Effective strategies for teaching content vocabulary to English Language Learners

Abstract

The number of English language learners (ELLs) enrolled and being educated in schools in the United States is increasing. At the same time, there is greater accountability for the academic performance of ELLs, but they continue demonstrate poor performance in content areas such as Math and English Language Arts (ELA). This case study examined the preparedness for and the effectiveness of the instructional strategies being used by a group of 8th grade math and ELA teachers when teaching their content vocabulary to ELLs. It also investigated the challenges encountered by these teachers when working with ELLs, and examined their attitudes and beliefs about having ELLs in their classrooms. Data was obtained from teachers through the use of a observations. The results determined that this group of teachers had very little experience teaching ELLs and had received negligible professional training in preparation for teaching the ELLs. The results also showed some limited use of effective instructional strategies in their classrooms, and that these teachers view their instruction as not having a positive impact on the academic development of ELLs. Implications with regard to the need for additional training and a need for future research are discussed.