Teaching English Language Learners

Ann Morgan is a long-time elementary and ESOL teacher, teacher trainer, and writer with experience at all levels of English Language Acquisition in K-8 and college. She holds multiple Masters degrees and has worked as a writer, editor and/or consultant for the state of Maryland, Oxford University Press, the Library of Congress, Discovery Education, and the National Institutes of Health.

Teaching English Language Learners by Ann Morgan is full of workable tips and support ideas for understanding how best to meet the language, cultural, and emotional needs of immigrant and non-English speaking students. This book is easy to read and written in a very practical style without the use of theoretical jargon. The author ends each chapter with “Key Take-aways” that are practical and can be immediately implemented. Every teacher and administrator should read this book to truly understand that teaching an ESOL student is more than just teaching vocabulary and grammar. I recommend this book as it is written by an ESOL teacher who truly understands how best to teach this population of students.

• AcknowledgmentsIntroductionAcronym Soup and Other Terms Chapter 1: Who are These Kids? Countries and BackgroundsPeriod of AdjustmentGrade PlacementThe Silent StageAn Adjustment ProblemNot an Adjustment ProblemClothesRealistic ExpectationsChapter 2: Home Comes to SchoolThe Cultural DivideGeneral InformationGender and ExpectationsSocializingHolidaysResourcesChapter 3: Domains and Levels of English Language LearningLanguage DomainsListeningSpeakingReadingWritingTesting English Language ProficiencyLevels of English Language ProficiencyLevel 1–2 BeginnerLevel 3–4 IntermediateLevel 5–6 Advanced/ExitedBeginning Level Proficiency GoalsIntermediate Level Proficiency GoalsAdvanced Level Proficiency GoalsChapter 4: How to Talk to Your ELLsPace YourselfReceptive LanguageProductive LanguageThis is Tense. Keep it Simple.Be an Active Active SpeakerMore than WordsI Don’t Get ItChapter 5: Classroom AccommodationsWhat are Accommodations?Typical AccommodationsWho is Part of the Accommodations Process?When and Where do ESOL Students Use Accommodations?Why Use Accommodations?Chapter 6: Making the Everyday Puzzle Pieces FitThe BasicsFirst StepsTechnology for the UnemployedLet’s Do Lunch—Book TalkOverview Before—Setting UpDuring—Let’s EatAfter—Clean UpThe Book Talk Ripple EffectChapter 7: Project Based LearningWhy PBL?Collect SomethingWrite to SomeoneMake SomethingPlay SomethingChapter 8: Strategies for Teaching WritingSummariesFictionNon-FictionGeneral OrganizationDots Write Point of ViewThe Kid Piece of the Writing PuzzleSix Word Memoirs OWL Purdue Online Writing Lab Maryland Public TelevisionChapter 9: What’s the Problem?ESOL and Special Needs ESOLCommon Errors (Don’t Worry)Uncommon Errors (It’s Time to Worry)Chapter 10: What Teachers and Kids SayTeachersInput from Kids (with some grammar corrections)Appendix A: Basic Skills Chart for Gardner’s Multiple IntelligencesAppendix B: Suggested Readings for Book TalkAppendix C: Project Based Learning (PBL) ActivitiesAppendix D: The Great GraphAppendix E: Comparing Proficiency Levels over TimeAppendix F: Comparing Proficiency Scores within a GroupAbout the AuthorIndex