Final answer:
A teacher should focus on phonetic sounds and sound-letter correspondence to help an ELL with English phonology issues, possibly including multisensory learning and addressing dialectal pronunciation differences.
Step-by-step explanation:
If an English Language Learner (ELL) is experiencing difficulty with an aspect of English phonology, the teacher should initially focus instruction on the associated phonetic sounds and their sound-letter correspondence. Phonology deals with the system of sounds in a language, and difficulties in this area can be particularly challenging for learners with dyslexia, who may struggle to process how letters represent sounds. Addressing these fundamental aspects of phonology can aid in improving their reading and spelling skills. An effective strategy is to incorporate multisensory learning approaches that allow students to use hearing, speaking, writing, and tactile experiences to reinforce their understanding of phonetic sounds.
Furthermore, the teacher should assess if there are any specific sound pronunciations that the student struggles with due to dialectal differences or language transfer issues. The teacher may need to provide explicit instruction on the pronunciation of troublesome phonemes, especially in the case of dialectal variations of English, where certain sounds might differ significantly from Standard American English pronunciation. Understanding the nuances of English dialects and the particular phonological difficulties of the ELL will guide the teacher in tailoring instruction to meet the student's needs.