Classroom Instruction That Works with English Language Learners

by Jane D. Hill, Kathleen M. Flynn

Great Condition!

Genres: Education, Teaching, Nonfiction

144 pages, Paperback

First published September 30, 2006

Reviews

[Marika Gillis · Rating 2 out of 5]

This educational resource book is not one of the best I've read. We did a book study at school on this one since we have a huge population of English language learners. Designed to give teachers strategies for working with ELL students, the ideas seemed obvious and uninspired. According to this book, what works for ELL students, is just good instruction for all students and I feel like the suggestions in this book would be common sense for most good teachers. Classroom Instruction That Works was definitely a better "go to" education book and one that I have referred to often.

[Luisa Benson · Rating 2 out of 5]

Classroom Instruction That Works with English Language Learners was basically a rehash of Classroom Instruction That Works with some modification for ELLs. Those modifications focused on inclusion of visuals, manipulatives and demonstrations which, though it sounds trite, are just part of good teaching anyway. I disagree with the suggestions that we simplify language and reduce the use of idiomatic and figurative language. Instead we teachers must be aware of our usage and rephrase or explicitly explain what the idiom and figurative language mean. I read this book looking for some good concrete techniques to help create a classroom emphasizing rigor while addressing the needs of my ELLs. I didn’t find what I was looking for. Though the authors stressed a need for higher level thinking at all stages of language development, their examples didn’t include higher level thinking at the earlier stages. They also missed some major points about ELL students. In the chapter on homework they failed to mention anything about how ELL students often have greater responsibilities at home and fewer resources (computers, for example) than native English speakers. Last but not least, though these types of books try to emphasize the idea that ELLs come from all over the globe, examples and specifics focus on those coming from Mexico and Central America which, let’s face it, is where most of our ELLs are from. Why not just admit that? Okay, I’ll throw the authors a bone (idiomatic!) regarding the recommendation repeated throughout regarding correcting improper English usage by ELLs. Rather than overtly correct an error (often an embarrassing turn-off) it is suggested that the instructor rephrase what the student said with correct English usage. I wholeheartedly agree with that strategy, but I still need a better book that this!

[Brooke Stuart · Rating 4 out of 5]

I liked this book. Good for teachers or future teachers who want to learn ways to help their students where English is not their first language. I had to read this book for a college class, but have elected to keep it for future reference.

[Leyla · Rating 3 out of 5]

Summer read: practical, useful for my Conversation Workshops. ( I need a recommnedation!!)

[Christine · Rating 5 out of 5]

Wonderful "SDAIE" strategies that are thoroughly explained and aligned with stages of language development. Easy to fit into any SCIOP protocol.