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ESOL aDAPTATIONS:

Pre-Production: Students are hearing the new language and can follow simple commands. They primarily use body language for communication with those of a different language.

This lesson provides opportunities for the teacher to reference artifacts, maps, and resources through pointing and using body language. (It is important that the teacher be open to learning the ESOL student’s language. As the student states a word referencing what the teacher is pointing to the teacher should repeat it. This helps the student to feel more comfortable in the classroom.)The entire unit allows for students to pair up where necessary. The writing portion of the unit can be completed in the primary language with the assessment be collaborated on by the mainstream and ESOL Teacher of Aide. An investigation can be completed by the ESOL student with regards to the history of their culture in the county.

Early Production: Students use simple and small words to communicate, along with their body language.

The lesson is very hands-on, providing many opportunities for the ESOL students to participate just as the native language learners do. They can write notes in their journals in their native language and the teacher can collaborate with the teacher’s aide or ESOL teacher for assessment. Students also have the opportunity to be paired up with other students who can help them with any new English terms they learn as a result of this unit. Adaptations from the Pre-Production phase may also be applied.

Speech Emergence: Students will use short phrases and sentences to communicate on their own will.

With the use of the adaptations from the pre-production and early production stages, teachers can also begin to require more communication in English. Notes should be written in the English language however the teacher should not be stringent on proper written English at this point. Students can work in pairs to help the ESOL student take effective notes. Verbal communication to the student should be slightly more dramatic and enunciated. Teacher should observe the strategies the ESOL student is using for communication and use what is most effective with the student.

Intermediate Fluency: Students can communicate orally with native speakers successfully; however they still experience some problems with reading and writing the native language.

Teachers should allow students to work together when researching the Internet and using the historical literature. Teachers should not require ESOL students to have their rough drafts reviewed by peers. For those ESOL students who are not comfortable with their peers reviewing their work because of their written language difficulties the teacher or aide should review the draft. The webs used during discussions are excellent resources for ESOL students. Also, instead of having students write a story they can write a descriptive timeline that would be used for the story if they were to create it.