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Thank you for coming to our presentation today, here are some resources to help you in the classroom.

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Thank you for coming to our presentation today, here are some resources to help you in the classroom.

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Gracias por venir a nuestra presentación de hoy, aquí hay algunos recursos para ayudarlo en el salón de clases.

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Supporting Our Newcomer Multilingual Community

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What is social and emotional learning (SEL)? And how can schools ensure that English language learners (ELLs) are fully included and supported through SEL activities in the school setting?

This article offers an introduction to SEL along with helpful resources from organizations such as the Collaborative for Academic, Social, and Emotional Learning (CASEL). In addition, this article also shares ideas on how to ensure that ELLs are able to fully participate in SEL lessons and activities.

To highlight those examples, we have mapped a few ELL considerations and strategies to CASEL's SEL framework. These strategies represent just some of the ideas that educators can try and they also detail important considerations when introducing new initiatives or ideas in a classroom or school community.

You will also find relevant examples and strategies in Teaching and Supporting English Learners: A Guide to Welcoming and Engaging NewcomersbyEugenia Mora-Flores and Stephanie Dewing.

What is SEL?

SEL is a process by which students can develop skills that help them thrive skills such as such as the ability to regulate emotions, form healthy relationships, manage stress, and contribute to a community. While many educators have incorporated SEL into their instruction for a long time, it has gotten more attention in recent years as schools and families continue to navigate the impacts of the long-term disruptions brought by the COVID-19 pandemic and also look for ways to help students navigate other changes or challenges in their lives.

CASEL describes the big picture goal of SEL in the following way:
"SEL can help all young people and adults thrive personally and academically, develop and maintain positive relationships, become lifelong learners, and contribute to a more caring, just world."
How does it do that? The CASEL framework focuses on developing the following core competencies, which you can explore via CASEL's interactive SEL wheel:

1. self-awareness

2. self-management

3. social awareness

4. relationship skills

5. responsible decision-making

These are valuable skills that not only can help students today but set the stage for healthy and productive lives in the future.

Is SEL an "extra"?

While many schools may hesitate to "add on" SEL, the renewed focus on SEL offers an opportunity to reframe its role. In fact, schools who regularly incorporate SEL describe it as the foundation from which everything else grows. The more comfortable and secure students feel in the classroom, the more likely they are take risks, try new things, and contribute to the classroom.

For example, Principal Sue Stanley, whose elementary school has long prioritized SEL, writes, "We understand students cannot learn until they feel safe and connected." This is particularly true in schools where large numbers of students have experienced trauma, as in the case of her school where many students have experienced hardship and family separation due to the civil war in Yemen.

In addition, we have heard from multiple educators of ELLs in particular that the investment of time early on building relationships, getting to know students, and creating a welcoming culture and environment in the classroom pays off all year long.

Related resources

Related videos

SEL 101: What are the core competencies and key settings? (CASEL)

Looking at the whole child: Conversations with an award-winning social worker

Principal Sue Stanley: Why creating a calm, safe environment in schools matters

Teacher Christine Price: Showing students you care

SEL and ELLs: The CASEL Framework

What does all of this look like for ELLs? One way to share some concrete examples is by using the CASEL SEL framework. We have shared excerpts of the framework here and encourage you to look at the complete framework on CASEL's website. Please note that under "Examples," we have only highlighted a few skill sets that are particularly relevant for ELLs, but CASEL lists others as well.

You may also find it helpful to pull in free bilingual resources from Feel Your Best Self, a puppet-focused SEL program for children from the University of Connecticut that provides videos and related materials for educators and caregivers in English and Spanish.

Tips for lesson/activity planning

Before jumping in, we'd like to highlight some of the ELL recommendations that you will see throughout the rest of the article:

Look for opportunities to build relationships with students and get to know them.

Learn more about the unique experiences of special populations of students, such as refugees, unaccompanied minors, children in migrant farmworker families, and Indigenous students from Latin America.

Identify the key concepts and vocabulary words that will be the focus of your lesson or activity.

Pre-teach those concepts and vocabulary so that ELLs can engage meaningfully with the content.

Use visuals, hands-on objects, and other tools to make new concepts and words clear.

Look for connections to students' languages. For examples, English and Spanish share words that are similar called cognates. You can use these connections to support student understanding.

You can learn more tips from our article on lesson planning for ELLs.

1. Self-awareness

CASEL definition: "The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts."

Identifying personal, cultural, and linguistic assets

Reflect on the following for your setting:

Welcome students' languages and cultures by:

Do ELLs' regularly hear the message that their languages, cultures, and experiences are assets and strengths?

Do teachers and peers respect ELLs' diverse perspectives and multilingual skills?

Identifying one's emotions

ELLs may still be learning:

Teach ELLs vocabulary words for different emotions. Ask them how to say those words in their language.

Give them lots of practice using emotion words, especially through check-ins like mood meters and feelings charts.

Ask colleagues who share students' cultures if there are cultural nuances you should be aware of.

Give young students or newcomers opportunities to draw pictures about how they are feeling.

Having a growth mindset

ELLs may be so focused on what they haven't learned yet that it can be easy to lose sight of what they have learned. It can be easy to become frustrated and feel behind and left out.

Focus on what students " can do" and also teach students targeted strategies for adopting a growth mindset.

Examining prejudices and biases

This complex topic can go both ways. Students may have experienced discrimination and bias against them based on a number of factors.

Look for ways to create safe spaces for talking about identity in your classroom.

If you note that additional support or communication is needed around these topics for your or your class, look for resources or colleagues that can support you in this work.

At the same time, students will likely have their own biases as well.

Principal Nathaniel Provencio: The gifts ELLs bring to school

CASEL definition: "The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations."

Managing one's emotions

As noted above, a first step in helping ELLs manage their emotions effectively is identifying and naming emotions.

If you are introducing emotion management strategies, be sure to:

clearly name and identify the target emotions you are addressing

provide students with lots of different hands-on way to show and practice the strategies through puppets, role play, stories, and more

In addition, students will benefit from:

learning how to manage different emotions

practicing new strategies they learn

Identifying and using stress management strategies

Students may have a wide range of stressors during their days, whether at school or at home.

If you are introducing stress management strategies, be sure to:

You may wish to introduce the concept of stress and ask students:

Note: For students who have experienced trauma, these conversations may be triggering. Plan activities with care and stay attuned to the needs of your students. Stay flexible and seek additional support for students if needed.

Setting personal and collective goals

As noted above, ELLs may be overwhelmed by what can feel like mountains to climb in terms of learning a new language, acclimating to a new culture, and keeping up in their classes. Reaching some smaller goals, however, can build confidence over time, as can doing activities related to their strengths.

Help ELLs set small, specific goals that they can reach to build confidence.

Incorporate activities that connect to students' interests.

When talking with the class about goals, offer the options of "collective" goals along with individual goals and encourage creative thinking about how to reach those goals.

Share examples of success stories, such as immigrants, ELLs, or others your students may relate to.

In addition, keep in mind that many ELLs may come from "collectivist" cultures that focus on the well-being of the group over the individual. Use this to your benefit in planning group work and setting goals for the class.

Jorge Bermudez, High School Math Teacher: How advisory periods are helping my students

CASEL definition: "The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts."

Taking others' perspectives

ELLs bring a rich diversity of perspective to the classroom. The opportunity to learn from those perspectives can be lost if ELLs aren't encouraged to share their ideas as part of a respectful class community.

Give ELLs scaffolds to support their participation in class discussions, such as sentence frames and sentence starters (e.g., "I agree that...because...")

Give ELLs lots of practice discussing informal topics so that they can become comfortable with using these structures.

In addition, ELLs have the opportunity to learn from their peers when classroom communication is working well.

Recognizing strengths in others

ELLs have numerous strengths, interests, and talents that may be overlooked. Provide frequent opportunities for all students, including ELLs, to share their talents and interests with the class and in personal ways.

Ask students to share special talents or interests as part of icebreakers early in the year.

Look for ways to incorporate students' interests in the classroom.

Demonstrating empathy and compassion

There are many ways to develop empathy in the classroom. Keep in mind that some of ELLs' life experiences will be shared, universal experiences; others will be very different from what their peers have gone through.

Introduce the concept of empathy and help students understand it before any empathy-focused activities.

Teacher Paul Barnwell describes an activity in which students write three statements about themselves. The teacher then reads them anonymously to the class and students begin to get an idea of the "range of intense experiences and perspectives (the) classroom community contains."

Regularly using questions such as, "What do you think that was like?" or "How do you think she's feeling right now?" can also help strengthen empathy muscles!

Using culturally responsive materials that reflect students' experiences can also open opportunities for students to share and provide teachable moments that develop empathy in peers. While it's important not to put students on the spot or force a point, being mindful of how your students see themselves in the classroom can open valuable doors.

Understanding and expressing gratitude

There are so many ways to express and lift up gratitude in the classroom. Asking students to reflect on when and why they feel gratitude is a valuable opportunity for growth.

Introduce the concept of gratitude and help students understand it before any gratitude-focused activities.

Invite students to share how they say "Thank you" in their language and make a poster board with signs of all of their translations!

We have lots of other ideas in our article Making Space for Gratitude: 15 Ideas for Schools During Challenging Times, which include appreciation boards, thank you note campaigns, and writing prompts.

You may be surprised at who in the school community or their own life is making a difference!

Identifying diverse social norms, including unjust ones

When it comes to social and cultural norms, there are a few different layers. First and foremost, students' own norms may be different, such as a cultural norm in which looking away from an authority perspective is a sign of respect, rather disrepect.

At the same time, different social norms may come up in classroom discussions. It is essential to create a culture of respect when discussing diverse experiences and perspectives. You may also need additional support if topics that relate to justice or differing expectations around concepts like human rights or women's rights are part of a discussion so that everyone feels safe within the discussion.

Teacher Omar Salem: My students' many talents

You Are Welcome Here: Preview

This preview of our award-winning film You Are Welcome Her e highlights what culturally responsive instruction can look like.

4. Relationship skills

CASEL definition: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.

Communicating effectively

Providing ELLs with lots of opportunities to interact in all kinds of situations and in different settings or group sizes will build their skills and confidence in communication.

Pay attention to whether ELLs are able to communicate their needs and ideas to you and to peers. Give them lots of practice to do so in both informal and formal settings.

When grouping students, you may sometimes wish to put students who speak the same language together so they can have an in-depth conversations and then summarize to the group in English.

Practicing teamwork and collaborative problem-solving

Peer learning is a great opportunity to practice teamwork and problem-solving. Making sure that ELLs understand their role, the purpose of the activity, and the steps they need to complete to make these activities more successful.

You can learn more in our related article 6 Strategies to Help ELLs Succeed in Peer Learning and Collaboration.

Peer learning Problem solving

Encourage students to try lots of hands-on activities and clubs.

Make sure ELLs know about enrichment activities where they can focus on problem-solving, such as robotics clubs, Maker space, Odyssey of the Mind, quiz bowls, and games clubs.

Resolving conflicts constructively

Students will need practice not only with new conflict resolution strategies but also with the language they need to use those strategies.

Introduce the concept of "conflict resolution" and any related vocabulary as needed.

Show students models of any strategies you are using through videos, photos, or role playing.

Give students practice with new strategies through role play or stories.

Review the tips in 8 Tips to Protect ELLs from Bullying in Your Classroom and School.

There may also be some cultural nuances in how students approach conflict and you may wish to ask students for ideas of different conflict resolution strategies before introducing new strategies.

In addition, it's critical to make sure that all students and families have a shared understanding of what bullying is and why it is not acceptable under any circumstance.

Showing leadership in groups

ELLs often have hidden reserves of leadership potential. Many ELLs are resilient, resourceful, and creative students who have navigated many challenges in their life and bring a big picture view of the world to their classroom. If the teacher isn't looking for those qualities and experiences, however, they may remain hidden.

Encourage ELLs to take leadership roles in pair or group work once they feel comfortable doing so. (Some may be ready to try it even if they are newcomers, while others may want a lot more practice!)

Also ensure that ELLs have opportunity to participate in any clubs or activities that foster leadership. Don't limit their options by assuming they won't be interested!

Note: Every spring, we read about high school valedictorians who started off in U.S. schools as ELLs and have achieved great things in a short time within a supportive school environment.

5. Responsible decision-making

CASEL definition: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations.

Identifying solutions for personal and social problems

As noted above, ELLs can show great resilience and resourcefulness when given the chance. They also understand the impacts of big social issues that may have touched their lives. For example, many ELLs were caregivers for younger siblings and relatives during school closures in the early months of the pandemic and continue those responsibilities now outside of school.

Give students choices to pursue topics that interest them where possible.

You may wish to try a project-based or inquiry-led approach where students can dive deep on a particular topic of interest.

Having lived through a range of situations (often in other countries) provides ELLs with different lens and perspectives that can enrich the class.

Anticipating and evaluating the consequences of one's actions

As with the other topics above, it's essential to ensure that students have the vocabulary and language they need to engage in conversations or activities related to sophisticated conversations about topics like consequences. Like their peers, ELLs will likely have meaningful examples to share when taking about the consequences of one's actions.

Note: An example of an English/Spanish cognate, or word that's related in two languages, is "consequence/ consecuencia."

Reflecting on one's role to promote personal, family, and community well-being

As noted above, ELLs may come from cultures that are focused on the well-being of the group, whether it's the family, community, culture, or country.

Be sure that students have opportunities to share how they are contributing to their families and community. Those activities and responsibilities may remain hidden otherwise.

Students may be caregiving, working for a family business, actively participating in a community or faith institution, and supporting their family through employment, translation help, and other ways.

Exploring these perspectives not only can provide interesting insights -- it can help your classroom run more smoothly and even improve family engagement, such as in the example of a teacher who switched to group parent teacher conferences with her ELL families and increased attendance dramatically.

Closing Thoughts

As you can from the examples above, considering ELLs' experiences and perspectives beforehand can go a long way in ensuring that they can fully participate in all classroom activities. Along the way, they and the rest of your class will also benefit from increased collaboration and communication around SEL and so much more!

Resources from Colorin Colorado

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SEL for English Language Learners: What Educators Need to Know

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What is social and emotional learning (SEL)? And how can schools ensure that English language learners (ELLs) are fully included and supported through SEL activities in the school setting? This article offers an introduction to SEL along with helpful resources from organizations such as the Collaborative for Academic, Social, and Emotional Learning (CASEL).

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What is Social and Emotional Learning (SEL)?

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4 Effective Strategies for Supporting Newcomer English Learners

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These techniques for creating a positive learning environment help students adapt to a new culture and acquire a new language.

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While much energy is invested in helping young children begin to identify and articulate their emotions, regulate themselves, and learn social skills, that focus tends to taper off as students get older. But social and emotional skills are just as critical in middle and high school, as students learn how to navigate more complex situations and relationships, confront higher expectations that bring more anxiety and stress, and grapple with bullying and social pressures. From gratitude journaling to mindfulness exercises, encouraging positive inner voice to connecting SEL to curriculum, these four strategies will make space for teens to keep building the lifelong skills that will help them throughout school and beyond.

To learn more about the research cited in the video, check out the links below.

Christina Cipriano, Michael J. Strambler, Lauren H. Naples, Cheyeon Ha, Megan Kirk, Miranda Wood, Kaveri Sehgal, Almut K. Zieher, Abigail Eveleigh, Michael McCarthy, Melissa Funaro, Annett Ponnock, Jason C. Chow, and Joseph Durlak's meta-analysis of evidence for social and emotional learning in universal school-based SEL interventions (2023)

Lan Nguyen Chaplin, Deborah Roedder John, Aric Rindfleisch, and Jeffrey J. Froh's studies on the impact of gratitude on adolescent materialism and generosity (2018)

Carolyn MacCann, Yixin Jiang, Luke E. R. Brown, Kit S. Double, Micaela Bucich, and Amirali Minbashian's meta-analysis on how emotional intelligence predicts academic performance (2020)

Sander Thomaes, Iris Charlotte Tjaarda, Eddie Brummelman, and Constantine Sedikides's research on how self-talk can benefit the mathematics performance of children with negative competence beliefs (2019)

Róisín M. Flanagan and Jennifer E. Symonds's literature review on children's self-talk in naturalistic classroom settings in middle childhood (2022)

Mary L. Phan, Tyler L. Renshaw, Julie Caramanico, Jeffrey M. Greeson, Elizabeth MacKenzie, Zabryna Atkinson-Diaz, Natalie Doppelt, Hungtzu Tai, David S. Mandell, and Heather J. Nuske's review of outcomes and evidence quality in research on mindfulness-based school interventions (2022)

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4 Ways to Help Teens Strengthen Social and Emotional Literacy

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When middle and high school students are given the chance to build social and emotional skills during the school day, they get better at self-regulation and grow more socially aware-both in and out of the classroom.

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One of the biggest topics that educators are thinking about this year is the importance of social-emotional learning (SEL). Building relationships with students is a key aspect of SEL for students of all ages.

The good news is that there are a lot of ideas educators can try now and throughout the year. You might think of it as "going slow to go fast" - a process that not only builds confidence and community but increases engagement and supports students' later academic success.

What's in this article

We have compiled some of these ideas and resources for building relationships with English language learners (ELLs) and their classmates below in the following strategies:

Before getting started

As you read, keep in mind that many of the following activities can be differentiated for varying language proficiency levels. These strategies offer opportunities for:

And we encourage you to keep in mind Kristina Robertson's popular piece of advice: try just one new thing at a time!

Note: This article was originally written for online and hybrid settings. For tips on using these strategies in distance learning, see our recommendations at the end of the article.

Essential Question

As you read this article, consider the following essential question:
In what ways can I build strong relationships with multilingual students this year?
Strategies: Getting to Know Students

Share your stories!

If you try any ideas from this article, we'd love to hear how it went! Post your story on social media here:

Show respect for your students by taking time to learn how to pronounce and spell their names correctly. Ensure that students' names are written correctly in student databases, especially as schools move to more online systems. A misspelled name can impact the services and instruction a student receives.

When you ask students to say their name, listen carefully and repeat it until you get it right.

Ask students to record their names for you so that you can hear their pronunciation. (You can ask them to send you a voice recording or use an online platform like NameCoach.) Share recordings with colleagues who work with the students so that they also pronounce the students' names correctly.

Model the correct pronunciation of students' names to the class so that all students can say it correctly.

Use students' names when greeting them each day.

Consider asking students to share examples of how people mispronounce their name and how that makes them feel.

Learn more about different naming conventions in your students' cultures and languages.

Refrain from coming up with a nickname or a version of the name that's easier for you to say.

Project ideas:

Assign a multimedia or written project in which students share:

If your students are using technology, this is a good way to introduce online platforms they will be using this year.

You might also read aloud books from our booklists on names for children and young adults. After listening, students can record, write, or draw stories about their own names.

Using tech: SeeSaw can be used with primary grades. SeeSaw has related activities already prepared in their "Activity Bank," such as " Your Name is Everything You Are."

For older students, consider using:

What are your students' experiences, interests, hobbies, talents, goals, and strengths? Tapping into these " funds of knowledge" can:

foster relationships, friendships, and student confidence

make students' strengths more visible to peers and educators

engage students across the curriculum.

For example, the children of migrant farmworkers might have a wealth of knowledge about agriculture, seasonal harvest, and different regions of the country. (You can learn more about " funds of knowledge" from this helpful guide.)

Bring these topics into the class by:

giving students a chance to share their interests or strengths in surveys, peer interviews, writing prompts, and art projects

encouraging students to express themselves by decorating a virtual locker or bringing in something they can hang on the wall of the classroom

talking with family members about their child's interests and talents

talking with members of the students' communities about their insights

providing time for students to discuss current events of interest

learning more about culturally responsive practice (and what it looks like during a pandemic).

Note: See some great strategies from Judie Haynes and Carol Salva that incorporate these ideas into activities to start this coming new school year.

Project ideas:

Ask students to share a photo or drawing of themselves that is important to them and to explain why. (You can learn more about this strategy that ELD Team Lead Cindy Close in Douglas County, CO shared with us from Education Week.)

For a more in-depth assignment, ask students to create a project focused on one of their hobbies, interests, or talents that they can share with the class. Some examples might include a collage, a short presentation, poem, or a short video.

Using tech: The platforms mentioned under strategy one will work well for these ideas. You might also consider:

a digital photo album site, such as Google photos

a digital collage site, like PicCollage

a photo finding mission app, like Plum's Photo Hunt

Flipgrid, where students can post their digital picture while they talk about why that picture or object is important to them.

You can welcome students' languages by learning a few words or phrases, such as a greeting or how to say "thank you," or asking them to teach you and their peers some words. They will appreciate the gesture and enjoy being the teacher (and the expert) for a change!

This not only highlights the language skills that your student has, it celebrates the gift of multilingualism and gives other student a chance to think about what it is like to go through the day learning in a different language. (Learn more in our section on what it feels like to be a language learner.)

You might also look for places where you can display flags from students' countries or other photos that are meaningful for students.

Project ideas:

Create a classroom bulletin board, either online or on the wall, where students and families can add homemade signs to a world map with important words such as "hello," "friend," and "thank you." (Thank you to Amanda Goman for sharing this idea on Twitter!)

Tech ideas: Look for ways to create and decorate a shared virtual space or virtual bulletin boards with tools such as Padlet, Corkulous, or Bitmoji. (Note that some of Bitmoji's avatars are not appropriate for students, especially of younger ages.) Various Google Classroom tools include places to save images as well.

Provide opportunities for students to share important traditions throughout the year. You may wish to ask students early in the year what their favorite holidays are and then plan a lesson on that holiday with their family. Look for these opportunities throughout the year and across the curriculum, as well as including them as a part of family outreach events.

Project ideas:

Invite students and families to prepare a presentation or respond to a writing prompt about:

a family story, folktale, or local legend

a favorite saying, poem, or song from their native language

a recipe

a family or holiday tradition.

Tech ideas: Any of the creation tools mentioned above could be used for these projects.

The demands on teachers of ELLs this year will be many; however, making time for regular personal interaction with students will strengthen your ability to deliver effective, meaningful instruction and keep in touch with them during a fluid situation. To help carve out this time:

talk with colleagues and administrators about ways to fit that interaction into instruction, office hours, or family engagement

look for opportunities to co-teach or collaborate with colleagues or paraprofessionals to use time efficiently

consider using phone calls, blogs, messaging, or other forms of written communication with students as a way to check in

collect examples of success and share them with administrators to advocate for more time if needed.

Project ideas:

Ask students to prepare 3-5 (appropriate!) questions they would like to ask you in an interview, such as your favorite food, a favorite toy from childhood, or a book you enjoyed reading. After reviewing and approving their questions, schedule time for them to interview you, in person or online, which they can share with the class through a written summary, video, or presentation. If time allows, you may wish to interview them as well!

Tech ideas: Brainstorming questions would work well in small groups on Jamboard, a digital whiteboard that is a Google extension. Interviews could be done orally asynchronously via Flipgrid or Voxer, a voice messaging app for phone or desktop. Final video could be posted on any of the creation apps listed above (Seesaw, Nearpod, Peardeck, Buncee, etc.)

Strategies: Connecting Experiences to Learning

Once you get a better sense of your students' life experiences, you can connect them to learning by:

looking for ways to connect these interests to the curriculum

asking students to brainstorm ideas on what they would like to study

using an inquiry-based or project-based learning approach that allows students to take the lead in identifying a question or problem to solve/research

assigning students research projects that focus on issues or concepts that apply to their own community

identifying community assets, guest speakers, or local organizations that can support this learning

offering students opportunities to present their work in public, whether to classmates, parents, or community members.

Project ideas:

Consider taking on a classwide project (or group projects) that students help plan and design to address a topic or concern of interest.

Tech ideas: Use Jamboard to brainstorm questions students want to answer in their project or inquiry. Once the questions are posted on Jamboard, they can sort and categorize the questions. Jamboard allows students to post a sticky note and see what others are posting in real time. This can be used in break out groups and/or asynchronously.

Sharing personal stories can be powerful experiences for students and their classmates as well. Provide opportunities for students to share their stories both privately and publicly, whether through artwork, in writing, or in conversation. If a student shares some difficult experiences, consider whether more support is needed through follow-up conversations with families or counseling.
Notes of caution
If you do invite students to share personal stories:

Attend to student cues on whether they wish to share their personal experiences with classmates: Many students have endured traumatic experiences that they may not wish to share. Explain at the beginning of any storytelling activity that it is voluntary and provide alternative assignments as needed. Some students may be willing to share their experiences with their peers or in a more public format such as school assemblies, the school newspaper, or self-published books.

Be aware of the "dangers of a single story": Be mindful of what Nigerian author Chimamanda Ngozi Adichie calls "the danger of a single story" in her 2009 TED talk; in other words, when learning about a student's life story, remember that your own experiences and assumptions, as well as the stories of other individuals, may not reflect your student's life. In addition, students who have the same racial background, speak the same language, or who hail from the same country may not have much in common, and in fact may experience some tension if they come from different groups with histories of conflict.

Don't single students out because of their identity: Never put students on the spot as a "representative" of their race, gender, ethnic group, gender identity, country of origin, experience, or other aspect of their identity. Honor students' experiences and perspectives for what they are, especially if those experiences and perspectives challenge your assumptions.

Project ideas:

Work with students to present a brief personal story they want to share in writing, artwork, video, or audio. This small project may grow into a larger, longer project, such as an autobiography project or yearbook project (which could work well online!).
Tech ideas:

Storybird is an easy to use digital storytelling platform that allows students to create stories with characters and elements provided by dragging, dropping, and writing in your story.

Make Beliefs Comics is a comic strip storytelling platform.

Book Creator is an iPad app that can be used with young students.

There is a lot of attention on social-emotional learning right now for good reason. All students have experienced disruption to some level in their social and academic lives, and many students have also experienced hardship, loss, illness, trauma, and deep levels of stress and anxiety. As district leader Nathaniel Provencio notes in the video below, creating a supportive, nurturing environment for your students, regardless of setting, is a critical step in helping them navigate the uncertainty of the coming year.

Some ideas include:

keeping a calm and predictable environment

creating calm corners

preparing students for transitions

giving students sensory and stretch breaks

teaching tools for mindfulness and stress relief, such as breathing exercises or visualizations

sharing resources such as this "virtual calming room"

encouraging students to show kindness, develop empathy, and share appreciation for each other

encouraging your students to identify and focus on their strengths and resilience, as discussed above

In addition, keep an eye out for situations in which students may need additional support from counselors. Learn more about the impacts of COVID-19 on immigrant families and these trauma-informed school strategies during COVID-19 from the National Child Traumatic Stress Network.

Project ideas:

Ask students to share an experience through writing or discussion about a time that they overcame a difficulty or reached a goal. Ask them to reflect on what made that achievement possible.

Tech ideas: Use one of the storytelling platforms above so that students can share this experience as a story or their own superhero comic.

Many educators use circle time as a chance to check in and learn more about how students are doing. We have also heard from middle and high school educators that advisory periods offer powerful opportunities to connect with students. One ELL educator shared that her colleagues at the high school level were reluctant take on advisory periods. However, in a survey at the end of the year, the overwhelming majority favored keeping the advisory periods as a way of getting to know students better throughout the year.

In addition, other educators use private mailboxes, student mood charts, journal entries, and other personal ways for students to let teachers know how they are doing.

As you work with ELLs, make sure that all students have opportunities to participate in these activities and scaffold their participating with strategies such as offering sentence frames for discussion to help scaffold students' participation.

Project ideas:

Think about different topics and questions to use during circle time or advisory, perhaps alternating between general updates and focused activities. You also wish to invite students to come up with topics and themes.

Another teacher, Jorge Bermudez, shares his alternative high school's experience with rethinking their advisory periods in the video below.

Offering students opportunities to reflect about own identity can help create an " identity-safe classroom " and also lay important groundwork for later discussions. It can also challenge the notion of "color blindness," a perspective which ignores important aspects of students' identity and experiences. When discussing identity:

Honor students' experiences and perspectives for what they are.

Avoid assumptions. Dr. Ayanna Cooper speaks more about this in her interview clips below about Black immigrant students.

Never put students on the spot as a "representative" of any aspect of their identity or experience.

Become familiar with some of the myths related to ELLs and immigrant students. If needed, share these with colleagues.

Keep in mind that students may be masking some part of their identity. For example, some Indigenous students from Latin America may not share their Indigenous culture or language with the school, or the fact that Spanish is not their first language.

Project ideas:

Look for ideas that fit your classroom in the following collection of resources:
Elementary School Middle and High School Professional development and collaboration
Closing Thoughts

There will be a lot of trial and error in the coming year. As Kristina Roberston says below, if something doesn't work, go back to the drawing board and try again! Don't let those bumps discourage you from continuing to build the critical connections that you, your students, and your families need this year. They may just be what helps everyone get through a school year like no other!

Discussion/Reflection Questions

What is one takeaway that resonates with you from this article?

What is one activity you might try?

What strategies have you used in the past to build strong relationships with students? How might you adapt them this year?

What will be hardest about building relationships this year with students and families?

What are you feeling nervous about year?

What are you looking forward to this year?

More Recommended Resources

Social-emotional resources

Interactive strategies for building relationships & distance learning

Recommended blogs

Getting to know your ELLs and their families

Acknowledgements

Special thanks to Kristina Robertson, Becky Corr, Susan Lafond, Areli Schermerhorn, and Beth Skelton for their contributions to this article.

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10 Strategies for Building Relationships with ELLs

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One of the biggest topics that educators are thinking about this year is the importance of social-emotional learning (SEL). Building relationships with students is a key aspect of SEL for students of all ages. The good news is that there are a lot of ideas educators can try now and throughout the year.

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Working with middle and high school English Language Learners (ELLs) presents a unique set of opportunities, benefits, and challenges. In order to achieve the highest level of success in the classroom, it's important to acknowledge these factors and understand how they affect student learning.

Even with great instruction, success in the classroom will become that much more difficult to achieve if the social and emotional needs of a student are not met. This is especially true for middle and high school ELLs, who often have significant responsibilities at home.

This article will provide an overview to how you can support the social-emotional well-being of your students with practical strategies. Educator voices from around the country are also featured in the related videos.

You can learn about teaching this age group from the other articles in this series:

Getting to Know Your Students

Why relationships matter

The better you know your students, the more effective your work with ELLs will be. Building relationships with students can help:

increase student confidence

provide meaningful connections to students' interests and experiences

inform your instruction and support.

Your role: Look for ways to get to know your students and build relationships, and stay attuned to clues about their schedules and responsibilities outside of school. Look for opportunities to interact informally before or after school, at lunch, during advisory periods, or through extra-curricular activities. Advisory periods can also be a good time to check in with students on classwork, their credits, or updates on how they are doing.

Video: Getting to know my students

Video: How advisory periods are helping my students

Video: Why building relationships with ELLs matters

Learning about students' prior experiences

While it's important not to ask too many questions of students right away, learning more about their past experiences can help give you some important information. For example, many ELLs are part of unique populations of students who might have shared some similar experiences, including:

refugee students

migrant farmworkers

unaccompanied children

Indigenous students

students in mixed-immigration-status households

internationally adopted students

students with interrupted formal education.

Learning about these special populations can give you context for students' experiences as you get to know their own unique circumstances and stories. It can also alert you to the possibility of trauma. If students may need additional mental health support, consult with family liaisons and mental health professionals at your school to identify possible resources and services that might be appropriate.

Video: Why an Indigenous student hid his background

Video:A long journey on a cattle raft

Family Responsibilities

Impacts of COVID-19

Learn how COVID-19 pandemic has affected ELL/immigrant families from the following:

Many ELLs at this age are responsible for much more than the average teenager, and have a complex set of transitions and concerns to face - even moreso now due to the COVID-19 pandemic. During the pandemic, it was not uncommon for teachers of older ELLs to receive assignments in the middle of the night after students finished working a late shift or got their siblings to bed.

In addition, many students in immigrant families may have significant responsibilities, especially if a family member, parent, or caregiver is not yet in this country or has been deported/detained. You can learn more about supporting the social-emotional needs of immigrant students from our related resource guide.

Financial responsibilities

Some students contribute to the family's financial needs by working outside the home. They may work all weekday evenings and on weekends.

Household responsibilities

Other students care for younger siblings while their parents go to work. Cooking dinner for the entire family and cleaning the house are common tasks for students when they get home. All of this - and they have to complete their homework too.

Translation responsibilities

Your ELLs may be the most proficient English speaker in their family. As a result, they are often called upon to take care of adult business. ELLs accompany family members to various appointments with doctors, landlords, tax agents, social services, etc. While that beginning level student in your 1st period class may have limited language skills when compared to his classmates, at home, s/he may be the only one who can speak English. In addition, look for opportunities to share information about finding language access support with families when possible.

Your role: The best thing you can do as a teacher is talk to your students about their responsibilities at home. If necessary, work out alternative plans for them to complete assignments and make up work if they miss school. Most importantly, lend them an ear if they need to talk and let them know that they are supported.

Video: Older siblings' family during family separation

Video: When bilingual children translate for their families

Setting students up for success

The importance of structure

By coming to a new country, with an unfamiliar culture, and a foreign language so many aspects of older ELLs' lives have been disrupted. Creating structure in the classroom offers students comfort and familiarity, and sets them up for success. Students know what to expect and as a result, stress and anxiety are reduced. While this is important for all students, it is especially helpful for students with little or no formal education.

Your role: Create a structured, well-managed classroom for your ELLs. Establish classroom routines, post daily schedules, and make sure students have a copy of their daily schedule that they can refer to easily.

Video: Helping ELLs understand the difference between rules and procedures

Fitting in

ELLs want to fit in with their American peers, but at the same time they want their identities and cultures validated. This is an ongoing, internal struggle for most students. This struggle may also follow them home where their desire to adopt certain U.S. cultural values clashes with their parents' desire to uphold their own traditional values.

Your role: It's important to be cognizant of such struggles and the added stress it may have on students. As teachers, the best we can do is build rapport with our students, ask questions, listen, welcome their cultures in our classroom, and offer help and understanding to their unique circumstances.

Encouraging students' interests and activities

Finding out what your ELLs' interests are is a great way to set students up for success. It also highlights students' strengths and sometimes reveals talents you didn't know students had.

Your role: Ask students about their interests, talents, and hobbies. Make sure that students have information about extra-curricular activities and talk with them about whether there are ways to help fit some activities into their schedules. In addition, look for ways to incorporate hands-on learning where students can feel successful while still learning a new language.

Video: My students' many talents

Video: Cheering for my ELLs in our state soccer championship

Featured video: Supporting newcomer students

You Are Welcome Here (#DearbornWelcome) is an award-winning 20-minute film highlighting how the Dearborn, MI public school district is helping its newcomer immigrant students succeed.

Looking at the whole child: Conversations with an award-winning social worker

Meet Dr. Rola Bazzi-Gates, a special education coordinator for Dearborn Public Schools and Michigan's 2016 Social Worker of the Year. Learn how her personal experience living through conflict helped prepare her to support students and families today.

About the Author

Michelle Lawrence is a high school ELL teacher in New York state. See more from Michelle in:

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How to Support the Social and Emotional Health of Middle/High School ELLs

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Working with middle and high school English Language Learners (ELLs) presents a unique set of opportunities, benefits, and challenges. In order to achieve the highest level of success in the classroom, it's important to acknowledge these factors and understand how they affect student learning.

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Recently on Twitter, a catchy quote has been floating around. It reads: "Students need Maslow before they can Bloom" (ASCD, 2019).

It reminds us that how students feel is just as important as the content we teach. Learning is state-dependent (Kwik, 2017). If students are stressed or feeling threatened, all cognitive function - learning, problem-solving, creative thinking - stops ( Hammond & Jackson, 2015).

Here are ten ways we can create a positive, identity-affirming, welcoming environment for all students, not just ELs:

1.) Pronounce an EL's name correctly

What's in a name? Everything! For many cultures, naming a child is a significant task that is accompanied by ceremonies and rituals. The way ELs' families pronounce their names is the way we should pronounce them too if we want to honor the ELs and their cultures. Just practice, and insist on pronouncing it correctly. One trick is to record students pronouncing their own names. You can replay the recording to help you practice.

2.) Use a nickname the EL chooses

Often, when an EL's name is difficult to pronounce, teachers will assign an English name. Phuong becomes Phil, Jesús becomes Jack, or Jiang becomes Jenny. In the worst-case scenarios, teachers give ELs names that do not even start with the same letter sound as their passport names such as George for Phonsavanh or Adam for Vithakone. No act is as identity-destroying as forcing ELs to drop their official names for an English one.

However, if they come to class with a nickname that they prefer to use, then it is appropriate to call them by it - even if it's an English name. This is identity-affirming because it's the EL's preference, not the teacher's. Many students have meaningful backstories for the nicknames they have chosen themselves (the American TV show Fresh Off the Boat even did a whole episode on it).

3.) Encourage the use of any language

Like names, language is knotted into identity. Yet, many classrooms and even entire schools enforce an English-only policy. The intention is to give students opportunities to use English, but the outcome is that it privileges one language and culture over others. Instead, we can create an identity-affirming environment when we allow students to use any language.

Some people support English-only policies because they want a common language. They fear that if a group of Chinese students are speaking together in Mandarin, the Latino student won't be able to join in the conversation. In these incidents, it is up to teachers to teach students when to use their home language (e.g., when everyone in the group speaks the home language) and when to switch to English (e.g., when the group consists of diverse home languages).

Multiple home languages can exist alongside a common language. It's knowing when to use the home language and when to use English that's the important thing to remember.

4.) Permit ELs to use resources published in their home languages

Yzquierdo reminds us that while English is the language of instruction in many of our schools, but we can use home languages to clarify concepts and topics (2017). We can be identity-affirming when we allow and encourage students to use learn about the same content that we plan on teaching from resources published in their home languages. For example, photosynthesis exists in every country, and it is likely that articles and videos about photosynthesis are published in the students' home languages. If ELs are proficient in their home language and are new to English, it is to their benefit to access the same content with resources published in their home language.

Some teachers fear that the resources students are using in their home language are not accurate. In these cases, I recommend using technology. For example, a history teacher wanted her students to watch a particular video about the Reformation. Because the language was not accessible, we turned on the captions on Youtube and had the algorithm auto-translate the English into students' home languages (see video below).
https://youtu.be/yOk-xo7afr0
For texts, one option is to have students install Google Translate on their Chrome browsers and have the text translated into their home languages (see image below).

We want students to process content in their home language first so that they can later participate in the class in English with their teacher and fellow classmates. Their understanding and engagement with the content is the fruit; processing the content in their preferred language is the water. We cannot expect fruit to flourish without giving it the water it needs to grow.

5.) Read books that reflect ELs' experiences

The content that we teach students can sometimes be marginalizing because it usually honors one culture over others. For example, I remember studying the 7 Wonders of the Ancient World in high school. I noticed that none honored ancient structures built in Asia, Sub Asia, or Latin America, such as the Mayan Pyramids in Central America, the Shwedagon Pagoda in Myanmar, or the Banaue Rice Terraces of the Philippines. I also felt that I knew more about the American Presidents than I did emperors in Asia, which we never even learned about in my 12 years of schooling. I felt like I was just learning about dead, white guys.

Just as we honor our students by using their official names (if they prefer them), we can also be identity-affirming when we ground content in their cultural heritage when possible, choose read-alouds that reflect characters who experience the same things they do, or select a novel connected to their culture.

Two sources of culturally responsive books that I follow are Project Lit (a non-profit that grows young readers and young leaders) and Loyola University Chicago . Below is a list of books grouped into categories for easy viewing. To stay current, you can also do a simple search for "multicultural books" or "culturally responsive books".

6.) Encourage ELs to share connections between their lives and the topic

If culturally-responsive instruction is identity-affirming instruction, then it also means instruction that recognizes the assets that students bring to school. One way to recognize ELs' assets is to help them find the connections between their lived experiences and the content.

For example, when my 8th graders were studying how waves are used in their everyday lives, we had them consider how electric cars are being used in their home countries. The science teacher and I did not do prep work to find the connection for each student. We simply asked them to inquire into how their countries are already contributing to this topic. When two EL students, in particular, shared their findings with the class, there was a sense of pride in the advancements that the car companies from their Korean and Chinese cultures were doing to support electric vehicles.

7.) Use ELs' experiences to activate prior knowledge

Continuing the theme of asset-based instruction that affirms students identities, we can start instruction by asking students to reach into their prior knowledge about the content we are about to teach. Doing this makes instruction more familiar and less abstract.

At times, students will not have a direct connection to the content. For example, when we were teaching a unit on government systems to 7th graders, most students did not have experience interacting with any government. Instead, we started by asking them to reflect on how decisions are made in their families. The more difficult or minute the content is, the more opportunities to make broader connections we have to offer.

8.) Explicitly teach students how to collaborate respectfully

Vygotsky suggests that all learning is social (1978). However, different cultures expect students to interact in different ways. For some, interruptions are considered appropriate while for others, holding back is more valued. We have to teach students to participate in the way the current power brokers be it employers, government officials, or collaborators expect them to so that they can become a positive part of the community.

I once went to do a lesson demonstration at a high school in Victoria, Canada. When I had students turn and talk about the first section of the text in their home language, I was met with silence. I thought maybe it was because they did not understand the text, so I asked them to Google Translate unfamiliar words. Some took out their phones to translate and make notes. Certainly, they are prepared to talk now, I thought.

But again, I was met with less talking than I had expected and was used to. I then re-read the text and had students annotate in any language. Then I had students read their annotations to another person. With this minor technique, students started feeling more comfortable sharing their ideas with each other as the class progressed.

Afterward, the teacher told me that students were not used to talking to one another, so that was one possible factor explaining their discomfort in sharing. They needed to experience what I expected to collaborate, and for this group, that meant starting by reading annotations to each other.

If you would like to learn more about this topic, Jana Echvarria, one of the authors of the SIOP model, has a great article explaining how to make student interaction purposeful.

9.) Allow ELs to work with non-ELs

To be culturally responsive means to allow students to use their home language. However, this sometimes means that they are working with mostly other ELs. This can create a sense of isolation and separation from the non-ELs in class. Therefore, I will intentionally group students together who share the same academic language proficiency.

Think of academic language as a continuum from one to ten. Beginners would be at a one while students reading and writing with academic language beyond grade level would be at a ten. Not all native English users are proficient using academic language, so they fall on different parts of the continuum. Some ELs might have progressed so much that they might be higher on the academic language continuum than classmates from English-dominant homes.

When grouping students, we do not want students at a 1 on the continuum partnering with a person at a 10. The titanic difference in the language would cause an emotional rift for both students in addition to the practical difficulties of completing the assignment. Ten resents being the teacher, and One feels inadequate because their developing English skills prevent them from interacting meaningfully with their partner.

Instead, I recommend students at 1, 2, and 3 on the continuum work together; 4,5,and 6 work together; 7 and 8 work as a pair, and 9 and 10 collaborate as a team. In this grouping framework, students with similar academic language skills can work together and be both emotionally and practically successful.

If you want more information about this grouping framework, I have written this article about it.

10.) Expect ELs to learn the same content in the same room as non-ELs and engage in the same task.

One of the most detrimental things we can do to a child's identity is remove them from their peers to learn in another room. It wrongly communicates to students that they cannot learn the same things as other students in the same place ( Honigsfeld & Dove, 2019 ).

In truth, ELs can learn the same grade-level content and interact with their same grade-level peers in the same room, at the same time if we offer them different kinds of support. This comes in the form of scaffolding instruction and differentiating assessments . We must remember that segregation is never equal.

Takeaway

It matters less which one of the ten items above you choose to implement. What matters most is that we affirm ELs' identities through the way we teach. Regardless of their cultures, life experiences, and personal interests, all students want to be identified as intelligent and capable; valuable and honest.

References

ASCD. (2019, March 16). Students have to Maslow before they can Bloom. - @TeachMrReed #Empower19 [Tweet]. Retrieved from https://twitter.com/ascd/status/1106937108940406789

Hammond, Z., & Jackson, Y. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students . Thousand Oaks, CA: Corwin, a SAGE Company.

Honigsfeld, A., & Dove, M. G. (2019). Collaborating for English learners: A foundational guide to integrated practices . Thousand Oaks, CA: Corwin.

Kwik, J (Producer). (2017, March 28). [Audio podcast]. Retrieved from https://jimkwik.com/kwik-brain-001/

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Yzquierdo, M. (2017). Pathways to Greatness for ELL Newcomers: A comprehensive guide for schools and teachers . Canter Press.

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98. Creating a welcoming environment for ELs | Empowering ELLs

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Recently on Twitter, a catchy quote has been floating around. It reads: "Students need Maslow before they can Bloom" (ASCD, 2019). It reminds us that how students feel is just as important as the content we teach. Learning is state-dependent (Kwik, 2017).

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One day, as her students were returning to the classroom from a specials class, first-grade teacher Amanda Tokko noticed that a little boy was upset. She asked him if he wanted to talk. He shook his head and walked over to the calm corner that Ms. Tokko had created. It included a hanging canopy, a box of fidget toys, and a book called "The boy looked through the book until he found the page about frustration. After looking at the page for a few moments, he went back to Ms. Tokko and told her he was ready to talk about what had been upsetting him. After a brief conversation, the boy had calmed down and returned to their class activity. I Know What to Do When I Am Feeling..."
At Salina Elementary School in Dearborn, Michigan, these small yet significant moments are happening in classrooms throughout the building thanks to the school's deep commitment to social and emotional learning (SEL).

Salina Elementary is a Title I school whose student population is mostly English language learners (ELLs), many of whom are newcomer immigrants from the war-torn country of Yemen. Since numerous students in the Salina community have experienced family separation, trauma, and hardship related to the war or displacement, the school has long prioritized strong social and emotional supports for its students informed by training in trauma-informed practice.

When the COVID-19 pandemic hit, however, the school quickly recognized that they needed to further intensify their focus on SEL. Their efforts have yielded school-wide positive results in terms of students' ability to regulate emotions, manage conflict, and focus on their learning.

We had the opportunity to learn more about Salina's approach to SEL through surveys and interviews with the school staff and leaders. The following article highlights some of the reasons SEL is working at Salina and the staff's takeaways about why it matters. You can learn more about Salina from our documentary about the school and related resources below.

School-wide Initiatives

As the Salina staff has embarked on a deeper exploration of SEL within their own professional learning, they have scaled up SEL work they were already doing before the pandemic, integrating it into the classroom more intentionally, while also focusing on the social and emotional well-being of families and staff. This work has included the following:

1. Staff training

School leaders have ensured that the staff has had extensive training related to social-emotional learning, which continues on an ongoing basis. One of the key leaders of this effort has been the school social worker, who has led regularly scheduled professional development sessions on topics such as trauma-informed instruction. This not only provides important information for staff; it also fosters more collaboration between the social worker and teachers.

Principal Sue Stanley writes, "In terms of the school social worker and collaboration, it boils down to a school-wide practice of -- not just a belief in -- collaboration. When true collaboration is present, it is natural for staff to reach out to the social worker for any questions or concerns. The social worker must be viewed as a leader...If the school leader sees it as a priority, the staff will as well." Ms. Stanley notes that the social worker is also part of the school's Multi-Tiered Support System (MTSS) meetings each week where teachers bring students for discussion and support.

2. Calm Classroom

Before COVID-19, the school had implemented the Calm Classroom program based on the recommendation of the social worker, which includes a curriculum that has weekly lessons and teaches students calming practices such as guided meditations. Principal Stanley writes, "Teachers and students start their day with short scenarios, calm breathing and classroom affirmations." Ms. Stanley notes that laying the groundwork around trauma and SEL can lead to meaningful conversations about why the Calm Classroom is important. "It's not hard to implement and takes just a few minutes a day. The results are so powerful," she says.

Ms. Tokko notes that she and her class do Calm Classroom exercises multiple times a day, including at times when the class needs to settle down. She and her students have some favorites, and she does the exercises with the students. She has noticed that the impacts of this program are extending home as well -- her students are teaching their families how to do some of the breathing exercises at home.

Teacher Diana Goodhue mentions the importance of ensuring that all students, including her ELLs, fully understand the activities before starting them. "I do the Calm Classroom activities with them so they see me model it," she says. "Then we stick with the same Calm Classroom for a week at a time so that they get comfortable with it."

3. Books and read-alouds

The school has also made reading a priority in their SEL work. For example, Classroom Book-A-Day is a school initiative that promotes read-alouds in the classroom. Many of the books that teachers read have to do with SEL. Ms. Tokko writes, "I like to read a book in the morning during morning meeting and after lunch to calm students down." Some of the books that Ms. Tokko has used are included in our SEL booklist, and others are listed at the end of the article.

In addition, the school participates in an initiative called "One School One Book," in which all students read a chapter book as a school. For example, when the school read by Katherine Applegate, which is the story about an immigrant girl who moves into a town that is not welcoming, the school planted their own Wishtree and did a dedication with their favorite quote: When things get tough, "stand tall and reach deep." The students then went into the neighborhood and left messages on the doors of their neighbors, focusing on the theme "our differences make beautiful gifts" for the school year.

4. Family engagement

The school also continues to provide regular, ongoing communication in families' languages about things that are happening in class, how families can help their students, and supports such as social services. The school also holds regular family meetings where families have a chance to share their questions and concerns and talk about any challenges they are facing. Just as importantly, the school has figured out how to make its family outreach culturally responsive and align it to families' preferences. For example, in the Salina community, many of the mothers prefer to be in groups that only include other women, and so the school plans family events accordingly.

Classroom Environment

Another priority for the staff is building relationships with students and making them feel welcome. "I try my best to help students build confidence in themselves," says Ms. Tokko. "Our classroom really is a family." Here are some ways the staff is creating a nurturing environment for students.
Dear Students,
You are important.
You are listened to.
You are cared for.
You are respected.
You can be or do
Anything
You put your mind to.
I support you.
You are in a safe place!
Love, Ms. Alhaiki
5. Creating a welcoming classroom

The staff have placed a strong emphasis on creating a welcoming environment, posting notes of encouragement around the school, and getting to know students' interests. For example, teacher Welaya Alhaiki, pictured at the top of this article, has posted the following sign outside of her room:

Other signs around the school promote a sense of community while encouraging students to adopt a growth mindset. Positive messages are almost always in view of students throughout the building.

6. Calm corners

In addition, the leadership team has provided each teacher a small budget to create a calm corner in their classroom. Items include a canopy or tent, a few fidgets, and a special book, like the one Ms. Tokko mentioned above. Teacher Rebecca Rosemary uses her calm-down tent "for students having a hard time with emotions," while Ms. Goodhue reiterates the importance of making sure students know how to use the calm corner. "I demonstrate everything they have to use in the Calm Corner," she says.

Ms. Stanley notes that she used Title funds for the calm corner supplies, but that other parent clubs, program budgets, or SEL projects could also support this kind of initiative. The investment is well-worth it, says Ms. Stanley, especially when compared to what the schools spends on supplies.

Classroom Strategies

At the core of these efforts are the daily strategies that teachers are using to check in with students and help students build their emotional vocabulary. These efforts are integrated throughout the day and are part of students' routines so that they know what to expect and how to ask for help if needed.

7. Daily check-ins

One strategy the staff has been using regularly is student check-ins. These may be through individual conversations or circle time. Ms. Tokko also uses a letter box where students can leave a private note about how they are feeling. Ms. Kdouh does the same. She says, "I have this 'mailbox' in my calm corner with a pack of large sticky notes and a special pen where students who come to the calm corner can draw/write about how they're feeling or why they came to the calm corner. Students fold their note and slip it into my letter box. I check it daily before leaving school and it is locked so no one else can open it except me. Students are aware of this and share their feelings without feeling embarrassed or afraid that a peer might see it. After a student drops a letter in there, I unlock it and remove it so I can help them as soon as possible."

8. Building emotional vocabulary

These practices have also supported creative ways to increase students' communication around emotions and calming practices. For example, the teachers talk about what different feelings might feel like and have set up different ways for students to identify their feelings on a certain day. Ms. Tokko writes, "Students complete this feelings chart (pictured to the left) in the morning and after lunch to let me know how they're feeling and how I can help. The clothespins have their student numbers on the other side but are flipped over for privacy." This way, Ms. Tokko can check in with the students who indicate they are upset.

The teachers also use commonly-used ELL scaffolds to support these resources and strategies. Kindergarten teacher Emily Wagner writes, "We use detailed visuals for emotions and calm-down practices so students know how to follow without knowing the words."

In addition, the social worker also provides SEL lessons to students and teachers look for way to make these connections to curriculum as well.

Celebrations

9. Celebrating successes

The school is also mindful of celebrating successes within the classroom and more broadly in the school. For example, Ms. Tokko has encouraged her students to clap for each other when they achieve positive accomplishments, no matter how small. She writes, "Students are always clapping for their peers' successes by themselves and using positive words in our classroom." (And she says that they clap for any guest who enters the classroom!) Ms. Stanley also notes that SEL goals and achievements will now be included in the school's Celebration Wall in the front office.

Ms. Kdouh has created a family/student picture wall in her classroom.

Ms. Goodhue gives each student a "spotlight week" where they take home a poster and a pack of crayons to fill out about themselves. Ms. Goodhue writes, "Their poster is put in the hall for the week and they get to share it with the class. This gives them a chance to share things that are important to them and their family. It also gives parents a chance to help."

10. Celebrating families in the classroom

In addition, the staff at Salina are also actively partnering with families around SEL activities in the classroom. Some of their efforts include the following ideas:

The school is also brainstorming ways to highlight these activities as part of family engagement this year so that families can continue to support SEL at home.

SEL in Action: Photos from Salina

Ms. Kdouh: "Students enjoy coming to school and don't feel uncomfortable or scared."

Ms. Goodhue: "Many students have taken charge of their own mental health, taking breaks when needed, asking for help when they need to, and working on communicating with friends when there are issues."

Ms. Wagner: "Student self-regulation has improved, and students are able to guide themselves through calming practices. Students think more deeply about their emotional state and can identify ways to help themselves feel better."

Ms. Rosemary: "I am seeing fewer abrupt meltdowns in the classroom, and students are able to have more of a discussion when they are having strong feelings."

Ms. Tokko: "I have been able to instill empathy and compassion in our classroom. Students also have respect for me as well as their peers because I have showed them that I have respect for them as well. Students are more eager to learn and listen....and I try my best to help students build confidence in themselves."

Principal Stanley: "I am amazed at the gains we are making in behavior...The overall impact on the SEL focus is the safe space that is created in our school. This space is here for everyone. The comment that everyone makes when they walk into Salina is that it has such beautiful energy. That can only be achieved by everyone in the building feeling that way. The positive energy is there because everyone, both big and small are emitting it.

Impacts of SEL and Lessons Learned

Ms. Kdouh: "There is no one size fits all. All students convey emotions in a different way. This is why I use more than one SEL strategy."

Ms. Rosemary: "The importance of how SEL can help within other aspects of the school day."

Ms. Wagner: "Students are very responsive to routine, and SEL can easily fit into the academic routine."

Ms. Tokko: "Being calm in the classroom goes a long way. I have a student who is sensitive to loud noises. Incorporating Calm Classroom and creating a stress-free environment is crucial. Also, building a classroom community full of respect, trust, and confidence helps academics. SEL is the foundation...Students need social and emotional learning in order to succeed."

Ms. Goodhue: "It doesn't take a lot of effort to make it work. A little bit goes a long way to helping a lot of kids. You can grow as you go."

When asked what the impact of these efforts have had on students, teachers' responses are overwhelmingly positive. Here are what the teachers who completed our survey had to say:

We also asked teachers to share their lessons learned about SEL. Here's what they shared:

Support from Leadership

Shown appreciation and emotional support for teachers and students

Given staff opportunities to show their appreciation for each other

Provided opportunities for staff to build community through activities such as sharing a favorite photo with colleagues

Modeled the practices that are highlighted

Supported collaboration among team members and with social workers

"Tried to keep up staff morale even through a rough school year with the pandemic"

As noted throughout the article, this strong emphasis on SEL is made possible through direct and ongoing support from the school leadership team. From the teachers' perspectives, they shared that direct feedback, training, and dedicated time and resources for SEL were key ways in which school leaders were supporting their efforts in SEL.

The staff also note that the leaders have:

Ms. Tokko writes, "Our principal is like our cheerleader. She is always there for the teachers and staff and helping us get through the toughest times, especially during this pandemic."

For her part, Ms. Stanley knows that what she does matters, not only in terms of the support and resources she provides but also in terms of her example and priorities. She writes, "We will collectively discuss how to move students forward rather than 'catching up.' As a leader, I know I must model that behavior for staff as well. Teachers feel continual pressure to fit all the academics in.

"While we understand students cannot learn until they feel safe and connected, that takes time. I will continually be the reassurer and voice for that. I will commit to creating that same type of environment for them through thoughtful and intentional planning. And as their leader, I will be standing shoulder to shoulder with them and reminding them of this every step of the way."

Videos

Principal Sue Stanley: Why creating a calm, safe environment in schools matters

Principal Sue Stanley: When loud noises in school cause post-traumatic stress

A warm welcome for immigrant families in the front office

Norieah Ahmed, the Child Accounting Secretary at Salina Elementary School in Dearborn, MI, talks about her role in welcoming newcomer immigrant families to the school from the moment they walk in the door.

Looking at the whole child: Conversations with an award-winning social worker

Meet Dr. Rola Bazzi-Gates, a special education coordinator for Dearborn Public Schools and Michigan's 2016 Social Worker of the Year. Learn how her personal experience living through conflict helped prepare her to support students and families today.

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10 Strategies for Supporting SEL for ELLs: "Grow As You Go"

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One day, as her students were returning to the classroom from a specials class, first-grade teacher Amanda Tokko noticed that a little boy was upset. She asked him if he wanted to talk. He shook his head and walked over to the calm corner that Ms. Tokko had created.

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Social & Emotional Learning (SEL)

Build social and emotional skills into any class.

Summit students rip up their stress.

Summit Preparatory Charter High School in Redwood City, California, uses a variety of activities in the weekly, 90-minute Habits, Community, and Culture (HCC) class, where students learn Habits of Success and develop social and emotional learning (SEL) skills. The school has developed an HCC curriculum for grades nine through 12 and hired two full-time teachers for HCC, but Summit's academic teachers also use some of these activities to build SEL skills and deepen their relationships with their students. Cady Ching, a biology and AP environmental science teacher at Summit, incorporates opening activities into all of her classes: "In my freshman classes, we do them every class period."

Visualization to release stress: Have your students imagine what stress looks and feels like inside their body, and then ask them to release it. "The mindfulness practice makes you think the stress is coming off your body," says Geoffrey, a 12th-grade student.

Noise isolation: There are a variety of sounds that your students hear when they're in your classroom, from students walking in the hallway to outdoor construction noise. Have your students focus on one noise and describe it to themselves and recall the last time they interacted with it.

Here are some of the opening, group sharing, and closing activities that teachers use at Summit:

Opening Activities

Summit students practice mindfulness.

2. Name the emotion you're bringing to class: Have each student call out the emotion they're feeling. This helps each student know how they and other students are feeling, what different emotions look like, and how to better interact with their peers based on how they're feeling.

3. Write down, rip up, and throw away your stress: Have your students write down their expectations and insecurities, rip them up, and throw them away. This emotional check-in takes about three minutes. By acknowledging how your students are feeling at the start of each class, you'll acknowledge their barriers to learning and create a safe space for your students to overcome them.

5. Quote of the day: Introduce a quote relevant to what your students are learning or to a shared experience-for example, an act of violence in the community. You can facilitate a whole-class discussion, group students into pairs, or have each student share a one-word response to the quote. This gives students the space to reflect on their beliefs and experiences and whether they agree or disagree with the quote and other students' opinions, and it gives them insight into their peers' perspectives and feelings.

6. Where we came from: Collect baby pictures from your students. Project one baby picture at the start of class, have your students guess who it is, and then have the featured student share something about their childhood.

7. Starting positive: Have each student tape a sheet of paper to their back and then walk around and write positive qualities about their peers on their backs.

8. Motivational moment: Have two students start the class with a three- to five-minute presentation-and come up with two or three discussion questions-based on their interests. The presentation must be related to the course content in a real-world context. "Many students include a video for visuals and increased engagement, but it's optional," says Ching. Have the rest of the class partner up to discuss their questions for one minute and then give them the opportunity to share out to the whole class. This exercise gives your students insight into their peers' interests.

Grades 9-12 | Redwood City, CA

Enrollment

388 | Charter, Suburban

Per Pupil Expenditures

Free / Reduced Lunch

47%

Data is from the 2014-2015 academic year.

Group Sharing

9. Circle sharing: To encourage active listening, create small groups. Have your students position their chairs in a circle so everyone can make eye contact. To strengthen empathy, you can facilitate deeper discussion around what a student shares by asking, "Why did that student share what they did?" or "What perspective is that student coming from?"

When discussing emotionally charged topics, it's important to have guidelines to foster a safe space. Summit uses the Courageous Conversation protocol created by Glenn E. Singleton when discussing race. The protocol is guided by four agreements-stay engaged, experience discomfort, speak your truth, and expect and accept nonclosure. Here is an example of elementary school discussion guidelines from School 21.

Summit students sit in a circle for a whole-class discussion.

10. Write a poem from someone else's perspective. Have your students choose someone they don't know. This helps them to understand that they don't "need to be best friends with someone to empathize with them," explains Ballard.

11. Have a conversation with someone you don't know. Have your students pair up with a student they don't know and provide the pairs with five questions to ask each other. Each student introduces their partner to the class, speaking as if they were their partner, while the rest of the class looks at the student being introduced. "We don't see people sometimes," says Ballard, "and this exercise helps students to see each other more deeply."

12. Play interest and identity-related bingo. Instead of squares filled with numbers or vocabulary words, create cards with information relating to your students. Summit's Bingo cards have things like "'I like to read' or 'I was born in a different country,'" says Armando, a ninth-grade student.

I would like to appreciate Brenda for facilitating the conversation in our small group.

I would like to thank everyone for taking this class seriously.

I apologize to everyone for having my headphones in for half of the time.

Closing Activity

13. Appreciation, apology, aha: Have your students get in a circle and share an appreciation, apology, or realization with the group. Students in Ballard's class have shared things like:

Encourage authentic and timely apologies. Apologizing for something that happened a long time ago has less impact than apologizing for something that happened that day or week. Let your students know that they don't have to name who they're apologizing to when they apologize for what they did.

Help students share helpful, not harmful words. "I often say, 'Appreciations, apologies, and ahas should be something that you genuinely think will be useful for people to hear,'" says Ballard.

Have your students snap, clap, or shake both hands when they hear something that resonates with them. "We snap to let people know that we hear them without exerting our own voice in their narrative," explains Ballard. Students shake their hands when peers share things that are emotionally charged. Ballard often gets this started by saying, "Let's shake it up for that."

"When you pay attention to each other, not only does it build a sense of community, but we're more able to understand other people," says Janet, a 12th-grade student. "If you're able to understand people at a younger age, you could work better with them as adults. That changes how the future generations will be. People can be more accepting, more helpful towards each other."

What makes this a SCHOOL THAT WORKS

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Build social and emotional skills into any class.

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Equity for Multilingual Learners in Social-Emotional Learning - SupportEd

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We are now well into the 2021-2022 school year, and while teachers, students, and families may have settled into some day-to-day routines, we can't ignore the fact that we are still struggling to manage the complexities of an ongoing pandemic.

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How can you support your child's emotional well-being during the school year?

Here are some ideas to help you get started.

Tips for Families

1. Check in with your child.

You can ask:

How do you feel about going back to school?

Is anything worrying you?

What was a fun or hard part of today?

Is anyone teasing or bullying you?

Do you have any questions for me?

2. Keep track of how your child is doing.

Pay attention to your child's:

If you see changes or have questions, talk with your child's teacher or doctor about what you notice.

3. Create a routine together.

Talk about how to stay healthy through:

sleep and exercise

good nutrition and hydration

managing screen time

4. Encourage your child by:

staying calm and supportive

helping your child name their emotions

focusing on positive things

sharing why your child is special

talking about why you are proud of your child

drawing and writing together

5. Help your child address anxiety about safety and uncertainty.

If your child is anxious about safety or returning to remote learning:

listen to their concerns

share safety steps they can take

answer their questions honestly

confirm that there is still uncertainty around this school year

share the information you do have.

6. Help your child address anxiety about separation.

If your child is anxious about separation from you:

listen to their concerns

practice short times apart

create a good-bye routine

send them a special note or photo in their backpack

assure them you will miss them too.

7. If you need more support, look for it!

You can find out how to:

contact school counselors or psychologists

find resources to address stress, anxiety, trauma, or abuse

connect with other families.

8. Share important information with the teacher about your child.

Tell the teacher about your child's:

strengths and challenges

ways of dealing with stress

questions and concerns

interests and talents.

Notes:

Tips in 16 Languages

These tips are also available 16 languages. Share the tip sheet with families by printing, e-mailing, and posting on websites or school social media channels.
Special thanks to Kristina Robertson, Becky Corr, Debbie Zacarian and school social worker Rukiya Hassan for their review.

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How to Support Your Child's Social-Emotional Health: 8 Tips for Families

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How can you support your child's emotional well-being during the school year? Here are some ideas to help you get started. You can ask: How do you feel about going back to school? Is anything worrying you? What was a fun or hard part of today? Is anyone teasing or bullying you?

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BridgeUniverse - TEFL Blog, News, Tips & Resources

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By Camille Turner
November 26, 2021

Whether teaching in a physical classroom or a virtual one, the first day of English class is crucial for setting the tone for the whole term, so it's important to start with a bang. ESL icebreakers are a great way to accomplish this, and they also get students moving and build confidence. However, icebreakers aren't just for day one! Throughout the term, English students might be coming to class tired after a long day, so you want to get them engaged and energetic, and it might take a little creative ice-breaking to do that! Let's take a look at some of the best ESL icebreakers out there.
If you're new to teaching, you'll want to get initial training and qualification with a TEFL certificate. You can explore our online TEFL courses to get started!
Why should I use ESL icebreakers in class?

First, let's talk about how ESL icebreakers are beneficial in many classroom situations.

Teachers often use them on the first day of class to get students comfortable with one another and to establish a relationship between them and the students.

ESL icebreakers are also a way to build confidence and trust and allow students to see the classroom as a safe space for practicing English, asking questions, and even making mistakes.

Icebreakers are a lot of fun and can also be used to give students a break from more structured class activities.

They can be implemented at the beginning of class or anytime during the lesson to boost energy levels and recapture students' attention.

If you find you have a few extra minutes, icebreakers can also make a good, productive way to fill the time.

Get game and activity ideas for the online classroom by taking a Bridge Micro-credential course.
What makes a good ESL icebreaker?

It's fun!

A good ESL icebreaker is, first and foremost, fun, meaning that it should appeal to your students. One of the main ideas behind icebreakers is to get students out of their shells and make them more comfortable with speaking in class, so you'll need to use an icebreaker that interests them.
Try these fun ESL speaking activities to get students talking.
It's level-appropriate

Make sure that the icebreaker you choose is level-appropriate and that while pushing students to share more, you don't go overboard and make them uncomfortable by asking them to share too much or things that are too personal.

The rules are simple

Additionally, ESL icebreakers that only have a few rules are typically easier to explain to English learners and ensure that you spend less time going over instructions and more time actually conducting the activity.

It's easy to prepare

Finally, a really good icebreaker doesn't require too much preparation and additional materials but rather focuses on oral participation and fun.
These low-prep ESL activities are great for teaching online.
ESL icebreakers for in-person teachers (with adaptations for online teachers)

Each of the following icebreakers requires little to no preparation, is easy to explain, and can be adapted to all levels and ages. These activities promote student talk time and encourage students to become more comfortable with speaking up in class.

A teacher playing ESL icebreaker games from the Bridge Teaching English to Teenagers TEFL/TESOL course

1. Would You Rather... ?

In this game, students think about two scenarios and choose the one they would rather do. The "Would you rather... ?" questions (a variety of which can be found online), can range from goofy to serious, such as:

Would you rather be poor and happy or rich and unhappy?

Would you rather have a missing finger or an extra toe?

Would you rather find your soulmate or find a billion dollars (and never find your soulmate)?

Would you rather eat your favorite meal for every meal for the rest of your life or never be able to eat your favorite meal again?

Would you rather speak all languages fluently or be able to speak to animals?

Would you rather lose your wallet or lose your keys?

You can play this as a whole class or put students in groups and give them a stack of cards with questions, and they take turns asking each other. Either way, following up by asking "Why or why not?" can lead to some fun discussions.

How to adapt this activity to the virtual classroom: You can simply ask your student(s) the questions or you can have your own stack of cards in front of you and draw a card for each student, reading it aloud to the class. Alternatively, you can have student(s) write down their own questions before class and come prepared to ask you or their classmates.

2. Two Truths and a Lie

This can be a good ESL icebreaker for the very first class or as a warm-up later on.

One student thinks of three statements about himself/herself that they will share with the class. Two are true and one is a lie. For example, the student may say something like, "I have five dogs, I've lived in three countries, and I'm a ballet dancer." Then, the other students must guess which statement is a lie and if they can, explain why they think so. At the end, the student will reveal whether the others guessed correctly or incorrectly.

If used on the first day, the teacher can start by demonstrating the game as a good getting-to-know-the-teacher activity!

How to adapt this activity to the virtual classroom: Teachers can easily play this game in a virtual setting by having everyone take turns making statements. Students can either raise their hand when they want to guess which statement is the lie or they can type their guess into the chat box.
Check out these ESL warm-ups for students of all ages.
3. Positive, Negative, Crazy

Write a discussion topic on the board (for example, food, pets, social media, or dating) and then start passing a ball or "hot potato" from student to student. As students pass the hot potato around, they must stop when they hear you say the words positive, negative, or crazy.

When you say, "positive," the student holding the potato must stop and make a positive statement about the topic. For example, If the topic is food, their statement might be "My favorite restaurant is Ichiban Sushi."

If you say "negative," they must make a negative statement about the topic, e.g., "I've never eaten Chinese food!"

And, if you say, "crazy," the sentence they create can be anything they like, such as, "One time I ate a whole pizza myself!"

How to adapt this activity to the virtual classroom: Instead of passing around a ball, you can assign each student a number and then roll a die (either physical or virtual) to see who has to make the next statement. I.e., if the die lands on six, then the student assigned to the number six has to make the positive, negative, or crazy statement.
Strike up a conversation with these TEFL/TESOL discussion questions for adults.

EFL teacher Rachel Cordova working with students online

4. Continue the Story

In this creative game, first think of several half-sentences and write each one on the top of its own piece of paper. The half-sentences should be written so that students can easily finish them to start a story, such as:

As soon as I woke up...

Ana was walking to school when suddenly...

The teacher came into class with a...

Alternatively, put these examples on the board and then have students each think of a half-sentence and write it on a piece of paper. Then, collect the papers and mix them up.

Students will then work in groups (or you can do this as a whole class). A group is given a paper with a half-sentence at the top and the first person in the group must read the half-sentence out loud, then finish it with whatever they like to continue the story (they will write it down and say it aloud). Next, the student passes the paper to his or her right and writes another sentence to continue the story.

When everyone has had a chance to contribute to the story, a representative of each group can read the completed story to the class. Not only can the stories be very funny, but this icebreaker gets students used to being more spontaneous with English.

How to adapt this activity to the virtual classroom: Skip the paper and, instead, simply verbally tell the student(s) the half-sentence they'll be working with. Alternatively, have students prepare a half-sentence before class and then assign the prompts to one another. You could also have them email the sentences to you prior to class, and you could assign them to the other students in class.
Learn about the importance of storytelling in the ESL classroom for young learners.
5. The Hot Seat

This ESL icebreaker is a fun vocabulary guessing game.

Put a chair at the front of the room with its back facing the board; this is the hot seat, and a student volunteer must sit here. Then, write a word on the board (for beginners, tell them the category or theme of words, such as jobs or food - ideally vocabulary they are already studying). Then, the other students try to prompt the hot-seater into guessing what the word is by describing it without saying the actual word (fun with famous people too!).

For example, if you've told your beginner class the category is fruit and the word on the board is pineapple, the students can say things like:

It's a big fruit.

It grows in tropical places.

It's yellow inside.

It has spines.

With guessing games like this one, students are really enthusiastic about trying to get their peers to guess correctly and win the game. The desire to guess takes over, and formerly reserved students forget that they were ever afraid to speak up in English.

How to adapt this activity to the virtual classroom: Choose a student to be the guesser (in the "virtual" hot seat). Then, have them close their eyes as you hold a whiteboard up to the camera with the word written on it. Once the other students have seen the word, hide the whiteboard and have students take turns describing the word to the student who is guessing. Alternatively, if your online software allows it, you could type the word in and send it via chatbox to the students who aren't guessing.
Get more ESL vocabulary games for teaching online and in-person.
6. Open-Ended Questions

Have students each write down an open-ended question on a piece of paper. The questions could be something like "What is your favorite holiday?" or "What kind of movies do you like?"

Students then either fold their papers or crumple them up into balls and drop them in a box as you pass it around. Then, go around the room and have students take turns drawing a paper from the box and answering the question. (Just be sure that students answer questions from their classmates, returning their own papers if they accidentally draw them.)

Ask follow-up questions if time allows.

You can easily tweak this activity for smaller classrooms with fewer students by having them each write three questions that have to be answered. You can also impose a speaking time limit, so students know how long they need to talk.

How to adapt this activity to the virtual classroom: Have students come to class prepared with one or two open-ended questions. They can take turns asking their classmates their questions, or you could ask the students to submit their questions to you ahead of class and you can ask the questions yourself.

An English teacher with BFITS, Thailand

7. One Beep

This is a very simple ESL icebreaker that works well for any age and is a great way to practice English numbers.

Traditionally, students alternate between saying a number and the word "beep" as they go around the room counting. For example, the first student would say, "one," the second would say, "beep," the third would say, "three," the fourth would say, "beep," and so on.

However, you can make this game as complex as you want, such as choosing to insert "beep" for odd or even numbers, on numbers divisible by three, etc. You could also bring it to the next level by creating other sounds or words they have to say for certain numbers. For example, every number divisible by three must be replaced by "beep," and every odd number must be replaced by "boop." For numbers that fall into both categories, you must say both ("beep boop").

Be creative and establish the rules based on your students' level.

How to adapt this activity to the virtual classroom: If playing in the virtual classroom, this game is probably best done with just one student since it's supposed to be a fast-paced game and it might lag online if there are multiple students. The teacher and student can take turns saying the numbers and sounds with one another.
Need more creative TEFL/TESOL activities? Here's how to use pop culture to teach English.
8. Interview and Introduce

This is an easy ESL icebreaker to incorporate on the first day of class (or later on if you feel students could get to know one another better). A benefit of this activity is that it removes the pressure of students introducing themselves at the start of class, which can sometimes cause stress for new students.

Simply break students into pairs and have them interview one another. To help students get started, give them a list of things to find out about their partner, such as where they're from, how many siblings they have, or what their summer plans are for the upcoming year. Then, they will introduce their partners to the rest of the class.

How to adapt this activity to the virtual classroom: Instead of breaking students up into groups, take turns interviewing students yourself. If your classroom platform supports a public discussion forum, you can also assign students a partner and have them complete the interview for homework by using the forum or simply emailing one another the interview questions.

9. Balderdash

This ESL activity, based on the game of the same name, works well for older and more advanced students.

Introduce a strange word that you're sure they've never heard before (ask them to be sure that no one knows it, and make sure nobody looks it up!). Have each student write down a definition that they believe fits the word.

Collect all of the definitions and insert your own-the correct one-into the mix. Read off the definitions and have students vote on which they believe to be the correct one. Give points for students who guess correctly.

For teaching young learners, you could use this same idea to teach new, level-appropriate vocabulary or even to review past words that you've taught them.

How to adapt this activity to the virtual classroom: Have students submit their definitions privately to you via chatbox (i.e., don't let the other students see who sent which definition). Then, read the definitions (adding in yours) randomly. Have students vote on the one they think is correct.

10. Find Someone Who

This activity gets students up and moving around and asking their classmates questions.

Create a list of traits, such as someone who has a birthday in July, someone who owns a cat, someone who has traveled abroad, etc. Then, have the students mingle with one another to find someone who fits each category. They can write down the names of their classmates next to each one to keep track of who fits which trait.

If you add the rule that they can only use someone's name for one category/trait, it will ensure that they get to speak with each of their classmates instead of simply talking to the one person who meets all the requirements.

How to adapt this activity to the virtual classroom: Assign the task as homework and have students use a public discussion forum to ask each other questions and find out which of their classmates fits each trait. They can share their findings in class.

Learn how to engage your older ESL students by taking Bridge's Micro-credential course: Games and Activities for the Online Classroom (Adults).

ESL icebreakers particularly well-suited to online teaching

11. Show and Tell

Ask your student(s) to bring a meaningful object to class and share the story behind it with you and/or their classmates. If your student is a beginner, you can have them describe their object instead. E.g., "It is purple. It is big." If you only have one student, consider asking them to bring in two or three objects total.

To get students comfortable with speaking and sharing, demonstrate the activity with an object of your own first.
Get more ideas for using realia in your classroom.

"Describe a Toy" online activity from the Bridge Micro-credential course: Games and Activities for Teaching Young Learners

12. Scavenger Hunt

This activity works in both the physical and virtual classrooms and gets students up and moving, which is sometimes hard to achieve in an online classroom!

Provide students with a short list (3-5 items) of types of objects they need to find. E.g., something purple, something cold, something that starts with the letter B, something that makes you happy, something that was a gift, etc.

You can then see who can collect the objects from around their house or the classroom the fastest. Have students take turns sharing what items they found. If you're teaching just one student, set a timer for five minutes (or whatever time you choose) and see if they can collect all of the required items before time runs out.

This activity is well suited to younger students and helps energize everyone at the start of class (or awaken everyone if the class starts to get a bit sleepy).
Looking for more ideas? Try these fun ESL games and activities for kids and teens.
13. Roll the Die

This is a great icebreaker activity, but it can also be used to practice pronunciation or review a group of vocabulary words.

Before class, you'll need to create a special die for this icebreaker. You can repurpose a large plush die from a craft store, use a small, square-shaped cardboard box, or get creative here. Print off images that represent a certain action you want students to take, such as saying a word three times, saying it fast, saying it slowly, saying it loudly, whispering it, saying it in a low voice, saying it angrily, etc. For example, a picture of an angry emoji could represent saying the word in an angry voice.

Cut the images out and glue or tape them to each side of your cube. You now have your die!

In class, have your student(s) say a word or set of words that you choose. Roll the die and direct them to follow the instructions shown. This is a fun and silly way to get students out of their shells while helping them practice their English-speaking skills.

ESL icebreakers: An all-around win for the TEFL/TESOL classroom

ESL icebreakers are a great way to boost students' energy, get them excited about the class, and build an atmosphere that makes them feel comfortable. Many icebreakers are also adaptable and can be used in both physical and online classes. While there are tons of icebreakers out there, the best ones are fun and engaging, promote speaking in English, and foster confidence.

Get more fun and engaging TEFL/TESOL games for the online classroom in Bridge's Micro-credentials suite: Teaching English Online Games and Activities.

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13 Easy ESL Icebreakers to Get Your Students Talking

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Whether starting the first day with a bang or re-energizing students throughout the term, ESL icebreakers get students moving, build confidence, and set the tone for the class. We share how to effectively use these ESL icebreakers in your class.

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Teacher Has Personalized Handshakes With Every Single One of His Students

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TOP 20 ESL games to get your students talking! - Linguish

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Building vocabulary is an essential part of learning English.

But without the right activities, learning new words can feel boring or repetitive.

To keep your ESL students engaged and entertained, incorporate some vocabulary games into your lessons.

In this post, you'll get 10 vocabulary games to add to your ESL arsenal that you can whip out whenever the lesson gets dull. It's amazing what a difference a few fun games can make!

Contents

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

1. Last Man Standing

Materials needed: a ball that can be passed around

This game is fast-paced but allows students some time to think. It also encourages peer learning, as students will pick up on words they hear others speaking.

To play the game:

Grab a ball and have all the students form a circle.

Name a category or theme, such as things found in a kitchen, food, professions, and so on.

Begin by tossing the ball to a student. That student will shout a word related to the theme and throw the ball to another student.

As each person catches the ball, they need to come up with another word that fits the theme. If they repeat a word that has already been said or can't think of a new one within a few seconds, they're out and must sit on the sidelines. Don't worry, they'll still be learning!

Take things up a notch with a different version of "Last Man Standing." Instead of naming a theme for the whole game, each student gives the next student a new theme.

For example, you might start off with "something red." The first student to catch the ball could say "strawberry" and then chooses another topic like "animals" and throws the ball to the next student. This makes the game much more difficult, since students can't think of a word until they know what their theme is.

2. Pictionary

Materials needed: cards from the Pictionary board game (or make your own), a chalkboard/whiteboard and something to keep time

Most English speakers are familiar with the drawing game Pictionary. You can use the cards from the actual board game to create a classroom activity that will thrill your students.

To play in a classroom with many students, it's not very practical to use the game board. This means you'll be using the chalkboard or whiteboard at the front of the room.

Divide the class into two teams and create a small column for each team on one side of the board. You'll record their points here.

Have one person from Team A come up to the front. Have the student draw a card (try using Pictionary Junior cards if the adult ones are too advanced for your class). Alternatively, you can write words on slips of paper for students to choose.

The student must convey the word to his or her team using only drawings. Students cannot use words, symbols or hand gestures.

Limit the time to three minutes maximum. Each correct word is a point and the first team to get 10 points is the winning team.

3. Charades

Materials needed: slips of paper with vocabulary words written on them, something to keep time

Charades is quite similar to Pictionary, but it uses actions to communicate the secret word in place of photos. This is a great game for those days when your class is dragging and people are falling asleep. Get them up and moving!

Write down words on slips of paper for students to choose from. Verbs are likely to be the easiest, but you can also use more complicated words, provided you are sure most of the students know them.

Divide the class into two teams and have one person from each team choose a piece of paper and act out the word.

The teams must guess the correct word before three minutes run out. For each correct word, that team receives a point. The team that hits ten points first is the winning team.

4. Taboo Words

Materials needed: pieces of paper with vocabulary words written on them, something to keep time

Taboo Words helps students practice using synonyms and descriptions.

Separate the class in half and have the two teams sit on opposite sides of the room, facing each other.

Each team will choose a person to sit in front of their team, facing them in the "hot seat." You'll stand behind the students and hold up a piece of paper with a word on it. The students in the hot seats will not be able to see these papers.

Teams have three minutes (or any amount of time you want to set) to get their hot seat member to say the word on the paper. The catch is, they can't say the word under any circumstances.

If you have more than 12 students in a class, things can get a little chaotic with this game. In this case, it's usually simpler to divide everyone into teams of 5-6 people and have only one team go at a time.

5. 20 Objects

Materials needed: a desk or table, 20 small items and a sheet or something similar to cover items with

Test your students' memories and vocabulary at the same time with this fun game!

Arrange the objects on the desk and let students gather around to look at them.

After one minute, cover everything with a sheet (or something similar) and send everyone back to their seats.

Each student should write out as many items as they can remember on a piece of paper, all in English.

When everyone is done, write a list of the items on the board and allow students to self-correct. Alternatively, you can call out the objects and give a point for each one that is correctly written.

6. Categories

Materials needed: a piece of paper and something to write with for each student

Students will beg to play this game once they get the hang of it! It's a great way to fill up the last few minutes of class, too.

Have students draw six columns on their paper and write a category at the top of each column. You can choose categories that fit what you've been studying in class or go with some basics. Popular categories include food, names, cities or countries, furniture, verbs and clothing.

Choose a random letter and write it on the board.

Give students enough time to write down a word for each category that starts with that letter. Or, make it a race to see who can write a word for each category first. When they're done, they yell "Categories!" and everyone must stop.

You can repeat with new letters as many times as you like.

For more advanced students, you can push them to come up with more unique words by awarding 10 points per completed category if no other student wrote the same word or 5 points if more than one student wrote the word.

7. Letter Scramble

Materials needed: a list of vocabulary words

This is a fun game that you can use at the end of class when you need to fill time but also want to make it educational. Beyond working with the vocabulary your students are learning, this game will stretch their brains and make them think in a different way.

Take a list of words that your students have recently learned and write a scrambled version of each on the board.

Allow students to unscramble the words on their paper.

The first student to finish deciphering all the words wins.

You can also have each student find a word in their book or materials and write a scrambled version on the board one at a time. Then have the whole class try to figure it out together!

8. Chalkboard Acronym

Materials needed: a chalkboard and chalk or whiteboard and markers

This is a fun way to see how many words your students have learned-the result might surprise them!

Write a word vertically on the board.

Ask students to come up, one at a time, to write a word starting with each letter of the vertical word. For example:

C ute

U nder

P orcelain

Make this tougher by requiring the words to be related to the acronym. Or add some competition by dividing the class into two teams and having them race to finish filling in the words.

9. What Am I Thinking Of?

Materials needed: blank pieces of paper and something for students to write with

If you've ever played 20 Questions, you already know how this game goes. To make it a little easier on your students, however, you're going to include some clues.

Pair students up and have them think of an object.

Each student should write 5-10 words describing the object on a piece of paper.

When you call time, the students swap papers and try to figure out what the other person described.

The first team to have both words guessed correctly wins.

10. Word Bingo

Materials needed: bingo sheets with a 4×4 grid and a vocabulary word in each square, something to cover squares with (or pencils with erasers)

You'll need to do a little preparation for this game, but it's well worth it.

Hand out your bingo sheets (each one should be unique) and have students mark the correct word (and repeat it out loud) when you call it out. The first person to finish marking their entire page wins.

There are some fun variations to Word Bingo!

Picture Bingo: Use pictures on the Bingo card and call out the words that relate.

Synonym Bingo: Get those brains working by giving students a word that means the same thing as a word on their card.

Antonym Bingo: This is just as it sounds. Call out the antonyms of words on their cards and see how many students get it.

Video Bingo: Instead of calling out individual words, make the game more challenging by playing a video that has the words on students' bingo cards. This will encourage students to listen closely and provide a more natural way to practice.
You can use FluentU for this variation of the Bingo game. Choose from over 1,000 authentic videos in English by searching for specific words to find a video that features them, or choose a video aligned with your students' interests (like a scene from their favorite movie).

Each video has a key word list before you play it, which you can use to populate your Bingo boards. And with the program's interactive subtitles, the students won't have a problem catching each word on their Bingo sheet as it comes up!

These vocabulary games will make your ESL lessons a little more exciting. They also incorporate a variety of different language skills including reading, speaking and listening.

Whatever game you choose, try to maintain a good balance of fun and productive learning. And keep in mind that games make great rewards for when your students do well in class!

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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10 Fun Vocabulary Games for Your ESL Classroom | FluentU English Educator Blog

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Vocabulary games can up the excitement level of your ESL lessons and keep your students engaged. From a variation on Pictionary to word Bingo and more, these 10 games will make vocabulary practice more fun and help your students remember the words you've taught them. Check out the list with helpful tips for playing!

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The Most Essential Tech Tools & Resources for Teachers of Bilingual & Multilingual Learners

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Being a teacher of bilingual and multilingual learners (BMLs, ESL, ELL students) can be pretty challenging, even organisations in the conventional classroom setup. When the world is quickly migrating into the digital world, it can even be more difficult to meet the demands of an online learning space for BMLs (also known as English Language Learners or ESL students).

And so, if you're lost in translation when it comes to setting up your digital classroom in the best way possible, just know that there are so many invaluable tools and resources that can help you make the best of online learning or even just blended learning within a typical classroom setting. Some have premium fees, while others are entirely free. Regardless, all of these resources provide free insights and content to upgrade your teaching. At the end of the day, every classroom is unique to its teacher and their learners, so only you can decide what resources are best for your students.

To help you out, we've begun to develop a comprehensive list of tools and resources that we'll keep updating. If you have any suggestions for us, please send us an email to add your recommendation to our list (hello@educatorsofbmls.com).

Translation

We know parents want to be on top of their child's education. TalkingPoints makes two-way communication with families, who are multicultural or multilingual, faster and easier. Similar to Microsoft Translate, TalkingPoints immediately translates text messages (on web and mobile apps) written in another language to a language that is understood by the recipient. There are about 100 home languages available for translation. Unlike Microsoft Translate, however, this tool's interface is specifically designed for educators to connect with families (some of whom may also be from low-income or under-resourced backgrounds). This is a great tool for communicating effectively with your BMLs' parents. Plus, it's always free for teachers.

Watch a one-minute video about Talking Points HERE.

Another platform that is designed to foster effective communication between teachers, students, and parents is Remind. In contrast to TalkingPoints, Remind allows teachers to communicate with families and students by scheduling class announcements, sending home updates and receiving 'read receipts.' The 'preferred language translation' option allows parents to receive messages in their home languages via translation. The free version of the platform gives access to basic messaging and team management, and the premium version gives more tools for smoother communication and language translation.

Plans available: https://www.remind.com/plans/

What is translation resources talk without Google Translate? Not only is Google Translate very accessible to all, but it's also a pretty nifty, web-based app that automatically detects the language of unknown words and/or phrases that you would need to translate to English. Using Google Translate is definitely fitting for teachers across all levels. Even middle school to high school students may find it very useful when doing their English language tasks and homework.

Another translation platform that one can try is DeepL Translator. DeepL provides both the web-based and computer app versions and allows you to upload your document files (in .pdf and .pptx form) directly into the platform for translation. Reviews say that you get a more cohesive translation instead of just the word-for-word translation that usually comes from other platforms.

For group interactions, Microsoft Translator may also come in handy as another translator. It's excellent for translations in real-time - a tremendous game-changer in breaking the language barrier when having multilingual students. As one speaks or writes, the other individual on the receiving end may read the message in English (or whatever their chosen language is) and see what was said or written in another language. The conversation can include 100 participants for up to 4 hours.

Classroom Games, Quizzes & Assessments

The traditional way of enforcing learning has been through flashcards, diagrams, study guides, and practice tests. Quizlet brings that online and offers quizzes that have helped numerous students prepare for homework and exams. Included in their language study sets are Spanish, French, and German. This tool is especially friendly for vocabulary study and voice recording. There are more topics to explore and choose from aside from language. Quizlet is a great resource to suggest to your students (or even for you to pick out an already-existing quiz to share with them).

If your school doesn't have a paid subscription for any learning management system (LMS), you can always register your own Google Classroom. Google Classroom gives you the platform for posting learning materials, quizzes, and resources that easily integrate with everything Google and is fit for learners across all levels. If you want to explore what you can do with Classroom, you can check out this video by Pocketful of Primary.

Online teaching would inevitably include lesson videos, and lesson videos will always have the risk of being neglected and forgotten by your online learners. The solution? Track their progress and encourage them to finish watching the videos by locking them to your video page! At least this is the solution given to teachers only by Edpuzzle, an online platform where you could set up classes, upload videos, and provide check-up quizzes along the way. A unique feature of Edpuzzle is its ability to lock video viewers to the current tab they're in and to add check-up quizzes as they go along your lesson video. Edpuzzle also allows you to see students' progress by giving you a summary progress bar for your classes. While it can be used across grade levels, Edpuzzle might best fit middle school to high school learners who have already fostered a sense of independence in learning and would need little teacher guidance.

The British Council offers a lot of game-based activities for 'ESL learners' made for various levels. Board and card games that help students communicate in English while having fun with their classmates are available for free on the website. The majority of the games are suitable for younger learners, but the materials are easily adaptable for more advanced language lessons.

We educators have a game in mind with specific names, vocabulary, or phrases on our list. An easy way to make one is through Flippity, a website that conveniently turns contents from our Google Spreadsheets into a game. The site offers various games to choose from, such as classic flashcards, crossword puzzles, word searches, a matching game, or hangman. In addition to that, you can make quizzes where certificates are awarded in the end. It's no surprise why teachers continue to love and suggest this resource.

If you'd like to do away with excel files and go straight to game-creation from your content, Wordwall may do that for you. In just a few minutes, one may create fully interactive activities. The students may access the designed activities through interactives that may be played on any web-enabled device or printables on paper or in .pdf format. They also have the feature of creating different game templates with the same content to reinforce a lesson. Themes are also available and customisable, which is a bonus.

These activities can be given as student assignments, shared with other teachers, the public, or kept private, while the results generated are system collected and tracked.

Fun activities such as Whack-a-mole, which are great for younger children in kindergarten, are available, while more well-known traditional games are also available.

Another game-based learning platform is Kahoot! Inside are pre-made games you can choose from, while you may also make your games, which they call "Kahoots" - best played in a group setting. They promote student-paced learning or independent study, which is great for distance and blended learning. Other teachers may also encourage the students to improve their leadership skills by making their games relevant to the lessons and sharing them with their classmates. The variety of already available content they have is massive, including collaborations from other organizations or companies like Disney, Khan Academy, Angry Birds, Time Magazine, National Geographic, Nature Lab, Drops, and many more.

Another classroom management resource is Classin. They've built this platform to help make better online experiences to result in better learning outcomes. The resource integrates online tools and services, such as putting live classes, group chats, cloud sharing, and assignments into one platform. A review from their site says: "The majority of the teachers found ClassIn to be the most effective at recreating the classroom experience and enhancing interaction between teachers and students." Features in the platform include online homework correction, class discipline control, student attendance tracking, among many other tools. ClassIn has been well trusted by many organisations, including universities prone to high traffic (may even manage up to 600,000 students based on a testimonial on their site).

"Great teachers spend less time marking and more time teaching" is the tagline of YACAPACA. With the advantage of advanced technology today, teachers have saved more time checking student papers, which used to take up so much time. Again, this website is operated by teachers to create automated assessments for students. This tool is entirely web-based; thus, any computing device (desktop, laptop, tablet, mobile phone) can run this.

Nearpod has premade courses partnered with educators' favourite brands, including Quill, BBC, and Remind. You can use them as is or even customise them to fit the unique needs of your students. A great feature they have is uploading PowerPoints, Google Slides, and videos and then upgrading them with more interactive activities. You can start using Nearpod for free.

Here's a comprehensive step-by-step list of how Nearpod works: Link.

Knowing what your students know and don't know is also made easy by Naiku, meaning "teacher" in Lao. Personal assessment of each student becomes less of a challenge. Fast feedback is provided to students, while they may keep track of their confidence levels in answering questions and journal on what they do or don't get right (or understand). This encourages student ownership and sharpens their thinking. The good thing about Naiku is that it is highly affordable and easy to adopt; hence it's excellent for small schools and large districts alike. This platform may be accessed through any web-enabled device. It is teacher-friendly and student-centric.

Grammar & Vocabulary

Grammar and language technicalities are things that are always vital to language learning simply because they are the base upon which one builds further knowledge and communication skills in the target language. Grammarly is a nifty tool to have one's grammar and sentence structure checked and revised. It has a Google Chrome extension and desktop and mobile apps, making it relatively easy to integrate with all of your devices. Grammarly is not only helpful for checking your grammar when preparing lessons, but it's also invaluable when checking essays and other written activities across all levels.

vocabulary.com is a vocabulary development website where you and your students can sign up and create a learning space. The website features different questioning strategies that help with the memorisation of a word's definition. A friendly explanation of what the word means is also given before playing in vocabulary.com, with a virtual version of the flashcards game for learners across levels.

BrainPOP is a popular educational resource that also offers a curriculum with a great emphasis on Grammar and Vocabulary at 'BrainPOP ELL.'. It includes: movies, quizzes, and games to make learning more interactive, engaging, and motivating. Lessons available are for any age, whether in beginner, intermediate, or advanced level, but is most appropriate for upper-elementary and middle schools. However, all may benefit and find the helpful tool. To help an educator get started with BrainPOP, one may take a placement test found on their website. The program is not only well integrated with games and lessons but well-organized to help maintain attention. Thus, it is conducive as a tool to both educators and students alike.

Reviews: https://www.commonsense.org/education/website/brainpop-ell

Grammar improves writing. A fast and easy way to assess and improve your students' sentence constructions is through Quill. Unlike the traditional pen and paper way of checking we once had, feedback is fast with Quill. Thus, the students can quickly self-diagnose and correct lapses in their writing and understanding of grammar concepts. This tool is a game-changer for the advancement of writing and grammar. The resource is free and available for elementary, middle, or high school levels.

The effectiveness of our students' comprehension comes from the relativity of words they learn. Lexile Word Lists helps teachers know what vocabulary is most appropriate to their students or class according to their grade level. They provide a comprehensive, by-level word list tailored according to the academic concepts they are likely to encounter.

Others have recognised that adding words to their vocabulary can get tiresome through mere memorising. Students may have a distaste or lower motivation for learning complex language definitions which they may not necessarily understand. Infercabulary has addressed that concern by adopting a new approach to vocabulary instruction using semantic reasoning. Multiple images are used to illustrate a word that may be used in different contexts. The reviews on this platform are excellent. The tool is even said to have elicited higher-level thinking and improved motivation in student vocabulary-building. It's also included in Google for Education as their build partner.

Literacy: Writing & Reading Comprehension

One of the main concerns teachers have is enabling their students to overcome the challenge of reading and writing alongside listening and speaking. A great way to help students hone their skills in these categories is to provide supplemental reading passages. CommonLit has garnered positive testimonials from teachers, directors, and students for their valuable resources and tracking system with stop and jot questions. The organisation advocates teachers using specific best practices for instruction, so; for that reason, their resources are flexible, research-based, and practical. The learning platform has been used in over 75,000 schools. CommonLit is mindful of students in the Title I category and students in Grade 3-12 level.

Another well-recommended resource by teachers to help students have better confidence in reading and writing is Read&Write, available for all devices using Google Chrome, Windows, or Mac. Its features include text-to-speech with natural voices to choose from, word prediction to develop writing skills, picture dictionaries to understand unfamiliar words, audio maker, and study highlighters. The variety of support for students is great for language learners (both ELL and ESL) for even those with learning difficulties such as dyslexia or visual impairments. The only free feature of Read&Write is Text-to-speech; however, K-12 teachers get a free premium subscription to this toolkit.

Great up-to-date, non-fiction yet high-interest, and in-depth articles accompanied by images and questions may be found in Newsela. Currently, the entire site is accessible in support of educators and students during the COVID-19 pandemic. The availability of texts offered is varied for five different Lexile levels. The topic diversity of resources found here would be a great supplement to the educational curriculum one is adapting; moreover, there are student assessment tools in the form of quizzes, annotations, or writing prompts for every article. Many teachers truly love Newsela.

Another similar platform for non-fiction reading is News-O-Matic (for K-8 classroom)

Project Gutenberg is a public domain resource that offers thousands and thousands of books, free for download. It gives you a wide array of English literary classics, a great way to start improving your vocabulary. Because many of these books are in the classics, they are most suitable for middle school to high school learners. * Please note there may be some copyright restrictions in different countries as their website states not all books have free copyright in each country.

Free Online Graded Readers offers one of the most extensive online libraries of graded e-books. Here, you can find plenty of ebooks in different digital formats: epub, fb2, Mobi, RTF, txt, as well as audiobooks in mp3 format. You can download the ebook of your choice, and if you sign up, you can read it online for free.

(Other similar websites as resources for audiobooks: ESL Audio Literacy Books, ELL Audio Books)

Another reading resource for online books, best for elementary students, is Unite for Literacy. Students also have the option to listen to the recorded reading of the book in both English and a different language. Their library includes topics on family, friends, health, math, plants and food, technology, zoos, aquariums, animals, people, community, and many more.

A great resource that provides free audiobooks and e-books is Epic, which has amassed several awards, such as Mom's Choice Award 2014, Teacher's Choice Award 2020, and Parent's Choice Gold Award 2019, Best Educational App for Kids by Parents, and many more. Educators get more features for free and are enabled to have in-class integration, class rosters, assignment tracking and more. This digital library is excellent for kids in grades six and under. If you teach children in that age group, you wouldn't want to miss out on using this resource.

Barriers to educational equity such as inadequate funding, access to the internet, lack of parental hands-on support, and demographic location shifting have been taken into consideration by Footsteps2brilliance. It is a literacy platform that hopes to build a "Model Innovation City", a solution that allows one to scale educational apps to an entire city cost-effectively. The platform uses bilingual (English and Spanish) tools tapping into visual, tactile, and auditory techniques. It makes learning fun and exciting for young children from pre-kindergarten to 3rd grade. It's great because it takes advantage of using technology made readily accessible with the devices parents already have.

While for the Spanish learners in Grades 3 through 8, trans-adapted lessons in Waggle may encourage their literature reading. Not only will English language arts and multilingual learners benefit from this, but also Maths learners. Students as young as kindergarten may already start using this platform as well. The techniques adopted are research-backed and use proven approaches to student growth. Their persistence is rewarded. This adds to the motivation of the students aside from the platform's utilisation of gamification and personalisation. A self-guided demo is available for interested educators to see how this fits in their curriculum for BMLs (EAL, ELL, ESL, students).

Since now, we have been on our fingers typing more than we've ever had in our lifetime. You or your students may want to speed things up by upgrading your typing skills. TypingClub is an excellent Google for Education Partner that addresses this need. Besides English, they even have other language series in Spanish, French, and German. Their interface is seamless, and so are their explanations.

Conversation & Communication

Another way to assess your BMLs is through their conversations. A way to encourage them to start conversations is through Flipgrid. Community engagement and interaction may also be encouraged through this means as colleagues may view each others' shared videos. The interface is simple, and best of all, free.

Being able to correctly pronounce words in English may boost our BMLs' confidence in speaking. Listening comprehension may be improved through Languabooks. Listening to audio from native professional narrators with visualisation helps our students understand native speakers to learn better pronunciation and comprehension. Also, Languabooks provides visual feedback to a student regarding their speaking ability. Feedback is fast and appropriate. Thus, learning is accelerated. This tool incorporates the best speech recognition software available, which was originally developed for the US Military. It helps learners speak so they will be understood. It is available for kids and adult English learners as well.

A unique way to encourage students to communicate with your or their other peers is through Voxer. It is a walkie-talkie (push-to-talk) mobile app with live audio messaging. The app is available on iPhone, Android, or on the web. Features include secure real-time communication, voice-to-text transcription, and chats with up to 500 individuals or team contacts.

To quote from Peergrade's site:

"Teachers may give good feedback, but sometimes students can give even more targeted and better feedback because they're in the middle of the process as well." - Jennifer Boyle

The great thing about Peergrade is that students can provide feedback to each other. This helps students to self-assess how to improve the quality of their own assignments through their peers' insights which encourages students to sharpen thinking. It's great for assignments that require writing, proofreading, and editing. The activity of giving feedback to each other makes learning together more memorable and dynamic for both the receiver and giver. Also, this saves educators a great deal of time.

Videos & Class Presentations

Asynchronous video communication has been the primary mode of sharing our ideas in this generation. Especially with the onset of the COVID-19 pandemic, this has been truer than ever before. Programs have been built and designed by teams and programme developers to support educators, workers, and individuals to help convey their ideas and discourse efficiently, fast, free, and accessible.

Another simple way to record, edit, and share videos would be through Screencastify, which is the acclaimed #1 screen recorder for Chrome. It is a free extension to be added to one's Google chrome browser to record at ease. One review even writes how it is the best flip class tool she has seen in her life. Sharing videos on Google Drive or Youtube is easy with this extension, and that's why many people love it for its convenience, practicality, simplicity, and efficiency.

A way to up your Google Slides game is the integration of Peardeck. It helps you create engaging instructional content, "effortlessly". In the slides, teachers may provide formative assessments and interactive questions to know the status of each student. It helps teachers know who needs more help and those who do grasp the concepts discussed. With a premium subscription, teachers may even do more such as inviting other educators to their dashboard, leave feedback for students, and add audio to slides.

StoryboardThat is also another resource that enables the easy creation of visuals, especially for sequencing, brainstorming and timelines. Integration of scenes, characters, infographics becomes easy since they have well-thought graphics to choose from. These visuals or storyboards may help simplify class lessons. There is also pre-made content designed for 21st-century students- to explore. Through this, visual communication is made even more accessible.

Subject Learning

Sometimes, our students may want to enhance their learning by other means other than the primary resources we give them. Khan Academy is an incredibly great non-profit providing free, world-class education. Topics are well explained through videos. In addition, exercises to reinforce their learning are provided at the end of the videos. It has been well trusted by students and teachers in primary/elementary (starting from Grade 1) even up to college-aged.

Since Shakespeare has been widely regarded as the greatest or most influential writer and dramatist in literature history, his works are continually studied year-to-year. The themes within his plays have been timeless. MyShakespeare offers "rich, full-text editions of Shakespeare's plays" and includes interactive learning tools such as simplification of difficult words, recorded audio, videos, and a scene summary. This comprehensive platform should be a great resource for educators who teach Shakespeare.

Teacher Testimonials: https://myshakespeare.com/teacher-testimonials

Math is a universal language. It remains the same regardless of what culture, race, or educational discipline. Mathigon is a "Textbook of the Future" that provides interactive, visual, and personalised conceptual activities. This is perfect for Grade 6 -12 students as they have many tools to help support them in their understanding of complex concepts and problems. This is especially powerful for BMLs since it makes everything understandable through visuals and vocabulary support.

Another math program available for PreK-8 is ST Math, which helps students understand mathematical concepts regardless of their skill level or language ability. It teaches students by helping them to move from concrete to abstract thinking using the brain's innate spatial-temporal reasoning ability. The focus is on mastery learning, whereby students move from one level to another. The use of ST Math has been repeatedly shown to double or triple student growth in math proficiency. It has gained numerous awards and recognitions and is proof that this approach is a game-changer for teaching math.

Back in the day, going on a field trip was such an exciting experience to look forward to. Today, with the onset of the pandemic, which includes many restrictions, these kinds of trips may be difficult to impossible. To add to that, if you have students living in various places around the world, shared experiences can be impossible. Museums have always been a great way of immersing people in an experience of culture, history, and art. It's amazing that we can now take our students to explore the best museums from around the world, virtually, from the comfort of our homes. Virtual Museum includes access to: British Museum in London, Guggenheim Museum in New York, National Gallery of Art in Washington D.C., Musée d'Orsay in Paris, National Museum of Modern and Contemporary Art in Seoul, Pergamon Museum in Berlin, Rijksmuseum or Van Gogh Museum in Amsterdam, J. Paul Getty Museum in Los Angeles, Uffizi Gallery in Florence, MASP in São Paulo, and National Museum of Anthropology in Mexico City.

Teacher-Helpers

As a teacher, it's crucial that we keep our lessons, assessments, and other plans in place. Every teacher almost always has their own note-taking app, and then perhaps a couple of other staple apps along the way (like spreadsheets and word documents) to keep track of everything from lessons to personal matters. The great thing about Notion is that it offers you all these features in one solid platform. Notion is an all-in-one workspace for notes, databases, kanban boards, etc. The best thing? It offers a free personal pro plan if you sign up with your .edu emails.

Canva is a graphic design platform used by many startup businesses to create engaging social media graphics, but it's also a beneficial tool even for teachers. It offers rich resources for design elements that you can use when making your visual aids. You can also do this by starting from their library of templates for whatever output you might need-from slides to infographic posters and even videos. Canva offers a free-for-life Canva for Education account that gives you pro features and other exclusive content for free if you sign up with your school email.

Whether you fall into the category of "more often than not" or the 'every once in a while' category regarding your use of photos and videos, Mixkit is a go-to for stock or royalty-free video clips, music, sound effects, and video templates. The available resources have been well-curated by Envato, a leading company catering for creatives.

(Another stock-free resource for photos: Unsplash)

As teachers, we're always called to up our game, and we're constantly challenged to come up with new strategies and approaches to understand and teach our learners better. With the rise of digital learning, it's only about time that we also start building our pool of online resources that won't just help our learners but would also help us to enter our classrooms-virtual or not-every day a bit more empowered with knowledge and tools than yesterday.

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The Most Essential Tech Tools & Resources for Teachers of Bilingual & Multilingual Learners

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Being a teacher of bilingual and multilingual learners (BMLs, ESL, ELL students) can be pretty challenging, even organisations in the conventional classroom setup. When the world is quickly migrating into the digital world, it can even be more difficult to meet the demands of an online learning space for BMLs (also known as English Language [...]

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If you have newcomer English language learner (ELL) students arriving at your school, there are some important steps you can take to welcome them and develop partnerships with families.

Here are a few ideas to get you started, as well as related resources and videos featuring ELL educators - including some who were ELL themselves!

Welcoming Students' Languages and Cultures

1. Welcome students and families to school

Look at your school and classroom from the eyes of families who speak different languages. From the moment families walk in the door, think about what they see:

Are there signs in families' languages?

Would students see visuals of people who look like them around the school or in your classroom?

Are there pieces of art, mementos, or other cultural items like flags that celebrate students' cultures?

Are there books in students' languages and about their countries in the school library?

If not, look for some ways to make students and families feel welcome, add meaningful and authentic items in your classroom, and talk with administrators about including some items and multilingual signs in more public spaces such as the front office, hallways, library, and cafeteria.

Note: Keep in mind that all K-12 students have a legal right to a free public education, regardless of their immigration status or that of their family members. If that information does not seem to be common knowledge among staff (particularly front office staff), talk to your administrators about your concerns.

Related resources

Video: A warm welcome for immigrant families in the front office

Norieah Ahmed, the Child Accounting Secretary at Salina Elementary School in Dearborn, MI, talks about her role in welcoming newcomer immigrant families to the school from the moment they walk in the door.

2. Ensure that families have information in their home languages

All families have a right to receive information in their home language from their child's school. Make sure that families know how and when to get information from the school, how to communicate with their child's teacher, and how to contact the school directly. Many multilingual families use texts, messaging apps, and social media to communicate. Find out what works for them, and if you haven't tried it, you may wish to try a translation app service like TalkingPoints.

In addition, think about the staff that families will meet when they come to enroll their children or enter the school. Do they speak families' languages or know how to contact an interpreter in the school or through an interpreter line?

Related resources

Video: What do schools need to know about language access?

Building Relationships

3. Get to know your students

Veteran teachers of ELLs frequently highlight this step as their most important piece of advice for working with students. This includes steps such as learning how to pronounce students' names correctly, getting to know their interests and talents, making time for informal interactions, such as one ESL teacher did with her "lunch bunch," and ensuring that students have information about extra-curricular activities.

In addition, it can be helpful to learn more about the countries your students come from, but keep in mind that refugees or students who have been displaced may not have lived in their home country for quite some time - or ever. In addition, students who have experienced hardship or trauma may not wish to share personal information, and some students may be hesitant to talk about their language and culture, as in the case of some Indigenous students from Latin America.

Keep things informal and look for small ways to build trust early on. You may also wish to consider home visits at some point.

Related resources

Video: Extra time for ELLs with the "lunch bunch"

ESL specialist Elizabeth Varela describes the way she uses lunch as an opportunity to spend extra time with ELLs.

Video: Author Hena Khan on why pronouncing a student's name correctly matters

Video: A former ELL talks about how extra-curricular activities helped him fit in

4. Learn more about your students' language, literacy, and educational background

It's important to find information related to students' prior academic experiences, such as which languages students speak, how much schooling they have had, and whether students have learned to read in their home language. You may be able to identify some of this information in an preliminary interview with the family when they enroll their children. However, it's also important not to ask too many questions at first, especially when first getting to know families. If families are hesitant to share information, don't push them. Give them time and work on building a relationship first.

You can also collaborate with family liaisons to see if families may feel more comfortable speaking with a different staff member or if the liaisons can share some general information that's helpful.

Related resources

Video: Getting to know your students and why it matters

Teacher Omar Salem talks about how he gets to know his students and how it makes a difference.

5. Look for ways to help students feel more comfortable in the classroom

Feeling comfortable is important for students as they acclimate to a new environment. It also is a key factor in whether students feel ready to take risks as they learn a new language. It can be helpful to help a student feel more comfortable in the classroom by:

Talking with the class about how to help students feel welcome

Assigning a buddy

Helping students understand the schedule

Helping students understand classroom routines and classroom behaviors

Allowing students to work with students who speak their language in peer groups and activties

When possible, use scaffolds such as visuals and translated materials to help students get to know the routines and classroom rules.

Resources

Video: Student ambassadors who welcome newcomers

Award-winning ELL teacher Anne Marie Foerster Luu shares the example of a counselor who arranged student ambassadors for new children arriving to the school.

Video: How routines can help newcomer ELLs succeed in the classroom

Amber Prentice describes some of her own routines in the classroom, as well as the importance of clear expectations in the ELL classroom.

6. Learn more about the "silent period" and stages of language acquisition

It is common for students who are learning a new language to be 'silent' for a period of time, as they listen 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.

Having 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 the teacher as an authority figure - and not a sign of their English proficiency level or refusal to participate.

Video: What I remember about being an English learner

Areli Schermerhorn is a peer evaluator for the Syracuse City School District. In this interview, she remembers coming to Seneca County, New York from Puerto Rico and her experiences as an English learner.

Social and Emotional Support

7. Ensure that students have access to social and emotional supports as needed

Newcomer students may be going through a lot of adjustments to a new country, culture, and language. They may have left their home under difficult circumstances, and they may have endured a traumatic journey to get to the United States.

Consider for a moment the experiences of:

a child whose family fled Afghanistan after the fall of the government and scrambled to get a flight out of Kabul

a child who has been exposed to violence in the war in the Ukraine and has left loved ones behind

a child from Central America who family is being threatened by gangs and has traveled on foot to the U.S. to seek asylum

While their experiences may be very different, each of these children may have experienced trauma, hardship, family separation, or other challenges. This is another reason relationships matter. Be sure to connect students with social and emotional supports, make counseling available if needed, and stay in contact with the family about their concerns. It's also important to understand how families may approach emotional support from a cultural perspective so that you can work together with the family to find supports they feel comfortable with. This is an another area in which liaisons can be helpful.

In addition, you may wish to advocate for staff-wide training in trauma-informed practice in order to build the school community's capacity for responding to trauma.

Related resources
Events in the news Addressing trauma, stress, and social and emotional health
Principal Sue Stanley: Why creating a calm, safe environment in schools matters

Principal Sue Stanley: When loud noises in school cause post-traumatic stress

8. Connect with community partners

Community partners can be valuable allies in so many ways, such as by providing:

Language assistance and volunteers

Culturally responsive support for families

Medical and mental health services

Supports for families around food, clothing, lodging, and employment

Find out who is already working with families in your community and what some priority areas of concern are for your families. The school does not need to do this work alone! You can learn more from our resources on community schools.

Video: How a Community School Helps ELLs Succeed

Visit Wolfe Street Academy in Baltimore, MD, a school with more than 76% ELLs, to see how this community school is supporting its students and families through programs and services that include dental screenings, food giveaways, after-school activities, and much, much more!

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8 Tips for Welcoming Newcomer Students and Families to Your School

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If you have newcomer English language learner (ELL) students arriving at your school, there are some important steps you can take to welcome them and develop partnerships with families. Here are a few ideas to get you started, as well as related resources and videos featuring ELL educators - including some who were ELL themselves!

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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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Imagine that a new immigrant family has moved into the neighborhood your school serves. What is already in place to make this family feel welcome? What programs does the school offer that would inspire and challenge their children? What still needs some work?

If you feel there is a lot of room for improvement in meeting the needs of your English language learner (ELL) students and their families, you're not alone! With more than 5.3 million ELLs in U.S. schools who make up roughly ten percent of the PreK-12 population (NCELA, 2011), numerous school leaders around the country are, as Buffalo principal Kevin Eberle puts it, " flying the plane while building it." It's never too late to start engaging your ELL families, however, no matter how limited or ineffective those efforts have been in the past.

Getting Started

Making ELL Success a Priority

This guide is also available as a PDF.

School leaders are in a unique position to create a culture of success within their school community. As with other students, an important aspect of ELL success is family engagement. While you may be fortunate to have an energetic and passionate ELL teacher or bilingual liaison who has worked successfully with ELL families in the past, this is not the job of a single person. Engaging ELL families can only work if all members of the community (including administrators, staff, parents, and students) are committed to the broader mission.

The road will probably be bumpy at first and will most certainly require you to think outside of the box - the keys to your success may surprise you! In the end, though, the result is the same: parents, students, and educators working together towards a brighter future.

When you find what works for your ELL families (which may or may not be the same as what works for the ELL families at a neighboring school), you will feel as though you have won the lottery. Engaged ELL parents possess depths of dedication and wisdom regarding their children that will take your breath away. They have so much to offer - if the community is ready to embrace them and listen to what they have to say.

This is where you, as a school leader, can make important strides in changing the conversation from "What can they learn from us?" to "What can we learn from each other?"

"Parent Involvement" vs. "Parent Engagement"

In their book Building Parent Engagement in Schools, Larry Ferlazzo and Lorie Hammond explore a distinction between parent involvement and parent engagement. Parent involvement, as they define it, starts with the school: "The ideas and energy come from the schools and government mandates. Schools try to 'sell' their ideas to parents. School staff and public institutions might feel they know what the problems are and how to fix them, and determine the criteria to use in evaluating success."

Parent engagement, however, begins with the parents: "Ideas are elicited from parents by school staff in the context of developing trusting relationships. They emerge from parent/community needs and priorities. More parent energy drives the efforts (6)." This approach is more sustainable than asking your busy staff to plan numerous parent activities, take on extra responsibilities, and dig even deeper into their energy reserves (2). In addition, the more parents have the opportunity to shape activities and programs that help their families, the more invested they will be in seeing those efforts succeed.

Think of your ELL parents as a team waiting to be mobilized; while it will take some time and energy to get the team up and running (and to help them understand how valuable their contributions are), once everything is working, you will wonder how you ever got along without them!

Using This Guide

This guide offers twenty big ideas to help you create a new ELL family engagement plan. These ideas are designed to help you:

Strengthen home-school partnerships on behalf of ELL students

Recognize and build upon your ELL parents' strengths

Harness the energy and ideas of staff, parents, and students in shaping those partnerships

Mobilize and empower staff to become teacher leaders

Engage school-wide staff members beyond the ELL/bilingual departments

Create a culture of respect throughout the school community

Learn how to advocate for and allocate resources on behalf of ELL families

Encourage all participants to keep trying new, creative approaches until they find what works

Implement the changes needed to make your new plan successful.

The ideas are organized around six major themes:

Each idea has four components:

What you need to know: Background information and context

Reflection: Questions about your own school setting that can be used for professional development activities with individuals or groups

Strategies: Specific, concrete strategies targeted for an audience of PreK-12 administrators

Examples: Stories shared by educators and administrators around the country

As you get started, we recommend that you look for the ideas that best fit your population rather than trying to absorb all of the strategies at once. You will most likely need to try different approaches in order to find what works best for your families - but the important thing is to keep trying until you do.

Note: Links to additional resources on Colorín Colorado and other ELL websites are included in each section, as well as highlighted notes and recommended resources in the appendices at the end of the guide. If you have additional ideas or resources that you would like to recommend, feel free to share them in an e-mail to [email protected] !

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Introduction: Strategies for Engaging ELL Families

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Imagine that a new immigrant family has moved into the neighborhood your school serves. What is already in place to make this family feel welcome? What programs does the school offer that would inspire and challenge their children? What still needs some work?

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Valuing Cultural Norms That Differ From Your Own

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Thank you for the succinct list of ways I can be more sensitive and culturally responsive in my teaching practice. Acknowledging bias is certainly a good place to start. Do you think that being aware of our bias is enough? Where do we go from there?

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Introduction

Chapter 1 - Who Are Newcomers?

Chapter 2 - Welcoming Newcomers to a Safe, Inclusive and Thriving School Environment

Chapter 3 - Supporting Newcomers' Social, Emotional, and Mental Health Needs

Chapter 4 - Providing High-Quality Instruction for Newcomers

Chapter 5 - Establishing Partnerships with Families

To request the toolkit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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To request the toolkit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.