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 Teaching English
Language Learners: 43
Strategies for
Successful K-8
Classrooms

Michaela Colombo
FOR INFORMATION: Copyright © 2012 by SAGE Publications, Inc.
SAGE Publications, Inc.
2455 Teller Road All rights reserved. No part of this book may be
Thousand Oaks, California 91320 reproduced or utilized in any form or by any means,
E-mail: [email protected] electronic or mechanical, including photocopying,
recording, or by any information storage and retrieval
SAGE Publications Ltd. system, without permission in writing from the
1 Oliver’s Yard publisher.
55 City Road
London EC1Y 1SP
United Kingdom

SAGE Publications India Pvt. Ltd. Printed in the United States of America
B 1/I 1 Mohan Cooperative Industrial Area
Mathura Road, New Delhi 110 044 Library of Congress Cataloging-in-Publication Data
India
Colombo, Michaela.
SAGE Publications Asia-Pacific Pte. Ltd.
Teaching English language learners : 43 strategies for
33 Pekin Street #02-01
successful K-8 classrooms/Michaela Colombo.
Far East Square
Singapore 048763 p. cm.
Includes bibliographical references and index.

ISBN 978-1-4129-8029-6 (pbk. : alk. paper)

Executive Editor:â•… Diane McDaniel 1. English language—Study and teaching—Foreign speakers.

Editorial Assistant:â•… Theresa Accomazzo 2. Language and languages—Study and teaching. 3. Second
Production Editor↜:╅ Brittany Bauhaus language acquisition. I. Title.
Copy Editor↜:╅ Jenifer Dill
PE1128.A2C673 2012 428.2′4—dc22 2010040647
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Proofreader↜:╅ Jenifer Kooiman This book is printed on acid-free paper.
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Cover Designer↜:╅ Janet Kiesel 11 12 13 14 15 10 9 8 7 6 5 4 3 2 1
Marketing Manager↜:╅ Erica DeLuca
Permissions Editor↜:╅ Adele Hutchinson
Contents

Preface xiv
Acknowledgments xvi

Introduction 1
How Best to Use This Book╇╇ 1
Knowledge and Skills for Regular Classroom Teachers
of English Language Learners╇╇ 2
Standards for Classroom Instruction for English Language Learners╇╇ 2
Language Education in U.S. Schools: A Historical Perspective╇╇ 4
Language Programs for English Language Learners in U.S. Schools╇╇ 5
Who are the English Language Learners In U.S. Schools?╇╇ 6
Current Theories Important for Learning and for Teaching ELLs ╇╇ 8
Strategy Resources╇╇12

Unit I. Managing the Learning Environment 15

What You Will Learn╇╇16
Classroom Management ╇╇ 17
Managing Differentiation in Inclusive Classrooms╇╇ 18
Beginning With Identifying Student Outcomes ╇╇ 18
Differentiating Content╇╇19
Differentiating Process╇╇19
Differentiating Product╇╇20

╇1╇╇ Managing Classroom Space in an Inclusive Classroom 21

Theory and/or Research Underlying the Strategy╇╇ 21
Implementing the Strategy╇╇ 22
Strategy in Action╇╇23
Reflections╇╇24
Strategy Resource╇╇25

╇ 2╅ S etting Culturally Responsive Rules and Routines for

an Inclusive Classroom 26
Theory and/or Research Underlying the Strategy╇╇ 26
Implementing the Strategy╇╇ 26
 Strategy in Action╇╇27
Reflections╇╇28
Strategy Resource╇╇28

╇ 3╇╇ Establishing Routines in an Inclusive Classroom 29

Theory and/or Research Underlying the Strategy╇╇ 29
Implementing the Strategy╇╇ 30
Strategy in Action╇╇30
Reflections╇╇30
Strategy Resources╇╇31

╇ 4╇╇ Welcoming the ELL and Preparing and Assigning a Buddy 32
Theory and/or Research Underlying the Strategy╇╇ 32
Implementing the Strategy╇╇ 32
Strategy in Action╇╇34
Reflections╇╇35
Strategy Resources╇╇35

╇5╇╇ Managing Differentiated Assessments 36

Theory and/or Research Underlying the Strategy╇╇ 36
Implementing the Strategy╇╇ 36
Strategy in Action╇╇37
Reflections╇╇38
Strategy Resources╇╇39

╇ 6╇╇ Managing Differentiated Instructional Materials 40

Theory and/or Research Underlying the Strategy╇╇ 40
Implementing the Strategy—Part I (Organizing Materials)╇╇ 40
Strategy in Action╇╇41
Implementing the Strategy—Part II (Making Differentiated Materials Available to
Students)╇╇42
Strategy in Action╇╇43
Reflections╇╇43
Strategy Resources╇╇44

╇ 7╇╇ Managing Multiple Groups 45

Theory and/or Research Underlying the Strategy╇╇ 45
Implementing the Strategy╇╇ 46
Strategy in Action╇╇47
Reflections╇╇49
Strategy Resources ╇╇ 49

Unit II. Working With Other Professionals 51

What You Will Learn╇╇52
The Nature of Professional Collaboration╇╇ 53
 Broad Guidelines for Collaboration╇╇ 54
Strategy Resources╇╇55

╇ 8╇╇ Connecting With the ESL Specialist 56

Theory and/or Research Underlying the Strategy╇╇ 57
Implementing the Strategy╇╇ 57
Strategy in Action╇╇58
Reflections╇╇59

╇ 9╇╇ Communicating Effectively With the Paraeducator 60

Theory and/or Research Underlying the Strategy╇╇ 60
Implementing the Strategy╇╇ 60
Strategy in Action╇╇61
Reflection╇╇62

10╇╇Making the Specialist and Paraeducator Part of the Classroom 63

Theory and/or Research Underlying the Strategy╇╇ 63
Implementing the Strategy╇╇ 64
Strategy in Action╇╇64
Reflections╇╇64

Unit III. Strategies for Assessment 65

What You Will Learn╇╇66
Classroom Assessment: An Overview ╇╇ 67

11╇╇Using Initial Assessment Data to Determine

the Strengths and Needs of ELLs 73
Theory and/or Research Underlying the Strategy╇╇ 73
Implementing the Strategy╇╇ 75
Strategy in Action╇╇76
Reflections╇╇77
Strategy Resources╇╇77

12╇╇ Planning Different Forms of Assessment 78

Theory and/or Research Underlying the Strategy╇╇ 78
Implementing the Strategy╇╇ 79
Strategy in Action╇╇80
Reflections╇╇82
Strategy Resources╇╇82

13╇╇Designing Content-Area and Language-Based

Learning Outcomes and Objectives 83
Theory and/or Research Underlying the Strategy╇╇ 83
Implementing the Strategy╇╇ 84
 Strategy in Action╇╇85
Reflections╇╇86
Strategy Resources╇╇86

14╇╇ Planning Differentiated Assessment According to

Language Proficiency 87
Theory and/or Research Underlying the Strategy╇╇ 87
Implementing the Strategy╇╇ 87
Strategy in Action╇╇88
Reflections╇╇90
Strategy Resources╇╇90

15╇╇ Planning and Using Formative Assessment 91

Theory and/or Research Underlying the Strategy╇╇ 91
Implementing the Strategy╇╇ 92
Strategy in Action╇╇93
Reflections╇╇95
Strategy Resources╇╇95

16╇╇ Summative Assessments Including Portfolios 96

Theory and/or Research Underlying the Strategy╇╇ 96
Implementing the Strategy╇╇ 96
Strategy in Action╇╇97
Reflections╇╇98
Strategy Resources╇╇98

Unit IV. Making Content Comprehensible 99

What You Will Learn╇╇101
Strategy Resource╇╇104

17╇╇ Providing Context for Instruction 105

Theory and/or Research Underlying the Strategy╇╇ 105
Implementing the Strategy╇╇ 105
Strategy in Action╇╇106
Reflections╇╇108

18╇╇Connecting to and Expanding on ELLs’

Background Knowledge 109
Theory and/or Research Underlying the Strategy╇╇ 109
Implementing the Strategy╇╇ 110
Strategy in Action ╇╇110
Reflections╇╇112
19╇╇Adjusting Speech and Using Realia, Video, and Visuals to
Build Comprehensibility 113
Theory and/or Research Underlying the Strategy╇╇ 113
Implementing the Strategy╇╇ 114
Strategy in Action╇╇115
Reflections╇╇117

20╇╇ Finding and Creating Comprehensible Materials 118

Theory and/or Research Underlying the Strategy╇╇ 118
Implementing the Strategy╇╇ 118
Strategy in Action╇╇119
Reflection╇╇121
Strategy Resources╇╇121

Unit V. Strategies for Developing Vocabulary 123

What You Will Learn╇╇125
What It Means to Know a Word╇╇ 125
Learning Words╇╇126
Strategy Resource╇╇128

21╇╇Developing Survival Language for Starting and Emerging

Proficiency Levels 129
Theory and/or Research Underlying the Strategy╇╇ 129
Implementing the Strategy╇╇ 130
Strategy in Action╇╇131
Reflections╇╇132
Strategy Resources╇╇132

22╇╇ Selecting Academic Vocabulary for Instruction 133

Theory and/or Research Underlying the Strategy╇╇ 133
Implementing the Strategy╇╇ 135
Strategy in Action╇╇136
Reflections╇╇137
Strategy Resources╇╇137

23╇╇Providing Robust Vocabulary Instruction for

Tier 2 Words 139
Theory and/or Research Underlying the Strategy╇╇ 139
Implementing the Strategy╇╇ 139
Strategy in Action╇╇140
Reflections╇╇142
Strategy Resource╇╇142
24╇╇Word Analysis: Building Vocabulary With Word Parts
(Tiers 1, 2, 3) 143
Theory and/or Research Underlying the Strategy╇╇ 145
Implementing the Strategy╇╇ 145
Strategy in Action╇╇146
Reflections╇╇148

25╇╇ Semantic Mapping (Works Well for Tier 3 Words) 149

Theory and/or Research Underlying the Strategy╇╇ 149
Implementing the Strategy╇╇ 149
Strategy in Action╇╇151
Reflections╇╇153

26╇╇ Using Quick Prereading and Review Strategies 154

Theory and/or Research Underlying the Strategy╇╇ 154
Implementing the Strategy╇╇ 154
Strategy in Action╇╇155
Implementing the Strategy╇╇ 156
Strategy in Action╇╇156
Reflections╇╇157

27╇╇ Interactive Word Walls 158

Theory and/or Research Underlying the Strategy╇╇ 158
Implementing the Strategy╇╇ 158
Strategy in Action╇╇159
Reflection╇╇160
Strategy Resources╇╇160

Unit VI. Strategies for Developing Academic Language 161

What You Will Learn╇╇162

28╇╇Choral Reading 165

Theory and/or Research Underlying the Strategy╇╇ 165
Implementing the Strategy╇╇ 165
Strategy in Action╇╇166
Reflections╇╇169
Strategy Resources ╇╇ 169

29╇╇ Building Oral Language With Read-Alouds and Picture Books 171
Theory and/or Research Underlying the Strategy╇╇ 171
Implementing the Strategy╇╇ 171
Strategy in Action╇╇172
Reflections ╇╇175
Strategy Resources╇╇175
30╇╇ Developing Community for Classroom Conversations 176
Theory and/or Research Underlying the Strategy╇╇ 176
Implementing the Strategy╇╇ 176
Strategy in Action╇╇179
Reflections╇╇179
Strategy Resource╇╇179

31╇╇Fostering Academic Discussions

With Accountable Talk 180
Theory and/or Research Underlying the Strategy╇╇ 180
Implementing the Strategy╇╇ 180
Strategy in Action╇╇182
Reflections╇╇185
Strategy Resources╇╇186

Unit VII. Strategies for Enhancing Reading and Writing 187

What You Will Learn╇╇188
The Process of Reading ╇╇ 188
Learning to Read—Reading to Learn╇╇ 189
Preliterate ELLs╇╇190
ELLs Who Are Literate in Another Language╇╇ 191
The Role of the Regular Classroom Teacher╇╇ 191
Strategies in This Unit╇╇ 192
Strategy Resources╇╇196

32╇╇ The Language Experience Approach 197

Theory and/or Research Underlying the Strategy╇╇ 198
Implementing the Strategy╇╇ 198
Strategy in Action╇╇199
Reflections╇╇201
Strategy Resource╇╇201

33╇╇Assessing and Supporting the Conventions of English

Print 202
Theory and/or Research Underlying the Strategy╇╇ 202
Implementing the Strategy╇╇ 203
Strategy in Action╇╇204
Reflections╇╇205

34╇╇ Summarizing Text: The GIST 206

Theory and/or Research Underlying the Strategy╇╇ 206
Implementing the Strategy╇╇ 206
Strategy in Action╇╇208
Reflections╇╇208
 Other Useful Strategies to Support Summarization╇╇ 209
Strategy Resource╇╇209

35╇╇ Building Comprehension for ELLs With Reciprocal Teaching 210

Theory and/or Research Underlying the Strategy╇╇ 210
Implementing the Strategy╇╇ 211
Strategy in Action╇╇212
Reflections╇╇213
Strategy Resources╇╇214

36╇╇Using Text Structure 215

Theory and/or Research Underlying the Strategy╇╇ 215
Implementing the Strategy╇╇ 215
Strategy in Action╇╇217
Reflection╇╇217

37╇╇Readers Theatre 218

Theory and/or Research Underlying the Strategy╇╇ 218
Implementing the Strategy╇╇ 218
Strategy in Action╇╇220
Reflections╇╇221
Writing in the Classroom╇╇ 222

38╇╇Interactive Writing 223

Theory and/or Research Underlying the Strategy╇╇ 223
Implementing the Strategy╇╇ 224
Strategy in Action╇╇224
Reflections╇╇225
Strategy Resources╇╇225

39╇╇ Revising and Editing: Teaching Writing Conventions 227

Theory and/or Research Underlying the Strategy╇╇ 228
Implementing the Strategy╇╇ 228
Strategy in Action╇╇229
Reflections╇╇230
Strategy Resource ╇╇ 230

Unit VIII. Strategies for Involving Families and Communities 231

What You Will learn╇╇233
Strategies in This Unit╇╇ 233
Strategy Resource╇╇234

40╇╇ Extending the Invitation 235

Theory and/or Research Underlying the Strategy╇╇ 235
Implementing the Strategy╇╇ 235
 Strategy in Action╇╇237
Reflections╇╇238
Strategy Resources╇╇238

41╇╇ Communicating With the ELL Parent 239

Theory and/or Research Underlying the Strategy╇╇ 239
Implementing the Strategy╇╇ 239
Strategy in Action╇╇240
Reflections╇╇241
Strategy Resources╇╇241

42╇╇ Visiting Homes and Communities 242

Theory and/or Research Underlying the Strategy╇╇ 242
Implementing the Strategy╇╇ 243
Strategy in Action╇╇244
Reflections╇╇244
Strategy Resources╇╇245

43╇╇ Building Funds of Knowledge Into Classroom Instruction 246

Theory and/or Research Underlying the Strategy╇╇ 246
Implementing the Strategy╇╇ 246
Strategy in Action╇╇247
Reflections╇╇248
Strategy Resources╇╇248

References 249
Index 256
About the Author 261
Preface

A
language.
s a teacher or as someone who is preparing to become a teacher, you have
probably noticed that the population of students in U.S. schools is changing.
Our students are becoming increasingly diverse in race, ethnicity, and

The purpose of this book of strategies is to help regular—that is, non-ESL—classroom

teachers and preservice teachers better meet the needs of English language learners in
the regular classroom setting. Increasingly, English language learners are being placed
in regular classrooms and taught by teachers with varying degrees of preparation to
meet their needs. I have worked with many of these teachers, and while some may have
felt overwhelmed and pressured to accomplish more within the academic day, each of
them strove to provide instruction that enabled every child in the classroom to be
successful. Teachers who have found a way to meet the needs of English language
learners in their classrooms are the inspiration for this strategy book.
This book is meant to be a useable resource for preservice teachers and regular
classroom teachers who teach English language learners along with fully English-
proficient students. It is appropriate for teachers of all content areas and as a professional
development tool. While it is not a book for ESL specialists, whose knowledge base
should exceed what is presented, it does provide regular classroom teachers with
strategies for collaborating with ESL specialists and paraprofessionals for the benefit of
English language learners in their classrooms.
The standards developed by Teachers of English to Speakers of Other Languages
(TESOL), an international organization to improve the education of English language
learners, provide a unifying framework for the strategies presented in this book. Using
TESOL standards provides a common language, and although standards in states may
differ slightly, state standards are easily aligned with the TESOL standards. TESOL
standards include teacher knowledge, skills, and practice as well as performance
indicators for student learning; both standards and performance indicators are included
in this book.
Ten key features make this book accessible to readers who are using this book as part
of course work assignments, as professional development, or as an independent guide.

╇ 1. Each unit is aligned with the TESOL teacher and student standards. In addition,
student performance indicators are provided for Units III through VIII.
╇ 2. Each unit includes a listing of what readers will know, understand, or be able to
do as a result of that unit.
╇ 3. The Introduction provides a brief history of educating English language learners
in the United States, an overview of current programs, and student demographics.
An overview of theories is presented in an easy-to-read table format.

xiv
 Preface╇╇xv

4. The strategies included are doable within the context of the regular classroom
and are accompanied by underlying theories and research, which allows
teachers to understand why the strategies are likely to be effective with English
language learners in the regular classroom and encourages the extension of
strategies.
╇ 5. The implementation for each strategy is presented in an easy to follow, step-by-
step format.
╇6. Each strategy is followed by a Strategy in Action section, which illustrates the
strategy in a variety of regular classroom situations.
╇ 7. A Reflections section after the Strategy in Action section provides questions that
can be used by a course instructor or independently by the reader.
╇ 8. A Strategy Resources section is included at the end of each unit opener and, when
relevant, at the end of each strategy. The resources include further research that
underlies the strategies, additional examples of strategies in use or ways to extend Glossing refers to
strategies, and videos that illustrate strategies in action. The Resources section bolding the word as it
provides the course instructor with additional reading and assignments for appears in the text and
participants and provides the individual reader with materials for self study. then providing a brief
Icons identify the type of resource: definition in the margins.
Glossing new words in
 Research text has been shown to be
 Video links more effective for English
language learners than
Additional strategies providing definitions in a
glossary at the end of the
╇ 9. New terms are glossed within the text. text.
10. Charts and rubrics are included to help readers plan instruction and to measure
progress of the English language learners in their classrooms.
Acknowledgments

M any people have contributed to the quality of this strategies book. I would
like to first acknowledge the many teachers in Massachusetts public schools
with whom I have worked, as well as pre- and inservice teachers who were
students in the Methods of Sheltered Instruction course I teach at the University of
Massachusetts Lowell. Over the years, my students have held me accountable by
demanding that I provide them with the strategies they needed. I thank them for this.
I would like to acknowledge Diane McDaniel, Executive Editor, and Ashley Conlon,
Editorial Assistant, for their ongoing guidance and many helpful suggestions. I also
would like to acknowledge the helpful suggestions of the reviewers listed here:

Susan J. Britsch, Purdue University J. Sabrina Mims, California State

University, Los Angeles
Anita Flemington, University of
La Verne Eileen Ordu, Plymouth State College
Demetria Harvell, Nancy Pappamihiel, University of
Florida State University North Carolina–Wilmington
Joy Henderson, California State Carine Strebel, University of
University, Bakersfield Central Florida
Kathleen McInerney, Glen E. Tracy, University of
Chicago State University Nebraska–Kearney

xvi
 Introduction

A s a teacher or as someone who will soon become a teacher, you have probably
noticed the growing number of English language learners (ELLs) in your school
system. ELLs are the fastest growing group of students in U.S. schools. It is
estimated that approximately 5.1 million ELLs currently attend U.S. schools (U.S.
Census, 2008), and this number is expected to continue to grow steadily (Goldenberg,
2008). Every day, more and more ELLs are being placed in regular education classrooms.
I wrote this strategy book to address the needs of the regular classroom teacher who
is teaching one or more ELLs along with fully English proficient (FEP) learners. My
intention is to provide you, the classroom teacher or preservice teacher, with strategies
that are grounded in research and theory to enable you to provide appropriate
instruction to this growing population of students. While it is not possible in a book of
this nature to provide a comprehensive discussion of theories and research, the Resource
section at the end of each unit provides additional readings. I recommend that you
familiarize yourself with the theories and research presented within the units and within
the Resource section and that you reflect on what is effective or likely to be effective
with the ELLs you teach. As Carrier (2005) reminded us, to simply extract “strategies
from books without an understanding of ELLs’ unique language and learning needs is
like building a house without understanding the basic principles of construction. Our
house may begin to fall apart before we even move in” (p. 4).

How Best to Use this Book

This book is divided into nine units: the introduction, which you are now reading, and
eight additional units. Each unit focuses on strategies in one area: managing the learning
environment, working with other school professionals, assessment, comprehensibility,
vocabulary, oral language development, reading and writing, and building home–school
connections.
This Introduction provides an overview of the needs of regular classroom teachers, a
brief history of the education of ELLs in U.S. schools, an explanation of the types of
programs that currently exist for ELLs, and a brief description of several accepted theories
for teaching ELLs. The Resource section at the end of this unit provides suggestions for
further reading as well as links to videos that illustrate the theories and strategies.
After reading the Introduction, you may skip from unit to unit. Each unit begins with
an overview of the broad underlying research and the TESOL student performance
indicators for the strategies presented. The overview is useful for understanding the
strategies presented within the unit. I encourage you to read this overview prior to
1
2╇╇T e a c h i n g E n g l i s h L a n g u ag e L e a r n e r s

reading the strategies and then to revisit it as you plan to implement the strategies with
your students.

Knowledge and Skills for Regular

Classroom Teachers of English Language Learners

As the strengths and needs of students in U.S. classrooms change, so too must the
knowledge, skills, and practice of classroom teachers. In order for ELLs to become
successful academically, they will need to receive ongoing, appropriate instruction from
well-prepared and caring teachers. As a regular classroom teacher, or as a preservice
teacher, you bring great strengths to the role of teaching ELLs: You have the necessary
content-area knowledge and expertise to determine which concepts are necessary for all
students to learn. This knowledge will guide your instruction of ELLs who are placed
in your classroom and will ensure that they learn content-area concepts that lead to
academic success.
While, as a regular classroom teacher, you cannot be expected to have the same level of
expertise as a specialist in English as a Second Language (ESL), you will need to be
sufficiently prepared to help the ELLs in your classroom to develop content-area knowledge
and academic English language proficiency as they learn complex content in English.

Standards for Classroom Instruction for English Language Learners

TESOL developed five broad classroom standards to guide instructional practices for
ELLs in pre-kindergarten through Grade 12. The strategies in this book are aligned with
TESOL standards, which are shown in Table 1.

Table 1╇╇TESOL Standards for Instruction of ELLs

Standard 1 ELLs communicate for social, intercultural, and instructional purposes

within the school setting
Standard 2 ELLs communicate information, ideas, and concepts necessary for
academic success in the area of language arts
Standard 3 ELLs communicate information, ideas, and concepts necessary for
academic success in the area of mathematics
Standard 4 ELLs communicate information, ideas, and concepts necessary for
academic success in the area of science
Standard 5 ELLs communicate information, ideas, and concepts necessary for
academic success in the area of social studies

Source: From PreK–12 English Language Proficiency Standards (p. 28), by Teachers of English to Speakers of Other
Languages [TESOL], 2006, Alexandria, VA: Author. Reprinted with permission.
 Introduction╇╇3

TESOL also provided performance indicators for these standards for ELLs with
different levels of English proficiency. Performance indicators for instructional strategies
are included in the units of this book to help you understand the specific supports that
ELLs with different English-proficiency levels will need for each strategy. The
performance indicators are approximations, and they are indicative of performance that
is likely to occur when instruction is optimal.
In addition, TESOL and the National Council for The Accreditation of Teacher
Education (NCATE) developed standards to guide the preparation of ESL specialists,
whose role is to provide explicit language instruction in a variety of academic and social
contexts and to ensure that ELLs have the oral and written English language they need
across content areas (TESOL, 2010). The TESOL/NCATE standards are organized into
five domains: Language, Culture, Instruction, Assessment, and Professionalism.
Although regular classroom teachers may not receive the same depth of preparation in
the area of language as ESL teachers, the TESOL/NCATE standards provide a
framework to guide effective instruction for ELLs in all classrooms. Table 2 shows how
units in this book are aligned with TESOL/NCATE standards. A link to the complete
TESOL standards is included in the Resource section at the end of this unit.

Table 2╇╇Alignment of TESOL Standards for Teachers and Units in this Book

Unit
Domain(s) Standards Connections
Language Know, understand, and use the major theories and Introduction
research related to the structure and acquisition of
language to help . . . ELLs develop language and
literacy and achieve in the content areas. (TESOL,
2010, p. 27)
Language, Know, understand, and use evidence-based Units I, V, VI,
instruction practices and strategies to plan and implement VII
standards-based, ESL and content instruction
(TESOL, 2010, p. 44) in a supportive and
collaborative classroom environment that provides
multiple ways of presenting content.
Language Know and understand English phonology, Introduction,
morphology, pragmatics, and syntax (a definition of Units VI, VII
each of these terms is included in Unit VII), and
apply these to help ELLs develop listening,
speaking, reading, and writing abilities in English.
Language Know and understand theories of second language Introduction,
acquisition and apply these to instruction. Units III
through VII
Culture Know, understand, and use major concepts, Introduction,
principles, theories, and research related to the Units I, VI, VII
nature and role of culture and cultural groups to
construct supportive learning environments for
ELLs. (TESOL, 2010, p. 39)

(Continued)
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