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The nature of education is ever-evolving, and so must we be as educators—especially when supporting English Language Learners (ELLs) and bilingual students. This professional development experience is designed to equip educators with practical tools, research-based strategies, and reflective practices that foster equitable, inclusive, and effective instruction for multilingual learners.

In this PD experience, you will explore:

🔹 Digital Resources to Support Instruction
A curated collection of tech tools and platforms that enhance language development, build academic vocabulary, and promote cultural responsiveness in bilingual and dual-language settings.

🔹 Language Acquisition Theories & Teaching Philosophy
An overview of foundational theories observed during fieldwork, with guidance on how these theories can help shape a personal, student-centered teaching philosophy.

🔹 Self-Reflective Practitioner Strategies
3–5 actionable strategies to cultivate ongoing reflection, growth, and responsiveness to ELL students’ evolving needs.

🔹 Cultural Resource for Educators
A featured tool designed to help educators deepen their cultural understanding and make intentional instructional decisions that reflect the diverse backgrounds of their students.

🔹 Assessment Accommodations for ELLs
A breakdown of classroom and standardized assessment supports that address linguistic and cognitive needs of multilingual learners while promoting fair evaluation of their knowledge and skills.

🔹 Professional Growth Opportunities
Links to workshops, learning communities, and certification programs to encourage continuous learning in the field of ELL/bilingual education.

By engaging with this content, educators will walk away with tangible resources, a stronger understanding of language development, and a deeper commitment to inclusive teaching practices.

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Teaching ELLs with Digital Tools (Grade 6)

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Teaching ELLs with Digital Tools (Grade 6)

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📲 Seesaw – Students completed three-column charts and tree maps to organize concepts and submit exit tickets. They used sentence frames to begin expressing academic language.

🖼️ MMED Academic Presentation – This ELPAC task type helps students develop note-taking and listening skills by using detailed visuals and step-by-step diagrams to support vocabulary development and comprehension. The content typically relates to science topics, such as rock formation or how mold grows.

🌐 Nearpod – Use an interactive Nearpod lesson with embedded videos and VR experiences to visualize rock formation and increase student engagement.

📖 CommonLit Bilingual Texts – Add short informational texts in English and Spanish for cross-linguistic reading and discussion about rock types. Supports academic vocabulary and content comprehension.

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Strategies for Incorporation in mini-lessons

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Strategies for Incorporation in mini-lessons

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Use Seesaw to support content comprehension and language development by having students organize their learning through three-column charts and tree maps. Students submitted responses using text and voice recordings, which promoted formative assessment and encouraged academic vocabulary use.

Integrate a Nearpod lesson on rock formation with interactive visuals and virtual experiences. Embedding VR elements and comprehension checks throughout the presentation fosters engagement while supporting multimodal learning for ELLs.

Supplement the science content from the Academic Presentation (MMED) with CommonLit Bilingual Texts, allowing students to read about the scientific content of the presentation (e.g., rock formation or how mold grows) in both English and Spanish. This promotes cross-linguistic transfer and supports vocabulary acquisition, especially when paired with sentence frames and structured discussion prompts.

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Application of Language Acquisition Theories in Practice

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Application of Language Acquisition Theories in Practice

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Understanding and applying language acquisition theories empowers teachers to scaffold instruction effectively and foster inclusive, academically rigorous classrooms for multilingual learners. These four key theories inform both instructional planning and the development of a personal teaching philosophy.

🔍 Theories in Action:

📘 Krashen’s Input Hypothesis
Lessons provided comprehensible input (i+1) through visuals, sentence frames, and realia. This ensured content was slightly above current proficiency while still accessible.

👥 Vygotsky’s Sociocultural Theory
Structured peer collaboration (e.g., Think-Pair-Share, guided practice) allowed students to work within their Zone of Proximal Development (ZPD), enhancing both social and academic language learning.

📚 Cummins’ BICS & CALP Framework
Instruction intentionally moved students from conversational fluency (BICS) to academic discourse (CALP). In science and ELD classrooms, students used sentence frames to write claims and support reasoning with evidence.

🌍 Translanguaging (García & Wei, 2014)
Students were encouraged to use their home language to develop understanding before expressing ideas in English. Bilingual resources, choral reading, and guided writing supported language growth in newcomer classes.

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How These Theories Assist in Writing a Personal Teaching Philosophy

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How These Theories Assist in Writing a Personal Teaching Philosophy

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Understanding language acquisition theories enables educators to ground their teaching philosophy in research-based instructional practices that promote language development and equity. A strong philosophy reflects beliefs about how students learn, the importance of scaffolding, and the teacher’s role in creating a supportive, linguistically inclusive environment.

For example, a teacher who applies Krashen’s Input Hypothesis will focus on providing comprehensible input (i+1) through strategies like sentence frames, visuals, and realia—ensuring content is challenging yet accessible.

A teacher drawing from Vygotsky’s Sociocultural Theory may emphasize collaborative learning by incorporating peer interactions, Think-Pair-Share, and small group tasks that support learning within students’ Zone of Proximal Development (ZPD).

Educators informed by Cummins’ BICS and CALP Framework might design instruction that helps students transition from social language use (BICS) to academic language proficiency (CALP), using guided writing tasks and structured discussions.

Finally, a teacher who embraces Translanguaging Theory (García & Wei) will view students’ home languages as assets. They may encourage students to process ideas in their first language before responding in English, supporting confidence and deeper understanding.

By drawing from these theories, teachers can write personal philosophies that highlight the integration of culturally responsive, scaffolded, and student-centered instruction to meet the needs of ELLs and bilingual learners.

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 Creating a Teaching Philosophy Rooted in Theory & Equity

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 Creating a Teaching Philosophy Rooted in Theory & Equity

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1️⃣ Reflect on Your Beliefs
Consider what you believe about how multilingual students learn best, the importance of engagement, and the teacher’s role. Ask yourself: What kind of learning environment do I want to create? What do I believe about language and identity?

2️⃣ Identify Instructional Practices You Value
Think about approaches you regularly implement, such as scaffolding, cooperative learning, and technology integration (e.g., Seesaw, Nearpod). Consider how these practices support ELLs’ access to content and language growth.

3️⃣ Center Your Philosophy Around Equity and Inclusion
A strong teaching philosophy honors diverse linguistic and cultural backgrounds. Explain how your instruction supports all learners—especially newcomers and ELLs—through differentiated instruction and meaningful language opportunities.

4️⃣ Support Your Approach with Research-Based Theories
Include theories such as Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, Cummins’ BICS and CALP, and Translanguaging to ground your philosophy in scholarly insight and classroom application.

5️⃣ Draft and Revisit Your Statement
Write a concise, authentic paragraph that highlights your beliefs, strategies, and goals as an educator. Revisit your statement regularly to reflect growth and evolving practice based on experience, feedback, and new learning.

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As an educator of multilingual learners in a diverse urban setting, I believe that all students bring rich cultural and linguistic assets to the classroom. My role as a teacher is to create an inclusive, student-centered environment where English Language Learners (ELLs) feel empowered to express themselves, take risks, and grow academically and personally.

Grounded in Krashen’s Input Hypothesis, I provide comprehensible yet challenging input through scaffolds such as visuals, sentence frames, and interactive tools like Seesaw and Nearpod. I align my instructional design with Cummins’ BICS and CALP Framework, recognizing that students must first build conversational fluency before developing academic language proficiency. I also draw on Vygotsky’s Sociocultural Theory, promoting peer collaboration through structured activities like Think-Pair-Share and guided discussions that support learning within students’ Zones of Proximal Development.

My approach values translanguaging as a bridge between students’ home languages and English, validating their identities while deepening content comprehension. Whether in an ELD science classroom or a newcomers course, I incorporate digital resources, graphic organizers, and real-world applications to make learning meaningful and accessible.

Ultimately, I view teaching as an ongoing process of reflection and growth. I regularly use formative assessments, feedback, and student voice to inform my practice. My goal is to ensure that every ELL I teach not only acquires English, but also gains the confidence and skills needed to thrive in any academic setting.

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https://www.canva.com/design/DAGiDOH2WW8/iVIYsWDpdvvh3NluXr7uyg/edit?utm_content=DAGiDOH2WW8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Becoming a Self-Reflective Practitioner: Reflecting to Refine Teaching Practice

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Becoming a Self-Reflective Practitioner: Reflecting to Refine Teaching Practice

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Strategies:

1️⃣ Regular Classroom Reflections:
After each lesson, I reflect on how students—especially ELLs—engaged with the content, what scaffolds supported their learning, and where confusion remained. For example, after a science lesson on rock formation, I noted that students needed more support distinguishing between magma and lava. This led me to plan a hands-on simulation to reteach the concept using visual and kinesthetic methods.

2️⃣ Mentor and Peer Collaboration:
I regularly consult with my mentor and colleagues to evaluate the effectiveness of my strategies. Discussing the use of digital tools like Seesaw and StudySync has helped me refine how I scaffold instruction and build in structured language opportunities for students. Peer input also helps me stay current on best practices.

3️⃣ Student Feedback:
I use exit tickets, guided reflections, and informal check-ins to gather feedback from my ELL students. Their insights—especially on which visuals, sentence frames, or tech tools helped them most—guide my instructional adjustments. This responsive approach helps ensure lessons remain accessible and meaningful.

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Making Assessment Work for ELLs: Accommodations in Action

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Making Assessment Work for ELLs: Accommodations in Action

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Visual Supports & Sentence Frames:
Labeled diagrams and sentence frames supported students in explaining rock formation concepts, making academic language more accessible during both instruction and assessment.

Graphic Organizers via Seesaw:
Three-column charts and tree maps helped students organize their thinking and served as formative assessment tools to check content understanding.

Formative Assessments & Exit Tickets:
Exit tickets revealed misconceptions (e.g., magma vs. lava), informing a targeted reteaching plan and guiding instructional next steps.

Multimodal Reteaching Activity:
A follow-up lava simulation (melted crayon shavings) was planned to support visual and kinesthetic learners—particularly beneficial for students at Level 1 proficiency.

Increased Speaking Opportunities:
Based on mentor feedback, Think-Pair-Share was embedded earlier in the lesson to give students at Emerging and Expanding levels structured oral language practice aligned with ELPAC domains.

Bilingual Glossaries & Extension Activities:
Students at Level 2 and above used bilingual glossaries to clarify academic vocabulary. Extension tasks included compare-and-contrast writing and class presentations to build academic language and presentation skills.

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Professional Development Opportunities Empowering Educators: Growing Through Collaboration and Reflection

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Professional Development Opportunities Empowering Educators: Growing Through Collaboration and Reflection

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Mentor Collaboration and Reflective Practice:
Regular collaboration with my mentor provided actionable feedback on lesson planning, assessment accommodations, and instructional scaffolds. These reflective conversations helped me evaluate how to better support ELLs, especially students at Level 1 and 2 proficiency, and directly informed my use of data-driven instruction.

PD Resources like Colorín Colorado & ELL Teacher Toolkit:
Exploring professional platforms such as Colorín Colorado and the Digital Toolkits has expanded my understanding of culturally responsive teaching and how to integrate research-based strategies and digital tools (e.g., Seesaw, Nearpod, CommonLit) into ELD instruction.

Data-Driven PLC Conversations:
Participating in grade-level or content-specific PLCs allowed me to analyze formative assessment data, group students for targeted support, and contribute to discussions around ELL reclassification goals. These collaborative spaces are critical for instructional alignment and continued growth.