124. I will be at the workshop in March and my question is what is the best way to begin with a student who comes into school in the middle of the year (say January) without any training and no English? I teach kindergarten.
To help you at this time with some suggestions, please, remember that every time you introduce a new concepts, especially in Kinder, just about every child --including your English ONLY speakers-- is limited in English fluency for that new concept.
Let's say you begin to work tomorrow teaching the shape "triangle." I am sure that ALL your kindergartners need to develop the language for that shape. Well, what a great moment to begin teaching English to your new LEP student!!!! Your recent arrival will be just like all other students, learning for the first time "triangle," seeing the shape for the first time, using the word for the first time, hearing the word in a meaningful situation for the first time.
Sure, the recent arrival needs to know what the others already know. The newly arrived child does NOT need to wait to learn everything else to BEGIN to learn "triangle" today just like everyone else. You can then plan brief review sessions for ALL the children which would help the recently arrived student learn what the other students already know and are just reviewing!!!!
I am sure ALL students, especially in Kinder, need frequent reviews. So, review with ALL students and teach the new student in the process!!!! Hope this helps you.
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:
CARMEN SANCHEZ SADEK, Ph.D.
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