English Learners

Discussion #1:

Modification in method of instruction in the general curriculum and the sequence of curricular materials can be an effective way to ensure the critical success of English learners who can access a supportive learning environment in both teachers and students in the different educational contexts. Various techniques can be employed such as accommodations, enhancements, adaptations and overlapping. Curricular enhancement involves addition of instructional strategies in the classroom environment. Modifications can include altered content language at different levels of teacher instructions. Moreover, the following strategies which entail appreciating cultural diversity, understanding language development, and making lessons more comprehensible will make the English class to be successful. The implantation of these strategies can be successful as the student is more comfortable in a supportive environment where the teacher understands the learners’ needs through encouraged interaction in learning through verbal and written words, the pace of teaching, enunciation in teaching instructions. The strategies can work well with the teacher’s keen implementation without the need of dramatic change (Echevarria, 2008).

Discussion #2:

Identifying the different backgrounds of the English learning student is critical especially when enrolling in schools. This will provide the teacher the background information and the strategies that would most suit the students. Behavioral and learning issues and problems may entail several factors primarily cultural and sociolinguistic backgrounds. To effectively build and implement bridges between school and home in practicum placement in schools will entail teachers and parents working as partners and allies to the development of the English learner proficiency. Communication between the two parties is a critical strategy to ensure that progress is being monitored on all sides. Comprehensive approaches to build bridges can entail use of classroom tools gap that covers comprehension and language development, literacy gaps to enhance proficiency in students, and the students to teachers’ perceptions (Peregoy, 2008). Communication between parents and teachers on the students performance will prove effective as the different viewpoints can be harmonized to resolve conflict and communication barriers. Understanding different roles and perspectives will certainly lead to classroom development.

English Learners


Beltran, D. & Garcia, G. (2003). Revisioning the blueprint: Building for the academic success of English learners. Newark, International Reading Association.

Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners (3rd Ed.). Boston: Pearson Education. (Chapters 9)

Peregoy, S., & Boyle, O. (2008). Reading, writing, and learning in ESL: A resource book for

K-12 teachers (5th Ed.). Boston: Pearson Education, Inc. (Chapters 10 & 11)