105. What activities can you recommend to prepare English speaking students for the acceptance of an ESL student, with limited knowledge and usage of the English language, into the classroom so that there is a feeling of comfort and security among the students?

Great question!!! The teacher can begin to study the country or countries the ESL students will come from, possibly teaching some songs and dances or typical games played by children in the country or countries of origin. Maybe the teacher can bring books written in the language(s) spoken by the ESL students. A dictionary (bilingual "English/other language" dictionary, or a monolingual dictionary in the other language) may help English-only students understand how words are spelled and the writing system used to represent the other language(s).

Food is a great promoter of student interest: What kinds of food do the ESL students usually eat, and how is it prepared?

Videos and pictures and posters about other countries can help English-ONLY students compare and contrast life in the USA and life in other countries. Guest speakers from other countries may be invited into the classroom so they can explain specific
features of their cultures.

English-ONLY students, with the knowledge acquired through many types of instructional activities --as described above-- can begin to "feel" how easy or how difficult it will be for the ESL students to adapt to our ways of doing things and our ways of communicating through English. Maybe the English-Only students can develop a list of "helpful" ways to interact with ESL students. With such a list, ALL students will experience a level of comfort within the classroom resulting from the knowledge they have gained.


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.


For information and credentials please click on the link below or contact directly:


Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net