Supporting English Language Learners: 6 Essential Classroom Strategies for Success

Introduction: Adjusting My Approach in Supporting English Language Learners

Last week, I started Macbeth with my 10th-grade English class; usually, the start of this unit brings much excitement and anticipation to my teaching. Students usually love studying Macbeth and grow to appreciate the universality and timelessness of Shakespeare as we read, act, and discuss the text.

This year, however, I was filled with worry. I have six English learners (EL) in my class. Typically, when I teach native Spanish speakers, I feel confident and ready for the challenge because I am bilingual myself. My ELs this year are all Asian, mostly Mandarin speakers and this has given me a glimpse of what it is like for many monolingual teachers who face classrooms filled with ELs and do not know where to start.  I quickly realized that ensuring their success would require thoughtful planning, strategic scaffolding, and intentional support.

I quickly realized that ensuring their success would require thoughtful planning, strategic scaffolding, and intentional support.

Planning with ELs in Mind

It feels as though the number of English learners or Dual language learners (DL)  in our classrooms increases every year. The variety of languages they speak has also seemed to increase. In another blog we published, we look at a historical overview of this phenomenon as well as the theoretical foundation for language learning and provide a number of strategies for fostering a learner-centered culture to support ELs. Establishing a positive culture in your classroom is a crucial first step. And then what? And how on earth was I going to get my Mandarin-speaking 10th graders reading Shakespeare?

Establishing a positive culture in your classroom is a crucial first step. And then what?

Supporting ELs starts with the planning process. They may need a head start on the content, additional resources, and longer times to process. They may struggle to find an inroad to connect to the content. Here are the top tips to consider in the planning process:

Tip #1: Identify Challenging Vocabulary

Consider how you will not only develop vocabulary lists for them but also how they will engage with the vocab rather than just being given a list.

Classroom Example: Adapting Vocabulary for ELs. Shakespearean language will be challenging; I will develop a “quick translation” guide for common Shakespearean language traditions and have several worksheets ready for students to put into practice.

Tip #2: Connect to Pre-Existing Knowledge

What can you build off of? Try to connect to their schema and their familiarity with class routines. What will you need to introduce for the first time and how will you do this?

Classroom Example: Connecting Literary Devices to Shakespeare. They have never studied Shakespeare but they have started learning about literary devices. We will add to their literary device list and use the same template from the prior unit for familiarity (we did a scavenger hunt). I will have them watch a video that summarizes the play in a cartoon before we start reading.

Tip #3: Ensure the Final Task is Accessible

Using Backward Design, consider your final task. How might this be more challenging for your ELs than your other students? What do you need to do to bridge the gap?

Classroom Example: Scaffolding the Final Essay. A five-paragraph essay is doable, but their language use will need work so the grammar does not interfere with the ideas. We will have a grammar unit running parallel to this unit.

Tip #4: Provide Additional Resources

Consider leveling your texts/reading so they are accessible to the ELs, providing graphic organizers for notetaking and brainstorming, and having vocab lists/formula sheets/key terms available to them digitally, physically, and on the board. 

Classroom Example: Using Leveled Texts & Multimedia Support. My native English speakers will be reading the Shakespeare version, and the ELs will have copies of the “no fear Shakespeare” text with a modern language translation. I will also add a full film version with subtitles to the shared drive so the ELs (and anyone else who wants!) can watch each scene at home after we have read it. 

Tip #5: Structure Group Work Strategically?

The EL specialist I work with says that ELs are supported in groups of two with another EL or a native English speaker, but should not be in groups of three as the only EL.

Classroom Example: Strategic Pairing for ELs. For table work, I made groups of two or three using the guidance above. For their acting tasks, I let them choose their own groups.

Smart Tools for EL instruction

Tip #6 Ultizing Digital Tools & Resources

If you are not lucky enough to have a dedicated EL (or EAL, English as an additional language, or ESL, English as a second language) teacher, some online tools could be your best friend and make some of the above accommodations easier. Most ELs need direct and explicit grammar/language instruction. When you think about how most foreign language teachers instruct, they do verb conjugations, memorize vocabulary, and drill grammar. Our ELs do not have the privilege of this kind of instruction to support their English acquisition.

• Noredink.com is a mostly free grammar website; students take diagnostic tests, and then you can assign grammar activities based on their particular needs. You can track their progress, look at their work, and assign additional lessons. This is especially great because you can use it for your whole class while delivering individualized instruction.

Another new and invaluable tool is Magic School. It has 56 different tools that will undoubtedly support your planning and teaching in all areas, but there are a few particular tools to address your ELs.

• Choice board generator- Enter a topic such as "test review on the life cycle," and it will generate a variety of activities that students can choose from. ELs are supported by voice and choice in their learning.

• Vocab list- Enter your topic, and it will give a list of 5,10, or 15 words plus definitions

• Scaffold an assignment- You enter a whole assignment, and it breaks the task into smaller, manageable steps. 

• Text leveler- Enter an original text and the grade level you want it for, and it will be rewritten for that age level. For our ELs, we can estimate the age level of their English reading.

• Exemplar generator- Modeling is a strategy that supports our EL and native English speakers alike. This tool will provide both good and bad exemplars, which you can use to facilitate discussions about quality work and task expectations.

Just having your ELs in the forefront of your mind and asking yourself, ‘Will this work for them?’ each time you plan is the mark of a conscientious and caring teacher.

The Bottom Line

There’s an adage floating around social media that says if you are worried about being a good mother, you already are one. The same stands for teaching. Just having your ELs in the forefront of your mind and asking yourself, “Will this work for them?” each time you plan an activity or unit is the mark of a conscientious and caring teacher.

You do not need to put too much pressure on yourself to modify every single task, and sometimes, modification will need to happen in class on the fly as you realize the needs of your learners. Try incorporating these strategies and tools as you can, and with each day, your ability to support ELs will grow.

Just remember, supporting English learners isn’t about making the work easier—it’s about making it accessible. With the right scaffolding and resources, ELs can engage just as deeply as their peers and take on even the most challenging content.

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