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Third Strategy from Nash et al book- Diverse Classroom Libraries 

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Third Strategy from Nash et al book- Diverse Classroom Libraries 

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Classroom libraries should feature various authors and characters of different races, cultures and religions in texts that are written and illustrated by members of the group addressed in the texts. Students are able to see themselves and their families in the classroom and more engaged and motivated. Having a diverse classroom library also allows students to have a voice in their learning. When students have a variety of books to choose from then they are more motivated to read because they are excited to see themselves and their languages reflected in the books in their classroom, and engage with the books in ways that helped them challenge and critique problematic aspects of their world.

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Second Strategy from Nash et al book- Translanguaging 

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Second Strategy from Nash et al book- Translanguaging 

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The key features of this strategy is centered on languages, practices, and ways of knowing that extend from and are accountable to children, families, and their communities, through historicized instruction while fostering children's understanding and ability to confront oppressive and colonizing messages (Paris & Alim, 2017). It is important that teachers know how to correctly use translanguaging across languages such as English and Spanish by encouraging students to use both languages. To implement into the classroom teachers should use the home language in one part of an activity and the school language into another part of the activity. Mixing words and expressions from different languages in the same spoken or written words.

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First Strategy from Nash et al book- Culturally Responsive Teaching 

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First Strategy from Nash et al book- Culturally Responsive Teaching 

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This strategy increases achievement, critical consciousness, and knowledge of self and culture. It asks teachers to use the cultural characteristics, experiences, and perspectives of ethnically diverse students for teaching them more effectively. An example of this would be teachers scaffolding African American students' understanding of literary text through building on students' language and discourse patterns. This strategy requires teachers to activate students' prior knowledge, make learning contextual, consider classroom set up, build relationships, and encourage students to leverage their cultural capital.

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It is the systematic study of a pair of languages with a view to identifying their structural differences and similarities. Contrastive analysis has been used for pedagogical/practical purposes. To use this in the classroom teachers can evaluate books, pay attention to the structure of the texts beyond sentence level,  and give attention to conversation in its regular pattern in different situations. Teachers can also pay attention to areas such as intonation. Contrastive analysis is valuable but should not be overemphasized when teaching a foreign language.

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Allows students to see the relationship of elements within a sentence that may be confusing to understand. ELL students encounter difficulty in comprehending sentences they read or confuse word order when speaking or writing in English. Syntax Surgery involves writing a sentence on a sentence strip and then cutting the sentence apart to rearrange it into more understandable pieces. It can help refine students' understanding of the elements of writing and speaking that make their English difficult for others to understand. To implement in the classroom teachers should identify a problematic sentence, write the sentence and initiate the "surgery," rearrange the words, practice more sentences with the same pattern, and delay the lesson if it would interrupt communication.

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Help students uncover the layers of meaning that lead to deep comprehension. This structure enables all students- struggling, exemplary, and ELL students- to acquire and use strategies that support the achievement of common core state standards. To implement close reading teachers should demonstrate close reading when you read aloud, observe and document students' individual reading levels, chose short texts with enough complexity to allow students to practice comprehension strategies, prepare questions that engage students in reexamining texts and that support their ability to meet the CCS, document students' strengths and needs for reteaching, teach students how to ask important questions about the texts they read, incorporate rereading for gradually uncovering deeper meaning, relate texts to the students' past experiences, focus on observing and analyzing, provide experience using close reading in a wide variety of texts, and constantly reflect on your instruction and strive to improve your delivery, examples, and questioning.

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Encourages students to act out stories after they have read them or have heard them read. Involves creating props for the students to use in reenacting stories so that they can use the language from a book they have heard or read and better comprehend the text by acting it out in sequence. Story reenactment provides opportunities for multiple rereading's, discussion, clarification, and re-creating stories orally and physically. This deepens comprehension and build spoken and reading fluency using context-embedded language. To implement story reenactment teachers should read the story, retell the story, gather or make the props, store the props, use the props for retelling, and assess the retellings. Story reenactment can be used at any grade level.

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Approach to second-language acquisition based on first- language acquisition research. First language acquisition, children listen and acquire receptive language before they attempt to speak, they develop understanding through moving their bodies, and they are not forced to speak until they are ready. Repetition and active involvement are vital for retention of new vocabulary. To implement TPR teachers should choose vocabulary to physicalize, introduce vocabulary gradually, drop the physical modeling, add additional commands, add additional responses, play games for additional practice, assess student progress and understanding, and periodically review your use of total physical response and plan to improve and expand the use of the strategy.

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Visuals or pictures created to represent ideas, text, or connections between texts. They aid comprehension by enabling readers to label aspects of a text, using language from that text, to visually illustrate connections between events and characters. Graphic organizers support ELL students by taking confusing English vocabulary and concepts and presenting them in an organized, visual way. Venn Diagrams are used to compare different texts or a reader's experiences with text in the form of overlapping circles. Flow charts are used to represent the sequence of events in text visually. To implement graphic organizers teachers should identify the teaching purpose, explain the purpose, involve students in constructing a graphic, discuss the connections, and provide additional practice in using graphic organizers.

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Students can engage in hands-on activities that allow them to obtain additional experience in using new skills, expand skills usage to match more closely their individual needs, and work cooperatively with other students. Effective for ELL students and other students who need expanded verbal interaction or hands-on practice to enhance their learning, language acquisition, and development. To implement in the classroom teachers should identify skills to be practiced, introduce the centers, document the center work, bring students up-to-date-, assess student progress and understanding, and add technology. Students must be encouraged to go beyond the basis skill practice and find ways to be creative. Students should see their efforts recognized, valued, and celebrated if they are to expend maximum effort in learning center work.

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A concurrent verbal explanation and physical demonstration of directions or concepts. Lowers learners' anxiety since they know what to do because they have seen the directions or content modeled. When implementing modeled talk you should identify the lesson and gather materials, practice your  modeled talk, design a visual of directions, review the steps to be taken, and observe students as you model talk. English speaking students often learn how to model talk and use it when explaining procedures and concepts to ELL students in the classroom. This gives ELL students an opportunity to interact successfully with their peers and builds feeling of community within classroom.

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Make connections among past experiences, content currently being studied, and vocabulary that is new or being used in an unfamiliar way. Often several groups of students perform skits using new vocabulary in which the words are used in different contexts. The steps in implementing vocabulary role play are: identify key vocabulary, teach the lesson or read the book, connect the vocabulary to past experiences, sort the words, plan ways to use the words, give the students time to practice, perform the scenes, and focus on multiple word meanings. Vocabulary role play provides a link between learning a new word and using the word in context, or multiple contexts.

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Concrete objects that students can move and handle to support their thinking and learning. Mostly used in math and science, but can support other subjects as well. For ELL students, mathematics vocabulary should be layered on top of experiences, not presented abstractly. Can be concrete (can be disassembled such as the human body) or representative (small wooden cubes used for counting and math calculations). Concrete manipulations supports academic vocabulary, while semi-concrete manipulations are used to explain and illustrate an abstract concept such as a number. Steps to use manipulatives are: identify concepts to be taught and ways to represent them, demonstrate and explain, provide guided practice, give students time for additional practice, celebrate and review, and continue to assess and improve on the use of manipulatives throughout the curriculum.

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Positive and nurturing environment and reducing anxiety of English Language Learners is important. ELL students should be able to focus and connect to instruction rather than worry about what to do next. Teachers are advised to use expectations at the beginning of the year so students are aware of the expectations. To implement in the classroom you should set up your room, establish routines, model routines, contextualize directions, evaluate your use of routines and procedures periodically to identify areas that can be improved, and assess to determine appropriate follow-up instruction.

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Students work together in a group to accomplish something such as a project. Each group member is expected to perform an assigned task. Assignments must be open-ended and team building activities should be used to be successful. Cooperative learning is important for ELL students because they are able to communicate in small groups, but they must be given assignments according to their English proficiency. To use this strategy in the classroom, teachers should assign groups and build a team, assign roles within the groups, intervene to ensure full participation, report back to the class, and debrief and examine the group process.

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Herrell, A. L., & Jordan, M. (2020). 50 Strategies for teaching English language learners. Pearson.
Turner, N. K. A., Glover, C. P., & Polson, B. (2020). Toward culturally sustaining teaching: early childhood educators honor children with practices for equity and change. Routledge, Taylor & Francis Group.