Learn
to pronounce the ESL student's name and teach the other students
the correct pronunciation. Arrange for ESL student to learn
and practice saying classmates' names.
Establish
best method of contacting and getting information to parents.
Try to gather as much information as possible about the student
so that you will understand him/her better. (This might come
from the ESL teacher, school counselor, sponsor, or English-speaking
relatives).
Help
the ESL student learn words and phrases needed to survive in
school - words for classroom objects, clothing, lunch, bathroom,
other school rooms, and activities.
Develop
a buddy system by recruiting capable and willing classmates
to listen to or aid the ESL student on a one-to-one basis.
Use this type of "buddy system" for:
Peer
tutoring
Explaining
directions
Vocabulary
practice
Learning
games
Emotional
support
Conversation
practice
Rotate
this responsibility. A bilingual classmate can help considerably,
but encourage the new ESL student to depend on several friends.
Be
sure the student understands normal school procedures such
as: fire drills, excuses, safety habits, lunch procedures,
class-changing system, etc. Anticipate changes of routine;
help prepare student for such changes as assemblies, early
dismissals, school holidays, snow days, field trips, holiday
activities, etc.
Encourage
the student to bring something from his/her native country
to talk about in class. The student or his parent may be very
pleased to share his language, holidays, and customs. Be aware
that some ESL students do not like being the focus of such
attention, but most enjoy the exchange.
Seek
out and use native language resources when possible - i.e.,
a parent volunteer familiar with student's language can be
especially helpful for explaining content-area information,
clearing up misunderstandings directly.
Locate
and use a dictionary with English and the child's native language
(if literate).
Use
simple language when speaking to a student learning a new language.
Slow down your rate of speech and speak in a normal tone. A
few words are more helpful than many.
Use
concrete objects, pictures, pantomime, etc., with the word
you are trying to teach.
Use
many comprehension checks that call for non-verbal or limited
responses-"Show me the blue crayon." "point
to the…" "Is this a book?" "Is this
a book or a pencil?"
Have
other students spend time before school, at lunch time or during
study periods teaching the ESL student board games, cards,
hobbies, playground games, etc., in order to encourage informal
language development.
Try
to provide as many language experiences at or as close to his/her
level of English ability as possible. This could take the form
of part-time regrouping to a lower grade level, Title 1, use
of a student buddy system, or use of low-level materials.
Include
ESL students in as many classroom activities as possible. It
is very important that they feel a part of the group from the
first day.
Try
to include the child in as many activities as possible that
do not require written language (art, gym, etc.).
Do
not assume the child knows "the basics". Be aware
that a child from a war-torn country may have attended school
very sporadically.
Be
realistic in your expectations. Both you and your student will
be happier if he/she can achieve modified goals.
Be
patient. Do not expect miracles but do not ignore the student.
Encourage
participation in competitive sports activities when appropriate,
as this aids vocabulary development and self confidence.
Provide
alternative ways for students to do their class assignments.
Test
or give assignments using a tape recorder for those students
who can understand some English but who do not read it well.
Seek
advice from administration and ESL tutor regarding the wisdom
of administering any standardized test.
Use
alternative forms of grading such as anecdotal notes for evaluating
the student during his/her first year. Use of the regular grading
system can be misleading and frustrating.
Be
sensitive to and discuss with him/her cross-cultural factors
which may inhibit taking part in class activities. Some cultures
stress "correctness" rather than "creativity",
wearing shorts for gym can cause difficulty for a girl from
Saudi Arabia, a very young child can be distressed at unexpectedly
seeing Halloween costumes in school for the first time, etc.
Be
aware of the use of and misunderstanding of gestures such as
eye contact, loudness of speech, attitude toward touching,
or the distance between people when speaking.
Be
supportive and generous with praise. Give the student as much
attention as possible.
Try
to strike a balance with your expectations. Keep them to a
minimum at first, but do not underestimate your student's ability.
Do anticipate unpredictable changes in what he is able to do
over the course of the year.
Adjustment
problems or behavior problems are often a sign of frustration.
Try a gentle, understanding approach.
Remember
a smile is a gesture that is easy to understand. Us this generously!
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Pittsburgh, PA 15236
