This site offers FREE picture communication cards, songs, games and learning activities for English Language learners (picture vocabulary). They are designed to help native English speakers with communication-related disabilities, but the activities and pictures are helpful for ANY person learning to speak, read and write in English.
About the Site
Welcome to my blog for English language teachers! My focus here is on methodology, strategies, and classroom activities. I offer ideas with the hope to facilitate a positive teaching experience for you and a successful learning outcome for your students. If even to a small degree I am able to encourage creativity, promote reflection, deepen your passion for teaching, and facilitate your students’ learning, then I will be extremely pleased.
We are fortunate to teach at this time, when online resources for our profession are plentiful, but in reality there is very little time to explore and examine them all. That said, I am genuinely appreciative every time a teacher visits my blog, and I thank you for your support of my efforts. I will do my best to offer ideas that have relevance, value, and immediate application to your teaching.
Lastly I express sincere gratitude to Pearson for making this blog possible. – Jennifer
Hurray! For those of you who struggle with making sense of English when it’s spoken too quickly, this video series offers suggestions that should help you! The reason it’s so difficult for non-native English speakers to follow conversations and speech when it isn’t slowed down so you can hear every word clearly is precisely that: The words AREN’T said in the way you learned them! They are shortened and sometimes not said at all in order to “bunch” phrases together so that they can be said in roughly the same amount of time. For example, English speakers say these two sentences in the same amount of time:
1) “The boy rode his bike.” (Spoken like: *”Th’BOY//RODE//’is’BIKE.”)
2) “The little boy always rode his bike.” (Spoken like: *”Th’ldl’BOY//aweys’RODE’//is’BIKE.”)
*Not using phonetic symbols. The // represents a syllable in English. The capitalized words should be stressed and the ‘ shows where are joined together and read as one word instead of two or three.
Hopefully,the description above explains why it is difficult to follow spoken English when it is spoken quickly. The video series will offer you strategies to making sense of such speech!
You can also find other lessons on Jennifer YouTube channel as well on on her website, called “English with Jennifer: A Site for Language Learners“. If you benefit from her site, please share it with your friends, family AND teachers! 🙂
To access information on how to use her videos for instructional purposes, please go to: https://www.youtube.com/user/JenniferESL/about.
This “A Corpus-Based Pronunciation Learning Website” from the University of Hong Kong site offers excellent information and activities for teaching AND learning English language pronunciation skills. It also offers resources for how to learn Chinese!
Below are images of activities I’ve done during lessons with children.
NOTE: I created these material using images available for educational purposes. Thus, the material below is for lesson/classrooom use only. The images of children in the Book About the One and Only Me activity are not my students…they are free-use images from Pixabay.
The Color Vowel Chart below mimics the tongue position used to produce the English vowel phonemes along with a mnemonic word clue and color to help remind learners how to make the sound. Please access the site listed below to learn how to use it, to access the sounds from the interactive chart (click on the color to hear them) and for information on how to gain permission to use the chart in classroom settings. (The authors also sell poster-sized versions of the chart for $5 and sell a pack of 50 “mini-charts” for student use $12. Computer-generated sound files are available for free.)
Note: This above image may not be reproduced in any form or by any means without the express permission of the authors. Address all inquiries to the authors.
ESL Kids offers numerous resources for teaching English to young children and teens. Teachers can access resources for classes for $29/year or ask their school to pay for a subscription.
The link below will direct to you to list of over 100 games and activities to use with its (or your) flashcard sets.
English Language Learner Classmates and the Classroom Social Skills of Students with Disabilities (click on title to open article)
The article above describes social skills improved for kindergarten children with a disability when more English language learners were in the classroom with them. While English language learners’ social skills didn’t change as a result of having children with a disability in their classroom. As a result, researchers concluded that schools should focus attention the characteristics of students who perform well and not as well in classroom settings to see if their is a pattern, and then to work on strategies that will help all students do well.
Source: Teachers College Record Volume 117 Number 7, 2015, p. 1-40
http://www.tcrecord.org ID Number: 17960, Date Accessed: 9/16/2016
Below are signed that students may benefit from using technology in the classroom:
- Students who are deemed lazy or not paying attention can be empowered by technology to improve their focus and may become less frustrated by their language barriers.
- If ELL/ESOL students can access assistive technology literacy tools and are allotted time to use them, they can improve their confidence and make reading and writing gains.
- Using these tools, students who could not write a single word wrote detailed paragraphs and students who did not want to read a book became engaged readers.
- Teachers who use assistive technologies will motivate students who are eager to demonstrate what they know.
View Jo Belyea-Doerrman’s complete research paper at http://www.jobdoer.net/doerrman/TAR.cfm