Although the research proves that dual immersion or two-way bilingual programs result in the greatest student success, I will note that such approaches are not feasible, at least not in the immediate future (Himmele and Himmele, 2009).  Therefore, suggested strategies will be provided for teachers working in their current school structures.

Below are teaching strategies for effective practices in using an ELL student’s first language for promoting CALP in English:

Appreciate Students’ Home Language: as written on the research page of this blog, students who develop CALP in their first/home language are the students that are in the best position to excel academically.  It was also stated that students who attend dual immersion or two way bilingual schools outperform students enrolled in an ESL program. Ways to appreciate a student’s home language are:

Enlist parent support – encourage parents to take on the role of a teacher at home by speaking, reading and writing with their children in their first/home language.  Conduct a parent orientation night in order to share best practices for supporting their children at home in their first/home language.  Invite parents into the classroom to witness the teaching strategies that you are using and be open to suggestions from parents as to how they can best support their children at home in their first/home language

Build on student’s CALP in their first language – build on students’ past experiences with oral and written language in order to design lessons that promote their growth in literacy in English.  Honor students’ cultural identities by creating instruction that adds onto their linguistic experiences rather than replacing them.

Celebrate students’ culture – acknowledge cultural celebrations, celebrate diversity, create a classroom culture that acknowledges diversity as an enrichment of the community, provide opportunities for students to express and share their identity with each other.

Fill the school and classroom library with fiction and non-fiction books in student’s first language – provide opportunities for students to read in their first language.  Books may be purchased by the school, on loan from the library or published works by present and past students.  Provide books with the same subject areas that are covered in that term’s disciplines.

Provide students with opportunities to use their first language – allow students to brainstorm in their first language individually, with a partner or in small groups in writing or orally.  Allow students to check for understanding with a partner in their first language. Allow students to speak about personal and emotional things in their first language.

Learn the student’s first language – ask the student to teach you some words or phrases in their home language.  This shows interest, appreciation and acceptance of the student’s language and culture by the teacher.  Some instructors have had a “word of the week” that he/she writes on the board and practices saying with the class.