Second Language Modifications
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The document provides instructional modifications for teachers to help second language learners. It suggests pre-teaching specialized vocabulary and having students keep personal glossaries. Teachers should use visual aids, hands-on activities, clear instructions with visuals, highlight key terms, simplify language, allow more time for responses and assignments, and provide dictionaries and tutoring support. When assessing students, tests should focus on content knowledge rather than language ability, use visuals, and allow more time to complete tests.
Second Language Modifications
- 1. Instructional modifications for Second Language Learners HELPING STUDENTS HELP THEMSELVES
- 2. 1. Vocabulary Specialized vocabulary should be selected and pre-taught. Students should keep a personal glossary/ notebook of definitions. Instruction should simplify the vocabulary.
- 3. Use visuals and supports Models, toys, banners, flipcharts, presentations, video, posters, drawings, graphic organizers, flash cards, vocabulary lists Provide hands-on activities, demonstrate don’t explain.
- 4. Instructions Give clear instructions. Sequential and with visuals. Reinforce oral instructions and give clear guidelines Allow students time for questions and to process instructions.
- 5. Note taking / Review Highlight key terms and concepts. Use a chart or post in class key concepts for constant review Provide notes and summaries for students to study and for reference
- 6. Language Simplify language, avoid complex sentences or language Pause often and raise voice to emphasize Avoid “teacher talk” Check for comprehension orally
- 7. Non-verbal cues Use body language, gestures, facial expressions, mime, to convey meaning Be aware that some “expression” may convey a negative meaning. Provide concrete examples of concepts to students. Relate one thing to another.
- 8. Time management Allow more time for student response. Students should prepare answers, brainstorm, in advance. Give more time for projects, learning, completion of exercises.
- 9. Provide support Dictionaries, online materials for review, simple encyclopedias, leveled reading, out of class tutoring/help, internet reference, parental help Give more time for student face to face help in non-class time. Work closely with student language instructors
- 10. Assessment / Testing Test for content knowledge / ability NOT language ability. Use more visuals, simplify the testing. Give tests orally for younger learners, lower levels. Give more time to complete tests.
- 11. References English as a Second Language, Resource Guide K-8 (2001), Ontario Ministry of Education, Curriculum Guidelines. Pgs 16-20
- 12. WWW.DDD.BATCAVE.NET EFL CLASSROOM http://eflclassroom.ning.com