This ASCD study guide is designed to increase your understanding of Getting Started with English Language Learners, an ASCD book written by Judie Haynes and published in February 2007. The intent of the guide is to help you review the concepts and vocabulary that are introduced in the book. The questions should be discussed in small groups or used by individual teachers. The guide can be used in conjunction with the professional development activities found in the appendix.

Chapter 1: Key Concepts of Second-Language Acquisition

1. Define comprehensible input. How does the theory of comprehensible input affect instruction at your grade level?
2. What strategies can teachers use to foster comprehensible output in their classrooms?
3. Describe the difference between language acquisition and language learning.
4. Discuss the factors that influence the length of a newcomer’s silent period.
5. What advantages do adults have over children when learning a second language?
6. Review the five stages of culture shock with group members. Have each person pick a stage and give an example from their own experience.

Chapter 2: How Students Acquire Social and Academic Language

1. What is social language? What behaviors can you expect from a student who is just beginning to develop social language?
2. How can you teach social language to new learners of English? Give examples of what you might do in your own classroom.
3. Explain the difference between BICS and CALP.
4. According to Cummins theory of common underlying proficiency (CUP), how does learning in a student’s first language support English language acquisition?
5. How long does it take English language learners to acquire grade-level academic skills? How does this affect English language learning in your school?

Chapter 3: Correlating Instruction with the Stages of Second-Language Acquisition

1. Review the stages of second-language acquisition with group members. Have each person pick a stage and describe a student at that level.
2. Describe a newcomer who is in the preproduction stage of language acquisition. What activities can this student do?
3. Discuss what you would expect from a student in the speech emergence stage of language acquisition in your grade level. Use examples from your classroom.
4. Which learning style is most common with new English language learners? Describe activities that you would give these students to help them learn English
5. What is the Language Experience Approach? What is the learning style for students who prefer using this approach?
6. What types of classroom activities would help auditory learners learn English?
7. Pick a social studies unit taught on your grade level. Describe what activities from the unit you would assign to English language learners to help them develop the comprehension level of Bloom’s taxonomy.

Chapter 4: The Newcomers’ First Weeks of School

1. What can you do to establish a nurturing environment for ELLs in your school?
2. Discuss your district’s mission statement. Does it reflect a school philosophy toward English language learners?
3. If you were to develop a professional development workshop for your district on the cultures of your ELL population, who should attend? Why?
4. Give specific examples of how you could take advantage of the diversity in your classroom.
5. How can you include the parents of your English language learners in the education of their children?
6. Brainstorm examples with your group of how you would use native English-speaking buddies in your classroom.
7. What kind of materials would you order for the newcomers in your classroom? Give specific examples for your grade level.
8. How can you communicate with newcomers in your classroom?

Chapter 5: Challenges for ELLs in Content-Area Classes

1. What are the challenges for ELLs in reading classes? Brainstorm with your group.
2. How would you teach writing to your English language learners?
3. Why is learning about U.S. history so difficult for ELLs? Name some specific challenges that they face in this subject.
4. What are some cultural differences that affect mathematics instruction?
5. List some of the challenges that ELLs face in science classes.

Chapter 6: Differentiating Instruction for English Language Learners

1. How do effective teachers provide a thriving learning environment for ELLs?
2. Give an example of how you could use a think-aloud to help English language learners in a science class.
3. Choose a unit in a subject area that is appropriate to your grade level. How would you differentiate instruction for ELLs?
4. Using the above unit, how would you make cooperative learning a part of this lesson?
5. How would you modify assessments for ELLs on your grade level? Give specific examples.

Chapter 7: Programs for English Language Learners

1. Give examples of all-English programs for ELLs. Would one of these programs work in your school? Why or why not?
2. What is TPR? How could this method be used to teach English to beginners?
3. How does content-based ESL instruction differ from a sheltered English program? Give examples.
4. Describe a transitional bilingual program. Explain the pros and cons of this program.
5. How does a developmental bilingual program differ from a transitional bilingual program?
6. Describe a two-way immersion or dual-language program. What is the goal of this type of program?
7. If the main priority in your school district is developing bilingualism, which type of program would work best?

Getting Started with English Language Learners: How Educators Can Meet the Challenge was written by Judie Haynes. This 163-page, 6" x 9" book (Stock #106048; ISBN-13: 978-1-4166-0519-5; ISBN-10: 1-4166-0519-3) is available from ASCD for $18.95 (ASCD member) or $23.95 (nonmember). Copyright © 2007 by ASCD. To order a copy, call ASCD at 1-800-933-2723 (in Virginia 1-703-578-9600) and press 2 for the Service Center. Or buy the book from ASCD’s Online Store.