# data[].attributes.body
This Powerpoint training presentation is provided to administrators and teachers to help them with the TELPAS holistic rating components. It provides information on how the ELPS and TELPAS support instructional strategies for English Learners.

# data[].attributes.body
This document is designed to help teachers understand the four proficiency levels for grades K-12 in listening, speaking, writing, and reading. I feel confident that it will definitely benefit me when working with ELs in my future classroom!

# data[].attributes.headline
Language Acquisition: Overview Colorin Colorado

# data[].attributes.subject
Language Acquisition: Overview Colorin Colorado

# data[].attributes.body
This article discusses the stages of language acquisition. The six stages range from pre-production to advanced fluency and provides information on how long it takes a language learner to go through these stages. The article also includes instructional strategies to assist EL students in the classroom.

# data[].attributes.body
This article discusses the different stages of how ELs experience different stages as they are learning a second language. When I begin teaching, this article will help me understand the impact of language acquisition and how I will be able to create specific lessons for ELs.

# data[].attributes.headline
Four Differences between BICS & CALP: Why?

# data[].attributes.subject
Four Differences between BICS & CALP: Why?

# data[].attributes.body
This article is designed to discuss the basics of both BICS (Basic Interpersonal Communication Skills) and CALP and provides key elements and examples to help teachers assist their students with achieving better results in the classroom.

# data[].attributes.attachment_link.readable_text
If you start out with CLIL, your main concern is probably mastering the second language you have to teach in. Soon after though, if you start to learn a little bit more about CLIL, you will hear about BICS and CALP. After reading this post, you will understand them perfectly!

Basics of CLIL

To be able to start teaching with CLIL I think you need to understand some basic things first. Among those the most important question: What is CLIL?

If you read about CLIL you will soon find many phrases commonly used in combination with CLIL, like " Scaffolding", " Bloom" or " Lesson Planning".

BICS & CALP are also among the most common key terms when talking about CLIL. However, they differ from the other mentioned key terms because these phrases do not focus on learning, but rather on language itself.

Or, even better, language learning.

Who introduced these phrases, and why?

Jim Cummins, a professor at the Ontario Institute for Studies in Education of the University of Toronto, came up with these phrases in 1984 (!!) when he encountered challenges with categorizing learning problems of students who were studying in a second language.

In his opinion, students who seemed to talk without a lot of problems still seemed to miss out on more academic skills. However, there was no way to categorize that.

That is when he came up with BICS and CALP

BICS & CALP were invented to make the distinction between two types of language learning by Professor Jim Cummins

So, what is BICS?

Without further ado: BICS stands voor Basic Interpersonal Communication Skills.

Or, in normal English, Basic Language Skills.

This is the level of language a person has when communicating in everyday life or class situations and is used particularly in informal communication.

Examples of BICS might be:

Understanding written worksheets, understanding and using non-verbal communication and understanding and using simple and short texts

Alright, so what is CALP?

Now that you know about BICS, you might understand a little better what CALP is.

The abbreviation stands for: Cognitive Academic Language Proficiency.

Or, in normal English, Academic Language use.

CALP is the language necessary to understand and discuss content in the classroom or at University (or other Academic environments)

Examples of CALP might be: writing an essay, understanding a scientific paper or reading content area textbooks.

Why should you care..?

Because this knowledge is not just out there for knowledge sake.

The reason Professor Cummins figured out these different categories, is because he observed students in school situations and found the models that were used lacking.

In other words: using BICS and CALP we can help our students to achieve results better.

Okay, but how?

You might recognise the students that talk to you in a way that suggests they understand English really well. The language is fluent, the grammar is pretty correct and the student uses the second language in a lot of different situations.

Yet, he (or she) scores very low on certain tests.

That is where BICS and CALP comes in!

This particular student is really good at BICS, but lacks at CALP.

And more importantly: that is totally fine! ​

As mentioned before, CALP takes some time to master, so we might just be asking a bit too much from our students if we expect this the first year around.

Just be aware of this difference and have a look at the language your work with. That might be the reason a student struggles.

Jim Cummins explains

Want to hear Jim Cummins explain the concept yourself?

Have a look at this short video.

At the end, he explains what might go wrong if the distinction is not made.

Want to join me on Facebook Live every week?

Join the CLIL Community on Facebook and join the weekly live videos and other updates.

# data[].attributes.attachment_link.title
Four differences between BICS and CALP (and why)

# data[].attributes.attachment_link.description
If you start out with CLIL, your main concern is probably mastering the second language you have to teach in. Soon after though, if you start to learn a little bit more about CLIL, you will hear about BICS and CALP. After reading this post, you will understand them perfectly!

# data[].attributes.headline
Meeting the Needs of English Language Learners 

# data[].attributes.subject
Meeting the Needs of English Language Learners 

# data[].attributes.body
This article explains how to understand the difference between BICS and CALP and to provide English Learners the proper instructional program to help them reach their proficiency levels.

# data[].attributes.attachment_link.provider_name
Meeting the Needs of English Language Learners

# data[].attributes.attachment_link.readable_text
References:

Baker, C. (2004). Foundations of Bilingual Education and Bilingualism (4th ed.)
Multilingual Matters, Clevedon.

Cummins, J. (nd) BICS and CALP. University of Toronto.

Garcia, O. (2009). Bilingual Education in the 21st Century: A Global Perspective.
Wiley-Blackwell, Oxford.

Thomas, W., & Collier, V., (2004). The Astounding Effective of Dual Language Education for
All. George Mason University. NABE: Journal of Research & Practice, 2:1. Winter.

# data[].attributes.attachment_link.description
References: Baker, C. (2004). Foundations of Bilingual Education and Bilingualism (4th ed.) Multilingual Matters, Clevedon. Cummins, J. (nd) BICS and CALP. University of Toronto. Garcia, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell, Oxford. Thomas, W., & Collier, V., (2004). The Astounding Effective of Dual Language Education for All.

# data[].attributes.body
This resource helps teachers pull items from the Texas Education Agency item bank to create assessments for students and evaluate their progress in the classroom.

# data[].attributes.headline
Texas Formative Assessment Resource Training Materials 

# data[].attributes.subject
Texas Formative Assessment Resource Training Materials 

# data[].attributes.body
The training materials free access for teachers to build and administer assessments and adjust their instruction in the classroom. The numerous videos and training presentations provide teachers with the support to align their lessons and curriculum.

# data[].attributes.headline
Special Education and ELLs: Opportunities and Challenges 

# data[].attributes.subject
Special Education and ELLs: Opportunities and Challenges 

# data[].attributes.body
This video discusses the under and over identification of ELLs in the special education program. There is much to learn about making sure that students are identified correctly.

# data[].attributes.attachment_link.title
Under- and over-identification of ELLs in special education

# data[].attributes.headline
Over-identification: Why ELLs may be referred to special education too soon

# data[].attributes.subject
Over-identification: Why ELLs may be referred to special education too soon

# data[].attributes.attachment_link.title
Over-identification: Why ELLs may be referred to special education too soon

# data[].attributes.body
This resource provides information on how to properly represent ELs in gifted and talented programs.

# data[].attributes.attachment_link.readable_text
English language learners (ELLs) have historically been underrepresented and underserved in U.S. gifted and talented (GT) programs. To move the needle in a more promising direction, we can begin by asking ourselves how we can increase the visibility of diverse learners in GT screening. What does equity look like in identifying language learners for gifted services? And how can we actively improve culturally responsive supports for exceptional ELLs in our classrooms?

Traditional concepts of giftedness cast a narrow net-narrow enough, in fact, to silo giftedness into nearly homogeneous compartments. Outside of far-East Asian subsets, most of those boxes are reserved for white, English-speaking students.

Gifted screening protocols can reinforce these perceptions. Conventional markers for giftedness are rooted in assessment data and previous high academic achievement. This can be especially inequitable for ELLs, whose language output and cultural orientation may mask exceptional promise.

Reframing Conceptions of Giftedness to Support Inclusivity

To change this, we've got to be uncomfortably honest about what our collective picture of giftedness looks like. What are our perceptions and expectations of exceptional students? Do we-as teachers and as schools-lean in to certain student types, ethnicities, or socioeconomic groups, or to one gender? How are we influenced by a child's parents or other educators?

At a minimum, a more inclusive framework should include three vital components:

A comprehensive definition of exceptional ability that encompasses a spectrum of cognitive, social and emotional, artistic, linguistic, and logical-reasoning capabilities,

Multiple avenues and entry points-such as student interviews, performance-based evaluations, or nonverbal instruments-that reach beyond standardized assessment data for GT identification, and

A system for mindfully growing the exceptional talents and gifts of all learners, including ELLs.

Now we can critically evaluate the degree to which our definition is also culturally responsive. Map a full learning day for a new-to-English student. Where can we find expressions of gifted characteristics? Language learners can-and do!-demonstrate exceptional content-specific talents. Additionally or alternatively, the promising gifted ELL may:

Acquire the new language at a faster than typical rate,

Demonstrate an ability to code switch or translate at an advanced level,

Show aptitude for negotiating between cultures,

Display inventive leadership and/or imaginative qualities,

Read significantly beyond grade level in the heritage language,

Effectively assume adult responsibilities at a young age,

Exhibit notable street smarts and/or rapid integration into American culture, or

Problem-solve in creative, nonconforming ways.

A Culturally Responsive Process of GT Identification

Even high-flying ELLs are not likely to be detected through traditional GT screening, as I mention above, because our screening protocols are not designed to detect them. Widening our net and moving toward a realistic representation of marginalized populations in gifted programming requires that we break with our dependence on convention.

One reasonable solution is to move beyond isolated quantitative data points and toward qualitative portfolios of potential. Inclusive GT portfolios of potential may include:

Nominations or referrals from parents and school staff,

Summative data, including English language evaluations and nonverbal GT assessments,

Formative data, such as student work samples and problem- or project-based portfolios, and

Anecdotal data, including behavior and acculturation scales, classroom observations, home visits, and interviews with parents, teachers, and peers.

Ensure that curriculum is culturally responsive: Culturally responsive practice seeks to recognize, value, and authentically represent students' heritage virtues in the school setting. Wondering how to connect this pedagogy to GT programming? Begin learning units with background knowledge surveys or embed multicultural connections and community engagement as a means of enrichment.

Provide opportunities for self-directed learning: Self-directed learning is an effective tool for student engagement that supports higher-level thinking. By introducing the element of choice, we draw out a learner's natural curiosity through creative problem solving and experiential learning.

Start slowly as you navigate this territory. Begin with a maximum of three choices. Hold students accountable for rotating through stations, centers, or learning tasks, but place the onus of control on the student to choose the order in which the learning goals are completed.

Capitalize on student interest surveys, flexible seating, and kinesthetic learning. These are all low-prep, low-cost, high-yield means of promoting self-directed, student-invested learning.

And consider exploring multiple pathways of discovery. Try embedding social and emotional learning skills practice into a social studies lesson, or incorporate STEAM learning into a literature experience. These types of activities foster low-risk opportunities for expression and encourage students to demonstrate abilities in innovative ways.

Use assessments that allow for diverse expressions of understanding: Offer choice in how students demonstrate knowledge, skills and understanding. Project-based learning (PBL) works exceptionally well in this context. PBL "is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge." This type of open-ended learning allows ELLs to show what they know in ways that are less language dependent, such as tactile design, sketching, computer programming, or art.

Consistently work toward the elimination of educator bias: Teachers and parents play a critical role in the gifted identification process-they are most likely to nominate students for consideration and are directly involved in a child's day-to-day endeavors. We can better prepare both groups to advocate for ELLs who demonstrate exceptional gifts and talents.

Parents are often the first to note a child's gifted potential, even if it has not presented at school. This may be especially true of students who have not yet gained linguistic confidence or students from collectivist cultures, who typically avoid standing out in the classroom. Caretakers-especially those whose cultural experience with school involvement differs from Western norms-can be explicitly encouraged to recommend their child for GT screening and review. Educators, meanwhile, can benefit from training to reduce bias and spot latent talents in underrepresented populations.

Like all successful school programming, achieving effective and equitable GT services is a collaborative effort.

# data[].attributes.attachment_link.description
An inclusive framework for finding gifted and talented students can ensure that English language learners don't slip through the cracks.

# data[].attributes.headline
Meeting the Linguistic Needs of High-Potential English Language Learners: What Teachers Need to Know

# data[].attributes.subject
Meeting the Linguistic Needs of High-Potential English Language Learners: What Teachers Need to Know

# data[].attributes.body
This resource discusses how underrepresented ELs are in the classroom and how often they are over looked by teachers. This article offers tools and helpful strategies for teachers to learn and put towards their ELs in the classroom.

# data[].attributes.headline
Strengthening ELL Literacy Skills with iPad

# data[].attributes.subject
Strengthening ELL Literacy Skills with iPad

# data[].attributes.body
The video provides teachers with numerous instructional strategies where technology is incorporated to assist students with listening, speaking, reading, and writing. The numerous tips will help teachers be able to integrate technology in their curriculum.

# data[].attributes.attachment_link.title
Strengthening ELL Literacy Skills with iPad

# data[].attributes.body
This app allows ELs to better express themselves when it comes to reading and writing. Students can record themselves when they read and the teacher can go back to hear how they sound and identify what the student may be having some trouble on.

# data[].attributes.attachment_link.readable_text
Create interactive lessons, record video tutorials and collaborate real-time with your students.

Explain Everything, the leading digital whiteboard platform for delivering engaging lessons, is now joining Promethean.
Learn more ➜

Create interactive lessons, record video tutorials and collaborate real-time with your students.

Utilize the full power of an interactive whiteboard

Explain Everything is the leading interactive whiteboard for teaching.
Loved by 24+ M teachers and students across the globe. Check for yourself.

Create interactive presentations

Create or import an already existing presentation. Make it fun! Draw and add more slides to engage your students.

Record whiteboard videos & tutorials

Turn your teaching materials into quick tutorials and explanation videos. Share it instantly with anyone, anytime.

Collaborative projects with students

Create group assignments and let your students work on collaborative projects together. Teach them the value of teamwork.

We are on a mission to help educators provide engaging and effective learning experiences in any teaching scenario.

Meet the teacher template

Introduce yourself to your students and their parents in a warm and welcoming way. This customizable template allows you to share important information about yourself, your teaching philosophy, contact details, and classroom policies. Open template

Well-planned lessons enable teachers to make the most of the time they have with their students. Use this free template to focus on delivering meaningful content, engaging activities, and effective assessments to enhance student learning outcomes. Open template

Start off your lesson with a little icebreaker. Lesson plan templates bring structure, efficiency, and clarity to the lesson planning process, enabling teachers to deliver effective and engaging instruction that aligns with educational goals and standards. Open template

A multiplication chart is a versatile tool that can be used in various ways to support students' understanding and mastery of multiplication. Open template

Math axis template perfect for student assignments. Use this template to create visually appealing axes, and plot mathematical functions and data. Open template

This Pros and Cons template provides a straightforward structure to list the pros and cons of a specific topic without going into detailed explanations. Open template

Color theory is a fundamental concept in art, design, and various creative fields. Teach how colors interact, harmonize, and create different visual effects. Open template

Explain Everything explained in 4 minutes 🎉

Enhance your students' learning by making your
teaching materials interactive and fun. It's that easy.

Supercharge your teaching both
in the classroom and any hybrid model

Create presentations in minutes
Save a ton of time on lesson prep. Upload your already existing resources like PowerPoint presentations, PDFs, documents and files. Work on them paperlessly using an interactive whiteboard.

Whiteboard videos that stand out
Your presentation is ready? Perfect. Now turn it into a tutorial or instructional video. Just tap the Record button and start talking. Magic. Share it with students in seconds.

Online whiteboard for collaboration
Plan your lesson or assignment then collaborate in real-time with your students. Easily stay on the same page using collaborative sessions.

Explain Everything is your
all-in-one tool for engaging lessons

🧑🏼‍🏫 Tutoring

Explain any concept 1:1 or during group sessions. Use voice chat and collaborative editing to stay on the same page.

✏️ Assignments & lesson planning

Create activities that enhance students' learning. Provide personalized materials to help students understand concepts better.

⚙️ LMS & MDM Integrations

Adapt your teaching workflow to your preferences. Use your favorite integrations and share teaching materials with anyone, instantly.

You can be the next! Join 24 million of users!

Start free - upgrade anytime. No credit card required.
Joining as institution? Contact sales.

# data[].attributes.attachment_link.title
Explain Everything | Interactive Whiteboard for Teaching

# data[].attributes.attachment_link.description
Interactive whiteboard for teaching. Record video tutorials, create interactive presentations. Join 24+ million users of Explain Everything.

# data[].attributes.headline
State of Texas Assessments of Academic Readiness Program

# data[].attributes.subject
State of Texas Assessments of Academic Readiness Program

# data[].attributes.body
This is a flowchart that discusses the information on what STAAR test a student will take from grades K-12. This will benefit me as a future educator because I will know what summative assessment my students will take at what grade level.

# data[].attributes.body
This is a TEA STAAR Resources link that includes all the information regarding summative assessments for students in grades 3-12 as well as general information about the STAAR Summative Assessment Program, Specific Resources, and released tests.

# data[].attributes.attachment_link.readable_text
The State of Texas Assessments of Academic Readiness (STAAR ®) is a standardized academic achievement test designed to measure the extent to which a student has learned and is able to apply the defined knowledge and skills in the Texas Essential Knowledge and Skills (TEKS) at each tested grade, subject, and course. Every STAAR question is directly aligned to the TEKS currently in effect for the grade and subject or course being assessed.

STAAR helps to ensure that Texas students are competitive with other students both nationally and internationally. Another important function of STAAR is gauging how well schools and teachers prepare their students academically. In addition, STAAR fulfills the requirements of the federal Every Student Succeeds Act, which requires that all students be assessed in specific grades and subjects throughout their academic careers.

STAAR is an online assessment in mathematics, reading language arts (RLA), science, and social studies for students in grades 3-8 and high school and online tests in Spanish for students in grades 3-5.

Who Is Tested?

All students enrolled in Texas public schools and open-enrollment charter schools in grades 3-8 and specific high school courses are required by both federal and state law to participate in STAAR.

# data[].attributes.attachment_link.description
The State of Texas Assessments of Academic Readiness (STAAR ®) is a standardized academic achievement test designed to measure the extent to which a student has learned and is able to apply the defined knowledge and skills in the Texas Essential Knowledge and Skills (TEKS) at each tested grade, subject, and course.

# data[].attributes.headline
8 Strategies for Teaching Math to English Learners

# data[].attributes.subject
8 Strategies for Teaching Math to English Learners

# data[].attributes.body
This article provides information on the strategies to help students be successful when working on solving math problems. The article assists teachers with ways on how to support students in problem solving, math knowledge, vocabulary, and how to assist peers in the classroom.

# data[].attributes.attachment_link.readable_text
Classroom and ESL teachers often discuss difficulties they encounter when teaching math to English learners (ELs). The first step is to look at the challenges your students face when learning math in English. It's often said that "math is a universal language," but in my opinion, it's not. Teachers need to go beyond teaching students how to add, subtract, multiply, and divide. And even those simple calculations can be taught differently in other cultures. In fact, the cultural backgrounds of our students are rich resources from which mathematical concepts may be developed in English. Here are eight strategies for teaching math to ELs.
1. Validate ELs' Prior Mathematical Knowledge
For example, teachers of ELs from South America should know that students are taught to show their work when solving division problems in a different way than is taught in the United States. In some cultures, the emphasis is on mental calculations, and students are not taught to show the process they use to solve a problem. I encountered this when I taught students from Port-au-Prince, Haiti. Students from other countries may not learn math concepts in the same order as is taught in U.S. schools; a 4th grade student from another culture may have never studied geometry because it is taught at a higher grade. It's important to be aware of what your ELs know and what they have been taught when it comes to math so that you can validate that learning by building on it-rather than stumbling over it.
2. Provide Scaffolds to Support ELs' Understanding of Math Problems
Simplify the language of the math problem. Have students practice picking out key words and talk about what they mean using highlighters, Wiki Sticks, or sticky notes. Colored highlighters have been known to enhance memory performance. Highlighters and sticky notes also boost student engagement in the lesson you are teaching. One trick is to have ELs highlight the question they have to answer in a math problem or use a pen to eliminate unnecessary words. Wiki Sticks can also be used to underline key ideas in the math textbook, because they are not permanent and can be reused.
3. Use the Same Types of Scaffolds You Use for Other Content Areas
What scaffolds do you use when teaching English language arts and social studies? Use these same scaffolds when teaching math. Create vocabulary banks so that your students can turn-and-talk to classmates using mathematical terms. Access your ELs' prior knowledge and build on it. Modify teacher talk, provide adequate wait time, and use visuals to teach math concepts and language.
4. Preteach Math Vocabulary
Previewing and preteaching new math vocabulary words is an important scaffold necessary to help ELs understand mathematical concepts. Remember that your ELs are learning two new languages-English and the language of mathematics in English. We can't expect ELs to take a list of math vocabulary words from a chapter and look up the words in a dictionary. They require direct instruction of new math vocabulary and plenty of practice to develop math fluency in the concept.
5. Present Math Problems and Concepts Visually
I can't say enough about the importance of employing all kinds of visual supports when teaching ELs any content area. Use charts graphs, realia, diagrams, pictures, and graphic organizers. Word Walls should be used at all grade levels. Teach specifically the language of mathematics. Help students understand the different meanings of words such as table and how to use them correctly in a mathematical context.
6. Give Students Opportunities to Talk to Each Other
According to Kristina Robinson in an excellent article for Colorín Colorado, teachers should have ELs speak with other students in small groups or with a partner during whole class discussions. This may make them feel more comfortable trying out new vocabulary without the anxiety of speaking in front of the whole class. ELs will understand material better if they explain it to another student either in English or in their home language. Newcomers certainly benefit from hearing the explanation in their first language. Another way to help ELs talk about math is to ask for whole class, choral responses instead of calling on individual students.
7. Have ELs Create Their Own Math Notebook
A notebook dedicated to math vocabulary can be a boost for older math students in Grades 4-12. It can be set up to fit the age and needs of the students in your class. Words can include definitions in your ELs' own words and or in their own language. I've found that choral recitation can really increase ELs' oral participation in a lesson. If you provide a sentence frame similar to those used in other content areas, even beginning ELs will be able to write down responses and produce them orally.
8. Bridge the Gap Between Math and Real-World Issues
You may want to develop math projects that focus on themes or issues that are relevant to the cultural, racial, and linguistic composition of your classroom. Kwame Sarfo-Mensah, a middle school teacher in Boston, wrote in Edutopia that mathematics should not be taught in isolation. He finds that the best way to find a theme that your students will really care about is to ask them. His students, for example, selected the topic of police brutality, which had impacted them personally in their community. Sarfo-Mensah also suggests that teachers check their state math standards to see what mathematical concepts would apply to the issue that their students have chosen.

What strategies and scaffolds have you found most useful when teaching math and mathematical language to ELs? What have you found particularly challenging? Please share in the comments, below.

# data[].attributes.attachment_link.title
| 8 Strategies for Teaching Math to English Learners

# data[].attributes.attachment_link.description
Classroom and ESL teachers often discuss difficulties they encounter when teaching math to English learners (ELs). The first step is to look at the challenges your students face when learning math in English. It's often said that "math is a universal language," but in my opinion, it's not.

# data[].attributes.headline
ELL Math Activities to Support English Learners 

# data[].attributes.subject
ELL Math Activities to Support English Learners 

# data[].attributes.body
This video provides specific techniques on how to support ELLs with their math lessons and making the classroom setting successful for them.

# data[].attributes.body
This is a teacher blog from an elementary science teacher who provides classroom lessons and ideas in science to help ELL students. The blog is interactive and teacher friendly to help students have an array of opportunities to learn science.

# data[].attributes.attachment_link.description
SCIENCE TEACHERS - START HERE!Subscribe to our email list and free resource library to receive tips, resources, and announcements from Science with Mrs. Lau every week. Sign Up DOODLE DIAGRAMSLearn more about these guided notes that students and teachers love! Go to the Blog Post MODELING BIOCHEMISTRYLearn how to model carbohydrates, lipids, proteins, and nucleic ...

# data[].attributes.body
The 5E Model contains five phases during a lesson plan step process. The five phases are engage, explore, explain, elaborate, and evaluate. This helps teachers to get students to elaborate on their understanding over the topic/lesson.

# data[].attributes.body
This resource discusses modifications that teachers can use for their EL students with guidance on opportunities for listening, speaking, reading, and writing in social studies.

# data[].attributes.attachment_link.title
Making Modifications for ELLs | Social Studies Success

# data[].attributes.attachment_link.description
Differentiation for English Language Learners in the Social Studies classroom can be challenging! Many teachers are struggling with how to make modifications on their assignments for their ELL population. You need to be intentional you plan for listening, speaking, reading and writingopportunities for your students.

# data[].attributes.body
This video is about two social studies teachers who provide various strategies on how to scaffold for social studies lessons.

# data[].attributes.headline
Connect Students' Background Knowledge to Content in the ELL Classroom

# data[].attributes.subject
Connect Students' Background Knowledge to Content in the ELL Classroom

# data[].attributes.body
This article provides assistance to teachers to help them be able to connect students with their various backgrounds to the subject lessons with ease and a smooth transition.

# data[].attributes.attachment_link.readable_text
What are some other ways you can tap into background knowledge if it's very different from your own? You can start by choosing a single topic to research that you think might be relevant to your students. These might include learning about:

your students' native countries, cultures, or educational systems

historical figures, musical and artistic traditions, geography, or biodiversity from your students' countries so that you can connect your lessons to something that the students already know.

Family liaisons are an excellent source of information here and can also guide you to choose examples that are likely to be appropriate and meaningful to students.

Helping students make connections

You can also find ways for your students to contribute their own cultural experience, funds of knowledge, talents, and interests in the classroom. You can do this by asking students to:

show how a topic connects to their lives

give an example of a particular idea as they would experience it in their native country

bring music or art from their culture and describe its significance and meaning to their classmates.

Another activity is to ask students to interview their family members in order to learn more about their memories and experience. ELLs may find interviews valuable because even if they speak their native language at home and are surrounded by their culture, they may not have had an opportunity to learn about their family members' life experiences and values.

Note: These strategies will work in mainstream classes as well as students may engage more deeply with content when they can relate it to historical and cultural information shared by family members.

Proceeding with care and sensitivity

If you plan to ask students to contribute their experiences to the class, it is important to keep a few things in mind. First, Dr. Cynthia Lundgren and Giselle Lundy-Ponce remind teachers to consult with multiple sources and not to expect students to be the sole 'ambassador' for a culture. They write, "Do not put a particular student on the spot without asking them beforehand if they are comfortable sharing information with the whole class. Each student is an individual and their experiences may or may not be similar to that of the group they represent."

It is tempting to view your students as the experts, and it is certainly important to draw on what they have to offer to the class, but it is also important to discuss whether they feel comfortable doing so beforehand, and to avoid putting them on the spot - particularly about cultural, political, or religious subjects that might be particularly sensitive.

This is also important because students may not feel comfortable sharing their culture or prior experiences for a wide range of reasons, including trauma or stigma. For example, some Indigenous students from Latin America "hide" their culture and identity because of the persecution (sometimes violent) that they have faced in their home countries. Be patient with your students, and look for ways to increase their confidence in the classroom as you get to know each other. They may share information with you privately that they do not wish to share with the class. Honor their confidence and look for other ways for them to contribute.

Related resources

Video: Getting to know your students

Teacher Omar Salem talks about the importance of getting to know your ELLs, their interests, and their concerns.

Go beyond the textbook

Look for resources that go beyond the textbook that will engage students and involve them in the learning process so that they find elements they can connect to and learn from. These may include:

Artwork

There are many ways to bring educational content to life through art, and to use art as a starting point for discussing different cultural traditions. For example, in a history class, you may offer students a couple of different artistic representations of historical events from different perspectives, and ask whether a particular perspective resonates with their experiences.

Or you might want to compare artwork depicting similar kinds of events as they occurred in different countries, such as revolutions, battles, the signing of a famous document, inaugurations, elections, protests, and major milestones. Perhaps students can share depictions of those kinds of events in their country as a way to open up the discussion and connect their experience to the content as well. Students can examine artistic style, theme, the artist's intent, and the materials used while comparing artistic works from different cultures as a way of applying what they learning about the content.

Finally, be sure to invite students to share artwork and traditions from their own cultures and look for ways to connect what they share with the curriculum.

Using artwork that depicts day-to-day events and celebrations can also be a provocative starting point for a discussion about the similarities and differences between other cultures, and a way of affirming the students' daily lives, traditions, and lifestyles in the classroom. You may find that these connections are even more powerful than you expected, as seen in the student story below.

Video: Why an indigenous student hid his identity

ESOL resource teacher Manuel Portillo Gomez shares the story of an Indigenous student who kept his cultural identity hidden for much of the year until Manuel planned a lesson plan about Guatemalan basket weaving.

Music & dance

Students are a great resource for sharing music, and older students especially like to share music, discuss the meaning, and connect it to content. If the song is in a language some students do not understand, ask the student to translate it and discuss the meaning. Songs from other countries often describe political events or re-tell folk stories in poetic form.

When it comes to dance, students may enjoy sharing videos of traditional dances from their own cultures and talking about when certain dances are performed. You never know - you may just have a performer in your midst who would like to share some talent with the class, as teacher Omar Salem discovered below!

Video: My students' many talents

Teacher Omar Salem describes a student who sings, dances, manages her own YouTube channel, and edits all of the video.

Culture kits

I got this idea from the Dakota County library system in Minnesota. They have a learning resource called "Bifolkal Kits" that patrons can check out. The kits have themes such as the "The Fifties," "Work Life," or "African American Lives." Each kit contains items relevant to the topic, reading materials, and questions that can be asked of a person who has experience in that area. It would be a wonderful addition to a curriculum if students created their own Culture Kits with special items that would bring culture alive as a way of sharing their cultures and discussing what can be learned from different multicultural traditions.

Special traditions, celebrations, and recipes

Invite students to share special traditions, holidays, and foods from their cultures throughout the year and across the curriculum. For example, students could describe a favorite recipe in writing or in a presentation (with plenty of practice beforehand). Ask students early on in the year what holidays they celebrate and what those celebrations look like, and invite families to share their own experiences with the class.

Video: Thirty kinds of "mole"

Juan Felipe recalls a conversation with a student who comes from the town of Hidalgo, which is famous for having many different kinds of mole, a Mexican sauce.

Realia

Using concrete objects, often called "realia," is a great way to build background knowledge and tap into students' existing background knowledge. Some objects may be very familiar, while others may be to new students. Other objects may have particular significance for students. Students can share what they know about particular objects through drawing, writing, or native language discussion groups before sharing a summary with the class.

Video: Using "realia" to build background knowledge

Albuquerque teacher Ali Nava describes the "realia" activity she used to introduce Burro's Tortillas and some of the items she brought into the classroom for the lesson.

Note: You can also see materials related to this lesson plan in our classroom module created in collaboration with Dr. Diane August.

Use things that are familiar

In addition to making important cultural connections, look for ways to tie learning to everyday objects that students are likely to have seen and used (without making assumptions, as discussed below). For example, ESOL specialist Katy Padilla prepared her ELLs for a lesson about vascular plants by pre-teaching the concept with straws - an even more relevant example since they were previewing the content in their special Secret Science Lunch Club!

Video: Making the connection between vascular plants and straws

Katy describes the challenge of the week, which is designed to increase ELLs' use of the target vocabulary.

Look for "mirror books" for your students

Using books, stories, and poems where students can see themselves, also called " mirror books," is a powerful way to tap into their experiences. Culturally relevant books are a great place to start. However, finding books about broader experiences, family traditions, or familiar situations that students recognize and relate to can be powerful as well.

Middle school teacher Anna Centi, who teaches newcomers in Dearborn, Michigan, also notes that her students dig in more deeply when they feel that connection and that she has been able to push them with more rigorous texts. You can see Miss Centi's students, most of whom come from Yemen, reading A Long Walk to Water by Linda Sue Park in an excerpt from our award-winning film, You Are Welcome Here below.

Note: It is critical for teachers to be sensitive to what students have been through and not to ask a lot of direct questions about personal stories, especially in front of others; training in trauma-informed instruction is essential in order to lead conversations about students' experiences safely. Yet figuring out how to do this with care is worthwhile as it gives students a chance to connect more deeply with content and share their own stories if they wish. You may wish to request that training be offered to staff since it can benefit all adults in the school community.

Use literature, stories, and folktales from across cultures

By reading texts from different cultures, you can encourage students to connect what they are reading to their own experiences. While this seems like a simple and logical place to start, it will take some research to find just the right additions for an educational unit, as well as to find literature that is authentic and culturally relevant. If you are working with bilingual colleagues or cultural liaisons, ask them if they have recommendations or can help you make the best selections for your students.

Libraries across the nation have increased the amount of multicultural literature available from a wide variety of countries and cultures. Some of the material is written in other languages, and some of it is translated into English. There are also many publishers who have focused on increasing multicultural literature in the classroom, and Language Arts series often will have a multicultural connection with suggestions of books to read with the class. To read about one high school teacher's use of multicultural literature in the classroom, read Time is Not on Our Side: Literacy and Literature for High School Language Learners, on our sister site, AdLit.org.

In addition, you can also look for connections across stories. For example, many cultures have a story version of "Cinderella", as seen in the video below.

Video: Introducing different versions of Cinderella

In this classroom video, Albuquerque teacher Clara Gonzales-Espinoza introduces a character study of Cinderella by sharing a number of diverse versions of the Cinderella story, chosen to reflect the cultures of her students.

Note: You can also see materials related to this lesson plan in our classroom module created in collaboration with Dr. Diane August.

Use storytelling in the classroom

Many cultures have a rich tradition of storytelling that often gets lost in the U.S. with the focus on developing literacy skills. Many of the common stories in cultures have been translated and written in story form, but children also enjoy telling and acting out stories. There are many resources to help build storytelling skills, and some students may also have a relative who is a great storyteller and would be willing to visit the class and tell a story. The class can have great discussions about what made the story interesting, what the story was trying to tell them, and if they know other stories that are similar.

Asking students to share folk tales

In addition, you can ask students to share popular folk tales or legends from their own culture or bring them to life through writing, artwork, or a digital storytelling activity. You may find that many cultures have similar stories based on a certain theme, or that students have heard different versions of the same story. This is also an excellent way to engage families - who also will have strong opinions about the "right" way to tell a certain story!

Video: "How many of you have heard that story?" Teaching folklore through students' cultural experiences

Juan Felipe describes a project he oversaw for a Chicano folklore class in which students interviewed their families and compiled stories, jokes, and legends they had grown up hearing.

Video: My favorite section in the library

Storyteller Lucía González describes how family stories led to an important discovery in the library.

Avoid assumptions

Just as it's important not to put students on the spot, it's important not to make assumptions about the experiences they may (or may not) have had. For example, Dr. Ayanna Cooper shares a story in the video below about U.S. history teachers who mistakenly thought their Haitian students were African American students who had a deep knowledge base about U.S. history. As mentioned above, the better you know your students, the better you can plan lessons that will give all students access to grade-level content.

Finding resources for culturally responsive instruction

Teachers spend a lot of their own money to add to the school curriculum in order to meet the needs of their students. Adding culturally relevant curriculum and materials shouldn't be an additional financial burden on the teacher. Many schools are willing to fund the purchase of culturally relevant items if the teacher has researched the purchase and can explain how it will enhance student learning. If the school does not have resources, there may be funding at the district level or diversity grant funding available to teachers. You can find additional researched-based information in our resource collection about culturally responsive instruction.

Closing thoughts

Accessing students' background knowledge is a powerful way to make your instruction more culturally responsive and meaningful for all students. In the end, the efforts that teachers make to add a rich, cultural dimension to the curriculum will enhance student learning and comprehension, and create excitement in the classroom. The most wonderful thing about adding diverse cultural perspectives to the lesson is that it is a way of letting your students know - particularly ELL students - that their diverse experiences and backgrounds are valued in your classroom. Students may also be motivated to explore content and deepen their understanding of material.

As students share insights with you and with each other, they will develop appreciation for other cultural perspectives and they may find that there are more similarities than differences among them - and that might prove to be the greatest lesson of all.

# data[].attributes.attachment_link.title
How to Connect ELLs' Background Knowledge to Content

# data[].attributes.attachment_link.description
What are some other ways you can tap into background knowledge if it's very different from your own? You can start by choosing a single topic to research that you think might be relevant to your students.

# data[].attributes.attachment_link.readable_text
The Internet TESLJournal Yvonne Pratt-Johnson
prattjoy [at] stjohns.edu
St. John's University (Queens, New York, USA)

This article looks at the need for teachers to be culturally responsive and competent as schools and classrooms become increasingly linguistically and culturally diverse. It highlights five points of cultural difference with which all teachers should be aware when teaching students of diverse backgrounds.

Introduction

English language learners (ELLs) are the fastest growing group of students in the United States today (Spellings, 2005). Today, one out of every nine students is learning English as a second language. That's about 5.4 million children-almost the population of Arizona, or Maryland, or Tennessee (Spellings, 2005). If this trend continues, current projections indicate that by the year 2030, 40% of all school-aged children in the United States will be speakers of a first language other than English (Duffey, 2004). Teacher demands and expectations today are far greater than they have ever been. But are classroom teachers adequately prepared to teach and interact with this culturally and linguistically diverse population? In classrooms where what is communicated, practiced, and perceived greatly affect and impact students, it is imperative that teachers learn how to effectively communicate cross-culturally in such diverse contexts.

If teachers are to become effective cross-cultural communicators, it is essential to understand the role that culture plays within the multi-cultural school setting. Lustig and Koester (2003) define culture as "a learned set of shared interpretations about beliefs, values, and norms, which affect the behaviors of a relatively large group of people." Similarly, Samovar and Porter (1991) explain culture as a medium that touches and alters all aspects of human life, including personality, how people express themselves (which includes displays of emotion), the way they think, how they move, and how problems are solved. Indeed, culture goes far beyond the climate, food, and clothing of a student's native country.

Culture, undoubtedly, is complex. It is multi-layered and multifaceted. Indeed, some have likened it to an iceberg of which only the top is visible while a massive part remains unobservable below the surface of the water. Others have compared culture to an onion with its many layers (Hofstede, 1991). As one layer is peeled, another layer lies beneath, waiting to be discovered. Both metaphors powerfully address the complexity of culture. In these complexities lies the challenge that teachers of ELLs face.

Cultural Competence in the Classroom

Competence in cross-cultural communication requires diving below the surface to see the rest of the iceberg, and it involves onion peeling, too: acquiring a corpus of deeper cultural information that might affect how a teacher instructs and how a student learns. While the iceberg and onion metaphors speak to the complex nature of culture, they also evoke an array of feelings. Running into an iceberg can cause an unexpected jolt, and an onion, as it is peeled, can cause the eyes to tear; likewise--to go from metaphor to analogy--the process of becoming culturally competent also comes with new challenges and experiences that might, initially at least, surprise, shock, or even offend. In the classroom, being culturally competent also involves an understanding of how cultures differ under the surface and how cultures respond differently to similar situations.

Acquiring cultural competence is a gradual process. It is achieved only after many observations, experiences, and interactions in the classroom and playground, with parents and with peers. However, the process can begin with the knowledge and understanding of six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin to aid teachers in understanding the complexity of teaching diverse groups of students.

1. Ways of Knowing

How do cultures come to acquire information? In some cultures, information is gathered through intensive research in libraries and on the Internet--for example, in the United States. These cultures appreciate evidence that can be measured and documented through such media.

On the other hand, other cultures acquire information through "non-academic" sources--for example, through elders, nature, spirits, or symbols. Some cultures do not have the same quantity and quality of experience with books or similar forms of research. These cultures may place greater value on information and knowledge acquired through oral tradition.

2. Ways of Solving Problems

Cultures have different ways of solving problems. It is surprising that given the same set of problems and circumstances, cultures can arrive at very different solutions. Cultures reason differently and arrive at solutions based on their distinctive values, philosophy and beliefs. One example is the variety of responses that members of different cultures provide to the following question:

Suppose you are on a boat with your mother, your spouse and your child. Suddenly, the boat begins to sink. You determine that you can only save one of the other passengers. Whom do you save?

According to survey results, 60% of Americans save their spouse, 40% save their children. The reasons typically offered run along these lines:

Save Spouse: "My spouse is my partner for life and I can have more children.";

Save Child: "Children represent the future, so it is vital to protect them first. Probably, my spouse would support this decision."

However, among Asian cultures, or Americans of recent Asian descent, nearly 100% of respondents state that they would save the mother. The rationale I have heard offered is this:

Save Mother: "My mother gave me life; I owe her my life. I can marry again; I can have more children, but I cannot replace my mother or otherwise repay the debt I owe her." (Texin, 2002).

3. Ways of Communicating Non-verbally

Cultures have different ways of communicating non-verbally, and it is crucial for teachers to be aware of these differences. In a class that is culturally diverse, any or all of the following might be observed in the classroom: children who will not make direct eye contact when talking to a teacher, because to do so would show lack of respect in their culture; children who smile not because they are happy but because they are embarrassed or do not understand and are afraid to ask questions; others who rarely smile, such as students from Korea: "In Korean culture, smiling signals shallowness and thoughtlessness. The Korean attitude toward smiling is expressed in the proverb, 'the man who smiles a lot is not a real man'" (Dresser, 1996).

When teachers begin to recognize that cultures have different ways of communicating non-verbally, they will understand their ELL students better and be less likely to be offended or to misinterpret non-verbal clues to emotional, cognitive, or attitudinal states.

4. Ways of Learning

Generally speaking, different cultures also learn in different ways. In the United States students often work in groups and do collaborative activities in which they learn from one another. Classrooms in such cases can be student-centered, with the teacher as facilitator. In some cultures, however, the teacher is always the center of class activities, the sole authority figure. Sometimes, students do not even dare to ask questions, as to do so would challenge the teacher's authority. There are no collaborative activities in such classrooms, and students are required to memorize pages and pages of information that they subsequently restate on written tests.

5. Ways of Dealing with Conflict

Conflict is a fact of life. It is in observing how people deal with and react to conflicts that we see clear differences between cultures. Some cultures view conflict as a positive thing, while others view it as something to be avoided. In the United States, conflict is not usually desirable; nonetheless, conventional wisdom in this country encourages individuals to deal directly with conflicts when they do arise. In fact, face-to-face encounters are usually suggested as the way to work through whatever problems exist.

By contrast, in many Asian countries, open conflict is experienced as embarrassing or demeaning. As a rule, these cultures hold that differences are best worked out quietly. Thus, written exchanges might be preferred over face-to-face encounters as a means of conflict resolution (Dupraw and Axner, 1997).

6. Ways of Using Symbols

In the multicultural school setting, symbols that are unique to various cultures should be correctly understood and interpreted. Otherwise, problems can arise. One case in point occurred in an elementary school in New York City. A math teacher asked her students to embellish their math portfolios by drawing pictures to accompany them. She was incensed when she saw her young student from India drawing what she thought was a swastika. Furious, she took the student's "artwork" and ripped it in half in front of the whole class! Subsequently, she learned from another teacher at the school, a Hindu, that what had looked to her like a swastika was actually a sacred symbol of wisdom that Hindus throughout the world have used for thousands of years!

Discussion

The changing demographics of classrooms in the United States make it incumbent upon us as teachers to know our students' cultures. In order to improve our cross-cultural interactions, teachers must learn not just the basic facts but even important nuances of their students' cultures (Hodgkinson, 1991). There are many challenges in achieving cross-cultural communication. However, the more teachers learn about their students of diverse backgrounds, the better they become as cross-cultural communicators and the more likely they will be to contribute to optimal student learning outcomes. Banks concurs: "If teachers are to increase learning opportunities for all students, they must be knowledgeable about the social and cultural contexts of teaching and learning" (Banks et al., 2001).

Yet cultural contexts are not easy to understand. In fact, such an understanding can often be reached only if teachers begin by practicing cross-cultural communication. The following are suggestions that teachers might find useful in increasing their competence in cross-cultural communication, thus allowing them to learn from culturally diverse members of the school community:

Build relationships with students and their parents -- Relationships built on trust go a long way. Students must feel that they belong and are accepted. Politeness, friendliness, kindness, fairness, respect and empathy are important factors in establishing a sound teacher-student relationship.

Listen empathetically -- Teachers must listen actively and carefully to their students, putting themselves in their students' places and learning to read between cultural lines. Teachers might also listen to their students' conversations with their classmates. The things they talk about and ask teachers to discuss and explain are the areas that concern them the most.

Look for cultural interpreters in school or in the community who can serve as resources in assisting teachers to add to their cultural funds of knowledge. Teachers can ask such interpreters cultural questions and share with them their cultural concerns.

Take advantage of available resources: books, articles, films, music, audio recordings, and a variety of material from the Internet that might aid teachers in learning more about their students' cultures.

Conclusion

In the United States, with so much cultural mixing, teachers no longer have a choice as to whether they want to interact with diversity or not. They must become cross-culturally competent. To become cross-culturally competent in the classroom teachers must understand important ways in which cultures differ and how this affects the ways in which their students behave. Through studying the cultural backgrounds of their students, teachers can learn to avoid some of the problems that surface each day.

Living in a global society, teachers are called upon to instruct and work with students with very different ethnicities and beliefs from those to which they have been accustomed. Therefore, it is vital that teachers continuously educate themselves, discovering all that they can about their students and their backgrounds. In the process of developing their cultural knowledge and cross-cultural communication skills, the five cross-cultural points of comparison and the techniques for expanding cultural knowledge discussed above can provide important guidelines for teachers. Ultimately, such an approach should help teachers to understand and respect diverse students and to guide these students more effectively toward academic and personal success and fulfillment.

References

Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J., Nieto, S., et al. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196-202.

Dreser, Norine (1996). Multicultural matters. New York: John Wiley & Sons.

Duffey, A. (2004). The bilingual classroom. Retrieved September 15, 2005, from http://www.64.233.161.104/search?q=cache:ePOSInl4cncJ:www.ecbea.org/publications/bilingual

Dupraw, M. and Axner, M. (1997)
http://www.wwcd.org/action/ampu/crosscult.html

Hofstede, G. (1991). Culture and organizations. Software of the mind. London, UK: McGraw Hill.

Lustig, M. W., and Koester, J. (2003). Intercultural competence: Interpersonal communication across cultures. Boston: Allyn and Bacon.

Samovar, L.A., and Porter, R. E. (1991). Communication between cultures. California: Wadsworth.

Spellings, Margaret. "From Essential Elements to Effective Practice." Address at the fourth annual "Celebrate Our Rising Stars Summit" sponsored by the Department's Office of English Language Acquisition (OELA). Washington, D.C. 1 Dec. 2005. http://www.ed.gov/news/speeches/2005/12/12012005.html

Texin, T. (2002). Survey: Who Do You Save? Retrieved: November 9, 2005. http://www.i18nguy.com/adventures/whotosave.html

The Internet TESL Journal, Vol. XII, No. 2, February 2006
http://iteslj.org/ http://iteslj.org/Articles/Pratt-Johnson-CrossCultural.html

# data[].attributes.attachment_link.title
Communicating Cross-Culturally: What Teachers Should Know

# data[].attributes.attachment_link.description
How teachers can be more culturally responsive and competent in the classroom. Not only ESL teachers, but all teachers can benefit from reading this article.

# data[].attributes.headline
Elements of Effective Reading and Writing Instruction for ELLs

# data[].attributes.subject
Elements of Effective Reading and Writing Instruction for ELLs

# data[].attributes.body
This video is a presentation on the different ways to scaffold the reading and writing instruction for students who are ELs. The video provided numerous interactive opportunities for students to use their skills in reading and writing and for teacher to evaluate their progress.

# data[].attributes.headline
Reading Strategies and Activities for ESL/ELL Classrooms

# data[].attributes.subject
Reading Strategies and Activities for ESL/ELL Classrooms

# data[].attributes.body
This video provided strategies, games, and activities for students to work in groups or individually and be able to work on reading and writing lessons.

# data[].attributes.attachment_link.title
Reading Strategies and Activities for ESL/ELL Classrooms