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10) Interventions are more effective when students new learning is introduced and practiced. They are also effective when both content and language skills are addressed.
11) English language learners respond better to text that includes familiar content. They also understand text with more ease when they have opportunities to preview, review, paraphrase, and summarize.

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Ache Learner English. ZapMeta Oferece a Visão Geral de 6 Mecanismos.
Figure 2. Spanish and English letter-sound correlations.

Spanish speaking English language learners are not likely to be familiar with English syllable types. Although, some of the same syllable patterns exist in the Spanish language, Spanish speakers do not rely on these patterns because vowel sounds are consistent and do not change. Therefore, these similar syllable patterns are not directly taught during Spanish literacy instruction. Once again, English language learners can benefit from explicit phonics instruction that includes learning the following six syllable types in the English language (see also Figure 3).

1) When an English syllable ends in a vowel and at least one consonant, the English vowel sound is short. This is a closed syllable.
2) When a syllable ends in one vowel, it produces a long vowel sound, which is called an open syllable.
3) A vowel, consonant-e pattern makes the vowel sound long and the e is silent. Spanish speakers tend to pronounce the final e sound because this pattern exists in Spanish.
4) English has syllables that consist of a vowel followed by the letter r.
5) English has diphthongs or vowel pair syllables.
6) English has final syllables that are stable, such as fle, sion, tion.


Posts about English Language Learner written by literacy4diversity

There are many programs and services to help students who do not speak, read, write or understand English well as a result of English not being their home language. The overall goal of the various programs is to improve the English language skills of English Learner students, Immigrant students, Migrant students and provide information to their parents about services available.

Phonological awareness is a key component of literacy instruction across many languages. Phonological awareness skills include the ability to process and manipulate the sounds of a language. If a student is able to process sounds in his or her native language, then it is possible to transfer these same skills to the second language. For example, the Spanish language consists of approximately 22 sounds as compared to English with approximately double the number of sounds, or 44. English language learners can benefit from exposure to the new sounds of the language. If a student is able to master phonological awareness skills in the first language then he or she is more likely to master this ability in the second language. In an RTI model, a teacher evaluates and determines the sounds an individual student can process and manipulate. Once this is determined, instruction is designed to focus on the new and unfamiliar sounds. For Spanish-speaking English language learners, unfamiliar sounds can include certain vowels, consonants, and diphthongs. Figure 1 lists some of the English sounds not present in Spanish.

English-Language Learners | Edutopia

The Office of English Language Acquisition and Academic Achievement (OELAAA) manages federal and state funds for English Language Learners (ELLs). It provides technical assistance and professional development opportunities to increase the capacity of Local Education Associations (LEAs) to serve ELLs. It also coordinates ESE ELL initiatives and ELL policy development. Please e-mail related questions and comments to .