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1. Quality Teaching for English Learners (QTEL) professional development: QTEL offers a variety of online and in-person professional development options for teachers and school leaders to improve instruction for ELLs. Their offerings include summer institutes, on-site workshops, sustained district partnerships, and online learning modules. Participants learn research-based strategies to design rigorous, well-scaffolded lessons that develop ELLs' conceptual understanding, academic language, and disciplinary practices (WestEd, n.d.).

2. TESOL Trainers professional development: This organization provides experiential professional development workshops that give teachers concrete strategies to scaffold instruction for ELLs. Their training focuses on helping educators understand the differences between social and academic language, the role of culture in the classroom, and effective models to support language acquisition. Workshops can be customized for K-12 teachers across content areas (TESOL Trainers, n.d.).

3. School-based professional learning communities: Schools can create their own professional growth opportunities by establishing learning communities focused on supporting ELLs. This could involve regular meetings where teachers observe each other's classrooms, analyze student data, share best practices, and collaboratively plan instruction. School leaders can facilitate this process by conducting needs assessments, getting teacher input on priority areas, and rolling out training in phases to build buy-in across the staff (Najarro, 2023).

These opportunities allow educators to deepen their understanding of ELL instruction through a combination of expert-led training and collaborative learning with colleagues. The key is to choose professional development that is sustained over time and provides practical strategies teachers can immediately apply in their classrooms.

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- Duolingo (https://www.duolingo.com/): Language learning platform for ELL practice

- Teaching Tolerance (https://www.tolerance.org/): Resources for teaching diversity and inclusion

- Kahoot! (https://kahoot.com/): Interactive game-based learning

- Seesaw (https://web.seesaw.me/): Student engagement platform supporting multiple languages

- Newsela (https://newsela.com/): Leveled news articles for reading practice

- Epic! (https://www.getepic.com/): Digital library with multilingual books

- Flipgrid (https://info.flipgrid.com/): Video discussion platform for speaking practice

- Padlet (https://padlet.com/): Online bulletin board for collaborative projects

- BrainPOP ELL (https://ell.brainpop.com/): Animated educational content for ELL students

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1. Use Duolingo for daily language practice sessions, assigning specific lessons as homework or in-class activities.

2. Integrate Kahoot! quizzes at the end of lessons to reinforce vocabulary and concepts in an engaging way.

3. Utilize Seesaw for students to create digital portfolios, showcasing their language progress over time.

4. Implement Newsela articles for reading comprehension exercises, adjusting text complexity based on individual student levels.

5. Use Flipgrid for speaking assignments, allowing students to practice pronunciation and oral communication skills.

6. Use the free lesson plans available on the Teaching Tolerance website to introduce topics related to diversity, equity, and justice.

7.  Assign books and audiobooks from Epic! for independent reading or group reading sessions. Select titles that align with your curriculum and students' interests.

8. Use Padlet as a collaborative space where students can post notes, images, links, and videos related to a project or topic.

9. Incorporate BrainPOP ELL's animated movies and interactive quizzes into your lessons to make learning engaging and interactive.

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- Krashen's Input Hypothesis (i+1)

- Cummins' Common Underlying Proficiency

- Vygotsky's Sociocultural Theory

- Total Physical Response

- Cognitive Academic Language Proficiency (CALP)

- Collaborative Learning Theory

- Content-Based Instruction

- Constructivist Learning Theory

- Differentiated Instruction

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These language acquisition theories can assist teachers in writing their own personal teaching philosophy in several ways:

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These language acquisition theories can assist teachers in writing their own personal teaching philosophy in several ways:

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1. Krashen's Input Hypothesis (i+1):

This theory can help teachers articulate their approach to providing comprehensible input slightly above students' current level. In their philosophy, teachers can emphasize the importance of scaffolding and providing challenging yet accessible language input (Blog, 2023).

2. Cummins' Common Underlying Proficiency:

Teachers can use this theory to express their belief in the transferability of skills between languages. Their philosophy might highlight the value of supporting students' first language development alongside English acquisition (Lavadenz, 2010).

3. Vygotsky's Sociocultural Theory:

This theory can inform a teaching philosophy that emphasizes the role of social interaction in language learning. Teachers might describe how they create opportunities for meaningful communication and collaboration in the classroom (Lavadenz, 2010).

4. Total Physical Response:

Teachers can incorporate this approach into their philosophy by discussing the importance of kinesthetic learning and connecting language to physical actions, especially for beginning language learners (Vaidya, 2020).

5. Cognitive Academic Language Proficiency (CALP):

This concept can help teachers articulate their commitment to developing students' academic language skills alongside conversational fluency. Their philosophy might address strategies for supporting content-area learning (Lavadenz, 2010).

6. Collaborative Learning Theory:

Teachers can use this theory to express their belief in the power of peer interaction and group work in language acquisition. Their philosophy might describe how they structure collaborative activities to promote language use (Weebly, n.d.).

7. Content-Based Instruction:

This approach can inform a teaching philosophy that emphasizes the integration of language and content learning. Teachers might describe how they use authentic materials and real-world contexts to teach language (Lavadenz, 2010).

8. Constructivist Learning Theory:

Teachers can incorporate this theory by discussing how they create opportunities for students to actively construct their understanding of language through meaningful experiences and reflection (Lavadenz, 2010).

9. Differentiated Instruction:

This approach can help teachers articulate their commitment to addressing diverse learner needs. Their philosophy might describe strategies for adapting instruction based on students' language proficiency levels, learning styles, and cultural backgrounds (Lavadenz, 2010).

By incorporating these theories into their personal teaching philosophy, teachers can demonstrate a well-rounded understanding of language acquisition processes and articulate a research-based approach to supporting English language learners. The philosophy might emphasize creating a supportive learning environment, providing comprehensible input, encouraging meaningful interaction, and addressing both social and academic language development (Lavadenz, 2010).

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1. Reflect on your core beliefs about teaching and learning.

2. Consider your goals for students and how you aim to achieve them.

3. Think about your teaching methods and why you choose them.

4. Incorporate your understanding of language acquisition theories.

5. Describe how you create an inclusive environment for diverse learners.

6. Explain your approach to assessment and feedback.

7. Discuss how you integrate technology and cultural responsiveness.

8. Revise and refine your statement regularly based on new experiences and learning.

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https://docs.google.com/document/d/1xcNvcNYPo9op0fJXsOOP3BFYSm0tVCK2T_CdmWcvTJU/edit?usp=sharing

- Journaling about teaching experiences

- Peer observation and feedback

- Video recording and analyzing lessons

- Participating in professional learning communities

- Seeking student feedback

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Assessment Accommodations for ELL Students

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Assessment Accommodations for ELL Students

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- Extended time

- Bilingual dictionaries

- Simplified instructions

- Key vocabulary definitions

- Breaking assessments into smaller sections

- Allowing breaks during longer assessments

- Providing text-to-speech technology

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1. Extended time: Allows ELL students to process information in their second language and formulate responses without undue pressure.

2. Bilingual dictionaries: Helps students understand unfamiliar words or concepts, bridging the gap between their native language and English.

3. Simplified instructions: Reduces cognitive load, allowing students to focus on demonstrating content knowledge rather than decoding complex language.

4. Breaking assessments into smaller sections: Prevents fatigue and overwhelm, especially when reading or writing in a second language.

5. Text-to-speech technology: Supports students who may have stronger listening comprehension than reading comprehension in English.