In an effort to speed up the process of learning English, some teachers and administrators do not allow students to use their native language when working with other students of the same language background. Yet, peer clarification in the native language can be extremely beneficial.
A "one size fits all" approach to classroom discussions can be problematic for a number of reasons. Each culture has its own conventions. These conventions can relate to the amount of talking that is considered appropriate during a lesson, the meaning of direct eye contact, and the volume of speech, to name just three of many potentially important examples. Some of the basic information about key cultural conventions can be learned through conversations with members of the community.
Informal instructional assessments during the lesson are also an excellent way to probe and track, in a number of ways, what the students are getting out of lessons, discussions, practice, independent work, partner learning, or cooperative groups. These curriculum-based and informal assessments show teachers clearly what is being learned, so that they can provide responsive feedback and adjust teaching tactics.
The gap between home and school can be bridged, in part, through appropriate homework assignments. Be aware that many students have no one at home who can help them with homework assignments in English. It might be useful to provide writing or reading assignments that can be done in either language. Include explanations to parents regarding the nature of homework in the family's primary language. English-language learners with learning difficulties can also read a book they know well in English to their parents, even if the parents have limited English-language capabilities. This creates an opportunity for children to teach their parents English and to show their parents what they have learned.
Excerpted from Teaching English-Language Learners with Learning Difficulties
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