[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595284-105":59,"doc-detail-595284-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","best-practices-in-teaching-english-language-learners","Best Practices in Teaching English Language Learners","","Teachers educating English language learner (ELL) students in mainstream classrooms face language, cultural, and emotional barriers that can increase classroom demands and affect willingness to learn. The article outlines best teaching practices to address difficulties such as building vocabulary, preventing confusion with idioms and homonyms, interpreting gestures and body language across cultures, and managing cooperative group learning. Using case-study examples from classroom experience, it links appropriate strategies to improved student engagement and achievement.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/best-practices-in-teaching-english-language-learners/595284/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/best-practices-in-teaching-english-language-learners/595284.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What challenges do teachers face when teaching English language learners in regular classrooms?","Question",{"text":113,"@type":114},"Teachers face language barriers that limit verbal communication, cultural differences that affect interpretation of behavior, and emotional responses from students who feel angry or resentful about relocating. These factors can also reduce willingness to learn and increase demands on the classroom teacher.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How should teachers handle idioms when teaching ELL students?",{"text":118,"@type":114},"Teachers should avoid using idioms without first explaining them, because direct translations can be confusing. When idioms are carefully explained, they can make learning more motivating and help students understand English more effectively.",{"name":120,"@type":111,"acceptedAnswer":121},"Why can homonyms and nonverbal communication create confusion for ELL students?",{"text":122,"@type":114},"Homonyms may cause misunderstandings because students may interpret words based on meanings that do not fit the context. Cultural differences can also lead to misreading gestures and eye contact, since behaviors like avoiding eye contact may signal respect rather than inattention.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},595284,1792879553,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","REFEREED ARTICLE  \nBest Practices in Teaching English Language Learners  \nBlair Drader  \nAbstract  \nTeachers face many challenges, including that of educating English language learner (ELL) students. These students are often placed in regular classrooms and create extra demands on the classroom teacher. Many strategies can be employed with ELLs that relate to best teaching practices. Potential trouble areas are discussed, as are the strategies that classroom teachers may use in educating ELLs. When teachers use these best practices with their students, student achievement is increased and better academic results are obtained. Case study examples garnered from the writer’s own teaching experiences serve as illustrations throughout this article  \nTeachers in rural Saskatchewan face increased challenges in educating students who are English language learners (ELLs) . The most obvious difficulty is the language barrier: students and teachers have difficulty communicating verbally with each other. Teachers often feel that they have inadequate training in order to teach ELLs (Berg et al. , 2012) . There are also cultural differences that create difficulties in the classroom when teachers use students’ body language to interpret actions and understanding. Many students who arrive in rural Saskatchewan are uprooted from their home country in hopes of a better life in Canada and feel angry because they had no choice in coming to Canada. This anger can often enhance feelings of resentment toward the school and teacher, and impair students’willingness to learn. Once students are willing to attempt to learn the English language, they often start with learning elementary vocabulary to build a base of English words. There are many techniques, tools, and strategies that can be used in assisting ELLs to develop their English vocabulary and language skills, in order to increase their chances of success in the public school system.  \nDifficulties  \nTeachers need to begin interactions with ELLs in a way that creates acceptance. Jane,1 a grade 10 student, came to Esterhazy from the Ukraine with her family in 2012. When she arrived, she had very weak English skills and could not comprehend many verbal instructions. Jane had to leave her friends from the Ukraine. She did not know anyone at the school. She was very angry at her parents for bringing her to Canada and she did not want to be in school. Teachers need to recognize that the anger displayed by some ELLs is not attributed to a specific class or action. Teachers can ensure that ELLs feel welcome in the classroom by creating “a culture of acceptance”(Usselman et al. , 2010, p. 10) . This acceptance is necessary to dissolve the hostility that often sets in with immigrant ELLs who want to go back to their home country and be with their friends. Mike, Rick, and Jarret attended grade 10 in Esterhazy as Taiwanese exchange students. They returned to Taiwan after attending only one semester, because they could not cope with the challenges of learning in a different language. Jane was greeted in her Russian language by some teachers. When teachers spoke to Jane in Russian, they connected to her culture and made her feel welcome (Cipriano, 2011) . Teachers assist ELLs in the classroom when they ensure that student interactions are positive and welcoming in the classroom, starting with the first class.  \nOnce the initial emotional barrier to instruction is broken , teachers can focus on the other difficulties encountered by ELLs, such as idioms. Teachers should avoid using idioms if they do  \n1 Pseudonyms are used to protect the individual identities of students used as examples in this article.  \nnot first explain them to ELLs (Usselman et al. , 2010), because the direct translation of idioms can be confusing. Idioms can be a motivating factor that makes learning English fun for ELLs when teachers carefully explain them (Riess, 2008) , and they help students to understand more of the English language ","cbCaicHLaXp025Oy","https://ap.wps.com/l/cbCaicHLaXp025Oy","pdf",280397,"English","# Abstract\n# Challenges for Teachers of ELL Students\n## Language Barrier and Cultural Differences\n## Emotional Readiness and Classroom Acceptance\n# Potential Trouble Areas\n## Idioms\n## Homonyms\n## Gestures and Body Language\n## Cooperative Group Learning","[{\"question\":\"What challenges do teachers face when teaching English language learners in regular classrooms?\",\"answer\":\"Teachers face language barriers that limit verbal communication, cultural differences that affect interpretation of behavior, and emotional responses from students who feel angry or resentful about relocating. These factors can also reduce willingness to learn and increase demands on the classroom teacher.\"},{\"question\":\"How should teachers handle idioms when teaching ELL students?\",\"answer\":\"Teachers should avoid using idioms without first explaining them, because direct translations can be confusing. When idioms are carefully explained, they can make learning more motivating and help students understand English more effectively.\"},{\"question\":\"Why can homonyms and nonverbal communication create confusion for ELL students?\",\"answer\":\"Homonyms may cause misunderstandings because students may interpret words based on meanings that do not fit the context. Cultural differences can also lead to misreading gestures and eye contact, since behaviors like avoiding eye contact may signal respect rather than inattention.\"}]","Best Practices in Teaching English Language Learners | PDF",1792080776,13]