Ability grouping

When a teacher chooses to separate a class into like- or mixed-ability groups, the teacher is making a choice that may have unintended consequences.  Like-ability groups elevate some students to the “high group” and leave others in the “low group". In this case, the teacher needs to weigh the opportunity to remediate lowperformers against the possibility that the low-performers may be entering a trajectory of low performance from which they will not escape.

Active learning strategies

Mainstream teachers with both ELLs and English-dominant students in their classrooms can use cooperative learning strategies as a powerful tool for fostering language acquisition. According to most writers, there are a number of elements that set cooperative learning apart from other grouping techniques (Cochran, 1989; Johnson & Johnson, 1999). These elements include the following:

• Heterogeneous grouping (combining ELLs and Englishdominant students in the same group)

• Positive interdependence (sinking or swimming together)

• Face-to-face supportive interaction (helping each other learn and applauding each other’s successes and efforts)

Literacy Instruction

As we noted that English teachers have a significant role to play in the literacy achievement of secondary school students. However, they are not alone in this effort. Every content teacher has a role to play if adolescents are to learn with and from texts. Further, students must be able to read a wide variety of texts, from great works of literature to newspaper articles to technical manuals to science lab instructions. To do this, students require instruction and practice in reading these types of materials. As we have noted before, all learning is language based. We all learn by reading, writing, speaking, listening, and viewing.

Writing outline

Outlining is the most directed and specific of the three methods of prewriting. In outlining, students describe the function and contents of each paragraph of their writing by organizing ideas into topic sentences and supporting details. While the included template on page 50guides outlining for the standard five-paragraph paper, you can encourage students to apply the same ideas to longer papers (adding paragraphs) or to single-paragraphpapers (by asking for only a main idea and supporting details).