Listening, Speaking, and Vocabulary Strategies for ELLs

Pre-Emergent

Domain	Instructional Strategy and Description
Listening	A pre-emergent ELL will benefit more from direct instruction in the form of guided practice through modelling by adults such as teachers, parents, and peers (Alghamdi, 2019). With repetitive exposure to vocabulary in contexts such as nursery rhymes or songs with known tunes that contain new words, pre-emergents will be able to learn the meanings of those words because they can connect what is heard and spoken with their current knowledge.
Speaking	Provide opportunities for students to engage in conversation with other children and adults. Repetition of words, phrases, or sentences is helpful because ELLs are typically not exposed to the language they are learning outside of their homes.
Vocabulary	Include repeated exposure to the new words in meaningful contexts. They need opportunities to use new words in conversation with others and by asking questions about the content of the lesson.

Emergent

Domain	Instructional Strategy and Description
Listening	For emergent, the strategy is to infuse explicit instruction in listening and vocabulary development with opportunities for the ELLs to use the language they are learning through engaging activities (Koura & Zahran, 2017). For example, ELLs can be allowed to record their own stories with a partner or in small groups and then share those recordings. This strategy allows ELLs to use new vocabulary words while they learn how to read them.
Speaking	Provide ample opportunities for students to speak English when possible and to use English when needed. ELLs need oral language development and opportunities for them to practice speaking in class with their classmates.
Vocabulary	Include repeated exposure to new words in meaningful contexts like those in the target language. They need opportunities to use new words orally and in writing, as well as through activities that allow them to interact with classmates and teachers.

Basic

Domain	Instructional Strategy and Description
Listening	The listening strategy is to provide comprehensible input through a variety of methods to help the students develop their listening skills. This can be done by providing opportunities for students to interact with others, both orally and in writing. Teachers can use authentic materials such as news broadcasts, documentaries, or interviews that are at a level which the students can comprehend.
Speaking	Provide ample opportunities for students to speak in the target language through pair-share activities such as question-and-answer sessions or interviews.
Vocabulary	Have a passage in the target language read aloud in class daily. ELLs need opportunities to practice reading and writing new words, as well as multiple exposures through activities such as word searches or crossword puzzles.

Low Intermediate

Domain	Instructional Strategy and Description
Listening	Teachers will want to focus on providing opportunities to use a new language in context with familiar topics and activities while scaffolding their learning by explaining new vocabulary in their native language (Alghamdi, 2019). Teachers can use audio or video recordings of the students to create a “script” they can refer back to when practising speaking skills.
Speaking	The speaking instructional strategy should include activities such as pair-share or small group discussions where students can practice using English. The vocabulary instruction for these students should emphasize extensive exposure to new words in meaningful contexts and opportunities for ELLs to use those words while practising conversation with their classmates.
Vocabulary	Include a passage that is at their instructional level and be read out loud by an English-speaking classmate. ELLs need opportunities to practice reading and writing new words, as well as multiple exposures through activities such as word searches or crossword puzzles.

High Intermediate

Domain	Instructional Strategy and Description
Listening	The listening instructional strategy should focus on providing comprehensible input from a variety of authentic sources, including academic texts. Vocabulary instruction at this level should emphasize multiple exposures to the words in different contexts with an emphasis on using the words in conversation and writing.
Speaking	Include activities such as small group discussions where students can practice using English to express their ideas and opinions. Vocabulary instruction for these students should emphasize extensive exposure to new words in meaningful contexts with opportunities for ELLs to use those words while practising conversation with classmates.
Vocabulary	Have the learners read a passage at their instructional level (Alharbi, 2019). The instruction should also provide multiple exposures to new words through activities such as word searches, crossword puzzles, and sentence scrambles. It also includes opportunities for ELLs to express their ideas and opinions in the target language.

References

Alghamdi, H. H. (2019). Exploring Second Language Vocabulary Learning in ESL Classes. English Language Teaching, 12(1), 78-84.

Alharbi, A. M. (2019). Building vocabulary for language learning: Approach for ESL learners to study new vocabulary. Journal of International Students, 2015 Vol. 5 (4), 5(4), 501-511.

Ferlazzo, L., & Sypnieski, K. H. (2018). The ELL Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students. John Wiley & Sons.

Koura, A. A., & Zahran, F. A. (2017). The impact of sheltered instruction observation protocol model on student teachers’ teaching skills and self-efficacy. Journal of Language Teaching and Research, 8(4), 704.

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Listening, Speaking, and Vocabulary Strategies for ELLs

Teachers of ELLs use a variety of instructional strategies that facilitate multiple forms of communication in the classroom. Multiple forms of communication allow ELLs to convey ideas and demonstrate knowledge more effectively. ELLs’ content area knowledge can be more fully developed if teachers incorporate relevant listening, speaking, and vocabulary development activities.

Complete the “Listening, Speaking, and Vocabulary Strategies for ELLs” template by identifying and describing research-based instructional strategies appropriate for listening, speaking, and vocabulary development within your choice of a Grade K-8 classroom with ELLs at each of the following proficiency levels: pre-emergent, emergent, basic, low intermediate, and high intermediate.

Listening, Speaking, and Vocabulary Strategies for ELLs