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Creating welcoming classrooms for English language learners. (2002). Adapted from “The Ontario Curriculum Unit Planner: ESL/ELD Companion” Queen’s Printer for Ontario, https://www.spiritsd.ca/files/eal/Teachers/Creating%20Welcoming%20Classrooms.pdf

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Creating welcoming classrooms for English language learners. (2002). Adapted from “The Ontario Curriculum Unit Planner: ESL/ELD Companion” Queen’s Printer for Ontario, https://www.spiritsd.ca/files/eal/Teachers/Creating%20Welcoming%20Classrooms.pdf

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This resource outlines helpful classroom setup ideas, instructional strategies, and tips for welcoming EL learners. There are many best-practices included in this resource such as using visuals, providing dual-language books, assigning a classroom partner, encouraging the use of first language to learn content (notetaking, personal dictionaries), simplifying vocabulary, and giving additional think time. Culture in the classroom and classroom environments are also discussed in this resource.

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This resources provides educators with guiding questions to consider about how they are supporting their EL learners. This article is written in a way that encourages the reader to consider the questions being asked and provides links, articles and resources that can be used to explore each specific topic. For example, one section focuses on recommendations to use and ones to avoid when educating EL students. By outlining both effective and non-effective practices, educators can reflect on their own classroom to ensure they are using only what is best for their students. Some best practices mentioned in this resource are self-reflection and the use of a wide variety of resources to provide the most supportive learning environment to EL students.

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How can we create environments that support multilingual students?

The growth of the population of English Language Learners (ELLs) in the United States over the last decade is unmatched in our history. More than one half of states have experienced a growth rate of over 100% in their ELLs numbers (National Clearinghouse for English Language Acquisition, 2011). It is highly likely, then, that even in schools where ELL instruction has been minimal or unnecessary, teachers will now find ELLs in their classes.

It is time...to teach young people early on that in diversity there is beauty and there is strength Maya Angelou

We believe that creating a strong school culture is equally as important as the academic strategies teachers employ (Igoa, 1995; Rodriguez, 2008). In order to help students develop the courage necessary to learn a new language, EL Education schools heavily emphasize the intentional development of a safe, respectful, and diverse school culture. Students' home languages and cultures are honored through the school's environment, communications, and organizational structures (Espinoza-Herold, 2003).

EL Education. (June 2014). Core Beliefs about English Language Learners.

Learning Targets

I can describe the characteristics, conditions and needs necessary in supporting ELLs.

I can analyze several approaches to building culture and their applicability to providing a safe, welcoming school/classroom that supports ELLs.

Review: U.S. Languages in Context

Review the U.S. Census Bureau post regarding the most comprehensive language data ever released by the U.S. Census, and reflect on the following questions:

1. What do you notice about the percentages of languages spoken in each U.S. metro area?

2. What are the implications for our schools and language programs?

Read: Core Beliefs about English Language Learners

Read EL Education's stance on the education of ELLs outlined in Core Beliefs about English Language Learners, and consider the following questions:

1. According to EL Education's beliefs about ELLs, what role does native language and home culture play in building school culture?

2. Why is creating a strong school culture equally as important as the academic strategies teachers employ in the classroom?

Watch: Meet the Author: Pat Mora

Watch Mexican-American author and poet Pat Mora speak about her school experience (up to minute 3:31) and reflect on the following questions:

1. In her interview, Pat Mora states, "To some extent, I never noticed that part of what I was, was missing at school." What is the author trying to convey here? Who is typically represented in school culture and curriculum?

2. How might this statement be applicable to the education of English Language Learners at your school?

3. As educators, how can we ensure that our students are seeing themselves reflected not only in the classroom, but also in the larger school community?

Read: All Languages Welcome Here

Explore recommendations to employ and avoid when supporting the creation of a multilingual learning environment in the article All Languages Welcome Here.

1. What are three practices to avoid when building a multilingual learning environment? Are you currently employing any of these practices at your school or within your classroom community? If so, how can you adjust your practice to embrace a more supportive and multilingual school setting for your students?

2. Explore the five practices to adopt. As teachers, how can we encourage students to bring their home languages and cultures into the school and classroom community?

Dig Deeper

Number and Share of English Language Learners by State: An interactive map from the Migration Policy Institute that displays the number of English Language Learners (ELLs) enrolled in public schools per state.

The Learning Leader/The Value of Culture*: An article from Educational Leadership that explores two real-world examples that demonstrate the power of high-interest cultural content in motivating language learners.
*Educational Leadership® (a/k/a EL®) is a publication of ASCD and in no way affiliated with EL Education.

Synthesize & Take Action
For Teachers...

1. Are there current obstacles to your school's ability to create a safe, welcoming school environment that supports ELLs? If so, what are some concrete steps that you can take in order to build culture and initiate change?

2. What are two approaches or practices that you can realistically take on in order to build culture in your classroom?

For School Leaders...

1. What is your vision for serving ELLs and their families in your school community? What concrete steps will you take to ensure that you obtain this vision?

2. How will you create and support a school culture that builds and celebrates English Language Learners across the school? How will you sustain this culture?

3. What potential barriers or obstacles do you foresee? How will you address these barriers?

Resource Downloads

Please log in to access the downloadable resources.

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How can we create environments that support multilingual students? The growth of the population of English Language Learners (ELLs) in the United States over the last decade is unmatched in our history. More than one half of states have experienced a growth rate of over 100% in their ELLs numbers (National Clearinghouse for English Language Acquisition, 2011).

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In this article, there are many tips and ideas for how to make EL students feel welcome and safe in the classroom environment. When a child feels safe, their social and emotional needs can be supported naturally. Some great examples from the article are to learn how to pronounce each student's name, provide SEL opportunities to support students who may have experienced trauma, and to get to know students strengths and talents. This resource focuses on best practices such as incorporating students native languages into learning and finding resources that support them learning in their native language and English. Other suggestions that support best practices are to be welcoming and kind and to invite students to share their culture to help them feel part of the class.

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An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom.

This will:

increase their confidence

make them feel more comfortable in the class

build a foundation for positive relationships with you and their peers.

Here's how you can get started!

The ELL student population includes students who were born in the U.S. and students who have immigrated from another country. For ELLs who have recently arrived in the U.S., they will face the challenge of learning a new language in addition to adjusting to an unfamiliar cultural setting and school system.

On a daily basis, ELLs are adjusting to new ways of saying and doing things. As their teacher, you are an important bridge to this unknown culture and school system.

In the same way that ELLs go through stages of English language learning, they may also pass through stages of cultural accommodation. These stages, however, may be less defined and more difficult to notice. Being aware of these stages may help you to better understand "unusual" actions and reactions that may just be part of adjusting to a new culture.

Euphoria: ELLs may experience an initial period of excitement about their new surroundings.

Culture shock: ELLs may then experience anger, hostility, frustration, homesickness, or resentment towards the new culture.

Acceptance: ELLs may gradually accept their different surroundings.

Assimilation/adaptation: ELLs may embrace and adapt to their surroundings and their "new" culture.

It is also common for students who are learning a new language to be 'silent' for a period of time, when they are listening to the language around them without speaking yet (much as a young child listens to language first before learning to talk). This is considered the first stage of language acquisition.

Patience and creating opportunities for small successes in speaking with you and peers can help build students' confidence. In addition, keep in mind that students' silence could also be a sign of respect for you as an authority - and not a sign of their inability or refusal to participate.

Students may also have experienced trauma or face different kinds of hardship in the U.S. You can better prepare yourself for this possibility by:

Learn more from the following:

This award-winning documentary highlights how the Dearborn, MI public school district is helping its immigrant students succeed. Learn more about this project and see related videos.

Getting to Know Students

Learn how to pronounce students' names correctly

Don't forget to smile and use positive body language!

A lot of communication happens through expressions, body language, and tone. Smiling and using positive body language can go a long way in making students feel welcome and comfortable, particularly if they are newcomers, as seen in the vignette shared by a teacher below.

Build relationships with students

Veteran teachers of ELLs always point to building relationships as the most important step in their work with ELLs. Not only does it increase engagement and support students' later academic success, it also provides invaluable information that can inform your instruction and family engagement.

In addition, it can help build bridges with students who may have particularly unique experiences, such as children in migrant farmwork families or Indigenous students.

See more ideas on how to build these relationships from the following:

Video: Showing students you care

Corpus Christi teacher Christine Price talks about the importance of showing students you care early on.

Identify students' strengths and interests

It's important to remember that ELLs bring lots of strengths, talents, and rich experiences to the classroom. Getting to know students' interests can help:

build rapport

engage students in learning

find connections with new friends.

Families are also an important source of information and are often happy to talk about the activities that their child enjoys. They may also appreciate the fact that their child's teacher is taking an interest in the child's strengths and talents. (This is especially true in special education settings.)

Teacher Omar Salem describes a student who not only sings and dances but manages her own YouTube channel and edits all of the video she posts of her performances.

Video: Using parent letters to get to know my students

Albuquerque teacher Clara Gonzales-Espinoza asks her parents to write her a letter at the beginning of each school year telling her about the child's personality, interests, strengths, and anything else they think she should know. In this interview, Clara speaks more about this strategy and its impact on her relationships with parents and students.

Ensure that students have information about activities and clubs

Make sure that students have information about extra-curricular activities, sports, and clubs related to their interests. You can also encourage them to start their own club within the school.

ELL educator Christine Rowland notes, "Many students find involvement in school clubs and teams to be extremely helpful, as they are often experts in these areas, and they can provide a space where they more easily feel they belong."

Welcoming Students' Language and Culture

Invite students' cultures into the classroom

Encourage ELLs and their families to share their culture with you and your class. Show-and-tell is a good opportunity for ELLs to bring in something representative of their culture, if they wish.

Invite students and families to:

share photographs, visuals, or meaningful artifacts such as flags or mementos

tell a popular story or folktale using words, pictures, gestures, and movements

share information about important holidays or celebrations.

Looking beyond the classroom

Imagine that you are walking into your school for the first time as a parent.

What do you see on the walls?

If your first language weren't English, would you see signs in your language?

Would you see flags, maps, or books representing your home country?

Would you see your child's work on display in the hallway?

If you think more could be done to make families feel welcome, consider:

sharing some ideas with colleagues or administrators and taking small steps that you can point to as successes

looking for opportunities to celebrate all families and their languages, customs, and cultures, whether in the classroom or at a school-wide event

keeping a lookout for a special part of their lives that other families might appreciate getting to know.

See more ideas in the following:

Video: What happened when the students realized the Yemeni flag wasn't on stage

ELD Specialist Diana Alqadhi tells the story of some students who realized that the Yemeni flag was not featured prominently enough on stage before a school show.

Invite students' languages into the classroom

Label classroom objects to allow ELLs to better understand their immediate surroundings. These labels will also assist you when explaining or giving directions, and it gives peers an additional opportunity to learn some words in their classmates' language.

Start with everyday items, such as "door/puerta," "book/libro," and "chair/silla."

You may wish to ask students who can write in their first language or family members to help you with this project.

You can also invite students to teach the class some words from their home language.

Learn more about the resources available in students' home languages

Students benefit from support in their home language - what Dr. Fred Genesee calls their " most valuable resource." You have may have access to learning material in students' languages, or you may be able to find resources that support those languages.

Language access for multilingual families

In addition, it's critical to understand what language access resources you have available through your school and district, particularly for communication with families. Keep in mind that all families have a legal right to information in their home language. Family liaisons, interpreters, ESL teachers, or administrators may have more information about what language access resources are available in your district.

Video: What Do School Districts Need to Know About Language Access?

This helpful overview about what language access means for school districts is a great introduction to the requirements, best practices, and funding streams related to language access in public education. This interview features Dr. Jennifer Love, the Supervisor of Language Access and Engagement in Prince George's County Public Schools, Maryland.

Video: Language Access for Multilingual Families

What does appropriate language access mean for multilingual families? This interview also features Dr. Jennifer Love.

Ensure your students see themselves reflected in the classroom

Ask yourself if students can see representations of their culture, race, gender, and other aspects of identity reflected in your:

classroom materials and library

lesson plans and activities

classroom visuals (both in-person and virtual).

In addition:

Success in the Classroom

Encourage your students

Some ELLs may not answer voluntarily in class or ask for your help even if they need it. ELLs may smile and nod, but this does not necessarily mean that they understand. Offer one-on-one support and encouragement as much as possible. For convenience, it may be helpful to seat ELLs near your desk.

Assign a buddy

Identify a classmate who will make a good buddy for new students - someone who is friendly, patient, and a good communicator to be a buddy. This student can make sure that the new student understands what he or she is supposed to do during class activities. It is helpful if the peer partner knows the ELL's first language, but not necessary. However, remember to never use another student as an interpreter in any situation.

Learn more about ways to increase peer interaction and collaboration in these related strategies.

Ask the class how they can help welcome new students

Ask students to brainstorm ways to help ELLs in particular. You may wish to make a list of ideas on how to welcome new students at the beginning of the year so that students have these strategies in mind if a student comes with little advance notice.

Be vigilant about health issues, dietary concerns, and allergies

Students may have specific health issues or dietary restrictions due to health, cultural, or religious reasons. Be sure that you learn all essential information you need to know about student health and diet from parents or guardians. For ELLs, be sure to confirm and clarify this information with the help of interpreters.

If you learn information about a student that would be helpful for other staff to know, particularly regarding health or food allergies, talk with administrators about how to keep the child safe. In addition, be sensitive to cultural or religious norms, such as fasting for religious reasons.

Keep an eye out for signs of culture shock

Moving to a new country and leaving a familiar life, relatives, friends, and language behind can be traumatic for children in the best of circumstances. Those challenges are compounded if children have experienced trauma, violence, or upheaval. Learn more about how culture shock can impact students in the classroom and affect student behavior so that you recognize signs if newcomers act out.

Encourage students to take ownership of the classroom culture

Ask students to answer the following questions through drawings or written responses.

How can I be a good classmate to others?

What are examples of unkind or disrespectful behavior in the classroom?

To support ELLs in their discussions of these questions:

Encourage students who speak the same language to discuss their ideas in groups.

Provide scaffolded materials such as graphic organizers, sentence stems, and sentence frames.

Use a picture book to talk about different kinds of behavior with students.

Create a shared set of classroom expectations together

Return to your earlier discussion of what a respectful classroom looks like.

Brainstorm ideas on possible class rules based on that discussion.

Streamline the list of class guidelines or rules.

Add any rules or guidelines that are missing.

In order to establish appropriate consequences for disrespectful behavior, you may wish to come up with ideas with the class or determine those consequences yourself.

Post the final list classroom rules in the classroom.

Translate the rules into ELLs' native languages so that they can keep the list handy and share it at home.

To see an example of this proces in action, take a look at ELL expert Carol Salva's process for developing a community contract each year.

Help your ELLs understand expectations for the classroom

ELLs may need some extra support in understanding expectations for classroom behavior. Helping them understand these expectations can avoid misunderstandings, discipline problems, and feelings of low self-esteem.

At the same time, it's important to remember that students bridging two cultures may need guidance which behaviors are appropriate in which setting (such as eye contact, physical proximity, etc.). If you have questions, talk with a cultural liaison in the school to learn more about appropriate responses and ideas for helping students navigate a new culture. You can also learn more about cultural norms of your students, particularly related to schooling, to help inform your approach.

Here are a few strategies that you can use in class:

Use visuals like pictures, symbols, and reward systems to communicate your expectations in a positive and direct manner.

Physically model language to ELLs in classroom routines and instructional activities. ELLs will need to see you or their peers model behavior when you want them to sit down, walk to the bulletin board, work with a partner, copy a word, etc.

Be consistent and fair with all students. Once ELLs clearly understand what is expected, hold them equally accountable for their behavior.

Post a daily schedule. Even if ELLs do not yet understand all of the words that you speak, it is possible for them to understand the structure of each day. Whether through chalkboard art or images on Velcro, you can post the daily schedule each morning. By writing down times and having pictures next to words like lunch, wash hands, math, and field trip, ELLs can have a general sense of the upcoming day.

Finally, remember ELLs can make unintentional "mistakes" as they are trying hard to adjust to a new cultural setting. They are constantly transferring what they know as acceptable behaviors from their own culture to the U.S. classroom and school. Be patient as ELLs learn English and adjust - and remember that you will learn a lot from this experience too!

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How to Create a Welcoming Classroom Environment for ELLs

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An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom. This will: increase their confidence make them feel more comfortable in the class build a foundation for positive relationships with you and their peers. Here's how you can get started!

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This resource specifically outlines ideas of how to best support EL students social-emotional needs in the classroom. These suggestions focus on life skills such as strategies to handle stressful situations, use role playing exercises to work through conflict, and practicing phrases to use in social situations. This article recognizes and focuses on the fact that many EL students may not have the language needed to express themselves and their needs. The tools provided offer opportunities for students to improve their language and to learn appropriate interactions with those around them. All of the strategies presented in this resource are to be used to help EL students process their emotions and create positive social relationships which will help them feel comfortable in the learning environment. Without a feeling of belonging and understanding, learning will be hindered.

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Social-emotional learning is a process for acquiring life skills, including how to deal with others, build relationships, and work in an effective manner. ELs are thought to be at a higher risk than their general education peers for social-emotional and behavior problems. There are a number of factors that contribute to this:

ELs don't yet have the English language and vocabulary skills to express their concerns and problems. They don't have the language to initiate social interactions with teachers and peers and will often feel cut off from their peers.

ELs often perceive that their classmates are prejudiced against them. This may keep ELs from bonding with their classmates and becoming an integral part of the school community.

ELs may have low self-esteem because they haven't made friends or are unable to participate in the academic learning of their class.

Here are nine ways that teachers of ELs can help their students develop social-emotional life skills.

1. Directly teach skills that allow ELs to manage stressful situations. It is important to provide a realistic context for these situations (classroom, hallway, playground, cafeteria).

2. If your ELs are exhibiting negative behavior, teach a lesson that includes scenarios that students can role-play. The use of role-play fosters social-emotional learning for ELs. Have students gain knowledge about how to observe their peers for models of correct behavior. This can be direct observation or video.

3. Promote social-emotional learning for ELs' social skills by using children's literature. Not only do children's stories include common difficulties that ELs may have in school, but they include solutions to these problems. A series developed by Teaching Tolerance entitled " Perspectives of a Diverse America " addresses anti-bias and encourages the use of a multicultural curriculum.

4. Have students practice phrases to ease social interactions. For example, learning how to approach a teacher to ask a question or engage a classmate in a conversation can help ELs develop the social skills that they need to bond with their classmates and teachers.

5. Give ELs encouraging messages every day. Messages such as "I like the way you...", and "I can see you are really trying" can encourage ELs as they are learning. Use gestures to accompany your positive message (thumbs up, pat on the shoulder. high five, smile) so that a child whose English is limited will understand that you are saying something positive.

6. Teach social skills that are valued by the ELs' families. Involve parents in reinforcing these skills at home. For example, learning how to greet other children and adults in English can increase ELs' confidence during social interactions. If parents emphasize the same skills in their home language, they will be more meaningful for students.

7. Help ELs acquire pride in their culture. In addition to your annual multicultural fair or food tasting, incorporate pride-building activities into your everyday instruction. Multicultural books are one way to develop this pride. You can also use video and other multimedia resources.

8. Help ELs develop self-esteem by supporting their academic progress. Scaffold
content information so that ELs feel successful in school. Classroom teachers need to learn what ELs should be able to do at different levels of language acquisition so that they are not putting too much pressure on them to reach academic goals that they don't yet have the language to achieve.

9. ELs may have negative feelings about themselves in response to many situations that they experience at school. Teach ELs positive self-talk so that they can better mange their feelings. Have them write positive messages that they can use in either their home language or English to help build self-esteem.

If you have other ideas to promote social-emotional learning for ELs, please share them in the comment box below.

About Judie Haynes

Judie Haynes taught elementary ESL for 28 years and is the author and coauthor of eight books for teachers of ELs , the most recent being "Teaching to Strengths: Supporting Students Living with Trauma, Violence and Chronic Stress" with Debbie Zacarian and Lourdes Alvarez-Ortiz. She was a columnist for the TESOL publication "Essential Teacher" and is also cofounder and comoderator of the Twitter Chat for teachers of English learners #ELLCHAT.

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| 9 Ideas to Support ELs' Social-Emotional Learning

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Social-emotional learning is a process for acquiring life skills, including how to deal with others, build relationships, and work in an effective manner.

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This article is a great tool that outlines effective instructional strategies for teaching EL students. Included in the strategies are focusing on academic language and vocabulary, using background knowledge and culture in learning, using higher order thinking skills and questions. These strategies encourage best practices by holding all EL students to high expectations in the classroom, but allowing them differentiated opportunities to learn.

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If you've ever tried to master another language, you know just how challenging it can be. Perhaps you've ordered a meal at a restaurant and felt your face flush as you fumble over a simple phrase, sighing in relief when the server nods and doesn't ask a follow-up question.

Now imagine feeling like this all day, Monday through Friday, while trying to adapt to a new culture, make friends and learn the fundamentals of science, math, social studies, art and literature. This is the reality for millions of K-12 English language learners (ELLs) in the United States.

According to the National Education Association, ELL students will make up about 25 percent of the children in American classrooms by 2025. Teachers are tasked with helping these students develop English proficiency and meet the grade-level content requirements, in addition to all their other duties. Thankfully, there are many practical strategies for teaching English language learners that benefit the entire class.

To help you enhance your lessons, we created this guide based on a recent webinar presented by Dr. Nicole Schneider, associate professor at UMass Global. Keep reading to learn how to tailor instruction and ensure accessibility for English as a Second Language (ESL) scholars.

What is ESL/ESOL?

While the term "ESL" was the standard for years, many educators today prefer "ESOL", which stands for English for Speakers of Other Languages. This phrase is more inclusive and accurately represents the fact that for many ELLs, English is their third or even fourth language.

ESL and ESOL classes are designed to develop language and comprehension skills for non-native English speakers. In practice, this is very different from teaching students who grew up hearing and communicating English from the moment they were born.

Some ESL programs teach students separately until they reach a certain proficiency level and can join mainstream classes, while other schools integrate ELL into classrooms from the get-go. Data from the National Center for Education Statistics shows that Spanish is by far the most common home language, representing 75 percent of all K-12 ELL students. Arabic, Chinese, Vietnamese and Portuguese round out the top five languages spoken in American public schools.

5 effective ELL strategies teachers should consider

While there are many ways for educators to tailor classroom instruction and support toward English language learners, Dr. Schneider recommends starting with the following five tips.

1. Focus on academic language, literacy and vocabulary

Reading, writing and vocabulary exercises are essential building blocks for developing language fluency, but it is only part of what is needed. Students who appear fully fluent in English may nonetheless struggle to express themselves effectively in academic settings, as they lack the words and phrases needed to connect their ideas and discuss them with others.

Dr. Schneider emphasizes the importance of teaching students how to talk about what they know. This is called "academic language," and while some learners adopt this naturally over time, many students - native English speakers included - need reinforcement to develop this skill. She points out that,

If we teach our students the content but never provide them with the language scaffolding that they need to share about it, it's like we're giving them the bricks but we're not giving them the mortar to hold it all together.

This extra help could come in the form of semi-structured small group discussions, adding visuals to a lesson, having students keep a journal and providing instruction in their native language, when possible.

2. Link background knowledge and culture to learning

Numerous studies show that students perform better when their home culture and background knowledge are incorporated into the academic environment. When children and their families are represented and respected in the classroom, they are much more likely to be engaged and successful.

Allowing students to express themselves in a safe environment and learn from one another is also a wonderful social-emotional learning opportunity that benefits the entire class, especially students of color.

Educators should consider implementing the following tactics in their practice:

Become familiar with your students' backgrounds

Use examples that connect to their lives

Represent students' cultures with art, music and literature

Encourage students to tell stories in a variety of mediums: drawing, poetry, visual art, drama, essays, etc.

Ask students to speak and write about their lives regularly in casual, low-stress ways without forcing them to share

Allow students to use their native language and/or translation apps

Dr. Schneider acknowledges that some instructors, particularly high school teachers, may not have enough wiggle room in their schedule to allow for daily sharing in this way. "Think about maybe doing this once a week for 15 minutes," she suggests. "Even though it takes away instructional time, you get so much more from it, that I think it's worth it in the long run."

3. Increase comprehensible input and language output

English language learners learn both through the language they encounter (input) and the language they produce (output). Students should also be given ample opportunities to produce language, and they should receive direct feedback to increase their comprehension and improve their language skills.

Dr. Schneider remarks that the increased use of digital technology in education has opened up many additional opportunities for teachers to supplement lesson plans. Strategies for increasing comprehensible input include:

Read out loud or play audio versions of texts

Front load vocabulary and key concepts before reading

Provide a similar text in the student's first language

Go beyond the textbook and include artwork, videos, guest speakers, stories

Slow down your speech

Use graphs and visuals when presenting

Give students an outline of the information

Use closed captioning for videos

10/2 rule: For every 10 minutes of lecture, stop for 2 minutes of student engagement

In order for students to deepen their understanding, and clarify and negotiate for meaning, they must talk about what they are learning. Strategies for increasing language output include:

Provide multiple opportunities for structured and unstructured talk

Opportunities for students to collaborate with each other

Include open-ended questions in your lessons

Provide daily low-stakes writing opportunities in all content areas

4. Promote classroom interaction

When teaching English language learners, keep in mind that vocabulary, grammar and pronunciation develop faster when there are opportunities for interaction in the classroom using the language being learned. But many new teachers make the mistake of simply presenting a lesson and then pairing students up to discuss without providing guidance, as was the case for Dr. Schneider.

She recommends that teachers explicitly model and practice academic language so that students can more fully engage with one another. This could take the form of question prompts, such as:

Teachers should also provide ample opportunities for more structured classroom interactions with a clear purpose and goal. There are hundreds of activities to consider, but here are a few ideas to get you started:

5. Stimulate higher-order thinking skills and use of learning strategies

Higher-order thinking skills (HOTS) are essentially critical-thinking abilities that go beyond rote memorization, concept formation and reading comprehension. Mastering HOTS is the ultimate goal of the learning process, as these competencies are needed to become an independent and creative thinker.

Teachers can encourage the development of HOTS in their students by modeling and providing language scaffolding such as:

An example of a high school-level lesson plan that emphasizes HOTS might be having students learn about garment factory work in Cambodia, and then pairing them up to do the following:

Discuss what it might be like to sew their own clothes

Review a video about the experience of a Cambodian garment worker

Compose a list of the advantages and disadvantages based on the video

Embrace ELL strategies to maximize student achievement

As an educator, you work hard to make sure everyone in your class has what they need to learn and thrive. Implementing some of these innovative strategies for teaching English language learners is a great way to make content accessible for all students, regardless of language ability.

Looking for more information on how to make your classroom more welcoming for all students? Read our article "How to foster an inclusive classroom environment: Advice for educators. "

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Innovative strategies for teaching English language learners | UMass Global

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A guide to practical strategies for teaching English language learners in mainstream classrooms.

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This website highlights how EL students have specific needs in the classroom that can be addressed through various strategies. Some of the resources and strategies discussed are promoting language skills throughout the curriculum and subjects, to speak slowly and use additional wait time, differentiate assignments and lessons, and to incorporate collaborative learning often. These strategies are all best teaching practices that teachers often use with non-EL learners on a daily basis. The ideas included in this resource provide opportunities for equitable learning amongst all students.

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English Language Learner (ELL) students do not necessarily learn differently than other students. However, they can have specific educational needs. The term, ELL, refers to a student who does not speak English as a first language. They typically come from non-English-speaking homes and may need modified instruction and additional support in English and other subject areas at school.

Various resources and strategies can be utilized to provide a positive learning experience for ELL students. While many of these strategies for English Language Learners below are helpful for all students, they can be particularly effective when teaching students that have a native language other than English.

ELL Strategy 1 - Build Relationships & Create a Welcoming Environment

It's important that ELL students feel welcome when they come into the classroom. Learning a language can be intimidating. Knowing they are learning in a safe and welcoming space can make a big difference. While they are still learning to speak and read English, relationships can be built through:

Using a daily check-in activity is a great way to start building trusting relationships with your ELL students. I recommend having them draw pictures of how they are feeling that day, or give a thumbs up or down on "yes/no" questions.

2 - Use Positive Gestures and Tone of Voice

Using positive gestures and tone of voice can help ELL learners feel at ease. This can help them feel comfortable and safe in their learning environment. A start for this is to simply smile and keep a calm and relaxed body. Incorporating play-based learning is also an opportunity to model positive gestures. Throughout the day, model acceptance of others to encourage this welcoming atmosphere.

3 - Incorporate Language Skills Throughout the Curriculum

ELL students will benefit from explicit language instruction. However, it is also important to include language skills throughout the curriculum. By incorporating these skills throughout all lessons, language exposure is increased. This will have a positive impact on student learning.

Utilizing the Listen and Color printable from the Kindergarten Monthly Activities allows students to engage with both vocabulary and position words. The activity can be completed using a teacher model to provide additional support for students. This is an opportunity to hear and visualize positional words such as above, between, or next to.

ELL Strategy 4 - Speak Slowly and Increase Wait Time

Speaking too quickly can make it difficult for ELL students to process the new language, so slowing down your words can be helpful. This can allow students additional time to listen and process the information. I also always try and model, point to, or visually show while I am verbally giving directions.

Consider that students might need the extra time to answer a question or might need a question to be restated or rephrased. Be patient and encourage students to become comfortable with asking for more time or asking a teacher to repeat a question. Teaching students to ask for help can benefit them in many ways as they learn the English language.

5 - Differentiate

ELL students have a variety of academic needs. It's important that your instruction is designed to meet students' individual needs. This can be accomplished by getting to know as much as possible about your students, using a variety of research-based instructional strategies, and using ongoing assessments. The Premium Membership from Education to the Core provides you access to a variety of differentiated resources at your fingertips, ready to print and use.

ELL Strategy 6 - Incorporate Technology

Technology may or may not be something that ELL students are comfortable using. However, don't be afraid to give it a try and incorporate helpful websites into your daily routine. The fact that most of these sites will read and speak to your students while they work on tasks is an added bonus. There are numerous sites and apps that students can use individually or that can be modeled and used in a whole group environment. A few suggestions are:

Starfall - A learning website with interactive games, songs and activities.

Kahoot! - A game-based learning program for creating, playing, and sharing learning games.

Quizlet - This program uses digital flashcards for learning vocabulary.

National Geographic Kids - The site has numerous educational videos that allow for closed captions to be turned on which can be helpful for ELL students.

Duolingo - A website and app that targets specific skills to practice vocabulary, grammar, and punctuation.

7 - Utilize Cooperative Activities

Encouraging teamwork and cooperation can build language skills quickly. Cooperative activities allow students to be inquisitive, curious, and learn from each other. Activities that lend themselves well to cooperation are STEM Challenge Stories. These challenges give students opportunities to have discussions and share ideas while completing hands-on learning activities.

8 - Offer Choices

Ensure that students know they have options. For example, if students don't know the answer to a question, it's important to have resources they can use for help. They also should know they have the choice to say they don't know or aren't sure. Having resources in the classroom for students to refer to can be a big confidence booster. Having a Sound Wall in your classroom is a great student reference tool to have.

ELL Strategy 9 - Build on Background Knowledge

Although students are learning a new language, they have many personal experiences that can help support learning. Consider students' background knowledge. How can you help activate that background knowledge in order to make learning more meaningful and impactful?

Even if you don't have any background knowledge to build upon, you can create shared experiences for your students. Read a book on the topic, watch a short instructional video, or create a "being there" experience in your classroom. By incorporating these strategies into your instruction, your students, both ELL, and non, will have prior information they can link new knowledge to.

10 - Use Visuals and Add Images

As often as possible, try to use visuals and add images in daily activities and work. The Monthly Mini-Books resource provides visual support for learners. In each monthly activity, there are vocabulary words with pictures that can be used in a variety of ways. These vocabulary words can then be found in the coordinating mini-books. Each month, there is a themed sight word activity for students. These comprehensive monthly activities can be a good place to start building vocabulary with the use of visuals.

11 - Pair your ELL Students with a Buddy

This is always a student favorite! Pairing ELL students with a buddy who can encourage, and model language skills is very beneficial. Be mindful of student skill level as well as cooperation skills when selecting a buddy. The buddy can help answer questions, work on activities, and provide support for your ELL student.

12 - Use a microphone or amplification device

Using a device such as a microphone or amplification device can allow students to clearly hear some of the sounds of words. While this might not always be an option, it is something to consider adding to your daily classroom routine.

13 - Give both Verbal and Written Directions

Written directions are important so that students can practice reading skills they are working on. However, written directions might not be accessible for ELL students. Including verbal directions as well as written, gives students the opportunity to ask questions if they do not understand. Verbal directions can also prevent mistakes that might occur from lack of understanding of a written direction. Preventing these mistakes and providing students clarification through verbal directions can boost students' self-confidence.

ELL Strategy 14 - Model

Providing students with a model when doing activities can give them the reassurance they need to keep going. You might find that you can slowly take the models away or use them less frequently. However, starting with models is important for ELL students to become comfortable with learning the English language. Projecting the activities onto a large whiteboard or Promethean board with a document camera can easily provide students with a viewable model.

15 - Teach Vocabulary

Vocabulary can be added to daily lessons, but can also be taught in isolation. Pre-teaching vocabulary can be helpful for ELL students. An idea for teaching vocabulary is through the use of Write the Room activities. These activities provide colorful clip art images and incorporate various academic skills. These cards allow your students to associate an image with a vocabulary word. This is an engaging way for students to build vocabulary.

Being consistent with these strategies and practices will make your lessons more effective and meaningful for your students. However, it is also important to be flexible and make modifications based on your students' needs. Utilize these tips and strategies to begin building your toolbox of resources to support ELL students.

Written By - Sarah Cason

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15 Strategies for English Language Learners

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Various resources and strategies can be utilized to provide a positive learning experience for ELL students. While many of the strategies below are helpful for all students, they can be particularly effective when teaching students that have a native language other than English.

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In this article, the author highlights the most effective way to find and use technology to support EL learners in the classroom. It is suggested to investigate online tools you are already using to see if they have any features to benefit ELL students. Additionally, the article suggests using technology as part of the daily classroom routine. The article offers many great examples of resources that can be used frequently to differentiate and supplement language learning. These tools support best practices because they provide opportunities for students to work independently, at their level, on skills they specifically need to practice.

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English-language learners (ELLs) come into our classrooms with a wide variety of specific and unique needs for language acquisition. It's hard to talk about them all as one group -- ELLs represent a diverse range of students in every sense. It's needless to say: Working with ELLs is often challenging and also highly rewarding.

Because there are so many apps and edtech tools available today, you might expect to find lots of them made specifically for English language development (ELD), bilingual, or dual-immersion classrooms. Unfortunately, this isn't the case: Tools designed specifically for English-language learners are few and far between (though there are definitely some out there).

There are, nevertheless, a lot of great edtech tools and strategies you can use with your ELLs, even if the tools themselves aren't ELL-specific. Some might even be tools you've already heard of or used -- with an ELL-specific use case that's been hiding in plain sight.

So, what's the best way to find and use great digital tools with your ELLs? A lot will depend on your students' specific needs, but here are a few things to think about when finding the best tools for your classroom.

1. Look for ELL-friendly supports in the tools you're already using.

Lots of online tools have built-in features to support differentiated instruction for a variety of learners. Newsela offers texts at five variable Lexile levels, many in both English and Spanish. ThinkCERCA offers leveled texts with scaffolding for students reading at different levels, including audio versions of texts. Though ELA-focused tools are most likely to have the best English-learning supports, plenty of other tools support ELLs' learning in other subject areas. Khan Academy is one popular example; the site offers a translated version of its curriculum in 12 languages. As you search, keep in mind that these tools are usually aimed at a more general student audience, so they may be better suited to intermediate or advanced ELLs, and beginning-level ELLs may need more robust support.

2. Build basic online resources and productivity tools into daily routines.

From basic translation to productivity tools for consumers, a lot of everyday apps and websites can be great for supporting ELL-centered learning activities. A note-taking tool with recording features like Microsoft OneNote offers opportunities for speaking and listening practice. Simple English Wikipedia is just like it sounds: an adapted version of the standard Wikipedia site but for ELLs, younger students, or anyone else who might struggle with reading. A translation tool is an obvious choice, and Google Translate is generally thought to be the most accessible free option around.

3. Get creative and repurpose a digital-storytelling tool.

Storytelling is an excellent, interactive learning activity for ELLs and bilingual learners of all ages and language abilities. Even though these apps tend to be aimed at younger kids (and not specifically at ELLs), they still offer opportunities for kids to express themselves while they build new language skills. Don't be afraid to age these tools up; they're great even for older ELLs. And for beginning-level English-language learners, creative projects tend to offer opportunities for low-stakes (yet still high-concept) communication-based activities. Also, keep in mind that lots of other digital-creation mediums can offer fun language-building practice, from video production to podcasting and digital design. Find something that suits your students' ages, language abilities, and interests.

4. Find tools that specifically address your ELLs' needs.

As mentioned earlier, tools designed only for ELLs are somewhat scarce, but there are definitely some options. These ELL-centric tools run the gamut. BrainPOP ELL offers a comprehensive online curriculum aimed at improving kids' language skills from beginning to advanced levels. Read&Write is a helpful text-to-speech app for students with a variety of literacy needs, including English-language learners. On the flip side, a platform like Ellevation is designed for teachers and uses robust data to track and monitor students' progress and language growth. As time goes on, we're bound to see more edtech solutions specifically for ELLs. It will be interesting to see what the future holds in this space.

5. Supplement instruction with an online language-learning tool.

Language-learning tools for travelers and consumers are everywhere and easy to find. Although these tools should never replace quality classroom instruction, for some students they could be a helpful option for extra practice or out-of-class enrichment. Because they're often aimed at a general -- mostly adult -- audience, these won't all be the best choice for kids' learning. Nevertheless, in certain situations, some language-learning apps could be appropriate depending on your students' needs. If you do go this route, look for free options that offer adaptive features that challenge students as their language skills grow. If recommending out-of-class use, keep your students' devices and level of network access in mind.

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How to Use Technology to Support ELLs in Your Classroom | Common Sense Education

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Quality edtech for ELLs isn't easy to find, but great options do exist.

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This resource explains the benefits of technology in the classroom for English Language Learners and provides examples of specific tools that can be used. A few great examples of how technology is helpful to EL learners is that it provides differentiated instruction, offers learning for multiple modalities, and increases student engagement. The examples of websites offered in this article are interactive and able to be used for multiple subjects and grade levels. As the examples and resources focus on meeting individual needs of learners and promotes individual growth, they support best teaching practices.

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How to Use Technology to Help ELLs Achieve Language Mastery | Continental Educational Publisher

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Struggling with how to use technology to help ELLs in your classroom? Check out these nine effective edtech tools for English learners!

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Teaching reading to ELLs has many challenges, especially when it comes to comprehension. Implementing effective strategies such as building a student's background knowledge, doing picture walks, using scaffolding, and teaching vocabulary clearly are all great ways to ensure comprehension is taking place. When a child is learning a new language, they need additional support with learning to read in the language. In this article, there are many useful strategies that can be applied to many grade levels to increase an EL learners reading comprehension. As with any student, building background, checking for frequent understanding and using graphic organizers are best educational practices.

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Reading Comprehension Strategies for English Language Learners

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Note: This article originally appeared in ASCD Express: Vol. 5, Issue 11, “Reading to Learn.” Comprehension is the reason for reading, but it can be the most difficult skill to master — especially for English language learners (ELLs). ELLs often have problems learning science, math, or social studies concepts, for example, because they cannot comprehend the textbooks for these subjects.ELLs at all levels of English proficiency and literacy development will benefit from improved comprehension skills, which allow them to:read more accuratelyfollow a text or story more closelyidentify important events and concepts in a textmaster new concepts in their content-area classescomplete assignments and assessmentsfeel motivated to read in school and for pleasureThere are a number of ways to build ELLs’ comprehension skills. Often standard strategies that are used in mainstream classrooms are a good starting point — they just need to be tweaked with ELLs’ language and academic needs in mind! This article focuses on strategies that are part of three main approaches: building background knowledge, teaching vocabulary explicitly, and checking comprehension frequently.I. Build background knowledgeDraw on students’ existing knowledgeStudents may already possess content knowledge that they cannot yet demonstrate in English. Look for opportunities to make associations between students’ experiences and new content. Allow students to use their native language with peers for a quick brainstorm about what they know about a topic before presenting their ideas to the whole class.Related Videos Video bonus: See classroom videos and interviews about reading comprehension in our related resource section and classroom video library!Build students’ background knowledgeStudents with limited or interrupted schooling may not have that same level of knowledge as their peers, especially when it comes to historical or cultural topics. When starting a new lesson, look for references that may need to be explicitly explained.Take students on a “tour of the text”At the beginning of the year and each time you hand out a new textbook, take students on a “virtual tour.” Show them different elements of the text, such as the table of contents and the glossary, and discuss how these sections can be helpful. Explain how the text is organized, pointing out bold print, chapter headings, and chapter summaries. Once students learn how to recognize these elements, they will be able to preview the text independently. Remember that students need to know how to use a tool in order for it to be useful. Learn more about this strategy in Teaching ELLs to Navigate Textbooks Effectively.Use a “picture-walk”This strategy can be used for fiction or non-fiction books. “Walk through” the book with the students, pointing out pictures, illustrations, and other graphic elements. Ask them what they notice about the pictures and how they think those details may be related to the story or content.Use outlines to scaffold comprehensionProvide a brief, simple outline of a reading assignment or an oral discussion in advance of a new lesson. This will help ELLs pick out the important information as they listen or read.II. Teach vocabulary explicitlyFocus on key vocabularyChoose vocabulary that your students need to know in order to support their reading development and content-area learning. Provide student-friendly definitions for key vocabulary.Include signal and directional wordsRemember that students may also need explicit instruction in signal or directional words (“because” and “explain”), in addition to key content vocabulary (“photosynthesis” and “revolution”).Use a “picture-walk” for vocabularyOnce students know a new word’s definition, ask them connect those new words to the pictures they see in the text.Teach students to actively engage with vocabularyTeach students to underline, highlight, make notes, and list unknown vocabulary words as they read.Give student practice with new wordsEnsure that your students can:Define a wordRecognize when to use that wordUnderstand multiple meanings (such as the word “party”)Decode and spell that wordIncorporate new words into discussions and activitiesFor students to really know a word, they must use it — or they will lose it. Use new words in class discussions or outside of class in other contexts if appropriate, such as on field trips. Give the students as many opportunities to use and master the new vocabulary as possible.III. Check comprehension frequentlyUse informal comprehension checksTo test students’ ability to sequence material, for example, print sentences from a section of the text on paper strips, mix the strips, and have students put them in order.Test comprehension with student-friendly questionsAfter reading, test students’ comprehension with carefully crafted questions, using simple sentences and key vocabulary from the text. These questions can be at the:Literal level (Why do the leaves turn red and yellow in the fall?)Interpretive level (Why do you think it needs water?)Applied level (How much water are you going to give it? Why?)No matter what the proficiency level of the student, ask questions that require higher-level thinkingTo probe for true comprehension, ask questions that require students to analyze, interpret, or explain what they have read, such as:What ideas can you add to…?Do you agree? Why or why not?What might happen if…?How do you think she felt…?Use graphic organizersGraphic organizers allow ELLs to organize information and ideas efficiently without using a lot of language. Different types include Venn diagrams, K-W-L charts, story maps, cause-and-effect charts, and timelines.Provide students lots of different ways to “show what they know”Drawings, graphs, oral interviews, posters, and portfolios are just a few ways that students can demonstrate understanding as they are beginning to develop their reading and writing skills in English.SummarizeAsk students to use the following strategies to summarize what they have read (orally or in writing):Retell what you read, but keep it short.Include only important information.Leave out less important details.Use key words from the text.It may be challenging to get ELLs’ comprehension skills where you want them to be, but the extra effort it takes will be well worth it as you put them on the path to becoming successful readers.

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The author of this article aims to draw attention to the importance of phonological awareness as a foundation for future literacy. Regardless of the language a person speaks first, if they can build a strong phonological awareness in the language they are learning, they will be more successful in their overall reading ability. By focusing on one aspect of building fluency, this article gives suggestions for best teaching practices to incorporate this skill in the classroom. Another strategy presented is to promote the importance of literacy at home. By building a strong home to school connection, students can participate in building their literacy more frequently.

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Fostering Literacy Development in English Language Learners

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Adams, M. J. (1990). Beginning to read: Thinking and learning about print: The MIT Press. Anthony, J. L., & Lonigan, C. J. (2004). The nature of phonological awareness: Converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96 (1), 43-55. August, D. (2002).