176. I am enrolled in the non-traditional licensure program for teachers in Arkansas.  I have at least one student who is still enrolled in the ESL program, she doesn't like to ask questions and I am trying to find a way to get her to ask questions while in class without embarrassing her.

In answers to several related questions posted in my Web Sites, I usually suggest that the content area teacher MUST work very closely with the ESL teacher. The ESL teacher can / must / should provide language lessons based on the key vocabulary and key content area language for the ESL students BEFORE these students attend the content area lesson --YOUR lesson. Thus, one of the best ways to insure that ALL your ESL students asks questions in your class is to tell the ESL teacher what key ideas, key concepts, key vocabulary and language the ESL students need to know BEFORE they attend your class.  The ESL teacher is NOT teaching the content area. Rather, the ESL teacher is helping students master the language they will hear in your class as they listen to you, and the language they may use to respond to your questions and to ask you questions. They could even practice asking questions with the ESL teacher. Then, in YOUR class, they could ask you the questions they formulated and practiced in the ESL class.

If there is no ESL teacher, then you need to include in your lessons sufficient time for ALL students to develop the LANGUAGE of the content area --you must teach the key vocabulary, and the language to understand and speak (and read and write about) the content area. AND YOU could have on the board, or on a chart, questions that, as you teach the lesson, you may wish your students to ASK of you. Thus, as you are teaching you lesson, and AFTER insuring ALL students have mastered the key terms, key vocabulary and key language to understand and speak the content area topic for your lesson, you may wish to post 10-15 questions that STUDENTS may ask you throughout the lesson. And to insure that the particular student in your question above asks you questions, you may even write the name of each student who would ask each question. So your chart will list the questions you want students to ask you and the name of the student who should be asking the question.

You may do as indicated above but NAME one of your students to be the "question monitor" for the day, that is, that students would ask ALL the posted questions. The student you allude to in your question above could be given that assignment, AFTER she has had time to practice asking the questions with you or with another student.



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.


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