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Strategies for Second Language Learners
Appropriate instruction scaffolds the learning of second language learners and ensures that content learning develops while students learn a new language. Instruction that addresses the needs of second language learners often addresses the different learning styles and needs of all students. Some effective instructional strategies for second language learners include:
- First Language Support. Second language learners need support in their first language while they are learning the mainstream language. Students can often access content in their language through the Internet. In other cases, textbooks and resource materials can be purchased in the languages most often spoken by students. Students can also be encouraged to use their first language to take notes, process information, and reflect on learning.
- Vocabulary Instruction. A large part of learning a subject is learning the language used to talk about the subject. Teachers can use the following strategies to help all students, especially second language learners, develop better academic vocabularies:
- Teach abstract, complex words that are critical to understanding the content and words that students will read, hear, and use frequently.
- Encourage students to use the appropriate words when discussing the content.
- Connect content-related words to known words and concepts.
- Provide several examples of content-related words in context.
- Explain what each word is not, by using antonyms to show opposite meanings and synonyms to show close meanings.
- Revisit content-related words frequently.
- Questioning. Teachers can check for understanding by asking specific questions rather than general questions such as “Do you understand?” Teachers should provide enough wait time for second language learners to process the question and formulate a response. Teachers should also watch for body language and facial expressions that indicate understanding or confusion.
- Prior Knowledge. When students are learning a new language, accessing prior knowledge may be a challenge. Teachers must remember that although students may not have the words to express their knowledge, they may have some understanding of relevant concepts. The use of materials in students' native languages along with pictures and multimedia materials can help second language learners connect new information to familiar topics.
- Explicit Modeling. Students who can actively use strategies to learn a second language are better able to comprehend complex topics. The Alliance for Excellent Education (2005) recommends explicit instruction in different language-learning strategies, such as using dictionaries, recognizing cognates, using context, and identifying patterns. Teachers should teach and model how students can describe their thinking processes orally and in writing. Teachers should also teach students how to assess their own learning as well as provide feedback to their peers using models, rubrics, and checklists.
- Graphic Organizers. When students learn a second language, they need frequent opportunities to think about new concepts in nonlinguistic ways. Many different types of graphic organizers—such as concept maps, cause-and-effect graphics, T-charts, storyboards, Venn diagrams, and timelines—can help second language learners remember, organize, and understand information. Multimedia such as pictures, charts, graphs, audio and video can also help, as can kinesthetic activities, such as manipulatives, role-playing, and dramatic performances
- Cooperative Learning. Second language learners who work with other students on projects benefit in a number of ways (Ellis, 2005). Students in cooperative groups are more comfortable and less anxious about their learning, which helps them feel comfortable taking risks with language. As a result, students speak more often, at greater length, using a greater variety of structures. They may also learn more academic content by discussing subjects with their peers.
- Alternative Assessments. Developing content knowledge while learning a second language requires accurate and ongoing assessment. While students should become proficient readers and writers in the mainstream language, they should not be limited to these methods when showing what they have learned. Models, dramatic performances, drawings, and similar activities allow second language learners to demonstrate the content they have learned in ways that address their strengths.
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