Every child deserves to feel welcomed, understood, and successful in the classroom—including children who are learning English. Teaching toddlers and preschoolers who are English Language Learners (ELLs) does not require a completely different classroom; it requires intentional ways to make language easier to understand and use. Below you will find a simple definition of ELL, practical tips for supporting young children as they learn English, and common mistakes to avoid.
An English Language Learner (ELL) is the term used to "describe students who are in various stages of acquiring English and who required different levels of language support and development in order to become fully proficient in English."1 In ages o to 8, the term Dual Language Learner (DLL) is also commonly used because these children are developing two or more languages. Young children may understand more English than they can speak, use their home language and English together, or communicate through gestures and actions while their English develops. These behaviors are normal parts of early multilingual development.
1. Use Slow, Simple, Clear Language
Speak slowly in short sentences and emphasize important words. Remember that these students are "thinking and producing in two or more languages!"
Instead of: "Everyone needs to clean up the toys that are scattered around the classroom before we come to the table."
Say:
2. Model
Model for the student what they are expected to do. "Share your thinking process aloud and show samples."1 Pair words with gestures, pictures, objects, demonstrations, and movement. Young children can often understand a concept before they have the English vocabulary to express it.
3. Repeat Important Words Using Nonlinguistic Cues
Repeated exposure to meaningful vocabulary with a cue gives a child more opportunities to hear, see, and use new words. These cues can be "visuals (such as a picture), sketches, gestures, intonation, and other non-verbal cues."1 Also remember to use the same vocabulary throughout the day. For example, if teaching open, use it repeatedly:
4. Talk During Play
Play provides natural opportunities for children to hear and practice English. Narrate what children are doing and introduce simple vocabulary.
5. Give Children Time to Respond (Wait Time)
Do not expect an immediate verbal response. "After asking a question, wait for a few seconds before calling on someone to respond. This wait time provides all students with an opportunity to think and process, and gives ELLs an especially needed period to formulate a response."1 Accept pointing, gestures, actions, home-language responses, and emerging English as meaningful communication.
6. Build on What the Child Says
Rather than correcting every mistake, model the correct English naturally. This gives the child the correct language model without interrupting communication.
Child: "Dog run."
Teacher: "Yes! The dog is running."
7. Read Books Every Day
Read quality books with repetitive language, clear pictures, and predictable storylines. Point to pictures, name objects, act out the story, and repeat key words. Remember that books need to be read slowly and in a natural rhythm. Wordless books can also be particularly useful because children can participate in storytelling without needing to know all of the English words.
8. Partner With Families
Ask families about the child's home language, communication, interests, and experiences. Families can provide valuable information about what the child understands and how the child communicates outside of school.
9. Welcome the Home Language
Whenever possible, include books, labels, songs, greetings, family photos, or other materials that represent children's home languages. A child's home language is not an obstacle to learning English. It is an important part of the child's identity and can support learning.
10. Use Small-Group Interactions
Small groups and center time give children more opportunities to hear language, interact with others, and practice communicating than large-group instruction alone.
❌ Don't Require English Only
Do not discourage children from using their home language. "Research has found that learning to read in a home language can transfer to increased English acquisition....Forbidding students from using their home languages does not promote a positive learning environment where they feel safe to take risks and make mistakes."1 Young children naturally draw on all of their languages to communicate and make meaning.
❌ Don't Speak Too Fast
Slow down when speaking. "If a student tells you they didn't understand what you said, never, ever repeat the same thing in a louder voice!"1
❌ Don't Assume Silence Means Understanding or a Lack of Understanding
When asked, "Are there any questions," don't assume silence means the child understands. "[Asking if there are any questions] is not an effective way to gauge what all your students are thinking."1Also, a child may understand much more English than they are currently able or willing to speak. Give children time and multiple ways to demonstrate understanding.
❌ Don't Correct Every Language Error
Constant correction can interrupt communication and discourage children from taking risks with a new language. Instead, model the correct English naturally.
❌ Don't Use Baby Talk
An English learner is not necessarily developmentally younger. Continue to provide age-appropriate activities and expectations while adjusting the language used to explain them.
❌ Don't Give Long Verbal Directions
"Don't just tell students what to do and expect them to do it."1 Multiple directions are difficult for a young child, especially one who is still learning English. Give one step at a time and use gestures or visual cues.
❌ Don't Expect Children to Repeat Words Without Meaning
Simply having a child repeat vocabulary does not provide the same learning opportunity as hearing and using words during meaningful interactions. Connect new words to real objects, actions, play, and experiences.
❌ Don't Assume All Children Learning English Need the Same Support
Children enter the classroom with different levels of English exposure, home-language development, experiences, and communication abilities. Learn about each child and work with the family to understand the child's individual needs.
Beginning of the Year
• Begins to understand and use familiar English words and phrases during daily routines and activities.
• Responds to familiar English words, gestures, and simple directions with support.
• Uses words, gestures, or actions to communicate needs and participate in familiar activities.
Middle of the Year
• Demonstrates increasing understanding of English words and simple directions in familiar settings.
• Begins using English words and phrases to express needs, answer questions, and participate in play.
• Uses familiar English vocabulary across daily routines and learning activities with increasing confidence.
End of the Year
• Demonstrates increased understanding of spoken English during familiar conversations, stories, and classroom activities.
• Uses an expanding English vocabulary to communicate ideas, ask questions, and participate in interactions.
• Begins using English in a wider variety of contexts, with support as needed.
Young children learn through relationships, meaningful interactions, play, repetition, and opportunities to communicate. Building relationships is perhaps the most critical factor affection student motivation and learning. "Feeling safe is required for language acquisition to occur."1 The goal is not to replace a child's home language with English. The goal is to help the child develop English while valuing the language and experiences the child already brings to the classroom.
1 Ferlazzo, Larry, and Katie Hull-Sypnieski. The ESL/ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels. 2nd ed., Jossey-Bass, 2022.
