English Language Learners: strategies for substitute teachers—and common misconceptions.

When working as a substitute teacher, you’ll likely encounter some students who are English Language Learners (ELL). In other words, students for whom English is not their first language, or the language spoken in their home. In this article, we’ll explore some English Language Learners strategies and address common misconceptions about ELL students. 

5 common misconceptions about ELL students.

Myth 1. ELL students don’t speak any English. 

Some substitute teachers inaccurately think that language barriers will prevent them from communicating with ELL students. 

The truth is that most ELL students have some English proficiency. For example, they may: 

• Understand basic instructions 

• Follow along with classroom discussions 

• Participate in simple conversations with peers 

• Discuss a favorite book or game with a friend 

Myth 2. If a student can speak English, they shouldn’t need extra help.

Some ELL students can hold conversations so well in English that you may wonder why they need extra support at school. It’s important to remember that language proficiency goes beyond speaking. It also includes: 

• Writing 

• Listening 

• Reading 

These language skills often take longer to develop, especially in an academic context. That’s why teachers must provide support in all areas of language development. 

Myth 3. ELL students live in certain geographic areas.

ELL students are enrolled in public schools in all 50 states. 2021 National Center for Education Statistics data indicate English Language Learners live in the following areas: 

• Cities 

• Suburban areas 

• Towns 

• Rural areas 

As substitute teachers, it’s essential to know English Language Learners strategies to support students no matter where you teach. These students receive instruction in: 

• General education classrooms 

• ELL classrooms 

• Resource rooms 

• Special education classrooms 

Myth 4. To support ELL students, you must be fluent in their language.

You don’t need to know another language to support these learners, but as a substitute teacher, you need to have a few strategies in mind. 

• Simplify your language 

• Speak slowly 

• Use visual aids to support understanding 

• Encourage cooperative learning 

• Utilize technology to aid in communication 

Myth 5. All ELL students have identical needs.

Don’t fall for the stereotypes about ELL students. People tend to think that all ELL students share similar stories of poverty or illiteracy, and that all have the same needs in the classroom. 

The reality? Every ELL student is unique, bringing their own strengths and challenges to the table. Here are a few factors to consider: 

• Age: Younger students often pick up a second language naturally through immersion, while older students might benefit more from formal, structured lessons. 

• Cultural background: A student’s culture can play a significant role in learning and processing information. For example, some cultures place a greater emphasis on speaking over writing. 

• Educational background: Some students may have little to no formal schooling in their native language, while others might be right on track — or even ahead — in certain subjects. 

• Native language proficiency: Students who are fluent and literate in their first language can usually transfer those skills more easily when learning English. 

The key is getting to know your students individually and adapting your teaching to meet their unique needs. 

English Language Learners strategies for substitute teachers.

Here are some strategies to help you support ELL students. These will help create an inclusive classroom environment. 

Review the lesson plans carefully.

Arrive early enough to study the lesson plans prepared by the classroom teacher. Notes may include how to differentiate the material to meet the needs of ELL students. 

Understand the basics of language acquisition.

Have a basic understanding of how people learn a new language. In a nutshell, students typically go through five main stages: 

1. Pre-production: Also called the silent phase, this is when students spend a lot of time observing. Although they may not speak much English yet, they’re actively learning and absorbing the language. 

1. Early production: Students start picking up basic vocabulary and simple phrases. They often answer “Yes/No” questions and might try short responses. 

1. Speech emergence: Students can use more complete sentences and have a larger vocabulary. However, context clues are still important. 

1. Intermediate fluency: By now, students have a solid understanding of the language and can participate in academic discussions. Many begin to think in English instead of their native language. 

1. Advanced fluency: This is the final stage, where students have native-like proficiency and can communicate effortlessly. 

Stick to the regular routines as much as possible.

Routines can provide familiarity and comfort for ELL students struggling to adapt to a new language and culture. As a substitute, it’s crucial to maintain the regular routines of the classroom as much as possible. This includes: 

• Sticking to established morning routines, such as taking attendance and reviewing the daily schedule. 

• Following the teacher’s classroom management practices. 

• Providing special instruction or modified work for ELL students if/as directed by the lesson plans. 

A predictable environment will help all students feel more comfortable. When they feel safe, they can focus on learning instead of worrying about what to expect. 

Use visual and hands-on activities to enhance understanding.

Visual and hands-on activities can help English Language Learners better understand the academic concepts you’re presenting. 

Consider incorporating these strategies into your lessons: 

• Use pictures or illustrations to accompany new vocabulary words. 

• Ask students to draw or act out their understanding of a concept. 

• Use manipulatives, such as blocks or flashcards. 

Confirm everyone understands.

Make sure you understand the student’s needs as they talk to you—and that they understand what you are saying. Avoid asking yes/no questions, because many ELL students simply say “yes,” even if they don’t fully understand. For example: 

• Instead of saying their name and asking if that’s the correct pronunciation, ask them how to pronounce their name first. 

• Have them retell what they just learned or ask them a question that requires them to explain or describe.  

• Have them point to certain items on diagrams, timelines, or other graphics. 

Engage in meaningful work as a substitute teacher with ELL students.

You likely went into teaching because you wanted to make a difference. As you work with ELL students, you’ll get even more satisfaction from your work: 

• It can reinvigorate your professional outlook and give you new meaning. 

• You’ll expand your skill set and gain experience working with diverse student populations. 

• You’ll increase your ability to be flexible in new situations. 

• You’ll be changing your brain with neurochemical rewards. 

• You’ll make a difference in the lives of the students. 

Grow as a substitute teacher with Kelly Education.

At Kelly Education, we want our educators to feel ready to teach on day one and beyond. We have an entire library of articles to help you achieve success in educating students.  Consider these as a starting point: 

• Sub plans and tips for teaching 9 subjects and electives. 

• What are substitute teacher duties and responsibilities?  

• The complete guide to becoming a substitute teacher. 

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