Making Accommodations for ESOL and ESE Students
Accommodate ESL and Special Needs Students in Mainstream Classroom
Aug 30, 2009
Mainstream teachers often teach students whose primary language is not English and students who have various learning challenges. ESOL students will have either learned some English in their native countries or participated in a sheltered environment to assist English language learners. ESE students either have sheltered classes or take mainstream classes with a 504 Plan, which specifies needed learning accommodations. While mainstream teachers do not always have specialized training, they can successfully assist these students by keeping in mind the following general accommodations.
Designing the Classroom
Teachers who want to make ESOL and ESE accommodations for their students should begin by surveying their classroom from the perspective of their students. They should try to create a print-rich environment as much as possible. Depending on the grade level taught, teachers can label articles in the classroom with bold text or use bulletin boards to provide reading opportunities for students. A variety of reading materials with various lexile levels should be readily available in the classroom as well.
Teachers should also consider rotating the student desk arrangement. Rows of desks may not be the best way to facilitate student interaction, which is beneficial to some students. ESOL and ESE students in particular often benefit by being assigned a buddy or student mentor. With this fellowship, students should be in close proximity to their buddy. Therefore, teachers may want to arrange desks in pairs or pods, with students facing one another, for certain activities or units. Cooperative learning opportunities benefits all students.
Direct Instruction
Direct instruction is still the most common method of information delivery. Teachers should strive to be conscious of their speech and enunciation when instructing their classes. It is helpful to speak in short, simple sentences when appropriate – especially when giving student directions. Teachers should define challenging words as they speak and be conscious to refrain from using too sophisticated a vocabulary when speaking to students. Instead, use synonyms as necessary.
Provide Student-Centered Examples
Teachers should strive to enhance student-centered learning whenever possible. When teachers provide examples, they encourage students to make real-life connections and access prior knowledge of a topic. This is clearly beneficial for all students. Teachers should try to provide at least two examples to illustrate a concept, with the first being very simplistic and the second being more detailed or complex. When giving examples, teachers can also try to explain a concept in several different ways, using visual aids when possible
Summarize New Material for ESL Students
Teachers are usually adept at introducing new material and attracting student attention at the beginning of the lesson. However, sometimes they forget the importance of summarizing information. Teachers should be sure to summarize ideas during transitions, mid-lesson and at the end of a lesson. Summaries should briefly articulate only the key points necessary for understanding. Teachers should also frequently check for comprehension by asking students concrete questions about the subject matter. When comprehension seems to be lagging, the teacher can provide additional illustrations to enhance learning.
Ultimately, mainstream teachers will not necessarily need to alter their instruction or their classroom environment to accommodate ESE or ESOL students. They will, however, need to grow more conscious of the choices they make. Good teaching often incorporates many of the strategies suggested to accommodate these students.
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