Teaching English Language Learners

Teaching English Language Learners is a handbook for elementary staff who work with English Language Learners, but who don't have specialized training in English language acquisition. The book is a handy reference that describes all stages of learning English, and how home language and culture affect English Language Learners in school. It provides a thorough picture of English Language Learners by describing English language levels, adjustment behaviors, family interactions and expectations, non-academic areas of need, and how to discern whether or not student difficulties are language based. It also offers practical strategies for teaching writing and describes general Project Based Learning activities appropriate for both large and small groups. The book supports classroom teachers, para-educators, volunteers, teachers in training, specialists and other adults working with elementary English Language Learners.

Ann Morgan is a long-time elementary and ESOL teacher, teacher trainer, and writer with experience at all levels of English Language Acquisition in K-8 and college. She holds multiple Masters degrees and has worked as a writer, editor and/or consultant for the state of Maryland, Oxford University Press, the Library of Congress, Discovery Education, and the National Institutes of Health.

Acknowledgments
Introduction
Acronym Soup and Other Terms
Chapter 1: Who are These Kids?
Countries and Backgrounds
Period of Adjustment
Grade Placement
The Silent Stage
An Adjustment Problem
Not an Adjustment Problem
Clothes
Realistic Expectations
Chapter 2: Home Comes to School
The Cultural Divide
General Information
Gender and Expectations
Socializing
Holidays
Resources
Chapter 3: Domains and Levels of English Language Learning
Language Domains
Listening
Speaking
Reading
Writing
Testing English Language Proficiency
Levels of English Language Proficiency
Level 1-2 Beginner
Level 3-4 Intermediate
Level 5-6 Advanced/Exited
Beginning Level Proficiency Goals
Intermediate Level Proficiency Goals
Advanced Level Proficiency Goals
Chapter 4: How to Talk to Your ELLs
Pace Yourself
Receptive Language
Productive Language
This is Tense. Keep it Simple.
Be an Active Active Speaker
More than Words
I Don't Get It
Chapter 5: Classroom Accommodations
What are Accommodations?
Typical Accommodations
Who is Part of the Accommodations Process?
When and Where do ESOL Students Use Accommodations?
Why Use Accommodations?
Chapter 6: Making the Everyday Puzzle Pieces Fit
The Basics
First Steps
Technology for the Unemployed
Let's Do Lunch-Book Talk
Overview
Before-Setting Up
During-Let's Eat
After-Clean Up
The Book Talk Ripple Effect
Chapter 7: Project Based Learning
Why PBL?
Collect Something
Write to Someone
Make Something
Play Something
Chapter 8: Strategies for Teaching Writing
Summaries
Fiction
Non-Fiction
General Organization
Dots Write
Point of View
The Kid Piece of the Writing Puzzle
Six Word Memoirs
OWL Purdue Online Writing Lab
Maryland Public Television
Chapter 9: What's the Problem?
ESOL and Special Needs
ESOL
Common Errors (Don't Worry)
Uncommon Errors (It's Time to Worry)
Chapter 10: What Teachers and Kids Say
Teachers
Input from Kids (with some grammar corrections)
Appendix A: Basic Skills Chart for Gardner's Multiple Intelligences
Appendix B: Suggested Readings for Book Talk
Appendix C: Project Based Learning (PBL) Activities
Appendix D: The Great Graph
Appendix E: Comparing Proficiency Levels over Time
Appendix F: Comparing Proficiency Scores within a Group
About the Author
Index