(September 30, 2010) While content-area teachers focus their instruction in their subject area, like math, science, language arts, etc., students who are learning English may struggle with the academic language of the subject. But there are resources for teachers.
Kristin Grayson, M.Ed., an IDRA education associate, says that the first step is to review the students’ assessments that indicate each student’s language proficiency level, and then instruction can be delivered in ways that actually benefit the entire class. English language proficiency standards are a valuable guide for teachers to plan lessons that engage English learners and increase achievement. Kristin is interviewed by Aurelio Montemayor, M.Ed., director of the IDRA Texas Parent Information and
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* Kristin explains why teachers need to know their students level of proficiency in each of the four domains of language: reading, writing, speaking, and listening.
* Kristin notes that each content area "has its own academic language," which goes beyond just the words themselves.
* Kristin talks about language-proficiency standards required in
Texas , and nationally under the No Children Left Behind Act.
* Kristin discusses the importance of the home language survey and other formal and informal assessments used by schools, including free resources provided by IDRA.
* Kristin says that when teachers know their English learners' language proficiency, they can understand how to deliver instruction more comprehensibly, and in a way that makes language tasks more "accessible" to the students.
* Kristin explains why teaching strategies for English learners work well for native English speakers, too.
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(September 30, 2010) While content-area teachers focus their instruction in their subject area, like math, science, language arts, etc., students who are learning English may struggle with the academic language of the subject. But there are resources for teachers.