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Non-bilingual classrooms shouldn't be strictly English-only.

Students draw on ALL their linguistic resources to communicate

Primary language support can be provided even if the instructor can only speak English

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TESOL International Association's 6 Principles for Exemplary Teaching of English Learners

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TESOL International Association's 6 Principles for Exemplary Teaching of English Learners

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Concurrent Translation not so effective, as students anticipate and then do not focus on the English language

Preview-Review strategy in home language

Individual attention; home language in classroom labels, wall displays, and during discussions; engage students in cognates

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1.) Allow ELLs to quickly grasp a concept that was previously inaccessible when explained only in English
2.) Prepare for instructions in English?
3.) Lower affective filter
4.) Enable interaction for social and academic purposes
5.) Allow teacher to assess understanding

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Encourage pre-writing in L1

Provide L1 and dual language books for at-home reading

Find volunteers

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Collect data of your ELLs growth so standardized tests aren't the only numbers to reflect student learning

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Increasing Opportunities for Parental Engagement

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Increasing Opportunities for Parental Engagement

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Understand many barriers, including language; work scheduling; cultural knowledge; and agency

Participate in family literacy programs

Hold Parent and Family nights multiple times

Recommend parents to serve on committees and attend conferences

Accomodate language needs -- send home professionally translated letters

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Translanguing takes bilingualism as a default

Code-switching occurs when the languages are separate, and not taking from one cohesive linguistic repertoire

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and not simply a set of codes

Iinternational research has conclusively established that new language practices only emerge in interrelationship with old language practices.

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In most bilingual situations, one language group is more powerful than the other. Keeping the two languages separate at all times creates a linguistic hierarchy with one language considered the powerful majority language, and the other minoritized.