Estrategias educativas para estudiantes que están aprendiendo inglés – Dr. Anarella Cellitti

La clase debe ser:

  • Entendible para todos.
  • Variada en métodos y materiales.
  • Interesante.
  • Fácil para aprender idioma y sus contenidos.

Clima del salón:

Se corrige el contenido, no el vocabulario.

  • Aceptación , libre de juicios.
  • Participación.
  • Motivación.

Puntos clave:

  • Comprensión de contenidos.
  • Utilizar señales no verbales y de contexto para proporcionar significado en la instrucción (fotografías, mapas, demostraciones)
  • Dividir la clase en trozos más pequeños de información con revisiones frecuentes de comprensión, en lugar de clases largas con sólo revisión al final.
  • Pre-enseñar los conocimientos básicos/ vocabulario o conceptos clave que los estudiantes necesitarán para cada unidad antes de seguir adelante (indicar palabras de estudio a la familia antes de verlo en el colegio).
  • Hacer un banco de vocabulario con fotografías.

Participación en clases:

  • Mientras más práctica se realiza en el idioma más se arraiga.
  • Utilizar grupos de trabajo pequeño.
  • Los ELL (English Language Learners) tienden a hablar más si el ambiente social es más pequeño. Darle un ambiente seguro.
  • Considerar diferentes estilos de aprendizaje

¿Cómo ayudar a fomentar vocabulario?

  • Bancos de palabras
  • Crucigramas
  • Diccionarios bilingües
  • Subrayado de palabras nuevas
  • Palabras nuevas en contexto
  • Palabras de alta frecuencia


  • Usar audiovisuales
  • Proporcionar materiales escritos previos a la clase
  • Permitir el uso de diccionarios

Integración curricular:

Dar temas que le gusten o interesen al niño:

  • Artes visuales
  • Estudios sociales: conversaciones, lecturas, tradiciones, bailes, escrituras, culturas
  • Música/ danza
  • Tecnología: producción de invitaciones, videos
  • Literatura

También los niños necesitan:

  • Aprobación
  • Sentido de pertenencia
  • Identidad cultural
  • Conocimiento social



Oral language plus social skills equals a recipe for success with dual language learners. Karen Nemeth/Kathleen Hayes/Emily Roden

Making children read is not enough. They must speak and reflect about them. Frequently, parents are encouraged to read to their kids, but they are not taught how to do it.

Conversation works because…

  • Children practice using words, not just hearing or repeating them.
  • Conversation combines key ingredients of language and literacy with social skills in natural ways.
  • Breaking language down to isolated skills is not as effective.
  • Phonological awareness in home language easily transfers to English.

Children learn language patterns from people. Television does not have the same impact and effectiveness.


  • Use family pictures.
  • Increase vocabulary with visuals.
  • After reading a story, talk about it. Make pauses while reading and ask questions that generates discussion.
  • It is important that family members play together to elicit language.
  • Increase language production through the interaction with peers.
  • Use rhymes and language patterns, since our brain learn them easily.



Examining the teacher’s role during center time: how to maximize collaboration, communication, and engagement through play. Sandra Linder/Andrea Emerson/Koti Hubbard/Charlotte Taylor

Colaboration → your kids can help you


  • Increase the amount of open-ended questioning throughout center time.
  • Decrease the amount of subjected centered questions.
  • Increase the amount of person centered and process centered questions.
  • Try not to “Show and Tell”


  • Know where you children are in the stages of play and try to move them towards collaborative play.
  • Increase collaboration by encouraging children to work in pairs during centers.
  • Increase reflection for children- give them opportunities to discuss what they did in centers with their peer (talk about what they do).


  • Increase connections to children’s families/ home contexts during center time.
  • Set the stage in each center- have a problem for them to solve together.
  • Move materials rather than children



“Don’t get so upset!” Help your children manage their feelings by understanding your own – Tamar Jacobson

– The brain is very sensitive to early experiences: In fact, 90% of the brain is developed at age 4. Experiences in the environment impact the way the brain wires itself.

– We can make emotional memory better than any other animal.

-My personal background and experiences influence the way I see and listen to people.

– What we do today echoes to the generations ahead. Ideologies and practices such as racism and discrimination against women have been taught to children and they repeat those tendencies as they grow:



Discipline➡ to teach (guidance, compassion, learn from example)

(Disciple: Discípulo)

Discipline is the process of teaching which types of behavior and attitudes are acceptable and which don’t.


Effective discipline uses different approaches like positive reinforcement, modeling, counselling, and a loving and supportive family/school environment. In the other hand, punishments based on violence (emotional and/or physical abuse) may seem as an effective and quick tool to some extent, but it doesn’t mean that they are effective.


– DISCIPLINE is helping a child solve a problem.

PUNISHMENT is making a child suffer for having a problem. In this case, we filter our discipline strategies through emotional memories of punishment.

– It is important to make connections about how I feel and what I do:

  • “It’s never okay to hit a child”
  • “You don’t have to hurt me to teach me”

– We have to make children feel that our purpose is to make them  feel safe: “I want everyone to be safe here” (Concious Discipline – Dr Becky Bailey)

-Playing should be supervised and observed. It’s a great instance to teach and learn.

-As teacher it is important to acknowledge my own emotional trauma by:

  • Naming my feelings.
  • Changing my emotional script.
  •  Understant how did I get attention.
  • Researching the self.
  • If you dont feel able to handle a child it is good to have some time out.

haim ginot


– Remember: The way you were disciplined will affect how you react to children- either you will want to do it differently or it worked for you.

– Give attention to the children.

– The teacher must be there for his/her students.

– Think: How would you like to be treated?

– Tell children what they can do- be explicit- even when you praise them- make consequences relevant.

“What works for me doesn’t always work for you”

– Follow through immediately, firmly, clearly make consequences relevant to what happened.

– Do it over and over again. Children learn through repetition.

Get in touch with your personal bottom line: What are your fears, values, beliefs? Choose your battles: What is important to you? Where does that come from?

– Make curriculum relevant, interesting and challenging


tamar jacobson

Tamar Jacobson’s blog: