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Classroom Strategies for English Language Learners - Research Paper Example

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Classroom Strategies for English Language Learners

With shifting population trends, this means that all preschool teachers should be ready and prepared to teach children whose first language is not English (Bredekamp & Rosegrant, 1995). It is critical that preschool educators know and ensure that their classroom strategies are affording ELLs with the skills they require in order to progress academically. This research paper will provide an overview of applicable classroom strategies for ELLs by conducting an extensive review of available literature before offering practical applications of this theory to the classroom environment. This will take into consideration attention to bias, as well as multicultural issues that underpin ELL preschool classrooms. Research Question This research paper is guided by the following research question: What are the available and applicable strategies to teaching preschool ELLs? Throughout this research, a number of applicable methods and strategies, which research has shown to be effective in furnishing young ELLs with sufficient skills for kindergarten, will be discussed. There is an increasing presence of preschool ELLs whose families speak little or no English. An intentional preschool curriculum needs to be responsive to cultural dissimilarities, as well as preschool children with minimal or no English proficiency (Morrow, 2007). While it is evident how significant this is, research indicates that few curricula demonstrate these essential principles. Although the dichotomy between direct instruction and child-centered instruction has long been considered as part and parcel of the discussion regarding early learning, the future conversation is bound to center on the quality of instructional interactions, which instructors need to have with ELLs in the preschool environment (Tabors & Snow, 2008). According to fresh evidence, it is clear that direct, focused and intentional interactions, characterized by feedback loops regarding ELL children performance exhibit the greatest value with regard to enhancing student attainment of English proficiency to help in the next stage of school (Farrall, 2012). Simultaneously, it is critical to appreciate that a curriculum itself, regardless of its richness in activities, as well as conceptual understanding regarding how preschool children learn, is merely a tool in the instructors’ hands. This is to say that even the best curriculum can be implemented in a poor manner, but talented teachers with effective classroom strategies can compensate for a poor curriculum (Tabors & Snow, 2008). The research in this paper demonstrates how ELL preschool children can make immense gains in early literacy when superior quality preschool classroom strategies include intentional strategies and offer effective teacher professional support and development. Intentional classroom strategies are research-based, give emphasis to teachers’ active engagement with students, encompass attention to regulatory and social skills and are immensely responsive to cultural diversity, as well as ELLs. Effective classroom strategies are not teacher-proof and demand novel ways of measuring classroom quality, student progress and teacher effectiveness. Literature Review Critical to any preschool classroom strategy for ELLs is effective instruction with regard to the development of language. Preschool children require precise training in English vocabulary and opportunities to listen to and speak English ...Show more


Classroom Strategies for English Language Learners Name: Institution: Classroom Strategies for English Language Learners Introduction Early childhood education plays a vital role in imparting on young English language learners (ELLs), sufficient knowledge to allow for their later academic success…
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