of your building (folder), school
libraries, and Project Liberty link on the district web-site.
Understanding cultural differences will help you integrate
the newcomer more effectively.
Use
these strategies:
*
Simplify vocabulary.
*
Repeat words and concepts often.
*
Speak naturally, but simplify sentence structure.
*
Highlight key ideas and instructions with visual aids,
gestures, and other non-verbal cues.
*
Allow sufficient response time.
*
Check often for comprehension.
*
Be aware of figurative language (“Now we’re
cookin’”).
*
Shorten assignments into smaller, more manageable chunks.
*
Provide classroom and school orientation – procedures,
texts, expected behaviors, assignments, and evaluation (i.e.
tests).
*
Post key vocabulary around the classroom and
provide lists for student to take home and practice.
*
Allow and encourage use of an English or bilingual
dictionary for any academic work.
*
Pass/Fail grade is appropriate for beginning
level students for up to 1 year.
*
Encourage use of volunteer tutors (Homework
Club or other after school academic support) – peers
and interested adults. Teacher prepared study guides provide
helpful structure for the tutor and indicate where to spend
time and effort.
*
Expect the newcomer (beginner – entering level) to
go through a “silent period”, with little language
production. At this stage, the student typically is absorbing
information and is not yet ready to respond orally.
*
Confer with the student’s ESL teacher for more individualized
insights and suggestions.
