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This article gives a brief and clear explanation of language acquisition. This can help provide a basic understanding to someone new to teaching ELL's

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Learning to speak and write one's native language well is often challenging enough; acquiring these skills in a second language requires even more effort, commitment, and practice.

Mechanics of second language acquisition

Each language has its own set of rules for speaking and writing the language properly, and individuals trying to learn a new language often blur the lines between which set of rules to use.

Second language learners also face a certain degree of fear or anxiety about tackling a new language, which can, in turn, affect how easily or how well they acquire a second language.

Ann E. Oliveri, a teacher with 30 years of experience teaching English as a second language (ESL), describes second language acquisition as a learning continuum because the person learning a new language "progresses from no knowledge of the new language to a level of competency closely resembling that of a native speaker."

Five stages of second language acquisition

Proponents of second language acquisition theories, including Oliveri and Judie Haynes, another ESL teacher with 28 years of experience, identify five distinct stages of second language acquisition as originally espoused by linguist Stephen Krashen. These include the following:

1. Silent/receptive

This stage may last from several hours to several months, depending on the individual learner. During this time, new language learners typically spend time learning vocabulary and practice pronouncing new words. While they may engage in self-talk, they don't normally speak the language with any fluency or real understanding.

This stage is controversial among language educators. Ana Lomba disagrees that second language learners are totally silent while they are in this first learning stage. Instead, Lomba states that "speech is fundamental in language acquisition" and learners excel in language acquisition when they apply what they learn as they learn it.

2. Early production

This stage may last about six months, during which language learners typically acquire an understanding of up to 1,000 words. They may also learn to speak some words and begin forming short phrases, even though they may not be grammatically correct.

3. Speech emergence

By this stage, learners typically acquire a vocabulary of up to 3,000 words, and learn to communicate by putting the words in short phrases, sentences, and questions. Again, they may not be grammatically correct, but this is an important stage during which learners gain greater comprehension and begin reading and writing in their second language.

4. Intermediate fluency

At this stage, which may last for a year or more after speech emergence, learners typically have a vocabulary of as many as 6,000 words. They usually acquire the ability to communicate in writing and speech using more complex sentences. This crucial stage is also when learners begin actually thinking in their second language, which helps them gain more proficiency in speaking it.

5. Continued language development/advanced fluency

It takes most learners at least two years to reach this stage, and then up to 10 years to achieve full mastery of the second language in all its complexities and nuances. Second language learners need ongoing opportunities to engage in discussions and express themselves in their new language, in order to maintain fluency in it.

The key to learning a new language and developing proficiency in speaking and writing that language is consistency and practice. A student must converse with others in the new language on a regular basis in order to grow their fluency and confidence. In addition, Haynes says it's important for students to continue to work with a classroom teacher on a specific content area related to the new language such as history, social studies or writing.

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5 Stages of Second Language Acquisition | Resilient Educator

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Learn the five stages that language learners go through when acquiring a new language, and why one of them is controversial.

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This chart provides a clear visual to reference as needed.

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This video provides an overview of the five stages of language acquisition.

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McREL - The Five Stages of Second Language Acquisition

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This video focuses on supporting social emotional needs of ELL students. This can help teachers balance meeting students educational needs and emotional needs.

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You Are Welcome Here: Supporting the Social and Emotional Health of Newcomer Immigrant Students

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This article focuses on creating a welcoming classroom environment. This can help an educator step up their classroom in a way that is conducive for ELL students

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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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This article provides specific instructional strategies. This can help a teacher find specific things to do within their classrooms.

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The new question-of-the-week is:
What are effective teaching strategies for newcomers?
Newcomers to the United States often have low-proficiency in English but, depending upon their age, might have had considerable education in their home language.

What are the most effective teaching strategies educators can use with this population, which is certain to grow under President Biden's immigration policies?

Several experienced educators are contributing responses to this question: Michelle Shory, Irina McGrath, Luisa Palacio, Sean McWherter Ed.D., and Ciera Walker. Michelle, Irina, and Luisa were also guests on my 10-minute BAM! Radio Show. You can also find a list of, and links to, previous shows here.

Before we get to today's guest contributors, I'd like to share a few of my favorite strategies:
1. Picture Word Inductive Model (PWIM)
In the PWIM, students and teachers first label an image with words, then categorize them, followed by using the words to write sentences about the picture. They next categorize the sentences, turn them into paragraphs, and finally, write a title.

You can learn more about the PWIM here and here.
2. Games
You can't go wrong with games. In the classroom, zillions of different ones can be played with mini-whiteboards, and they can be modified for online use by using a tool like Whiteboard.fi. Quizizz is also great for online use, and it has countless games already premade for just about any topic you want to teach!
3. Dialogues 4.Freire's Learning Sequence 5. Language Experience Approach (LEA)
Promoting Interaction
Michelle Shory and Irina McGrath are Google Certified trainers and co-creators of ELL 2.0, a website that offers tools and resources for teachers of English-learners. Irina V. McGrath, Ph.D., works for the Kentucky education department as an education recovery specialist. She is also a co-director of the Louisville Writing Project (LWP) and the University of Louisville and Indiana University Southeast adjunct who teaches ESL/ENL instruction as well as assessment, literature, and cultural- and linguistic-diversity courses. Michelle Shory, Ed.S., is a district ESL instructional coach in the Jefferson County public schools, Louisville, Ky. She is passionate about literacy and helped establish Dolly Parton's Imagination Library in Louisville.
Teaching students who are newcomers (students in their first year of enrollment in a U.S school) is a privilege-it changes an educator's outlook, practice, and heart forever; however, working with newcomers requires a lot of cognitive, physical, and emotional energy. But we challenge you to find a more rewarding experience in all of education. Where else do you get to see such incredible growth and change? And you will probably keep relationships with these students long after they leave your classroom.
Research
In order to support newcomers in the most effective way, teachers should do their homework on students-research their cultures, history, language, and education systems. You can find resources here and here.

Learning about newcomers will help you connect with your students and their families, give you ideas on how to make your curriculum culturally relevant, and help you address your own assumptions and misconceptions.
Relationships, Self-Advocacy, and Routines
Before starting with the first "real" lesson, begin with relationships, self-advocacy, and routines.

When focusing on relationships, start with names. Teachers should know how to pronounce student names-and students should know how to pronounce each other's names. Also, students need to be fully seen. Educators must take time to learn about their students' interests, families, and topics they love to study. Teachers should also share about themselves-share hobbies, family pictures, etc. Classrooms (especially newcomer classrooms) need to feel safe because we are encouraging students to be vulnerable each day when they are using a new language.

Dr. Stephen Krashen instructs educators to "lower the affective filter" as a way to increase comprehension. Lowering the affective filter includes helping kids feel comfortable by speaking more slowly, using gestures, and including high-interest materials. All of this is most effective when classrooms are warm and comfortable.

Educators will want to begin by teaching independence on day one. Show students how to use technology like Microsoft's Immersive Reader, Google Translate, or Socratic from Google. Demonstrate planning and organization skills (like using a digital calendar or Google Keep). It is also a good idea to make sure that students know how to ask for help from a teacher when they don't know the answer to a question.
Instructional Supports and Considerations
One last addition is to set up strategies to support interaction. WIDA researchers found that ELs spend on average less than 10 minutes per day speaking in class. This is unacceptable from a social-emotional and academic lens-ELs need to engage frequently in classroom conversations. When thinking about structures, consider Kagan structures or QSSSA from Seidlitz.

When facilitating lessons, always remember to include visuals, gestures, and repetition. ESL consultant and teacher Carol Salva's students report these strategies as the most helpful.

It is also important to consider teaching themes. Krashen's research demonstrates the power of "deep reading" on a topic and how it supports ELs in acquiring language. Themes boost engagement and confidence because students are continually building their expertise about a topic. Additional research (highlighted in Natalie Wexler's work) has proven that reading comprehension is largely based on background knowledge. So, whenever teachers build students' knowledge of the world, they are also supporting comprehension.

Finally, when teaching newcomers, educators should not discount the expertise in the room. Be sure to tap into students' "funds of knowledge," a term coined by Dr. Luis Moll that represents cultural resources and knowledge that students bring to the classroom. Always include at least one entry point for newcomers to bring in their cultural and linguistic expertise. One example might be a unit on religions, holidays, or education systems around the globe.

In conclusion, teachers play an important role in ensuring social, emotional, and academic success of newcomer students. The more effort teachers put into getting to know their students, teaching them self-advocacy skills, and building on their funds of knowledge, the greater chance their students will have of reaching their highest potential and succeeding personally and professionally.

ELLs 'Need to Feel Safe'
Luisa Palacio is an ESL and Spanish teacher from Colombia with 19 years of teaching experience. Luisa holds a bachelor's degree in modern languages: English and French, and an M.A. in TESOL from Greensboro College. Currently, she teaches K-12 at Northampton County schools in North Carolina and Spanish with South Carolina Virtual Education:
We always consider content relevancy, the use of visuals, vocalization, facial expression, among others. However, what ELs need at first is to feel safe, comfortable, and confident in their new environment.

The school system works in a completely different way in every country. I believe one of the first things we need to do with newcomers is to show them how school works, classroom routines, how to sign in and out of school, how to move around campus, how to get their meals, how to login on their technological devices, explain schedules, share possible extracurricular activities in which newcomers could participate, etc. Newcomers need modeling, not only for the language but also for the culture. Newcomers need to be shown what to do and how to do it, what to say and how to say it. As teachers, we need to be aware of the cultural shock newcomers go through so that we can help the process to run a bit smoother.

Every newcomer should have a mentor to shadow him/her during the first days of school, someone who can introduce them to their teachers, who makes teachers aware that this EL is in their class and will need some extra attention. In my opinion, cultural awareness should be the first teaching strategy. Newcomers are facing a new culture, and they also need to feel their own culture is valued. Thus, it is important to generate activities that allow students to share their culture, so they make comparisons and connections by sharing about a subject they master and a subject that is relevant.

'Language-Learning Goals'

Sean McWherter, Ed.D., is the director of restart programs for the Guilford County schools in North Carolina. He is the author of A Road Map to PLC Success published by Routledge Eye on Education, 2017, and Unpacking your Learning Targets: Aligning Student Learning to Standards, published by Routledge Eye on Education, 2020:

With the rapidly increasing population of English-language-learners in many schools across the U.S., it is becoming ever more important for regular education teachers and administrators to know how to support these students and their families.

I feel that oftentimes educators mistakenly believe that ELLs have trouble learning or that they learn differently from native English speakers and that their education is best left to the English as a second language or ELL teacher. This could not be further from the truth; the educational barriers ELL students face are accentuated by language and cultural barriers, not an inability to learn.
Utilize Language-Learning Goals
Many educators are aware that the use of learning targets in the classroom is an instructional best practice and that students learn better when teachers utilize clear daily learning goals (Marzano, 2009; Reeves, 2010; Kareva & Echevarria, 2013). For ELL students, it is especially important to include both lesson and language-learning goals.

The lesson objectives should be focused on the grade-level content while the language objective should align to one of the four domains of English-language development (ELD), which are listening, speaking, reading, and writing. A teacher's experience with creating and using language objectives in their instruction is important to ensure that ELLs have equal access to the curriculum (Hudson, Miller, & Butler, 2006; Short, Echevarría, & Richards-Tutor, 2011; Marcos and Himmel 2016). When planning a lesson, everything should intentionally lead students to mastery of the learning targets while providing students with a variety of meaningful activities and high-quality instruction.
Increase Student Engagement and Interactions
To support student engagement, as well as the lesson and language objectives, liberally employ the use of visuals to reinforce both spoken and written words. Capitalize on the use of gestures, often exaggerated, for added emphasis, speak slower and be sure to enunciate your words, repeat important words or phrases, and be sure to use fewer idioms. Many ELL students have not attended schools in their new county and may be unfamiliar with cultural references. Take the time to thoroughly review texts to identify potentially confusing language and concepts so that you can build the background knowledge of your ELL students prior to exposing them to potentially confusing material (Kareva & Echevarria, 2013).

Incorporate high-frequency vocabulary words throughout all content areas and be sure to provide instructions and other important information in multiple formats. Don't just tell the students what you want them to do, write it, provide an example/exemplar, and act it out or model the activity if possible.

Provide multiple opportunities for ELL students to interact with their peers in small groups where they can practice speaking and listening in low-risk settings that will produce language-learning outcomes (Saunders & Goldenberg, 2010).
Build Positive Relationships and Cultural Connections
Building relationships with your students is the foundational component of successful teaching and learning, and there is a multitude of research that supports this idea. According to a review of 46 research studies, students that feel valued and appreciated are more likely to demonstrate both short- and long-term improvements in academic engagement, attendance, grades, and behavior, while also having a reduced dropout rate (Sparks, 2019).

Begin forming relationships with your ELL students by learning about their individual culture, traditions, religion, hobbies, family dynamic, and background. Stay respectful of their personal boundaries and understand that they may need time to settle into their new environment before opening up. (National Clearing House for English Language Acquisition, n.d.). Having a positive relationship with a student's family can also help support their education.

Remember some of the families may only have very little or even no formal schooling experience in this country, so taking the time to show them what school is like and how they can get involved are critical first steps to forming a parent partnership. (Short & Boyson, 2012)

Stations
Ciera Walker is a sixth-year systemwide ELL teacher in east Tennessee:
Newcomers that might have the same level of English do not necessarily grow and learn at the same rate. This is due to many factors, such as previous schooling experience and the background of the student and their family. I use stations as a strategy to meet the needs of all of my newcomers.

What? Stations provide students with an opportunity to work with a partner on specific skills to boost their language learning and language acquisition.

When? We do stations most Thursdays and every Friday.

How? Students eventually work their way up to a goal of 12-15 minutes per station. The teacher starts a timer, and students rotate through the stations with their partner.

Who? I generally group my students by ability in English (homogeneous groups), but occasionally, if they have a great ,I will let them choose their partners (in more heterogeneous groups).

Why? The purpose of stations is to provide students with practice in skills they are learning in the ESL classroom and the general education classroom. Students have opportunities to practice skills during stations while the teacher provides individualized mini-lessons to help with the language-learning process. Stations are practical and provide teachers with opportunities to use best practices in teaching students a new language. It is extremely important to be purposeful, organized, and use a system to make stations go smoothly! It takes a lot of planning to teach students the stations so they can work independently. I take a lot of time to "front-load" the expectations and provide students time to practice. Students generally start stations independently after fall break.

Each year, I change up my stations depending on my students' needs or new ideas I find. Below are some of my favorites that are easy to maintain and enjoyed by the students. I recommend teachers keep stations simple and choose one activity per station, especially in the beginning. As students become more familiar, you can add on to the complexity of each station.

Teacher: Students meet with the teacher and work on individualized needs (letter work, word work, reading stories, fluency, comprehension, etc.). I like to use Reading A-Z or ReadWorks to help structure this station.

Listening: Students work on EPIC books, Unite for Literacy, or listen to books on tape/cd. You can get a headphone splitter from Amazon for pretty cheap if you have limited devices so students can listen together.

Library: Students read a book and complete a simple graphic organizer about what they read.

Computer Station: Choose a safe website for students to play on. I like starfall.com for my primary students and I am hoping to implement typing websites for my older students next year.

Speaking: I use Vocaroo or Flipgrid. For Vocaroo, I usually have picture cards with vocabulary words students might need; students retell the story. For Flipgrid, I usually have a video for students to watch or I ask them a question and they must respond.

Writing: This station is the one that evolves the most throughout the year. Using picture prompts, sentence stems/frames, and word banks is crucial for the writing station.

Word Work Games: This station has many games that work on foundational reading skills. Eventually, students have different boxes/baggies they pull from (depending on their level).

1. Bang: Have different sets of 10-12 words (letters, sight words, vocabulary words, etc.). Label 1-2 cards "Bang." Students pour cards out of baggies into a box. They reach in the box and grab a word, say the meaning or read the word. If they pull "bang," then all their cards must go back in the box.

2. Roll, read, write: Create a 7x6 table. Type in the target words that correspond with a number on a die. Put the sheet in a pocket protector and have students write the word with an Expo marker when they roll the die.

3. Oodlu.org: Create vocabulary sets. Students answer questions and get to play premade video games. Easy to use and create-a class favorite!

Stations are a versatile and practical way to provide students with practice on new skills they are learning and to differentiate instruction for newcomers with varying levels of language acquisition.

Thanks to Michelle, Irina, Luisa, Sean, and Ciera for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.
Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign-new ones won't be available until February). And if you missed any of the highlights from the first nine years of this blog, you can see a categorized list below. I am also creating a Twitter list including all contributors to this column.

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Thirteen Instructional Strategies for Supporting ELL Newcomers (Opinion)

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Five educators share effective instructional strategies to use with English-language-learner newcomers, including using images and games.

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This article discusses how to build partnerships. It can provide teachers with specific ways to connect and engage with families.

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(It is best to) provide a summary of information in the family's native language. Assume that families may have to be given information multiple times in multiple formats (orally, written, follow up) before they know what to do, as the system is unfamiliar. - Educator response to a Colorín Colorado survey on how schools are supporting immigrant families
Overview

Partnerships with the families of immigrant students and English language learners are critical to student success. In addition, schools are required to communicate with families in a language they understand. Here are some ideas for meeting those requirements, encouraging parent leadership, and building a greater network of support with community organizations.

COVID-19 updates

Learn more about partnering with ELL and immigrant families during the COVID-19 pandemic below.

Create different channels for communication in families' languages

Help families keep emergency contact information updated

Learn why it is critical to help ELL and immigrant families keep their emergency contact information updated and how to do so.

Why this matters

School districts are legally obligated to share information in a language that families understand. Families may also need information in different formats to understand it, especially if they have lower levels of literacy. By learning more about how families prefer to communicate, administrators can allocate resources and staff time more effectively.

In addition, it is critical to provide forms and documents in families' home languages to the extent possible, such as registration forms, home language surveys, and emergency contact forms. Keep in mind that the U.S. educational system will be new to families and they may have lots of questions on top of their questions about complex issues related to immigration.

Note: This is especially critical when it comes to questions of special education evaluation, services, or Individualized Education Programs (IEPs).

Tips for getting started

Work with parent liaisons to determine how best to provide translated information and if your families prefer to communicate through:

in-person conversation

written handouts

email

websites

telephone hotlines or automated phone calls

text messages

social media

video-streaming events

partnerships with local community groups such as a house of worship

Posting information online

Posting translated information online increases families' access to resources from their own home. When you find out families' preferred methods of contact, you can find out how easily families can access information online and let them know where internet access is available.

Note: Providing a link to an online translator is not sufficient, as machine translators often mistranslate educational or context-specific words and phrases.

Recommended resources

Recommended videos

Video: Building parent relationships built on trust

Revisit school data about immigrant students

Why this matters

Looking at student data can help identify patterns or experiences that may be affecting your families. While it is important not to make assumptions or ask for any information related to immigration status, the better you know your families, the better you'll be able to address their concerns. You may also find some patterns that surprise you, as in the case of this Illinois high school who realized that many immigrant students needed significant support in applying for college.

Tips for getting started

Revisit student data and talk with the staff who work with immigrant students to make sure you know who your immigrant students are, always protecting student privacy.

Remember that immigrant students may have diverse backgrounds/education levels.

You may wish to ask the following questions when you look at your data:

◦ What trends and commonalities are there within the different families?

◦ Do families represent different world regions, religions, and languages?

◦ How about educational backgrounds?

◦ Are there particular issues impacting families that need to be addressed?

It is also worthwhile to take a look at your state immigrant/ELL population. You can get started with the following data sources, as well as the immigration data resources in our introduction:

Finally, avoid making assumptions about what kinds of issues and challenges families are facing based on their background, country of origin, or languages spoken. For example, the DREAMer population is a diverse group; while the majority of DACA recipients are from Mexico and other Latin American countries, The Washington Post reports that tens of thousands of DACA recipients also come from countries such as South Korea, the Philippines, India, Jamaica, Tobago, Poland, and Pakistan. A significant number of DACA recipients are also high school students. (Read more in our section on the diversity among undocumented immigrants.)

Encourage family leadership

Why this matters

Families can be tremendous allies and ambassadors for their community when given the chance. They also can provide helpful input on how to effectively meet other families' needs or address concerns. Principal Nathaniel Provencio says that one result of the uncertainty facing his families is that they are taking on more leadership roles in the school community.

Tips for getting started

Ask families what their questions and concerns are.

Form an advisory group of families to discuss these issues. Ask them to identify priorities and then draft recommendations for teachers, administrators or other leaders.

Invite families to school board meetings and encourage them to speak. Be sure to remind school districts to have interpreters available and encourage families to use them.

Take their input seriously, and don't ask for it until you are prepared to listen. It may be challenging at first, but well worth the learning curve.

Recommended resources

Recommended Videos

Create partnerships with community organizations

Why this matters

Beyond addressing questions of basic needs, other community partners that represent your families can be valuable allies, such as organizations with ties to local immigrants, houses of worship, and businesses. These organizations can help provide:

The role of libraries

Libraries can also play an important role in supporting immigrant families, as seen in these examples:

In addition, you can read about an innovative early literacy program designed to welcome immigrant families in the report Building Safe Community Spaces for Immigrant Families, One Library at a Time.

Community schools

Around the country, many schools are adopting the community school strategy, which develops partnerships in order to provide additional supports that can help students succeed. Learn more from our community school resource page, as well as our video project about how community schools can support ELL/immigrant families at Wolfe Street Academy in Baltimore, Maryland.

Tips for getting started

Create an asset map of valuable partners, opportunities, and resources in your community.

Talks with colleagues about which existing partnerships are working and new partnerships that make sense to pursue on behalf of your families.

Look for partners that can provide students with enrichment experiences.

Connect with other community leaders, such as faith leaders, non-profit leaders, political leaders, or business owners who wish to express their support for local immigrant communities. There may be ways to have a broader impact through partnerships and find solutions to local challenges (see the video below about Chicago Cubs manager Joe Maddon and his community work in his hometown of Hazleton, PA).

As you bring people together, have some examples available of what other communities are doing.

Don't hesitate to turn down partnerships that aren't beneficial or appropriate for your community. For example, Principal Mark Gaither at Wolfe Street Community School shared with us that he has turned down partnerships that were not going to yield worthwhile results for his students and looked for more suitable options.

Recommended resources

Case studies

Recommended videos

Video: How a Community School Helps ELLs Succeed

Video: Identify your resources and allies

Video playlist: How community schools support ELL/immigrant families

Parent engagement toolkits

A number of organizations have published toolkits focused on culturally responsive parent engagement with diverse families. Here are some of the highlights!

References

See our complete reference list for works cited in this article.

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How to Build Partnerships with Immigrant Families

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(It is best to) provide a summary of information in the family's native language. Assume that families may have to be given information multiple times in multiple formats (orally, written, follow up) before they know what to do, as the system is unfamiliar.

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This article discusses 10 ways schools can communicate with ELL families. This can help create strong, school-wide policies and procedures for communication.

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As schools look for different ways to build successful partnerships with families, good communication remains crucial. There are more options than ever before for educators and administrators to connect with families of English language learners (ELLs) and keep that communication strong. Here are some tips for schools and resources to explore.

Note: Families have a legal right to information from the school in their home language. You can learn more about those rights in the following:

It's essential that schools have accurate contact information for families. Understanding why families' contact information might change, how they prefer to update that information, and how the school can make it easier for them to do so can go a long way in helping everyone stay connected.

Learn more from the following:

1. Find families' contact information.

Start by looking for families' contact information and checking to see if information on file is still accurate. This may be challenging if families' housing and economic situations are unstable. Families who use prepaid cell phones may also change phone numbers regularly.

If you don't have updated contact information for families, consider trying to pass on a message through:

other students or families (including through families' networks among themselves)

an interpreter, family liaison, or ELL educator who knows the family

other educators such as teachers, coaches, and counselors

teachers of other children in the family

community or faith-based organizations serving your students' families.

2. Help families keep their contact information updated.

Ensure that families understand why the school needs updated contact information, especially during the pandemic. You may wish to provide translated emergency contact forms or other tools that can help.

Learn how to make this easier for families in The Importance of Keeping Emergency Contact Information Updated (and keep in mind that families' with limited internet access may not be able to log in easily to parent portals).

3. Ensure that families know how to contact you or the school.

Make sure that families have:

updated contact information for their child's teacher

updated contact information for any other adult who will be working with their child, such as an ESL specialist or special educator

information on contacting an interpreter or getting necessary information in their home language

information on getting technical support in their home language.

You may also wish to provide a translated information form to help families keep this information organized. In addition, ensure that families know that they are allowed (and encouraged!) to reach out to their child's school with questions.

Preferred methods of communication

4. Find out how families prefer to communicate.

Each family will have their own preferences on how to communicate, although there may be some similarities among families from particular communities who are using the same methods. The more you know about how families wish to communicate, the more successful your communication will be. You can learn more about tech tools that can support this communication in How to Use Technology to Engage Multilingual Families.

Phone calls

You may wish to start with a call if you have families' phone numbers. This will also allow you to reach some families who don't have internet access. Google Voice allows you to place phone calls without sharing your phone number. Keep in mind that some families are not allowed to answer their phones while working.

Texts

Some families may prefer to communicate by text. That will allow them to respond at their convenience. You may also wish to text video messages to your students or families with information, greetings, or messages of encouragement. Many immigrant families use WhatsApp and create large texting groups as part of the app.

Social media

Many schools have had success in communicating with ELL families through social media, including Facebook messenger or a dedicated Facebook group with translated information. For example, the Roseville, MN school districts posts bilingual information for families on its community Facebook pages, including translated messages from a family liaison. For more ideas on how to engage effectively with multilingual families in virtual settings, see these ideas from Dr. Karen Woodson.

Email & online communication

Many ELL educators have reported that emails and newsletters are not a good option for their families. Sending out updates doesn't guarantee that families have received them or gotten the important information they need from them. If you don't receive responses to your emails, consider calling or texting instead. Just because families have provided an email address doesn't mean they are using it or are comfortable sending emails to a teacher. Other online options include doing a video chat, sharing a survey or family check-in form (perhaps via Google Forms), or sharing some online learning resources.
Notes:

Assisting families with access to devices and internet may also improve communication, although as our related article notes, the technology alone won't do the trick without strong relationships and tech training and support.

Your district may have policies in place regarding student privacy and online learning, such as restrictions on videos or images of students. Check with your school administrator for clarification as needed to protect student and family privacy, as well as with your families to find out if they have any concerns.

Mail and more

During the pandemic, some teachers have connected with families through creative ways such as post cards or attaching contact information to food delivery. One teacher who sent her phone number via pizza delivery heard back from the family she was trying to contact!

Partnering with families in the service industry

This video features Juliana Urtubey, 2021 National Teacher of the Year.

5. Find out when families prefer to communicate.

Keep in mind that immigrant families may be juggling a number of challenges and responsibilities that impact how and when they can communicate with the school. Some families may:

work outside of the home during the school day, during the evening, or overnight

need to juggle child care and other family caregiving responsibilities during the day

work for employers that have strict rules about responding to phone calls or texts during their shift

follow cultural norms regarding family or gender roles around communication.

The better you know your families, the more you can learn about their schedules and their family's situation during the pandemic.

Language access resources

6. Ensure that families and staff know that families are entitled to information in their home language.

School districts are legally required to provide information in families' home languages. You may need to share information about these rights with families themselves, colleagues, or administrators if families are not getting the information they need in their language.

You can learn more about best practices for increasing families' language access from the following:

7. Identify your language access options.

If you are don't know what your language access options are, contact ELL educators or administrators from your school or district to find out more about your options, which may include the following:

School / district interpreters

Your school or district may have trained interpreters, as well as bilingual staff. It is important to note that bilingual staff and interpreters play different roles:

Bilingual/multilingual staff speak multiple languages. They may also be able to write and translate in those languages, but that is not always the case. They may not have had formal training in translation or interpretation.

Interpreters have received extensive training related to best practices for interpreting/translation, as well as training on specific legal and educational considerations around matters where they will be interpreting.

If your school or district has interpreters, ask your colleagues:

if and when they are able to assist with family communication

what process they prefer for setting up conversations

what has worked (or not) in the past

if there are other translation resources that you should be familiar with

if families have common questions that can be addressed more efficiently

if there are some ways to make technical support in families' home languages more efficient

if there is anything you can do to support their work.

Learn more about in Equity Through Language Access: Best Practices for Collaborating with Interpreters.

District translation hotline

Your school district may offer a translation hotline. Find out if it is currently available and, if so, how you can use it to set up conversations with families. If the hotline's hours don't match your families' availability, talk with an administrator about whether other options may be available.

Translation apps

Ideally, districts will have in-person interpreters available as part of their legally mandated obligations to make information available in families' home languages. However, there are tools that can help fill in some of the gaps, especially during the current crisis.

Talking Points is an app that translates messages between teachers and families in many different languages. Here's how it works:

Parents receive the messages as a text message and do not need to download an app.

It's free for individuals and can be purchased for broader use by districts.

Translations are done automatically but human interpreters are available if needed.

You can send mass texts as well and teachers' numbers are protected.

Illinois multilingual education administrator Sarah Said notes, "It's an application that works as a text message on parents' phones. It enables two-way translation communication with families. You can send mass texts for free! It has been a LIFELINE."

The Talking Points can help give individual teachers more options in reaching out to families directly rather than relying on an intermediary. Please note, however, that it should not be considered a wholesale substitute for professional, knowledgeable interpreters and liaisons who are familiar with:

the language and culture of the families

technical school terms, especially for special education

strategies that can help build trust and community among ELLs and their families.

When to use what method of contact

Keep in mind that some information may be more suitable for texts (shorter messages, reminders, and check-ins) than lengthy or sensitive information, or information that is legally required to be translated. Please take a look at these privacy and security considerations for ELLs and immigrant families if you are considering using Talking Points or other apps.

Supporting learning

8. Identify the information and updates that ELL families will need in their language.

Does planning and communication in your district take ELLs and their families into account? ELL families will need to know:

the school schedule

information about school closures (whether planned or due to weather, etc.)

how to communicate with their child's teacher

how to access lessons, assignments, and updates about their child's progress

access to devices, internet, and technology training and support when learning remotely

information about ELL or special education services and support.

Families may not be aware of the services the school provides around school meals, health care, social-emotional support, how to support learning at home, or parenting tips for managing schedules and routines. Sharing this information broadly and then getting to know individual families is the best to address their priority questions!

Building relationships

9. Look for ways to build relationships with ELL families.

ELL families are valuable partners, yet they are often overlooked in family engagement. The school-family partnership is a two-way street - just as schools have important information they want to convey to families, families have important information about their children and questions they want ask of schools. This partnership is not born overnight, and it may take time to build trust. However, by working steadily on aspects listed above, schools can increases their chances for success, especially when they make it a priority to make families feel welcome and build school-family partnerships.

As you communicate and connect with families, keep the following tips in mind:

In the words of one of our advisors, take time to ask how families are doing, not what they are doing. Like many families, they may be facing complex challenges. (You can learn more about how COVID-19 has impacted immigrant families in this article, as well as by talking with educators or liaisons who know your ELL families well.)

Ask them what their questions are.

Learn more about the families' strengths and interests. Start with low-key topics and avoid asking direct personal questions that may make them nervous. Over time, you may learn more about their prior experiences.

Share something about yourself that helps them relate to you as a person, such as a photo of you with a pet or doing a hobby.

Ask them to tell you more about their children's strengths, talents, and personality. As you get to know the child, share successes and observations that indicate that you are seeing the whole child.

It also helps to keep in mind the following:

Many families may have different perspectives on the role of the family in schooling based on the experiences within their culture. The idea of a "school-family partnership" - not to mention the shift to schooling children at home - may be very new to immigrant families and they may not respond to the school's outreach efforts in the way that other families do. You can learn more about how to engage families and encourage their leadership from our ELL family engagement guide.

Some families and students may be more comfortable in settings that are more oriented to the group as opposed to the individual. For example, some families may prefer group family conferences where they can learn from each other's questions and then break off for smaller individual conversations as needed.

10. Ask families what has worked (or not) so far.

Your families will have helpful insights about their recent experiences with their children's schools. Topics related to communication might include:

getting updates from the school

being in touch with their child's teachers

how they prefer to communicate

questions about technology access and tech support

whether they have had enough information to support their child's learning.

In some cases during the pandemic, families didn't hear back from the school, or schools were unable to reconnect with families. In others, families were contacted by so many different people that they got overwhelmed. Finding out what their experiences were will help planning in future communication.

How administrators can help

Making space in teachers' schedules for the time and effort needed for the above strategies (especially if they do not yet have a relationship with the family) may seem difficult given all that they are juggling. In the long run, however, it will:

fortify those critical connections

allow them to plan more effective and efficient instruction around students' situations.

Administrators can help in this effort by:

acknowledging the importance of this communication

ensuring teachers have the necessary time to communicate effectively with ELL families in their schedules

ensuring that current policies and resources support teachers' ability to succeed in ELL family communication.

Administrators may wish to reach out to staff members, including ELL and bilingual educators, interpreters, family liaisons, and paraprofessionals, to talk about:

schedules

case load

availability

their ideas on how to make communication more efficient.

Closing thoughts

Most importantly, don't give up! While it will be a challenge, as this teacher notes, families you connect with will likely be appreciative to hear from the school:

I spent a chunk of my day today calling families using Google Voice. I didn't get through to most, but the ones I did talk to were SO grateful for the clarification about what's going on. I even got to hear a few of my sweet kiddos' voices. - Megan Kingery

If we can recognize and seize the challenge, there may be some opportunities that come out of this crisis, such as the chance to:

better understand and address inequities within our school communities

improve digital access for all students

strengthen family communication

think creatively about student engagement and instruction in new ways.

We are all in this together. Your ELLs and their families will be powerful partners on this journey - once they are invited to the table!

Acknowledgements

Note: Special thanks to Larry Ferlazzo and the educators who contributed to his Education Week series on distance learning and responding to the school closures early in the COVID-19 pandemic.

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Communicating with ELL Families: 10 Strategies for Schools

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As schools look for different ways to build successful partnerships with families, good communication remains crucial. There are more options than ever before for educators and administrators to connect with families of English language learners (ELLs) and keep that communication strong. Here are some tips for schools and resources to explore.

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This article discusses how to connect with middle and high school families. This provides good information for how to connect at harder ages.

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How to Partner with Families of Middle and High School ELLs

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Multilingual families are valuable partners in their child’s education, but their expertise and contributions may be overlooked, especially at the secondary level. The following articles offer ideas on how to connect and communicate with the multilingual families for English language learners (ELLs)…

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This article breaks down how to offer ELA instruction to ELL students.

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Teaching language arts and literature to English language learners (ELLs) provides rich opportunities for language and literacy development. These resources offer ideas for helping ELLs succeed with grade-level texts and work towards the rigorous demands of the Common Core and other language arts standards. Resources also include ideas for language arts in ELLs' native languages, such as Spanish.

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Teaching language arts and literature to English language learners (ELLs) provides rich opportunities for language and literacy development. These resources offer ideas for helping ELLs succeed with grade-level texts and work towards the rigorous demands of the Common Core and other language arts standards.

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This video provides ESL strategies.

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This blog provides five ways to get started teaching ELL's.

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Why Understanding Language Has Benefits for All
Understanding language is key to improving ELA instruction for all students. Our mainstream ELA classrooms provide crucial opportunities for academic and interpersonal language learning, and these opportunities are even richer in a multilingual classroom.

But when I first started teaching English, I needed resources to fully experience the joys of understanding how language is used in multiple and exciting ways in the ELA classroom. If you're like me . . .

You may need more information about what the range of "language learners" looks like. You may need clarification about why some strategies are working and/or not working.

You may just need some new ideas. You may be encountering linguistic diversity for the first time, in a new context, or with a new group of students.

You may have a recent addition to your classroom who has changed the teaching and learning dynamic.

You may be noticing variations in your students' writing and reading approaches, strengths, and skills, but aren't sure what to do next.

Or you may be a new or preservice teacher who is aware of your limited preparation for teaching ELLs or who wants to extend your initial insights.

You are not alone. I'm painfully aware that my limited knowledge of ELL students stymied my own instruction at times, similar to the way, now that I'm a teacher educator and researcher, I see many new teachers approaching their English language learners- with surprises based on language and/or the complexity of linguistic diversity in their classrooms.

Learning to understand language remains an ongoing process due to the varied contexts, time periods, and interactions in which we live, learn, and teach.

The good news is that we can all find ways to get started today. I'm fortunate to share key tips that I've learned from the wonderful English teachers I've worked with while writing Understanding Language: Supporting ELL Students in Responsive ELA Classrooms, that focuses on an asset-based approach.

In this book, I explore how to understand language in new ways to benefit both our ELL and non-ELL students housed in the same classroom. Offering supportive teaching resources and ways for us to notice and understand the strengths of ELL students, the book offers strategies for respectful and rigorous instruction for all students as we consider our own cultural and linguistic expectations.
Five Ways to Get Started Today Reap the Benefits of Understanding Language

Consider your language choices. Our metaphors and beliefs shape our understandings of teaching English language learners. These choices can frame and shape our perceptions of reality. Do we focus on the linguistic strengths students bring? Or the challenge or problem of having ELL students in our classrooms? Ask yourself to see if you have an asset-based perspective in your classroom, school, and/or community. Do you use positive language and metaphors?

Set up a two-way exchange. Seeing ourselves as intercultural communicators creates opportunities for two-way exchange that recognizes needs for mutual learning and appreciation. For example, Sewak, an early-career English teacher from Florida, sees ELL students in his classroom as a gift and assigns an About Me paper, which he models based on his own cultural background. This approach helps move to an asset-based approach, as all classroom members engage in cultural sharing.

Unpack any language misunderstandings. Understanding language means considering how our own experiences, and those of our students, intersect with myths about language as well as with the oral, written, academic and social uses of language. We know that if dissonance occurs, students might not disclose their language histories. But we also know that students bring to the classroom many facets of identity that can lead to silencing or lack of motivation if interclass relationships aren't addressed. That's why it's so important to think about how we talk about language and beliefs about language. To avoid misunderstandings, the responsive teachers I worked with approach their engagement with students through a positive, affirmative stance. Specifically, these teachers

Avoid seeing language difference as a problem.

Avoid taking on the role of language gatekeeper.

Avoid ignoring the presence of linguistic diversity.

For example, avoiding a gatekeeper stance can mean continuing an in-class literary discussion based on the depth of students' comments rather than fixating on a surface feature like accent or correcting their word choices.

Plan ways to use language in the classroom as a resource. Look for ways that language in the classroom is a resource for learning. Do you know what your students' first and/or additional languages might be? You may need additional methods for getting to know your students' language resources (e.g. surveys or writing prompts). Then, consider ways to use your students' language knowledge in class. Some teachers use students' language knowledge to explore word origins. Other teachers consider their specific multilingual students as they purposefully select and frame texts to shape the community.

Model and develop your empathy with language learning. We can develop our responsiveness through empathy. Language is an inherently personal part of our identities. Many Americans have barely delved into a second language ourselves. If you are like me, you don't speak a second language fluently; your formal foreign language instruction probably began (and perhaps ended) at the secondary level. Advanced fluency in a language can take up to a decade to achieve, and this is the level of fluency often needed for content area learning. Consider the "Stages of Language Acquisition," available from the Colorín Colorado site, and note your current stages for all languages you've tried to learn or want to learn. We can model for our students a key understanding: language learning is a long and complicated process. The process of learning a new language is not linear or applied evenly across contexts, language types, and demands.

Let's Work Together Finding resources and collaborating with others
Those are just five ways we can get started to support ELL students in responsive classrooms. One of my vital takeaways: collaborating with others makes us all more responsive teachers.

So, what about you- have you had successful experiences using language understandings to improve your English classes with ELL students? Do you have a tip for other ELA teachers who are trying to create more responsive classroom environments for their students?
Melinda J. McBee Orzulak is an associate professor at Bradley University in Peoria, Illinois, where she teaches future teachers and serves as the English education coordinator. Before working as an English teacher educator in Illinois and Michigan, she taught high school English, writing, and humanities.
To read more of Melinda McBee Orzulak's work:

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Understanding Language: Five Ways to Support ELL Students in Responsive ELA Classrooms

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This post was written by member Melinda McBee Orzulak. Why Understanding Language Has Benefits for All Understanding language is key ...