Encouraging Approaches for ELLs in Writing
Encouraging Approaches for ELLs in Writing
As teachers, we often feel defeated and discouraged, especially when a challenge is brought our way and it feels impossible to find a solution. On example of this is having a new student, more specifically an ELL student, who understands minimal English struggling in your classroom. You want the best for them but you are frustrated as to how to communicate and guide them towards success. One of the hardest things for an ELL student to grasp is writing because they are trying to learn the English language let alone comprehend it.
Just like how teachers feel defeated sometimes, our ELL students feel the same frustration, especially when they are behind their classmates and have a hard time understanding. They often feel discouraged and potentially unmotivated. With that being said, it is important for teachers to use encouraging and motivating approaches to inspire our students. This blog will give tips on how to give our students a persevering mindset.
1. Build on areas on strength
Majority of the time, teachers and students only focus on weaknesses and how to improve them. This forces a fixed mindset which we do not want our students to have. In order to progress, we need our students, as well as teachers, to have a growth mindset. The best way to begin this process is by having a positive attitude. Having a positive mindset begins with identifying positive emotions and using a can-do approach; focusing on what you are able to do rather than what you are not fully capable of yet. (Bocci 2020). Positivity can change a student's perspective and motivating them to work hard and meet their goals. Additionally, if students know they are being supported in a positive and uplifting manner, they will be more successful because positive reinforcement benefits everyone and students will feel safer and more supported in a positive environment with encouraging words compared to a negative, demeaning attitude.
2. Self- Assessment Pretests
According to David Sousa, the author of "How the ELL Brain learns", the best way to see what our students already know is by designed pretests. Furthermore, he believes this shows an understanding of what the brain can learn easily and what the brain has a harder time with. This also helps with how the brain learns languages and how quickly/slowly a person can learn the fundamentals of a language. Using pretests allows teachers to know areas of strengths and weaknesses, which can help them build on areas of strength rather than always focusing on the weaknesses. This will encourage students because they will be able to catch on faster and be familiar with what is going on rather than being confused and feeling defeated because they know their weaknesses are being looked upon.
3. Provide positive feedback
When students receive feedback, it is often on things they need to improve on or what they did wrong on an assignment. It is in rare cases that students receive positive feedback as well. It is vital we give our students both positive feedbacks, as well as things they can improve on. To do so, a positive comment should be given first. For example: "You did really well on this assignment!" "Good job on all the hard work!" This shows our students that their hard work and perseverance is acknowledged, regardless of how well they did on the assignment; it gives the student recognition and a sense of accomplishment. Next, claim what the student should fix or the things the students need to improve on. This gives the student an open mindset showing that their teacher cares more than just giving them a grade, but what they need to focus more on. Lastly, end on another positive note. State what specifically the student did well or what you liked about their work. Always make sure you end on a positive note.
All in all, implementing these approaches into your classroom will have your ELL students feel safe and seclusive. When a student feels safe, they will show better results in the classroom. For ELL students, who probably do not know many people, showing our support will make them feel welcomed and loved!
Sources:
Sousa, D. A. (2010). How the ell brain learns. SAGE Publications.
Saedi Bocci, G., & Niemiec, R. M. (2020). The positivity workbook for teens: skills to help you increase optimism, resilience, and a growth mindset. New Harbinger Publications.
Clindstrom. (2019, December 20). Using a "can do" approach to ensure differentiated instruction intentionally supports the needs of language learners. Colorín Colorado.
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