How can Teachers work to differentiate for their English Language Learners?
According to Robert Rueda of the University of Southern California, "differentiated instruction improves children's chances for becoming competent readers and writers." Differentiated instruction will be different in all classrooms for teachers and students. There is no signle proven method to differentiate for all students. Teachers must first work to learn about their students outside of school. They can use informal and formal methods to learn, such as communicating with parents and/or siblings. They can walk around the local neighborhood to see where students live. Teachers must also work to set high expectations for all students. It is important that teachers incorporate meaningful content into daily curriculum. Rueda states, "we must find ways to involve them and their worlds in the day-to-day life of the classroom." Teachers can also help students by learning general knowledge about their linguistic backgrounds.
Oftentimes, English Language Learners are also in low-income areas where resources are limited. Teachers can work to raise funds for resources within their school. It is important to remember that succesful literacy is achieved with the help of many individuals. Teachers can seek support from administrators, the community, students' family, and local politicians. It is important for Teachers, as well as English Language Learners, have a support system within the school. It is also beneficial if they can create a support system in the community. Differentiated instruction can be achieved in all classrooms. However, it is important for the Teacher to know about the students for whom he/she wishes to differentiate. When teachers work to understand their students, and meet them where they are, successful literacy instruction can exist.
Macgillivray, Laurie & Rueda, Robert Listening to Inner City Teachers of English Language Learners: Differentiating Literacy Instruction, 2001
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