Rephrasing. I'm always very aware of the language that I use with my newcomers.
I understand that their vocabulary is limited and that a complex sentence may impede their comprehension. Also, American idioms may throw them for a loop. (See what I did there?) If you ask a question and hear crickets after ample WAIT TIME (so important), rephrase the question using different words and/or a different structure.
For example:
How come you think John had an axe to grind with his brother?
(wait time = wait at least 5-7 seconds to allow ELLs to process the question being asked)
Why do you think John (point to a picture of John) was upset with his brother (point to a picture of his brother)?
(wait time)
Why was John (point to a picture of John) mad (make a mad face) at his brother (point to a picture of his brother)?
For a great article on wait time:
https://www.middleweb.com/37403/wait-time-can-make-or-break-your-lesson/
I understand that their vocabulary is limited and that a complex sentence may impede their comprehension. Also, American idioms may throw them for a loop. (See what I did there?) If you ask a question and hear crickets after ample WAIT TIME (so important), rephrase the question using different words and/or a different structure.
For example:
How come you think John had an axe to grind with his brother?
(wait time = wait at least 5-7 seconds to allow ELLs to process the question being asked)
Why do you think John (point to a picture of John) was upset with his brother (point to a picture of his brother)?
(wait time)
Why was John (point to a picture of John) mad (make a mad face) at his brother (point to a picture of his brother)?
For a great article on wait time:
https://www.middleweb.com/37403/wait-time-can-make-or-break-your-lesson/