'Language learning is hard work ... Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.'
'Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information. Here is a word document with a list of games to use in the classroom with new English learners 

Articles linked to how to choose games and why.

Instructional Strategies A to Z for ELL


English Language Learners (ELLs) face the double challenge of learning academic content as well as the language in which it is presented. Teachers have traditionally treated language learning as a process of imparting words and structures or rules to students, separate from the process of teaching content knowledge. This approach has left ELLs especially unprepared to work with the complex texts and the academic types of language that are required to engage in content area practices, such as solving word problems in Mathematics, or deconstructing an author’s reasoning and evidence in English Language Arts. ELLs need to be given frequent, extended opportunities to speak about content material and work through complex texts in English with small groups of classmates. 

English as a Second Language (ESL) programming helps students learn English while also learning about Canadian cultural values, customs and social expectations.

The goal of ESL programming is to provide students with instruction and support that will help them to speak the English language fluently, further their education, and become productive and contributing members of Albertan and Canadian society. ESL programming is funded for both Canadian-born and foreign-born students.

Esl Guide To Implementation K 9

Supporting Esl Students Promising Esl Strategies In Alberta

Working With Young Children Who Are Learning English As A New Language

Ecs English As A Second Language

Making a Difference is an Alberta Education Resource. In teaching students who are learning English as another language, the big picture is the same as it is for all students. Teach every student based on his or her developmental and language proficiency level and identify and address the needs of each student. Effective instruction for English language learners needs to both support achievement of grade-level learning outcomes and promote language acquisition. All teachers, in all subject areas, share the responsibility for language development, out of both necessity (because students need to learn English to learn content) and best practice (because students learn English more easily and fully within an authentic context). Providing such instruction begins with the planning described in Chapter 2: Purposeful Planning. As you work through this planning process, consider how the following ideas may affect your instruction. 

The GO TO Strategies is an outcome of the Project EXCELL professional development delivered to the NKCS teachers and was written by the team of Dr. Linda New Levine, Ms. Laura Lukens, and Dr. Betty Ansin Smallwood.

The 78 strategies selected were modeled and discussed with the teachers during the practitioner-oriented courses. The GO TO Strategies was designed to be used as a resource by K-12 general education and content-area teachers with English language learners (ELLs) in their classrooms, ELL teachers, special education teachers, principals and other supervisors overseeing the instruction of diverse groups of students in North Kansas City Schools and for professional development of these educators.

Strategies and Resources for Supporting ELL

Horizon ELL Strategies

ESL teachers know that differentiating instruction is the most effective way to teach ESL students, who come to class from a wide variety of backgrounds and circumstances. A comprehensive ESL program involves three major activities: direct language instruction, the creation of a culturally inclusive environment, and differentiation and modification of curriculum. 

Comprehension is the goal of reading, but it can be the most difficult skill to master, especially for English language learners (ELLs). ELLs often have problems mastering science, math, or social studies concepts, for example, because they cannot comprehend the textbooks for these subjects.