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English Language Proficiency Standards - these are important to include in the language objectives when lesson planning and for determining which language domains are begin addressed with the lesson.

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Proficiency Level Descriptors - these are important to refer to when monitoring the progress of the English learners. They also serve as reminders of what students can do at each level of proficiency within each domain of language.

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This resource helps teachers construct language objectives by providing numerous examples across various grade levels. It is particularly helpful as it demonstrates how to align lesson plans, language objectives, and content objectives to effectively support students.

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This article provides an overview of how to use language objectives in content-area instruction for English learners and offers classroom-based examples from different grade and subject levels.

This article written for Colorín Colorado provides an overview of how to use language objectives in content-area instruction for English learners and includes:

what a language objective is

steps that teachers can take to create language objectives

how to implement language objectives in a general education classroom

how to align objectives to content and language standards

ideas and resources on how to support teachers as they become familiar with this practice

how to use language objectives in distance learning environments.

Language Objectives: An Overview
Mrs. Shell has been teaching eighth grade math for twelve years. She has deep content area knowledge and wants to provide all of her students with authentic activities and tasks to relate the significance of the mathematical concepts that she teaches to their lives. Mrs. Shell has always felt successful at teaching her classes but this year has been different. Her sections include students with more diverse backgrounds than previous years, particularly more English learners. As Mrs. Shell was beginning to feel frustrated with her inability to reach all her students because of their needs, she learned about one way to make her content more comprehensible to all her students - creating and posting objectives that tell the students not just what content concepts they will learn in each lesson, but also the academic language they will need to learn and use to meet the state's math standards. With this knowledge, Mrs. Shell is now confident that she not only knows what to teach, but also how to teach it so that all her students can be successful.

Generally speaking, academic English is the language of schooling and the language that helps students acquire and use the content area knowledge taught in schools (Anstrom, DiCerbo, Butler, Katz, Millet, & Rivera, 2010).

Teaching content to ELs: The challenge

In my work supporting general education and ESL/bilingual teachers who provide sheltered instruction for English learners (ELs), I have met many teachers like Mrs. Shell. While these teachers want to provide effective instruction for their ELs, often they don't see themselves as language teachers and so they aren't sure where to begin with their students.

These teachers aren't alone, however, and they are facing a challenge shared by teachers across the country. We know that for school-age students, academic language is crucial for school success (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). In addition, research allows us to state with a fair degree of confidence that English learners best acquire English when language forms are explicitly taught and when they have many opportunities to use the language in meaningful contexts (Goldenberg, 2008).

Yet while the explicit instructional support that ESL and bilingual teachers provide is essential to English learners' academic language development, English learners receive a majority of their instruction from general education and content area teachers who may not have experience teaching academic language development.

The question becomes then: What do general education classroom teachers need to do in order to support the academic English development of language learners in both face-to-face and virtual environments, especially when English learners are one of many types of students they serve?

Teaching content to ELs: The solution

One principle that teachers of English learners can begin to apply immediately is creating and posting language objectives for their lessons (whether in the classroom or online in a virtual space. Many teachers are familiar with using content objectives to identify what students will learn and be able to do in the lesson. However, they are less likely to include language objectives that support the linguistic development of their students.

Implementing language objectives can be a powerful first step in ensuring that English learners have equal access to the curriculum even though they may not be fully proficient in the language. This is because the second language acquisition process requires opportunities for the language learner to be exposed to, practice with, and then be assessed on their language skills (Echevarria, Short, & Vogt, 2008).

To this end, language objectives:

articulate for learners the academic language functions and skills that they need to master to fully participate in the lesson and meet the grade-level content standards (Echevarria, Short, & Vogt, 2008).

are beneficial not only for language learners but for all students in a class, as everyone can benefit from the clarity that comes with a teacher outlining the requisite academic language to be learned and mastered in each lesson.

Now let's take a closer look at some examples and how to write language objectives.

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Writing Language Objectives

Interview with Dr. Jennifer Himmel

Learn more about language objectives in this podcast interview with Dr. Himmel from Teaching Multilingual Learners, produced by Tan Huynh.

What is a language objective?

Language objectives are lesson objectives that specifically outline the type of language that students will need to learn and use in order to accomplish the goals of the lesson. Quality language objectives complement the content knowledge and skills identified in content area standards and address the aspects of academic language that will be developed or reinforced during the teaching of grade-level content concepts (Echevarria & Short, 2010).

These objectives involve the four language skills (speaking, listening, reading, and writing), but they can also include:

Below are examples of language objectives for different content areas and grade levels. They come from the Common Core State Standards for Math and English Language Arts (2012) and state standards in New York and California.
Sources:
How do I create effective language objectives?

Dr. Cindy Lundgren discusses the process of writing language objectives in this excerpt from her Meet the Expert interview.

Language objectives are directly correlated to content objectives. Once a teacher determines the lesson topic from the appropriate content standards, the teacher will want to begin thinking about the academic language necessary for English learners to complete the tasks that support the content objectives. This identification of the academic language embedded in the lesson's content will become the basis for the lesson's language objectives.

You can use the following guidelines to start thinking about appropriate language objectives for the lesson:

1. Decide what key vocabulary, concept words, and other academic words students will need to know in order to talk, read, and write about the topic of the lesson. Those words might be taught as a language objective. They should include technical terms, such as ecosystem, and terms like distribution that have different meanings across content areas. Other terms to highlight are those that language learners may know in one context, such as family (as in parents, siblings, etc.), but that have a different use in science (e.g., family of elements in the periodic table).

2. Consider the language functions related to the topic of the lesson (e.g, will the students describe, explain, compare, or chart information). See your state English Language Proficiency (ELP) standards for examples of these functions for English language arts, math, science, and social studies for all English proficiency levels and grade-level clusters.

3. Think about the language skills necessary for students to accomplish the lesson's activities. Will the students be reading a textbook passage to identify the stages of mitosis? Are they able to read a text passage to find specific information? Will they be reporting what they observe during a scientific demonstration to a peer? Do they know how to report observations orally? Acquiring the skills needed to carry out these tasks might be the focus of a language objective.

4. Identify grammar or language structures common to the content area. For example, many science textbooks use the passive voice to describe processes. Additionally, students may have to use comparative language to analyze two related concepts. Writing with the passive voice or using comparative phrases might be a language objective.

5. Consider the tasks that the students will complete and the language that will be embedded in those assignments. If students are working on a scientific investigation together, will they need to explain the steps of the procedure to one another? The language objective might focus on how to explain procedures aloud.

6. Explore language learning strategies that lend themselves to the topic of the lesson. For example, if students are starting a new chapter in the textbook, the strategy of previewing the text might be an appropriate language objective.

(Adapted from Short, Himmel, Gutierrez, & Hudec, 2012. Used with permission.)

Aligning Language Objectives and Standards

English Language Proficiency (ELP) standards

Developing appropriate language objectives for lessons involves becoming familiar with a state's content area and ELP standards. Whereas the content standards will provide the topic of the lesson and what exactly the students should be doing with that topic (e.g., solving problems, creating models, ranking ideas), the English language proficiency or development standards help to identify language skills and functions that students should be working on to achieve academic language fluency. These ELP standards can help to identify:

English Language Arts (ELA) standards

Other resources in addition to the ELP standards are a state's English Language Arts standards or the Common Core State Standards for English Language Arts and Literacy in History, Social Studies, Science, and Technical Subjects (CCSS). The English Language Arts and Literacy CCSS might be especially useful to teachers of English learners due to its attention to literacy across the content areas.

Additional resources to consult, especially if a state is a member of the WIDA consortium, are the Model Proficiency Indicators (MPIs) outlined in their ELP standards. The MPIs outline what an English learner at a specific level of English language proficiency can do in a language domain (e.g., listening) by addressing the language functions embedded in an example topic for that content area with appropriate scaffolds or support (Gottlieb, Cranley, & Cammileri, 2007). Classroom texts and other materials (e.g., science investigations, primary source documents) are other good sources to consult when preparing a lesson.

Getting Started

How can I get started?

Careful lesson planning

In creating measureable and student-friendly language objectives that support the content objectives, it is important that learner tasks in the lesson are aligned with the objectives. It is not enough to have well-written objectives that promote language acquisition if the lesson is lacking in tasks that support the objectives. If the language objective for a middle school social studies lesson is for the students to orally retell the key characteristics in a historical event using sequential language, it is important that the teacher previews sequential language with the students, such as providing sentence stems or frames, and builds into the lesson some structured pair work so the students have an opportunity to retell the event to a peer. Therefore, careful lesson planning is another essential step in preparing effective language objectives.

Collaboration

It is also useful for content area and ESL/bilingual teachers to plan lessons together, as we saw with the 7th grade science lesson scenario involving Mr. Zhang and Mr. Lewis. In this co-planning scenario, each teacher used his expertise to better integrate content and language instruction for the language learners. This type of collaboration can help a teacher like Mr. Zhang learn more about the second language acquisition process of his students and can help a teacher like Mr. Lewis become more familiar with the grade-level content expectations that his English learners encounter in content area classes.

How do I know which language objectives are best for my students?

The language objective that the teacher selects will depend on what the English learners in the class need most at that point in the year and what language is most important to understanding the content concepts. If the students have already spent a good deal of time working with new vocabulary, then the teacher might consider having students use that vocabulary to develop their writing skill by writing a summary of the process they followed.

Conversely, the teacher might want to help students become more proficient with a particular type of graphic organizer in order to develop more strategic language learning. As all teachers know, teaching is a dynamic and complex process that requires a multitude of decisions to be made. However, the advance planning required in creating language objectives allows teachers to better anticipate the academic English needs of all students thus increasing the comprehensibility of the lessons.

It is important for teachers to realize that even though their lesson may include all four language skills (it is good if they do, since the language skills reinforce one another), they do not need to post a language objective for every language-related item addressed in the lesson. Teachers address many instructional needs in a 50- or 60-minute class period. Rather than highlighting all language uses in a particular lesson, it is important for the teacher to think about what is non-negotiable in that lesson.

In other words, the teacher should keep the perspective of the English learner in mind and ask, "Of all of the skills and functions addressed in my lesson, which is most important for helping students meet the grade-level standard and develop their language proficiency?" These objectives then must be measureable (i.e., can you see or assess the student's mastery of that objective?) and written in language that accounts for the linguistic and cognitive development of the students.

How can I make language objectives "student-friendly"?

Both of the above objectives are measurable, but both also take into account appropriate developmental stages of the students. Teachers of young students (e.g., PK or K) may even want to consider further adapting the objectives. For example, we have seen kindergarten teachers use symbols such as a pencil to symbolize "write" and a mouth to symbolize "talk" when they post their objectives for the children to see. We have also seen teachers of young learners rely on pictures to show the key terms they want the students to use or to convey the topic of the lesson (e.g., a picture of a ruler and of hands to discuss standard and non-standard measurement).

One way that teachers can ensure that their language objectives are measureable and student-friendly is by using appropriate verbs. Because language objectives should provide students with practice in the four language skills of reading, writing, listening, and speaking, verbs related to those skills might include, but are not limited to, the following:

List

Retell

Summarize in writing

Record

Read

It is also important to not equate low language proficiency with limited cognitive ability. Therefore, teachers will want to make sure that the language objectives they create also reflect tasks that fall on the higher end of Bloom's Taxonomy and use verbs (e.g., orally justify) accordingly.

As noted above in the guidelines to creating language objectives, language functions are also a potential source for language objectives. Verbs related to language functions might include:

When should I share language objectives with students?

To help students take ownership of their learning and provide explicit direction to students, especially the English learners who are processing content in a new language, it is important that objectives be stated at the beginning of the lesson and reviewed with the students at the end of the lesson to allow them to assess if they have met the objectives (Echevarria, Vogt & Short, 2008).

How this happens may differ according to the grade level and content area of the class. Some teachers like to have the students choral read the objectives, while teachers of older students sometimes have them record the language objectives in their journal in addition to asking an individual student to read them aloud. Some teachers, such as those who teach science, like to reveal the objectives later in the lesson, perhaps after the warm up or exploratory activity, so that they can maintain an inquiry-based approach (Echevarria & Colburn, 2006).

Should I differentiate language objectives based on my students' language proficiency?

Although all teachers have students of varying language proficiency and skill levels in their classes, it is not necessary to differentiate language objectives by creating and posting multiple language objectives that reflect these proficiency levels. Rather, teachers should have one language objective that is appropriate for all students to meet. To provide the appropriate differentiation, the teacher would provide different scaffolds (e.g., adapted text, visuals, sentence frames) for students to use in order to reach the objectives.

For example, an appropriate language objective for an upper elementary language arts class might be for the students to be able to orally list text features found in a non-fiction book. For lower proficiency language learners, the teacher may give them a word bank from which to choose the text features; therefore, the students are meeting the same objective but with the appropriate amount of linguistic support from the teacher.

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Using language objectives in a distance learning environment

While teachers like Ms. Shell understand that the characteristics of good teaching for English learners does not change in a virtual environment, they do understand that instruction will necessarily need to look different in order to account for the challenges that distance learning presents for many learners.

Accordingly, teachers will need to think through how to:

Presenting language objectives

Many different ways exist for teachers to present language objectives in remote learning. For example, teachers might:

begin every virtual class by orally reading and presenting the content and language objectives in their Google slides and then asking students to briefly summarize in the chat box the activities they will be doing in that lesson to meet those objectives.

post the objectives at the top of a shared digital document that serves as a capture sheet for the lesson. A teacher might then ask learners to self-assess their progress towards meeting those objectives at the end of the document.

use live or recorded videos, especially when working with English learners with lower English proficiency. These videos can include props, for example ears to signify a listening objective.

use realia, such as rocks, if one of the lesson's language aims is for students to orally describe different types of sedimentary rocks.

Monitoring student understanding and engagement

Teachers in distance learning environments must also carefully consider how they will assess learner understanding and engagement throughout the lesson. Given the challenges virtual learning platforms present towards capturing data on learner comprehension (e.g., paralinguistic cues such as facial expressions, gestures, posture) teachers working in virtual environments know that it is more important than ever to ensure that students clearly understand the content and linguistic aims for each lesson.

Using comprehension checks and assessing progress

It is also essential that students understand how teachers will measure their progress towards meeting each objective. Towards this aim, teachers must build in multiple comprehension checks throughout the lesson that align to the lesson's objectives. Teachers can:

At the conclusion of a lesson, teachers can assess student progress towards meeting objectives via:

tickets out that are submitted digitally

the recording of a Flipgrid or use of another video platform where learners respond to a prompt that requires learners to use the academic language highlighted in the lesson's objectives.

Teachers can respond to the submitted tickets out or video with feedback that explicitly targets the students use of the language. When appropriate, teacher can provide learners with additional resources and/or support towards mastering that particular language skill or function. Teachers might also use that linguistic data to inform mini-lessons conducted to small groups of English learners during office hours or intervention time.

Next Steps

How can I learn more?

For more information on the SIOP Model, see Making Content Comprehensible for English Learners: The SIOP Model (Echevarria, Short, & Vogt, 2008).

Although language objectives can be implemented in any lesson design approach, they are especially congruent with sheltered instruction and the SIOP Model. Since language objectives ensure that teachers meet the unique linguistic needs of English learners, they are sometimes easier to implement in the context of instructional practices espoused by the SIOP Model.

Practices that focus on explicit academic language teaching include:

Below are other resources that can help you learn more about creating language objectives and about integrating academic language into content area classes.

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Final Thoughts

We realize that it takes teachers some time to become very comfortable with creating language objectives, but our experience has shown that the implementation of language objectives can bring immediate benefits to instruction. Some immediate benefits include teachers understanding more concretely that they are both a content area and language teacher - as one teacher said in a CAL SIOP Model workshop, "I now see myself as a math teacher AND a language teacher".

We have also observed that when teachers consciously plan to meet the academic English needs of their learners, they end up with better planned learner tasks, and students begin to have more ownership of their content area and language learning. When it comes to building proficiency in academic English, as many teachers in our workshops remind us, "If you want to see it, you have to teach it." Therefore, if teachers want to see language development, language objectives are a great first step in helping teachers explicitly teach it.

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Recommended Resources

Further reading

Short, D., Himmel, J., Gutierrez, S., & Hudec, J. (2012). Using the SIOP Model: Professional development for sheltered instruction. Washington, DC: Center for Applied Linguistics.

Echevarria, J., Vogt, M.E., & Short, D. (2010). The SIOP Model for teaching mathematics to English learners. Boston: Allyn & Bacon.

Echevarria, J., & Short, D. (2011). The SIOP Model: A professional development framework for a comprehensive school-wide intervention. Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) Brief. http://www.cal.org/create/resources/pubs/professional-development-framework.html

Himmel, J., Short, D., Richards, C., & Echevarria, J. (2009). Using the SIOP Model to improve middle school science instruction. Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) Brief. http://www.cal.org/create/resources/pubs/siopscience.html

Short, D., Vogt, M., & Echevarria, J. (2010a). The SIOP Model for teaching history-social studies to English learners. Boston: Pearson/Allyn & Bacon.

Short, D., Vogt, M., & Echevarria, J. (2010b). The SIOP Model for teaching science to English learners. Boston: Pearson/Allyn & Bacon.

Vogt, M.E., Echevarria, J., & Short, D. (2010). The SIOP Model for teaching English language arts to English learners. Boston: Pearson/Allyn & Bacon.

Jennifer Himmel is the Project Director for the National Center for English Language Acquisition at the Manhattan Strategy Group. She previously served as the SIOP Manager at the Center for Applied Linguistics, a non-profit organization for language education research, policy, and practice in Washington, DC. She has served as a curriculum developer and research associate for the U.S. Department of Education funded project, Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) that is investigating academic achievement of ELLs in grades 4th-8th, and as a language testing specialist for the WIDA ACCESS for ELLs® language proficiency test. She currently manages the SIOP Model professional development service line and provides technical assistance and professional development in sheltered instruction to districts and schools.

Video Clips: Language Objectives

How to Write Language Objectives: Tips for ELL Educators

In this video from Syracuse, NY, Jesus Ortiz, a bilingual teacher, learns how to write a language objective from Areli Schermerhorn, a peer evaluator with expertise in ELL and bilingual education.

Dr. Cynthia Lundgren explains language objectives

In this excerpt from her Meet the Expert interview, Dr. Cynthia Lundgren explains the value of writing language objectives when teaching English learners.

Anstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., & Rivera, C. (2010). A review of the literature on academic English: Implications for K-12 English language learners. Arlington, VA: The George Washington University Center for Equity and Excellence. Education.www.ceee.gwu.edu.

Echevarria, J., & Colburn, A. (2006). Designing lessons: Inquiry approach to science using the SIOP Model. In A. Lathman & D. Crowther (Eds.), Science for English language learners (pp.95-108). Arlington, VA: National Science Teachers Association Press.

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP Model. Boston: Pearson/Allyn & Bacon.

Echevarria, J., & Short, D. ( 2010). Programs and practices for effective sheltered content instruction. In California Department of Education (Ed), Improving education for English learners: Research-based approaches. Sacramento, CA: CDE Press.

Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Portsmouth, NH: RMC Research Corporation, Center on Instruction. www.centeroninstruction.org/files/ELL1-Interventions.pdf

Goldenberg, C. (2008). Teaching English language learners: What the research does-and does not-say. American Educator, Summer 2008, pp. 13-44.

Gottlieb, M., Cranley, E., & Cammilleri, A. (2007). Understanding the WIDA English Language Proficiency Standards: A resource guide. Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium.

Short, D., Himmel, J., Gutierrez, S., & Hudec, J. (2012). Using the SIOP Model: Professional development for sheltered instruction. Washington, DC: Center for Applied Linguistics.

World-Class Instructional Design and Assessment (2007). WIDA English Language Proficiency Standards. Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium http://www.wida.us/standards/elp.asp

You are welcome to print copies or republish materials for non-commercial use as long as credit is given to Colorín Colorado and the author(s). For commercial use, please contact [email protected] .

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Language Objectives: The Key to Effective Content Area Instruction for English Learners

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This article provides an overview of how to use language objectives in content-area instruction for English learners and offers classroom-based examples from different grade and subject levels.

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I chose this resource because it provides 30 valuable ideas for formative assessment specifically tailored for ESL students. These ideas offer a variety of approaches to assess students at different language proficiencies.

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This video explains how books can serve as mirrors (reflecting one's own experiences), windows (offering views into others' experiences), and sliding glass doors (allowing one to step into different worlds). This concept highlights the need for inclusive literature in the classroom

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Diverse books in the classroom, all year round

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This resource lists 36 diverse and multicultural picture books. These books feature characters from various racial, ethnic backgrounds, and experiences. Multicultural books support language learning by providing contextually rich and relatable content, making it easier for students to engage and comprehend the language.

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It is so important to read our students' picture books with diverse characters. Children need to learn about new cultures, places, and traditions. They also need to be able to "see" themselves in a book. For so long there was a shortage of diverse and multicultural children's books. And while there has been a steady increase in the past few years, there is still a long way to go.

Below is a book list of 36 books that feature both multicultural and diverse characters. These include children of different races and ethnic groups as well as a child with two fathers and a boy who identifies as a girl. Before you read the book list, I want to share with you one of my favorite quotes about diversity.

Disclosure: This post may contain affiliate links, meaning I receive a small commission if you decide to make a purchase through one of my links, at no cost to you. Please read my disclosure policy for more information.

Carlitos lives in a happy home with his mother, his abuela and Coco the cat. Life in his hometown is cozy as can be, but the call of the capital city pulls Carlitos across the bay in search of his father.

Illustrations and simple, rhyming text introduce a school where diversity is celebrated and songs, stories and talents are shared.

A humorous picture book about a girl who doesn't want to sleep in her little bed, so she presents her dad with his own bed - a camping cot - in order to move herself into her parents' big bed.

A spacious umbrella welcomes anyone and everyone who needs shelter from the rain. The these of this book are inclusion and acceptance.

Encourages every boy to embrace all of the things that make him unique, and to be curious, brave, kind, thoughtful and more. This book is written to show boys that they do not have to act a certain way just because they are a boy.

Other students laugh when Rigoberto, an immigrant from Venezuela, introduces himself. Later he meets Angelina and discovers that he is not the only one who feels like an outsider.

Siblings Chintoo and Mintoo collect flowers and press the petals into a fine powder as they prepare for Holi, the Indian springtime Festival of Colors.

The inspiring true story of Malala Yousfzai, human rights activist and the youngest ever winner of the Nobel Peace Prize.

Follows a Native American family as they make fry bread and celebrate their culture.

One Chinese New Year, her mother sends Goldy Luck to the pandas next door with a plate of turnip cakes, but the pandas are out and disaster follows.

A little girl's daddy steps in to help her arrange her curly, coiling, wild hair into styles that allow her to be her natural, beautiful self.

This engaging and beautiful book follows a young, biracial girl named Simone as she searches for her own place in the world. She wants to find the perfect color to understand her heritage, a color that isn't brown or pink or black or white. Eventually, Simone creates a special word to describe the combination of her mom's dark and her dad's light skin colors: honeysmoke.

Eight-year-old Ava Murray lives in a Bronx neighborhood filled with music, art ad people from all over the world. It is very different from the Bronx she sees in the news. When her mother explains that the power of stories lies in the heads of those who write them, Ava decides to become a journalist. She shows everyone in the world as she sees it.

Charlie loves his birght, red purse. When he brings it to school, though, everyone questions him on his "strange choice". Nothing his dad, his friend Charlotte, or the kids say can make Charlie change his mind. He's stiking with his purse.

A timely picture book about how all of our lives are enriched by the vibrant cultural diversity immigrants bring to their new communities.

It's a brand-new day, and a young girl decides to take on the world like a brave explorer heading off on an epic fairytale quest. From home to school and back again, our hero conquers the Mountain of Knowledge (the library), forges new bridges (friendships), and leads the victorious charge home on her steed (the school bus).

Jabari is definitely read to jump off the diving board. He's finished his swimming lessons. He's passed his swim test. It's just... maybe he should do some stretches first. "Looks easy," says Jabari, watching the other kids take their turns. But when his dad squeezes his hand, Jabari squeezes back.

A confident little boy takes pride in his first day of kindergarten.

This picture book is a tribute to the beauty and nature of love. It shows images of familied and friends of different ages and appearances who live in cities and in rural or warm places.

Lubna's best friend is a pebble. Pebble always listens to her stories. Pebble always smiles when she feels scared. When a lost little boy arrives in the World of Tents, Lubna realizes that he needs Pebble even more than she does.

Inspiration struck when Mofofuku Ando spotted the lines for a simple bowl of ramen following World War II. Magic Ramen tells the true story behind the creation of one of the world's most popuarl foods.

A young Muslim girl puts on a head scarf and not only feels closer to her mother, she also imagines herself as a quenen, the sun, a superhero and more.

Billy's beloved Nana's memory is failing, but they are "always amigos", so when disaster strikes the day of the family's big summer show, Billy finds a way he and Nana can save the day.

Two girls, one white and one African-American, gradually get to know each other as they sit on the fence and divides their town.

Norman is thrilled to discover he grew a pair of wings overnight, but his excitement turns to doubt when he realizes the is now different from everyone else. This causes him to question whether there is suh a thing as perfectly normal.

An illustrated biography of the life of Pura Delpre, the first Puerto Rican librarian in New York City.

Faizah relates how she feels on the first day her sister, sixth-grader Asiya, wears a hijab to school.

A little girl moves to the United States from Mexico with her family and writes litters to her aunt in Mexico about her new life.

Pen pals Elliott and Kaliash discover that even though they live in different countires, America and India, they both love to climb trees, own pets and ride school buses.

A story that explores the ways a single voice can make a difference.

As bombs and missiles fall on Baghdad in 2003, a young boy uses the art of calligraphy to distance himself from the horror of war.

Stella brings her two fathers to school to celebrate Mother's Day.

When five-year-old Sulwe's classmates make fun of her dark skin, she tries lightening herself to no avail. An encounter with a shooting star helps her understand that there is beauty in every shade.

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Booklist of diverse and multicultural picture books. Children need to not only learn about new cultures, places, and traditions but they also need to be able to "see" themselves in a book.

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This resource is helpful because it addresses the complexities of identifying English Language Learners (ELLs) for special education services, aiming to prevent both over-identification and under-identification. It offers guidance, research, and resources for educators and families to navigate these challenges.

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Challenges in Special Education Identification for ELLs

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation’s capital, and receives major funding from the American Federation of Teachers and National Education Association. © Copyright 2023 WETA Public Broadcasting.

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This resources is a YouTube channel that reads picture books aloud. Listening to picture books being read aloud is beneficial for ESL students for several reasons. It helps them acquire proper pronunciation, intonation, and rhythm of the language. Additionally, they can develop vocabulary by hearing words used in context

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"reading is" "read aloud channel" "funny voices" "learn english" books audiobook learn ebook stories "bedtime story" "kids stories" "kids videos" "stories fo...

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The purpose of the Reading is: - develop child's interest in reading and make it a fun, joyful experience; - develop reading skills by following the story using karaoke text effect; - encourage non-English speakers to study English; - give stories a new "virtual" life, motivate readers to have them in their home library; - support authors and publishers by promoting their books; - give families an opportunity to spend quality time together.

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This resource provides teachers with a clear understanding of the legal rights and protections that English learner students have, ensuring they can provide appropriate support and accommodations.Teachers can use this information to advocate for their students and ensure they receive the necessary resources and support from their school districts.

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Children learning English need proper tools to excel. Quality programming, trained teachers, and special resources position them to master English. Here, learn how federal law protects children's right to education on their level, in their language, and considering any potential disabilities.

How does federal law individualize the effort to help students struggling to learn English?

What types of language programs does the Texas Education Agency (TEA) approve for state schools?

Do English learning students have the same access to regular and extracurricular programs?

Do I have a right to receive school information in a language I can understand?

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English Learners' Rights to Educational Access

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Limited English proficiency poses a barrier to education. The Department of Education and the Department of Justice are supposed to coordinate to lessen the impact of that obstacle.

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Stephen Krashen and Language Acquisition

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Stephen Krashen and Language Acquisition

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This resource provides a comprehensive overview of Krashen's hypotheses, such as the Input Hypothesis and the Affective Filter Hypothesis, offering practical insights into how language acquisition occurs and effective instructional strategies. Teachers can use this resource to deepen their understanding of language learning processes and enhance their teaching methods to better support English learners in the classroom.

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This article outline practical strategies for addressing challenges in oral language development among English language learners (ELLs), equipping teachers with actionable methods to support linguistic growth effectively in diverse classroom settings. It provides insights into common hurdles faced by ELLs in oral language acquisition and offers evidence-based solutions to promote effective communication skills development.

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This resource from Latino Literacy is beneficial for teachers because it provides practical advice and strategies for conducting effective parent-teacher conferences with ELL parents. It helps teachers build rapport, understand cultural considerations, and foster collaborative relationships that support the academic success and holistic development of ELL students.

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Parent/teacher conferences are crucial for helping students to succeed and grow in their academic journeys. Holding parent/teacher conferences can be rewarding for kids who are succeeding in school and it's a great time to review their successes. This good progress is something all parents want and need to hear!

But parent/teacher conferences can also prove to be significantly challenging for teachers, especially when the teacher and the parent do not speak the same language. Even parents who may understand a little English, may not be comfortable communicating fully in English. If the school does not have a translator or bilingual staff to sit in on every conference, it might be tempting to the teacher to have the student translate for the parent. But putting kids in the middle of reporting their performance is not appropriate for the student. It's best to communicate adult-to-adult in matters like behavior, performance, and suggestions for improvement.

Read on for tips that will help teachers bridge cultural expectations and language gaps, so that parents can understand their children's school progress and further student/parent expectations.

Before Parent/Teacher Conference

Prior to parent/teacher conference night, teachers should encourage family involvement with bilingual invitations and notes. Additionally, teachers can set up childcare options, so that parents can attend parent/teacher conferences. Other ways to encourage parent/teacher conference attendance include:

Set an appointment time with parents. Teachers can ensure that parents will attend the conferences by setting up the meeting at a time that is convenient to them. When setting up the appointment, teachers can inform parents on what they can expect.

Provide parents with a reminder call. The day before the parent/teacher conference, teachers can give parents a reminder call.

Be flexible. If parents cannot make it to parent/teacher conference night, teachers can arrange to meet the family on another day, before or after school.

Use an interpreter if necessary. When it comes to parent/teacher communication, it is important that students are not the interpreters. Students may not feel comfortable being in the interpreter roll and/or may not know the appropriate vocabulary to translate educational information.

During Parent/Teacher Conference

During the parent/teacher conference teachers should be aware of cultural differences and try to be understanding and informative. Other tips to use during parent/teacher conference include:

Speak directly with the parents. During parent/teacher conferences with Spanish-speaking parents, it might be easy to speak directly to the interpreter, rather than the parents. Teachers should avoid making that mistake, and always make eye contact directly with the parents.

Use documentation to support explanations. Teachers should use simple documents for visual support. A good way of doing this is using an example of the student's work and add a rubric or bullet point list to demonstrate its evaluation.

Leave time for parent questions. Teachers are aware of the importance of communication between the schools and home. Therefore, it is important to provide parents with ways that they can communicate directly with the teachers. Additionally, do not forget to let parents ask questions about their children and school expectations.

After Parent Teacher Conference

After parent/teacher conference, it is important to follow up with parents and to continue communicating with them. Most importantly teachers should:

Send a thank you note for their time. When teachers show gratitude to parents, they are helping to develop a parent/teacher partnership. Teachers can let parents know how much they enjoyed talking with them about their children.

Make a follow up call. Teachers can make a follow up call within a few weeks of the conference to inform parents about the status or progress they have noticed in their children.

Teacher's seeking guidance on working with Spanish-speaking parents can participate in webinars and in-person workshops held by the Latino Literacy Project . The organization strives at helping school administrators, teachers, and English Learner (EL) parents better understand each other so that, together, they can help English Language Learners (ELLs) achieve academic success in school and beyond.

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Parent/Teacher Conferences with ELL Parents

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Parent/Teacher conferences are crucial for helping students to succeed and grow in their academic journeys. Holding parent/teacher conferences can be rewarding for kids who are succeeding in school and it's a great time to review their successes. Holding parent/teacher conferences can be rewarding for kids who are succeeding in school and it's a great time to review their successes.

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This resource is important because gifted and talented ESL students are often underrepresented. Identifying gifted ELL students helps us provide learning opportunities that best support their needs.

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Busuu is a valuable technology resource for ESL students by offering interactive, flexible, and structured learning opportunities that cater to diverse learning needs and enhance overall language proficiency in English.

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Busuu - Learn Languages Online: Start for Free

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Study a new language online with Busuu's award-winning courses. Learn together with native speakers in Busuu's community.

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Mathematics is generally universal; however, word problems can pose challenges as they necessitate comprehension of the English language.It's a good resource for teachers because it provides strategies and tips specifically tailored to support ELLs in understanding and tackling these types of math problems effectively

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Dean has a recipe for lemonade. To make 14 servings, Dean will need 4 cups of lemon juice. How many ounces of lemon juice will Dean need if he wants to make 35 servings?

Students in the United States are taught to complete the following steps when solving a word problem like this:

1. Read the entire problem.

2. Determine what the question is.

3. Find the information needed to solve the problem.

4. Determine what operation is necessary to answer the question.

5. Solve the problem.

6. Check to make sure the answer is reasonable.

The steps seem clear, but English language learners often struggle with steps one and two. This is particularly true when the problem revolves around non-metric measurements such as cups, quarts, or inches. Consequently, the remaining steps are lost in translation.

Working Together

English language learners are hard workers and strive to be successful, yet the language of mathematics often frustrates them. In the word problem above, an English language learner may understand that a cup is used to drink from, but may not understand a cup as a means of measurement.

Mathematics books in the students' native language are helpful, but the help is enhanced when English language learners are paired with more fluent English speakers who can translate and explain in the native language. With the help of a partner, the limited English speaker can discuss and understand the rationale behind the words and their meanings. They can solve problems together.

Recognizing Vocabulary

Neither ELL nor English-proficient students like word problems because they find them to be long and confusing with vocabulary that doesn't make sense. It is easy enough for ELL students to distinguish between add, plus, and minus, but when confronted with words like quotient and product, they are likely to have trouble.

A foldable is an interactive graphic organizer students can use to become more familiar with difficult math terms. Students fold a piece of paper such that the vocabulary word is written on the "tab" and is visible. The definition of the word is hidden beneath the tab. (See http://newsouthvoices.uncc.edu/files/nsv/institute/Foldables.pdf for sample foldables.)

By creating their own foldables, students can reinforce key topics in the math curriculum. Not only are students seeing a math word in context, they are also writing the words (which reinforces learning) and referring to them as a study aid.

Group Effort

Today's math class is not about simply solving a two-step equation; it's about reading for meaning, identifying a situation, finding the information for the problem, setting up the equation, and then solving the equation.

How many middle grades teachers does it take to help all our students learn and understand math? All of us!

Previously published in Middle Ground Magazine, October 2010

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Helping ELLs Master the Dreaded Word Problem - AMLE

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Read More... from Helping ELLs Master the Dreaded Word Problem

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This resource helps ESL students build background info. This is important since ESL students often have diverse backgrounds and may lack a solid foundation in United States social studies. Bridging this gap is important.

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According to recent surveys, at least 55% of classroom teachers have one or more English Language Learners (ELLs) in their classroom. ELLs arrive in our classrooms with varying levels of the four domains of English (listening, reading, writing, and speaking) for conversational and academic purposes. As a social studies teacher, how can you help an ELL student make sense of the advanced vocabulary and sentence structures that come along with academic instruction? One proven strategy is to build or activate background knowledge BEFORE starting the unit.

Lay the foundation

Background knowledge refers to being familiar with the context of the topic/theme of the unit and knowing some associated vocabulary or concepts related to that topic. Prior knowledge, as well as a strong foundation of English vocabulary and grammar, will help the average student make sense of a unit on, say, the economic policies of the Jeffersonian era, while an ELL student with only basic conversational skills and a 2 nd grade reading level in English will be at a natural disadvantage. Background knowledge is also important because in expository texts (e.g., primary sources and textbooks), and often in classroom lectures, it is assumed that the students can comprehend a certain language level, and often students have to infer facts and concepts from what they read or hear. Even leveled readers may not be sufficient to help students understand the context and language being used.

By providing structured activities that help students learn key vocabulary and context for what will be taught in the next unit, students will be more prepared to actively participate and learn once the unit begins.

Create meaning from the ground up

Before beginning any background-building activities, identify key vocabulary and concepts that need to be understood prior to teaching the lesson. For example, if the next unit covers Thomas Jefferson and the Louisiana Purchase as well as economic policies of the time, you may want to teach these concepts and terms first: economy, Jefferson, embargo, trade, purchase. It is also important that students understand what they will need to be able to demonstrate their learning. For example, if a unit objective is that students will be able to identify causes and effects of Jefferson's policies, then the concepts of "cause" and "effect" could be incorporated into the building background knowledge stage.

Put it into action:

Here are some ideas to build background knowledge through interactive, participatory experiences:

1) Simulations

Use a hands-on, whole-classroom experience in which students actively participate. For example, if you need to teach the concept and related vocabulary of an "economy," pass out Monopoly money and assign roles to students so they can act out their parts. Create situations in which students can trade for different goods and purchase land or other items, and then connect it to students' real-life objects/items so that they are using familiar vocabulary. Through different scenarios or situations, students can identify how actions of others can produce different effects on other classmates' finances.

2) Visuals

Provide photos, graphic organizers, or videos (with comprehensible verbal content) to help represent vocabulary items and concepts whenever possible. Maps and other geographic tools are useful in orienting students to time and place of various concepts and in giving them a reference point for different historical events.

3) Demonstrations

Rather than describing or defining vocabulary, show them examples of the concepts whenever possible. For example, if you are trying to teach the concept of "embargo," give different office supplies (e.g., paper clips, paper, pencils) to three different students. Ask them to trade one item with each other so they have an even number of items between the three of them (at least two of each item). Next, tell two of the traders they cannot trade with the third, and can only trade between the two of them, signifying an "embargo." Students can discuss cause/effect from this demonstration and how that affected the third student's ability to get the other two items, and the other two traders' abilities to get the third item.

4) Hands-on manipulatives

Students can easily grasp concepts when hands-on materials and activities are involved. Although this can be challenging for more abstract vocabulary, try to connect words to real-life items that students can connect with.

5) Explicit instruction

For all of these activities, it is important to verbally label the key vocabulary/concepts learned and then add those terms to a word wall or some type of vocabulary book that students (and teachers) will have for future reference. If the activity is done without any reflection on the specific vocabulary and how those words are used in sentences, it ELL students may not retain them.

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Susan McDonald, M.S., CCC-SLP, is a speech-language pathologist and English language instructor based in southern California. She earned a bachelor's degree in Speech-Language Pathology and Audiology from Western Washington University in 1997, and her master's degree in Communication Sciences from the University of Vermont in 1999. Susan completed coursework for the Vermont State English as a Second Language Teaching Endorsement from Saint Michael's College in 2006. When she's not teaching or writing, she enjoys riding her bike, traveling, and spending time with her friends and family.

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Building Background Knowledge: Helping English Learners Access Social Studies Curriculum - Social Studies

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Social Studies Building Background Knowledge: Helping English Learners Access Social Studies Curriculum

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This is a TEA guide on Summative assessments. It contains data and statistics related to academic performance and accountability in Texas schools, which can be crucial for research or understanding educational trends.

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Montessori education is something I am personally interested in. I chose this resource because this contemporary method offers effective ESL instruction. Montessori education proves particularly beneficial in early grades, providing a unique approach to introducing English to young children.

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Easy Activities for Teaching Montessori English | EnglishClub

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Teaching Montessori beginners. How Montessori works

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This resource is valuable because phonics are an essential component of the English language. Engaging ESL students in meaningful activities reinforces phonic skills, leading to faster learning in reading and writing.

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5 Fun Phonics Activities for ELLs - A World of Language Learners

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Discover fun and engaging phonics activities to use with your students. These activities are specially selected to assist ESL students.

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cultural considerations for latino parents 

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cultural considerations for latino parents 

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This article is a valuable resource for teachers as it explores how cultural factors, specifically within Mexican immigrant families, impact children's education in the US. It provides insights into challenges and strategies that can inform culturally responsive teaching practices. Educators can use this information to better understand and support Mexican immigrant students and their families in educational settings.

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Abstract

U.S. Latino parents are often characterized by educators as uninvolved in school and the formal education of their children because they do not value education. While research indicates otherwise, stereotypes still exist among many educators that one reason Latinos do poorly in school is because they do not care. Masked behind stereotypes is the significant variation in levels of parent involvement in education among U.S. Latinos. The literature does not address why parents with similar socioeconomic, ethnic, and cultural backgrounds respond to schools in such distinct ways. This ethnographic case study addresses variation in the involvement of Mexican immigrant mothers by focusing on how some use their cultured capacities to construct strategies of action in the formal education of their children in the United States. The implications for policy and practice include a greater understanding of why some Mexican immigrant parents routinely participate in the school affairs of their children while others with similar characteristics and backgrounds do not; and how institutions, like schools, may have the means to impact the strategies of action chosen by parents through the use of widely disseminated semiotic codes. This study also finds that culture's role in the participation of Mexican immigrant parents could not fully be accounted for in Epstein's (1995, 2001) Six Types of Involvement for Parents. Socializing was identified as a seventh type of involvement that may actually serve as a catalyst for involvement in the other six types and a means for strengthening home-school connections. In addition, a significant finding not seen elsewhere in the literature was an overwhelming amount of evidence that the majority of Mexican immigrant mothers in this study believed that schools were better in Mexico than the U.S.

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Valuing Education: How Culture Influences the Participation of Mexican Immigrant Mothers in the Formal Education of their Children in the United States

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Author(s): O'Brien, Gregory Sean | Advisor(s): Becker, Natalie; Ream, Robert | Abstract: U.S. Latino parents are often characterized by educators as uninvolved in school and the formal education of their children because they do not value education. While research indicates otherwise, stereotypes still exist among many educators that one reason Latinos do poorly in school is because they do not care.

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This is a good resource to practice English. students will enjoy the game-like format of the app. This App can help reinforce high frequency words for beginner esl students.

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Duolingo is the world's most popular way to learn a language. It's 100% free, fun and science-based. Practice online on duolingo.com or on the apps!

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This YouTube video is a valuable resource for teachers because it talks about the way ELLs can benefit and enrich the classroom. The video also discusses the way teachers can support gifted EBs.

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This resource from Lexia Learning is good for educators because it offers specialized guidance on assessing and supporting emergent bilingual with dyslexia, addressing their unique learning needs with evidence-based strategies and insights. It provides practical tools and research-backed approaches to help educators effectively tailor their instructional practices for these specific student populations.

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Lexia Learning Systems https://www.lexialearning.com/Assets/img/logo.svg 1984 978-405-6232 info@lexialearning.com 300 Baker Avenue, Suite 320 Concord MA 01742 USA

2/16/2023

Overlapping characteristics of Emergent Bilinguals (EBs) and students with dyslexia have resulted in confusion about the needs of each. However, developments in neuroscience and the science of reading can help us differentiate between second language acquisition and Structured Literacy instruction. With more than 5 million EBs enrolled in U.S. schools, it's important for educators to understand research and best practices. The right kinds of assessments can identify the learning required to build a differentiated instruction plan for EBs and students with dyslexia.

In addition to needing direct instruction of sounds, phonemes, and morphemes, EBs need time to practice speaking academic English in complete sentences. From the science of reading about how students learn to read, speak, and write, teachers and school leaders can expand cultural appreciation from the diversity of backgrounds that students bring to the classroom, including EBs.

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Assessing and Assisting Working with Emergent Bilingual Students and Students with Dyslexia | Lexia

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In the past, the needs of Emerging Bilinguals (EBs) and students with dyslexia have sometimes been conflated-often resulting in unnecessary referrals to special education classes. Now, brain science and science of reading research inform and support different instructional strategies for language and literacy development.

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This resource explains what formative and summative assessments are and contrast the differences. This graphic organizer is a good reference to have.

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Kahoot is an effective formative assessment tool, especially beneficial for English Language Learners (ELLs) who benefit from visual aids alongside text. The option to include pictures enhances comprehension and engagement, supporting ELLs in connecting visuals with words and concepts, thereby facilitating better learning outcomes.

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With a Kahoot! EDU subscription, you can combine several reports and see aggregated results. This will help you understand how well your class mastered a topic or series of topics throughout several lessons, or assess combined results across different classes.

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Formative assessment | Web-based tools to assess learning

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Formative assessment.Powerful analytics in Kahoot! reports will give you actionable insights and help adjust instruction for your class.

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A KWL chart is beneficial for ELLs in social studies because it allows them to connect their background knowledge with historical concepts,  It also encourages language development through structured exploration of topics, promoting active participation and vocabulary learning in discussions related to social studies themes.

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This chart offers an acronym to aid in solving word problems. Following these steps helps ELL students comprehend the problem and solve it effectively.

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This graphic provides simple steps for writing a learning objective. I find it helpful because it has all the key info so you can easily view it for reference.

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This chart outlines the stages of language acquisition, making it a valuable resource for teachers to assess their students' progress and customize their instruction accordingly.

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This graphic illustrates practices that teachers can implement to foster language development in students. Displaying this chart for students can encourage them to adopt these practices and take an active role in their learning process.

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This is a good resource for ESL teaching methods because it offers comprehensive insights into various effective approaches and strategies used in teaching English as a Second Language (ESL). It can help educators expand their teaching repertoire and adapt methods

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BridgeUniverse - TEFL Blog, News, Tips & Resources

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By Johanna Kawasaki
January 22, 2021

There's no single way to teach English and, in fact, there have been many popular approaches over the years. These are a few of the top ESL teaching methods used in the classroom today, including communicative language teaching (CLT) and total physical response (TPR). Learn more about these and other methods and how you can apply them to a real-life classroom in Bridge's Master Certificate course.

Why learn ESL teaching methods?

There are many reasons why learning a few basic ESL teaching methods is a must for both new and experienced teachers. Here are some ways that learning the most popular methods of teaching ESL can help you as an English teacher:

Demonstrating knowledge of these ESL teaching methods and strategies makes you more marketable.

Discussing these strategies for teaching ESL students and using TEFL/TESOL buzzwords during an interview can improve your chances of getting hired.

Using a variety of methods in the ESL classroom makes you a more effective and engaging teacher.

Understanding pedagogy helps you design better ESL materials and lessons, as you can strategically select activities and use learning objectives that will benefit your students.

What are some popular ESL teaching methods?

Method #1: Direct method

For the direct method, all teaching is done in the target language, translations are not allowed in class, and the focus lies heavily on speaking instead of grammar. This makes the direct method a very student-centered strategy that has gained popularity in recent years.

Students are supposed to learn the target language naturally and instinctively, which is why the direct method is also called the "natural approach." Mistakes are corrected as they happen in class, and teachers reinforce the correct usage of the language with praise.
Get more ideas for correcting students' mistakes by taking Bridge's 20-Hour Micro-credential course: Error Correction in the EFL Classroom.
Method #2: Communicative language teaching (CLT)

Communicative language teaching is perhaps the most popular approach among the methods of teaching ESL today. CLT emphasizes the students' ability to communicate in real-life contexts, and students learn to make requests, accept offers, explain things, and express their feelings and preferences.

Since CLT focuses on teaching language through real-world assignments and problem-solving, it's less concerned with grammar accuracy and instead focuses on fluency.
Promote communication and fluency in your classroom with these ESL speaking activities for adults.
Method #3: Task-/project-/inquiry-based learning

This teaching strategy for ESL students can sometimes be considered a part of CLT, but it heavily emphasizes the students' independence and individuality. Inquiry-based learning is a modern approach that is becoming widely popular at schools all over the world. By asking questions and solving problems with the teacher as a mere learning facilitator, student motivation and participation in tasks and projects is thought to increase.

Method #4: Total physical response (TPR)

You may have heard of this teaching strategy for ESL before, but what exactly is TPR? Total physical response has become a very popular approach in which students react to the teacher with movement, such as miming, gesturing, or acting out the language.

For example, the teacher and students might make an exaggerated frown and pretend to cry when learning the word "sad." TPR suggests that students learn the target language best through physical response rather than by analysis.

Method #5: An eclectic approach

Many teachers choose from the collection of humanistic approaches (TPR, for example) and communicative approaches (the direct method and CLT), as well as many other teaching strategies for ESL learners, and use what works best for them.

For example, a teacher who uses mostly the direct method may occasionally do a lot of grammar explanation when teaching a test preparation class, or a CLT advocate may borrow some aspects of the direct method or use TPR.

Pro Tip: A great way to combine or develop teaching methods is to frequently reflect on your teaching style by using a journal where you write down comments, note adjustments, and brainstorm how you can change certain methods or procedures if necessary.

The list of ESL teaching styles doesn't have to end here! You can find your own favorite TEFL/TESOL method from among those listed above, combine several strategies for teaching your ESL students, or develop your own ESL teaching methods and techniques.

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5 Popular ESL Teaching Methods Every Teacher Should Know

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By Johanna Kawasaki January 22, 2021 There's no single way to teach English and, in fact, there have been many popular approaches over the years. These are a few of the top ESL teaching methods used in the classroom today, including communicative language teaching (CLT) and total physical response (TPR).

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State Plan for Educating Emergent Bilingual Students

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State Plan for Educating Emergent Bilingual Students

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This is the Texas Education Agency's Commissioner Rules, specifically for EBs which outlines current rules and regulations governing public education in Texas. It serves as a reference for educators to understand the legal framework and standards within Texas education.