The first and possibly most important step to narrowing the performance gap between ELL and non-ELL students is teaching comprehension. Because English is the primary language of instruction used in all mathematics, sciences and social sciences, a well-defined core of English comprehension is fundamental. This is especially important for very young ELLs, to whom the actual subject content is merely secondary. Comprehension-building activities must not only come before the subject matter, but also during and after it. Thorough and repeated teaching and testing of comprehension will ensure better student reception.
Guided interaction pertains to activities that encourage students to work together to reach a clear understanding of the lesson. Explicit instruction, on the other hand, has the teacher spoon-feeding both language and content directly to the students. There must be a balance between the two types of learning strategies. Examples of guided interaction activities for reading and comprehension include partner interviews, surveys, journals, skits and visual presentations. The teacher's part comes in the form of outlining procedures, creating word problems and explaining the specific language applications required for the lined-up activities.
One of the most effective strategies, and one applicable to several subject areas, is the use of meaning-based context. If a teacher, say, of mathematics establishes a clearly defined context for the day's lesson, ELLs do not have to scramble to find ways to understand what he is teaching. For instance, he can use the context of recipes to instruct students on fractions, measurement and basic arithmetic. The concept is universal, familiar to all students and easy to visualize. Once the necessary terms have been explained, a smooth transition to the meat of the lesson can be easily achieved. All succeeding word problems and questions can be built around the familiar theme.
An effective means of clarifying subject content -- while ensuring reading comprehension -- is to make the most out of visual tools, such as tables, diagrams and pictures. These tools provide an easy method of explaining relationships between new concepts and of making students recognize key information in their readings. Finally, encouraging students to construct their own Venn diagrams, story maps, charts and other graphic organizers allows the teacher to effectively gauge their level of comprehension and adjust his teaching style accordingly.