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* The prominent viewpoint is that speaking another language and NOT knowing English is a deficit and must be "fixed" before any real learning can take place.
* However, in a study researching the onset of dementia, patients who are bilingual reported later onset of symptoms. Research shows that bilingual brains have better memory retention, attention span length and flexibility of neural functions. Speaking more than one language is truly an asset rather than a deficit.
* In a study in rural, Norther California, it was concluded that English proficiency was not the most significant determining factor in student academic performance, but rather the track placement system utilized. It placed ELL students in low-curricula classroom environments that did little to prepare them for college or career.

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There are steps that all educators can take to provide an culturally and linguistically sensitive classroom to students.
* Make the point to research on your own how language acquisition develops in children and adults if your teacher preparation program did not arm you with this essential information.
* Develop an additive bilingual perspective. This perspective operates from adding a new language versus subtracting the old. You can do things like creating a multi-lingual print environment, providing literature from a student's native language, learning key words and phrases from a student's native language, provide audio recordings of songs, poems, conversations, and stories in the native language, etc.
*Consciously fostering native language literacy. Learn a new language! It will put into perspective the feelings, frustrations and emotions that your students feel when trying to grasp new content as well as a new language.

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The program models used currently in ELL education.
*Structured English Immersion: Widely used and focused on the acquisition of proficient English knowledge rather than content skills and concepts. Usually students are pulled out for ELL instruction from the regular "mainstream" classroom. Generally has about a 3 year time frame.
*Bilingual Education:
-Transitional Bilingual Education: Content area instruction is delivered in native language while English language courses are taught as well. Generally has about a 3 year time frame. Rationale being that students will learn content in their native language until they are proficient enough in English to "mainstream".
-Developmental or Maintenance Bilingual Education: Same concept as above with a different rationale. The purpose being that students become literate in BOTH languages with no time frame implementation.
Two Way Bilingual Education (TWI): Focuses on the integration of students who are native English speakers and students for whom English is their second language. The approach emphasizes peer tutoring, conversation, flexible group work, and long-term educational goals. This approach has been shown to have lasting positive results for both ELL students as well as English speaking students.

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Get to know your students and their cultural backgrounds.

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Get to know your students and their cultural backgrounds.

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Include a variety of books/resources from various cultures and teach your students about other's cultures

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Include a variety of books/resources from various cultures and teach your students about other's cultures

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Make everything visual. Use Picture cues

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Make everything visual. Use Picture cues

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Use plenty of scaffolded instruction and modeling 

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Use plenty of scaffolded instruction and modeling 

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Here is a great article to read about the best practices for teaching ELL students.

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Here is a great article to read about the best practices for teaching ELL students.

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Lessons to use for teaching ELA that will help build upon ELL background knowledge

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Lessons to use for teaching ELA that will help build upon ELL background knowledge

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States, districts, and schools have asked for help with gathering information on student progress, given the shift to distance learning. In response, Understanding Language created two one-hour virtual sessions focused on strengthening Formative Assessment practices in remote and non-remote environments.

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Math resources for teaching ELL students

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Math resources for teaching ELL students

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States, districts, and schools have asked for help with gathering information on student progress, given the shift to distance learning. In response, Understanding Language created two one-hour virtual sessions focused on strengthening Formative Assessment practices in remote and non-remote environments.

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Use your Louisville Free Public Library Card to access CultureGrams and learn about different cultures around the world.

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Use your Louisville Free Public Library Card to access CultureGrams and learn about different cultures around the world.

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Lesson Planning resources for classes with ELL students

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Lesson Planning resources for classes with ELL students

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WIDA develops and provides proven tools and support to help multilingual learners, and their educators, succeed.

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Parent-Teacher Conferences | Colorín Colorado

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Parent-teacher conferences are an important opportunity to meet the families of English language learners and discuss students' progress. However, the language barrier, different cultural expectations, and parents' work schedules can present unique challenges. These resources includes tips for teachers on communication and engagement around conferences, as well as resources to share with ELL parents.

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Ask students to share about their cultures with the class.

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Ask students to share about their cultures with the class.