When I was a classroom teacher, the majority of my students were English Language Learners (ELL). That means, that my students knew another language better than they did English. There is a common misconception that ELL students are not as bright or are slower to learn that English Native Learners. This is not the case; it’s just that these students are learning two languages at the same time. Therefore special consideration and adaptations should be taken to assist ELL students.
Here is a tool that I have used many many times to aide my ELL learners. (Remember, English learners don’t necessarily have to be children, adults can be beginners as well).
Making noun flash cards is probably the easiest way to start with, especially for younger students and beginners.
On one side have students write their word in English (cat, dog, one, two, three) and draw a picture that is indicative of that word.
On the other side, draw the same picture; but this time have the student write what the word is to describe the image in their home language.
The home language (HL) part is crucial for two reasons. One, it lets the learner know that the English and the HL are the same. It shows the learner that there is a respect, value, and appreciation of their native language. Furthermore, by already knowing what a word is in one language it makes it that much easier to understand what it should mean in another. If we took out the HL component; the transfer of knowledge would be very slow going.
Students can use these flash cards throughout the year; plus they can make ones for all sorts of objects and subjects. This is also an independent activity that students can come back to when there is free time. The flash cards are portable, so they can easily be taken, and reviewed, anywhere where the student goes.
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Another way of utilizing flash cards is by expanding on learning nouns, verbs, and adjectives.
- In 3rd and 4th grade, all students focus on parts of speech and grammar; so even though these flash cards are directed at helping ELL students, it can be taught to the class at large.
**Remember that the flash cards for all of these mini lessons are to utilize the same format as described earlier**
- Also, you as the instructor, want to have at least two examples for each of the types of parts of speech mentioned
- It could be helpful to first go over nouns, verbs, and adjectives before creating the cards. Perhaps doing a list together on the board, so everyone can be involved in the discussion.
- First start with learning nouns
All words and drawings for nouns should be in blue. (Blue is like the ocean; vast, large, wide, and deep – just like nouns)
With nouns there are common and proper nouns, persons, places, and things – be sure to give students the opportunity to make at least three cards for each of the six types
- Second is verbs
o All words and drawings for verbs should be done in green. (Green means go, which leads to thinking of movement, which is an action; and verbs are action words)
o Here we need to include present, past, and future verbs
- Next is adjectives
o All words and drawings for adjectives should be done in red. (Red is commonly thought of as stop { which when using an adjective you normally don’t need more than one}, or as an emotional color {for love or anger} or as fire {hot, crackly} – and all of these symbols for red are directly related to adjectives)
o Here we include numbers, colors, emotions. Also, having a few objects around to help get the students thinking about adjectives can be quite helpful.
Using these particular colors is a valuable component to this lesson; it is also a strategy that I learned from GLAD (Guided Language Acquisition Direction). By giving students specific colors with specific sets of words, it provides learners with an additional way of remembering and, later, recalling what they have learned.
Although this lesson was originally intended for elementary school children this format can be used for adults who are learning English. These flash card lessons are specifically geared towards ‘Beginner, and Early Intermediate’ learners.
I truly hope that these ideas will be of assistance to you and your students in the immediate future.
Here is the link for GLAD – a great resource
http://www.projectglad.com/
