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Notice difficulties in ESL, including speaking, listening, writing and phonics. Record observations and collect samples.

https://www.colorincolorado.org/article/language-acquisition-overview

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When I read The Hitchhikers Guide to the Galaxy by Douglas Adams, I remember being fascinated by the "babel fish." These were fish, who when dropped in a person's ear, would provide immediate translation of any language, thriving on sound waves and converting them into comprehensible language.

Wouldn't it be just great if learning a new language were that easy (despite the "yuck" factor)? While we do have some technology that provides translation into a variety of languages, it often fails to translate accurately due to the complexity of language. Effective communication requires so much more than just being able to translate vocabulary words - it requires knowledge of intonation, dialect, and intent, and a nuanced understanding of word use, expression, and a language's cultural context. For example, one online translation application I tried translated "Fall Events" as "fall down events" in Spanish because it didn't know that I was referring to events in autumn.

So, without a babel fish or perfect technology, we are left with the old-fashioned way of learning a new language, which requires time, effort, and patience. How much time, effort, and patience depends a lot on the individual who is learning, as well as the learning environment and situation, but language researchers have developed a general outline of language acquisition that helps explain the process that language learners go through to develop skills in a foreign language. In this article, I will provide an overview to the stages of language acquisition, and offer strategies designed to support ELL instruction at different stages of language acquisition.

Stages of Language Acquisition

Researchers define language acquisition into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.

The Six Stages of Second-Language Acquisition

Pre-production

This is also called "the silent period," when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual.

Early production

The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.

Speech Emergent

Speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.

Beginning Fluency

Speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.

Intermediate Fluency

Communicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.

Advanced Fluency

The individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.

How long does it take for a language learner to go through these stages? Just as in any other learning situation, it depends on the individual. One of the major contributors to accelerated second language learning is the strength of first language skills. Language researchers such as Jim Cummins, Catherine Snow, Lily Wong Filmore and Stephen Krashen have studied this topic in a variety of ways for many years. The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency. This generally applies to individuals who have strong first language and literacy skills. If an individual has not fully developed first language and literacy skills, it may take between seven to ten years to reach advanced fluency. It is very important to note that every ELL student comes with his or her own unique language and education background, and this will have an impact on their English learning process.

It is also important to keep in mind that the understood goal for American ELL students is Advanced Fluency, which includes fluency in academic contexts as well as social contexts. Teachers often get frustrated when ELL students appear to be fluent because they have strong social English skills, but then they do not participate well in academic projects and discussions. Teachers who are aware of ELL students' need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful. (Learn more about academic language in Colorín Colorado's academic language resource section.)

Instructional Strategies

If you have ELL students in your classroom, it is more than likely there will be students at a variety of stages in the language acquisition process. What can teachers do to differentiate instruction according to language level? Here are some suggestions for appropriate instructional strategies according to stages of language acquisition.

Emphasize listening comprehension by using read-alouds and music.

Use visuals and have students point to pictures or act out vocabulary.

Speak slowly and use shorter words, but use correct English phrasing.

Model "survival" language by saying and showing the meaning. For example, say, "Open your book," and then open a book while the student observes.

Gesture, point and show as much as possible.

More advanced classmates who speak the same language can support new learning through interpretation.

Avoid excessive error correction. Reinforce learning by modeling correct language usage when students make mistakes.

Continue the strategies listed above, but add opportunities for students to produce simple language.

Ask students to point to pictures and say the new word.

Ask yes/no and either/or questions.

Have students work in pairs or small groups to discuss a problem. Have literate students write short sentences or words in graphic organizers.

Model a phrase and have the student repeat it and add modifications. Teacher says, "This book is very interesting." The student repeats it and says, "This book is very boring." Continue with as many modifications as possible.

Avoid excessive error correction. Reinforce learning by modeling correct usage.

Introduce more academic language and skills by using the same techniques listed above, but beginning to use more academic vocabulary.

Introduce new academic vocabulary and model how to use it in a sentence.

Provide visuals and make connections with student's background knowledge as much as possible.

Ask questions that require a short answer and are fairly literal.

Introduce charts and graphs by using easily understood information such as a class survey of food preferences.

Have students re-tell stories or experiences and have another student write them down. The ELL student can bring these narratives home to read and reinforce learning.

In writing activities, provide the student with a fill-in-the blank version of the assignment with the necessary vocabulary listed on the page.

Provide minimal error correction. Focus only on correction that directly interferes with meaning. Reinforce learning by modeling the correct usage.

Have students work in pairs and groups to discuss content.

During instruction, have students do a "Think, pair, share" to give the student an opportunity to process the new language and concept.

Ask questions that require a full response with explanation. If you do not understand the student's explanation, ask for clarification by paraphrasing and asking the student if you heard them correctly.

Ask questions that require inference and justification of the answer.

Ask students if they agree or disagree with a statement and why.

Model more advanced academic language structures such as, "I think," "In my opinion," and "When you compare." Have students repeat the phrases in context.

Re-phrase incorrect statements in correct English, or ask the student if they know another way to say it.

Introduce nuances of language such as when to use more formal English and how to interact in conversations.

Have students make short presentations, providing them with the phrases and language used in presentations ("Today I will be talking about") and giving them opportunities to practice the presentation with partners before getting in front of the class.

Continue to provide visual support and vocabulary development.

Correct errors that interfere with meaning, and pre-identify errors that will be corrected in student writing, such as verb-tense agreement. Only correct the errors agreed upon.

You may want to assist in improving pronunciation by asking a student to repeat key vocabulary and discussing how different languages have different sounds.

Identify key academic vocabulary and phrases and model them. Ask students to produce the language in class activities.

Use graphic organizers and thinking maps and check to make sure the student is filling them in with details. Challenge the student to add more.

Help the student make connections with new vocabulary by instructing him or her in the etymology of words or word families such as, "important, importance, importantly."

Create assessments that give students an opportunity to present in English after they have an opportunity to practice in pairs or small groups.

Introduce more academic skills, such as brainstorming, prioritizing, categorization, summarizing and compare and contrast.

Ask students to identify vocabulary by symbols that show whether the student "knows it really well, kind of knows it, or doesn't know it at all." Help students focus on strategies to get the meaning of new words.

Have a "guessing time" during silent reading where they circle words they don't know and write down their guess of the meaning. Check the results as a class.

Introduce idioms and give examples of how to use them appropriately. For example, "Let's wind up our work." What's another way you could use the phrase "wind up?"

Starting at this level, students need more correction/feedback, even on errors that do not directly affect meaning. They should be developing a more advanced command of syntax, pragmatics, pronunciation, and other elements that do not necessarily affect meaning but do contribute to oral fluency.

It may also be helpful to discuss language goals with the student so you can assist in providing modeling and correction in specified areas.

Students at this level are close to native language fluency and can interact well in a variety of situations. Continue to develop language skills as gaps arise by using the strategies listed above. Although the student may seem completely fluent, he or she still benefit from visual support, building on background knowledge, pre-teaching vocabulary and making connections between content areas.

Offer challenge activities to expand the student's vocabulary knowledge such as identifying antonyms, synonyms and the use of a thesaurus and dictionary.

Demonstrate effective note-taking and provide a template.

Offer error correction on academic work and on oral language. Because students at this stage have achieved near-native fluency, they benefit from support in fine-tuning their oral and written language skills.

Recommendations

Scaffold instruction so students receive comprehensible input and are able to successfully complete tasks at their level. Instructional scaffolding works just like the scaffolding used in building. It holds you at the level needed until you are ready to take it down. Scaffolding includes asking students questions in formats that give them support in answering, such as yes/no questions, one-word identifications, or short answers. It also means providing the context for learning by having visuals or other hands-on items available to support content learning. Also, when practicing a new academic skill such as skimming, scaffolding involves using well-known material so the students aren't struggling with the information while they are trying to learn a new skill. Scaffolding includes whatever it takes to make the instruction meaningful for the student in order to provide a successful learning experience.

Use cognates to help Spanish speakers learn English and derive meaning from content. The Colorín Colorado website has a helpful list of common cognates in Spanish for teachers to reference. Teachers can explicitly point out cognates for Spanish speaking students so they begin to realize that this is a useful way for them to increase their English vocabulary.

Explicit vocabulary instruction is very important in accelerating ELL students' English language development. Textbooks include lists of new vocabulary words based on grade-level content, but ELL students need further vocabulary instruction. There are many words in a text that may affect the ELL student's comprehension of the text that a teacher may assume he or she knows. It is important for teachers to develop ways to help students identify the words they don't know, as well as strategies for getting their meaning. Of course it is also beneficial if teachers reinforce the language structures or common associations of vocabulary. For example, "squeak" is a sound that often goes with "mouse" or "door" and it may be stated as, "squeak, squeaky, squeaks, or squeaked."

Error correction should be done very intentionally and appropriately according to student language ability, as noted earlier in the article. Students who are just beginning to speak English are already nervous about using their new language skills and constant correction will not improve their ability; it will just make them want to withdraw. I inform students in advance of the type of errors I will correct, such as "missing articles" and "third person agreement," and then those are the only errors I check. In my class, I do not correct the errors; I circle the mistakes and return the paper to the student. They are responsible for correcting the errors and returning the paper to receive more points. Most of the time the students can make the corrections themselves when they see the area I've circled, but if they have difficulty, I guide them as they make the correction. In this way, I feel there is a manageable amount of correction information to work with and the student will actually learn from doing the correction.

Learning another language. If you learn the language(s) your students speak, they will be thrilled to hear you try it with them. I learned how to say "good morning" in Somali and had to practice for an hour before I felt comfortable saying it. When I did I was rewarded with the big grins of students as they entered the room. They were excited to teach me other phrases as well, and we discussed how much English they had learned since they arrived in the country. They were very proud to think of how much progress they'd made.

Seek the experts in your building or district who can offer you guidance on effective instructional strategies for your ELL students. There are many teachers who have taught ELL students in your content area, have taught a certain population of students, or are trained ESL or bilingual teachers who have a lot of advice and support to offer. Don't hesitate to look for support when you are challenged to reach students who are learning English. This can be especially true when you have a "pre-production" or "beginning level" student and you are responsible for grade level content instruction.

Visit the hotlinks section for this article for more information on specific research regarding language acquisition and recommended instructional strategies. You can also search the Colorín Colorado educator information for useful information and resources to assist you in meeting ELL student needs.

ELL teachers encounter students with a variety of backgrounds and abilities, and until the babel fish comes into existence, they will need to have flexibility, creativity and skill in order to help ELL students make meaning from the new language and content they are learning. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content. Together teachers and students develop their understanding of each other, the world around them, and the language that connects us all.
The Stages of Second Language Acquisition
This chapter from Classroom Instruction That Works with English Language Learners Facilitator's Guide, by Jane D. Hill and Cynthia L. Björk, offers information on the second language acquisition process and effective ELL instruction. It includes a a simplified chart of language acquisition levels and the kinds of language teachers can use to help students at each level.

Simple description of the stages of language acquisition and recommendations for instructional strategies according to level.
Overview of Second Language Acquisition and Strategies
Downloadable booklet from the Northwest Regional Education Laboratory, "Strategies and Resources for Mainstream Teachers of English Language Learners." Includes useful information on language levels, acquisition and 10 things teachers can do today to help ELL students.
Understanding the "Silent Period" with English Language Learners
This article describes some strategies used by two kindergarten teachers to communicate verbally and nonverbally.

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“One generation plants the trees; another gets the shade.”— Chinese ProverbWhen I read The Hitchhikers Guide to the Galaxy by Douglas Adams, I remember being fascinated by the “babel fish.” These were fish, who when dropped in a person’s ear, would provide immediate translation of any language, thriving on sound waves and converting them into comprehensible language.Wouldn’t it be just great if learning a new language were that easy (despite the “yuck” factor)? While we do have some technology that provides translation into a variety of languages, it often fails to translate accurately due to the complexity of language. Effective communication requires so much more than just being able to translate vocabulary words — it requires knowledge of intonation, dialect, and intent, and a nuanced understanding of word use, expression, and a language’s cultural context. For example, one online translation application I tried translated “Fall Events” as “fall down events” in Spanish because it didn’t know that I was referring to events in autumn.So, without a babel fish or perfect technology, we are left with the old-fashioned way of learning a new language, which requires time, effort, and patience. How much time, effort, and patience depends a lot on the individual who is learning, as well as the learning environment and situation, but language researchers have developed a general outline of language acquisition that helps explain the process that language learners go through to develop skills in a foreign language. In this article, I will provide an overview to the stages of language acquisition, and offer strategies designed to support ELL instruction at different stages of language acquisition.Stages of Language AcquisitionResearchers define language acquisition into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.The Six Stages of Second-Language AcquisitionPre-productionThis is also called “the silent period,” when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual.Early productionThe individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.Speech EmergentSpeech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.Beginning FluencySpeech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.Intermediate FluencyCommunicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.Advanced FluencyThe individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.How long does it take for a language learner to go through these stages? Just as in any other learning situation, it depends on the individual. One of the major contributors to accelerated second language learning is the strength of first language skills. Language researchers such as Jim Cummins, Catherine Snow, Lily Wong Filmore and Stephen Krashen have studied this topic in a variety of ways for many years. The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency. This generally applies to individuals who have strong first language and literacy skills. If an individual has not fully developed first language and literacy skills, it may take between seven to ten years to reach advanced fluency. It is very important to note that every ELL student comes with his or her own unique language and education background, and this will have an impact on their English learning process.It is also important to keep in mind that the understood goal for American ELL students is Advanced Fluency, which includes fluency in academic contexts as well as social contexts. Teachers often get frustrated when ELL students appear to be fluent because they have strong social English skills, but then they do not participate well in academic projects and discussions. Teachers who are aware of ELL students’ need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful. (Learn more about academic language in Colorín Colorado’s academic language resource section.) Instructional StrategiesIf you have ELL students in your classroom, it is more than likely there will be students at a variety of stages in the language acquisition process. What can teachers do to differentiate instruction according to language level? Here are some suggestions for appropriate instructional strategies according to stages of language acquisition.Language StageStrategiesPre-productionEmphasize listening comprehension by using read-alouds and music.Use visuals and have students point to pictures or act out vocabulary.Speak slowly and use shorter words, but use correct English phrasing.Model “survival” language by saying and showing the meaning. For example, say, “Open your book,” and then open a book while the student observes.Gesture, point and show as much as possible.More advanced classmates who speak the same language can support new learning through interpretation.Avoid excessive error correction. Reinforce learning by modeling correct language usage when students make mistakes.Early ProductionContinue the strategies listed above, but add opportunities for students to produce simple language.Ask students to point to pictures and say the new word.Ask yes/no and either/or questions.Have students work in pairs or small groups to discuss a problem. Have literate students write short sentences or words in graphic organizers.Model a phrase and have the student repeat it and add modifications. Teacher says, “This book is very interesting.” The student repeats it and says, “This book is very boring.” Continue with as many modifications as possible.Avoid excessive error correction. Reinforce learning by modeling correct usage.Speech EmergentIntroduce more academic language and skills by using the same techniques listed above, but beginning to use more academic vocabulary.Introduce new academic vocabulary and model how to use it in a sentence.Provide visuals and make connections with student’s background knowledge as much as possible.Ask questions that require a short answer and are fairly literal.Introduce charts and graphs by using easily understood information such as a class survey of food preferences.Have students re-tell stories or experiences and have another student write them down. The ELL student can bring these narratives home to read and reinforce learning.In writing activities, provide the student with a fill-in-the blank version of the assignment with the necessary vocabulary listed on the page.Provide minimal error correction. Focus only on correction that directly interferes with meaning. Reinforce learning by modeling the correct usage.Beginning FluencyHave students work in pairs and groups to discuss content.During instruction, have students do a “Think, pair, share” to give the student an opportunity to process the new language and concept.Ask questions that require a full response with explanation. If you do not understand the student’s explanation, ask for clarification by paraphrasing and asking the student if you heard them correctly.Ask questions that require inference and justification of the answer.Ask students if they agree or disagree with a statement and why.Model more advanced academic language structures such as, “I think,” “In my opinion,” and “When you compare.” Have students repeat the phrases in context.Re-phrase incorrect statements in correct English, or ask the student if they know another way to say it.Introduce nuances of language such as when to use more formal English and how to interact in conversations.Have students make short presentations, providing them with the phrases and language used in presentations (“Today I will be talking about”) and giving them opportunities to practice the presentation with partners before getting in front of the class.Continue to provide visual support and vocabulary development.Correct errors that interfere with meaning, and pre-identify errors that will be corrected in student writing, such as verb-tense agreement. Only correct the errors agreed upon.You may want to assist in improving pronunciation by asking a student to repeat key vocabulary and discussing how different languages have different sounds.Intermediate FluencyIdentify key academic vocabulary and phrases and model them. Ask students to produce the language in class activities.Use graphic organizers and thinking maps and check to make sure the student is filling them in with details. Challenge the student to add more.Help the student make connections with new vocabulary by instructing him or her in the etymology of words or word families such as, “important, importance, importantly.“Create assessments that give students an opportunity to present in English after they have an opportunity to practice in pairs or small groups.Introduce more academic skills, such as brainstorming, prioritizing, categorization, summarizing and compare and contrast.Ask students to identify vocabulary by symbols that show whether the student “knows it really well, kind of knows it, or doesn’t know it at all.” Help students focus on strategies to get the meaning of new words.Have a “guessing time” during silent reading where they circle words they don’t know and write down their guess of the meaning. Check the results as a class.Introduce idioms and give examples of how to use them appropriately. For example, “Let’s wind up our work.” What’s another way you could use the phrase “wind up?“Starting at this level, students need more correction/feedback, even on errors that do not directly affect meaning. They should be developing a more advanced command of syntax, pragmatics, pronunciation, and other elements that do not necessarily affect meaning but do contribute to oral fluency.It may also be helpful to discuss language goals with the student so you can assist in providing modeling and correction in specified areas.Advanced FluencyStudents at this level are close to native language fluency and can interact well in a variety of situations. Continue to develop language skills as gaps arise by using the strategies listed above. Although the student may seem completely fluent, he or she still benefit from visual support, building on background knowledge, pre-teaching vocabulary and making connections between content areas.Offer challenge activities to expand the student’s vocabulary knowledge such as identifying antonyms, synonyms and the use of a thesaurus and dictionary.Demonstrate effective note-taking and provide a template.Offer error correction on academic work and on oral language. Because students at this stage have achieved near-native fluency, they benefit from support in fine-tuning their oral and written language skills. RecommendationsScaffold instruction so students receive comprehensible input and are able to successfully complete tasks at their level. Instructional scaffolding works just like the scaffolding used in building. It holds you at the level needed until you are ready to take it down. Scaffolding includes asking students questions in formats that give them support in answering, such as yes/no questions, one-word identifications, or short answers. It also means providing the context for learning by having visuals or other hands-on items available to support content learning. Also, when practicing a new academic skill such as skimming, scaffolding involves using well-known material so the students aren’t struggling with the information while they are trying to learn a new skill. Scaffolding includes whatever it takes to make the instruction meaningful for the student in order to provide a successful learning experience.Use cognates to help Spanish speakers learn English and derive meaning from content. The Colorín Colorado website has a helpful list of common cognates in Spanish for teachers to reference. Teachers can explicitly point out cognates for Spanish speaking students so they begin to realize that this is a useful way for them to increase their English vocabulary.Explicit vocabulary instruction is very important in accelerating ELL students’ English language development. Textbooks include lists of new vocabulary words based on grade-level content, but ELL students need further vocabulary instruction. There are many words in a text that may affect the ELL student’s comprehension of the text that a teacher may assume he or she knows. It is important for teachers to develop ways to help students identify the words they don’t know, as well as strategies for getting their meaning. Of course it is also beneficial if teachers reinforce the language structures or common associations of vocabulary. For example, “squeak” is a sound that often goes with “mouse” or “door” and it may be stated as, “squeak, squeaky, squeaks, or squeaked.“Error correction should be done very intentionally and appropriately according to student language ability, as noted earlier in the article. Students who are just beginning to speak English are already nervous about using their new language skills and constant correction will not improve their ability; it will just make them want to withdraw. I inform students in advance of the type of errors I will correct, such as “missing articles” and “third person agreement,” and then those are the only errors I check. In my class, I do not correct the errors; I circle the mistakes and return the paper to the student. They are responsible for correcting the errors and returning the paper to receive more points. Most of the time the students can make the corrections themselves when they see the area I’ve circled, but if they have difficulty, I guide them as they make the correction. In this way, I feel there is a manageable amount of correction information to work with and the student will actually learn from doing the correction.Learning another language. If you learn the language(s) your students speak, they will be thrilled to hear you try it with them. I learned how to say “good morning” in Somali and had to practice for an hour before I felt comfortable saying it. When I did I was rewarded with the big grins of students as they entered the room. They were excited to teach me other phrases as well, and we discussed how much English they had learned since they arrived in the country. They were very proud to think of how much progress they’d made.Seek the experts in your building or district who can offer you guidance on effective instructional strategies for your ELL students. There are many teachers who have taught ELL students in your content area, have taught a certain population of students, or are trained ESL or bilingual teachers who have a lot of advice and support to offer. Don’t hesitate to look for support when you are challenged to reach students who are learning English. This can be especially true when you have a “pre-production” or “beginning level” student and you are responsible for grade level content instruction.Visit the hotlinks section for this article for more information on specific research regarding language acquisition and recommended instructional strategies. You can also search the Colorín Colorado educator information for useful information and resources to assist you in meeting ELL student needs.ELL teachers encounter students with a variety of backgrounds and abilities, and until the babel fish comes into existence, they will need to have flexibility, creativity and skill in order to help ELL students make meaning from the new language and content they are learning. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content. Together teachers and students develop their understanding of each other, the world around them, and the language that connects us all.Hot linksThe Stages of Second Language AcquisitionThis chapter from Classroom Instruction That Works with English Language Learners Facilitator’s Guide, by Jane D. Hill and Cynthia L. Björk, offers information on the second language acquisition process and effective ELL instruction. It includes a a simplified chart of language acquisition levels and the kinds of language teachers can use to help students at each level.Simple description of the stages of language acquisition and recommendations for instructional strategies according to level.Overview of Second Language Acquisition and StrategiesDownloadable booklet from the Northwest Regional Education Laboratory, “Strategies and Resources for Mainstream Teachers of English Language Learners.” Includes useful information on language levels, acquisition and 10 things teachers can do today to help ELL students.Understanding the “Silent Period” with English Language LearnersThis article describes some strategies used by two kindergarten teachers to communicate verbally and nonverbally.

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2. Communicate with other teachers and rule out other causes

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2. Communicate with other teachers and rule out other causes

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Check with local teachers about L1 skills. Consider hearing, vision and environmental issues.

https://www.weliahealth.org/2025/05/child-struggling-check-their-vision-and-hearing/

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Does your child seem to struggle with following directions or fall behind in school, even though they're trying their best? It might not be a learning issue-it could be an undetected vision or hearing problem.

At Welia Health, we're committed to your child's healthy development. That's why we emphasize regular vision and hearing screenings. These simple, painless tests can detect problems early-before they impact learning, social growth, or overall well-being.

Why vision screenings matter

Clear vision is essential for more than just seeing-it's foundational to a child's physical, social, and academic development.

Milestones achieved: From those first wobbly steps and attempts at catching a ball to the complex tasks of reading and playing, good vision supports key developmental stages. Proper visual development lays the groundwork for crucial depth perception and spatial awareness.

Early detection, brighter futures: Screenings can identify common yet treatable conditions like nearsightedness (myopia), a growing concern in children, farsightedness (hyperopia), astigmatism, lazy eye (amblyopia), and crossed eyes (strabismus). Early diagnosis is key to more effective treatment.

At Welia Health, we provide age-appropriate vision screenings designed for early identification and timely, compassionate care.

Why hearing screenings are important

Hearing is the gateway to language, communication, and connection with the world.

Language development: Hearing loss-even mild-can interfere with a child's ability to learn sounds, form words, and build vocabulary. Studies emphasize that early detection of hearing loss is critical for optimal language development.

Overcoming learning hurdles: A child struggling to hear may miss crucial instructions or have difficulty keeping up in the classroom. Sadly, this can sometimes be misinterpreted as behavioral issues or a lack of attention. Undiagnosed hearing loss can significantly impact a child's educational journey.

Early diagnosis is key: Screenings can pinpoint conditions like conductive hearing loss, often stemming from middle ear infections, or sensorineural hearing loss. Even hearing loss in just one ear (unilateral) can have a profound effect on a child's development.

Nurturing social and emotional growth: Children with untreated hearing issues may experience feelings of frustration, withdraw from interactions, or face delays in developing essential social skills. Healthy hearing is vital for building strong connections.

At Welia Health, we use advanced technology and evidence-based methods to provide reliable hearing screenings for children at every developmental stage.

What to expect during a screening

Both screenings are safe, quick, and non-invasive.

Vision screening: Your child might read from a Snellen chart or use automated tools to assess their vision. If the results indicate a potential issue, we'll provide a referral to an ophthalmologist or optometrist at our Welia Health Eye Care Center for a comprehensive examination.

When should screenings take place?

Regular screenings are key for your child's development. The American Academy of Pediatrics (AAP) recommends:

Newborns: Hearing screening before leaving the hospital.

Infants and toddlers: Vision and hearing checks during well-child visits.

Preschoolers: Routine screenings to catch issues before starting school.

School-aged children: Screenings during annual checkups or if concerns arise.

Scheduling all those well-child visits is the best way to ensure these important screenings happen as recommended. And always contact your Welia Health provider with any concerns about your child's vision or hearing, even between appointments.

Welia Health is here for your family

Whether it's your child's first screening or a routine well-child visit, our team is here to support you every step of the way. Take the first step towards your child's success. Schedule a vision and hearing screening today! Call Welia Health now at 320.679.1212, request an appointment online, or log onto MyChart.

While vision and hearing screenings are quick and easy, their benefits are significant. Early detection can make all the difference in preventing learning difficulties, building self-assurance, and equipping your child with the tools they need to thrive, both academically and in their everyday lives.

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Child struggling? Check their vision and hearing - Welia Health

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Does your child seem to struggle with following directions or fall behind in school, even though they're trying their best?

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Create differentiated lessons based on how ready the student is for the information, the interest the student has in the material and the optimal learning styles of the student (eg. visual, auditory, etc.)

https://www.colorincolorado.org/article/differentiated-instruction-english-language-learners

https://youtu.be/h7-D3gi2lL8?si=-jVDsUBhI8yeCqaP

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Differentiated Instruction for English Language Learners

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Each student comes to school, not only with unique academic needs, but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

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4. Language need vs. learning disability

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4. Language need vs. learning disability

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Language need: strong L1, struggles mainly in English, improves with support

Learning disability: struggles in both languages, poor progress even with support

https://www.edweek.org/teaching-learning/how-to-identify-and-serve-english-learners-with-disabilities/2023/09

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In a webinar co-hosted by the U.S. Department of Education's office of English language acquisition and office for civil rights in June, national experts gathered together in a panel discussion on the best approaches to both identifying these students with unique needs, and then best serving them.

How to properly assess students

For instance, when assessing an English learner for a disability, schools must ensure that an English language development specialist is involved in the process early on, said Lynda Espinoza Idle, an educational consultant and co-owner of the Responsive Inclusive Strategic Education, or RISE, professional development program.

Schools must also rule out language as a main reason or determinant of a learning barrier, difference, or discrepancy. For example, is a student struggling to understand vocabulary overall in both their home language and in English, or is the issue primarily present in an English context?

"The possible disability, you see it across languages," Espinoza Idle said. "It is not only going to be seen in one language, it's going to be seen in both."

That means assessment must be done in more than just English, she added. Schools need to consider whether they are asking the right questions and looking at the right data. For instance, is the student in question typical or atypical when compared to a true multilingual peer and not just their monolingual peers?

Caroline Torres, an associate professor at Kapi'olani Community College in Hawaiʻi who teaches second language teaching to pre-service teachers, added that schools must have an understanding of cultural differences that may show up in communication patterns, and make sure that they are factoring those into an evaluation.

"We also want to make sure that we're looking at characteristics of our students and looking for things like acculturative stress, or trauma or other stressors that students may be experiencing, that often can manifest in ways that look like a disability, for example, inattention or lack of focus," Torres added.

Once assessed, how to best meet students' needs

Laurene Christensen, director of accessibility research at WIDA, which administers English language assessments in close to 40 states, said schools must ensure that students have appropriate ways to communicate with both peers and adults around them. For instance, students should have augmentative and alternative communication devices available in both English and their home language.

"Those devices need to be able to go home so that students are able to develop more facility with the communication tools that they have," Christensen said.

Collaborative planning involving general education, special education, and English language development teachers is also important.

"We know that many students who have significant cognitive disabilities spend much of their day in self-contained special education classrooms," she added. "And it's really critical for them to be in general education classrooms as well to spend time with their peers."

"There has to be multiple data included in the IEP that describes and substantiates the need for specialized instruction," Herbert said.

That includes input from a variety of teachers, interventionists, students' families, and cultural mediators hired by the district, she added.

Overall, Torres recommended schools use an asset focus when working with English learners who have disabilities by respecting theirbackgrounds, their strengths, and their preferences, as well as identifying potential challenges and supports.

She also called for schools to examine curriculum and instruction and identify potential barriers to learning. For instance, teachers can chunk information-meaning breaking information into smaller segments so the student can focus more on one specific piece of information or one piece of a larger task-and practicing that before adding on content can be helpful for students who struggle with working memory.

"To really improve outcomes for multilingual learners with learning disabilities, particularly in reading, when the content is culturally relevant the learners are better able to access and engage with that content, as they leverage and draw on their backgrounds and their funds of knowledge to help understand and build meanings," she said.

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How to Identify and Serve English Learners with Disabilities

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When it comes to identifying and serving English learners with disabilities, there are various nuances at play.

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5. Collaborate with local teachers and parents

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5. Collaborate with local teachers and parents

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Share examples. Parents should monitor progress of student at home in L1.

https://www.understood.org/en/articles/english-language-learners-in-special-education-partnering-with-families

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As teachers, we know that some of our most powerful allies are students' families. This is especially true of English language learners (ELLs) who learn and think differently. Establishing a strong partnership is a win for students, families, and teachers alike. We can all benefit from the rich cultural and linguistic experiences these families bring to the school community.

Sometimes barriers can get in the way of family engagement. That can leave families' expertise and contributions unrecognized and untapped by schools.

So how can you tap into this rich resource, especially when it comes to conversations about special education? Here are some things to keep in mind about culture, language, and immigration - plus some strategies to help you get started.

In Understood's resources, we use the term "English language learners" (or ELLs) to talk about students who are learning English. You may use this term or others in your school. Many educators are beginning to use "emergent bilinguals" (EBs) to acknowledge students' bilingual skills.

Factor 1: Expectations of schools

How a family participates in a child's education, including special education services, can depend on what the family understands their role in their child's education to be. It can also have to do with how the family feels at the school.

For example, in many Latin American countries, public education calls for a family's participation in terms of providing school uniforms and materials. Families are also expected to prepare children for school by teaching social, behavioral, and emotional life skills. Often, public schools in Latin America do not invite families to teach academics, partner with the teacher, or provide information on the child's learning like they do in the United States, according to research.

As educators, it's our job to communicate to all families that we want to draw on their valuable assets. Those assets can greatly contribute to their child's development and learning, especially if a child is struggling in school.

Take, for instance, first-generation immigrants who may not have had access to education past primary school or who may not yet speak fluent or academic English. Those family members may assume they can't contribute to their child's academic development. Here again, schools can help them understand the important contributions they are already making and can continue making as experts of their children.

Start with these general strategies for partnering with families of English language learners (both in and outside of special education settings).

If your school is holding parent-teacher conferences, send home a letter explaining what conferences are. That way, you can clarify the purpose of the conferences (as some families may think that they or their child did something wrong). Encourage families to prepare questions to ask at the conferences. This can be particularly helpful if they're concerned about their child's progress.

Consider activities that allow families to participate regardless of language, like painting a mural or helping in the school garden.

Find ways for families to share their perspective on what matters most to them about their child's education. You might use this questionnaire (available in English and Spanish).

For Spanish-speaking families, share a resource in Spanish about the importance of family involvement in U.S. schooling.

Engage students in creating an artifact (like a drawing or a letter) for their family members using their home language or cultural depictions, telling what they want to share about school.

Factor 2: Cultural perspectives about disability

Different cultures may have different perceptions, definitions, and expectations about disabilities. Those cultural associations or stigmas can impact how families view their child's disability.

Some families may blame themselves for their children's disabilities. Others may believe a curse is to blame for the disability, rather than there being a biologically based cause. Of course, be careful not to make assumptions about families' preferences or perspectives based on their culture or language.

As one example of a cultural view, people in many Latin American countries use the term "disabilities" to mean a visible disability. Learning disabilities that are not immediately obvious may not be considered disabilities.

Also, many Latin American families think of kindness, good behavior, a strong work ethic, and collective responsibility to family as "being educated." So the idea that a child may have a learning disability may conflict with the family's perception that their child is an active and able part of their community. They may disagree with or feel discouraged by the news of their child's disability.

On the other hand, some of the Native American families I've collaborated with have viewed disabilities more holistically. They have shared that their communities tend to focus on supporting the strengths of people with disabilities.

Clearly, different cultures respond differently to the concept of "disabilities." But no matter the culture, families may also have questions about whether a disability is something the child will "grow out of" or whether the struggle is actually related to learning English. It's important to be prepared for these questions with updated information about the child's evaluation andabout instruction and progress in English.

Talk with families to frame the term "disability" by focusing on the child's strengths and needs. Here are three important messages to communicate:

A child's learning or thinking difference is not a deficit.

The child has many strengths from which to build.

There are specific supports the child can receive to build on those strengths.

Most families want to make sure their child has access to the supports they need to learn and thrive. When we frame special education supports this way, the conversation shifts from focusing on deficits to finding opportunities for better learning experiences.

To learn more about cultural perspectives on disability, talk with colleagues, like ESL teachers, family liaisons, or interpreters. Other families with experience in special education can also provide insights.

Share with the family your insights about the student's strengths and interests, as well as examples of personal interactions with the student. This will help families understand that you care and that you see the child's strengths - not just the disability.

Allow the family to share information about the child's strengths at home and in the community, especially non-academic strengths. Include the family members' strengths, too.

Ensure that families understand the services that their child is receiving or is eligible to receive.

Families of English language learners have a legal right to access school documents and meetings in their home language. That includes special education paperwork and communication. Both oral and written translation of special education information requires expertise in the services and terminology.

Ideally, the translation and interpretation will also take cultural factors and nuances into account, especially given the different cultural perspectives on disability. It also should be provided in a format that is accessible and user-friendly.

After the information is translated, it's critical that families understand the terms - and the implications of those terms. For example, a translator may use the Spanish term "problema de aprendizaje," which translates to "learning problem." This term may not convey to families that this "problem" is a disability that needs to be addressed by special services. Watch the video below from Colorín Colorado to learn more.

Explain to families that they have a right to access information in their home language. Be clear that you value their language and see it as an asset for their child.

Learn more about your school's or district's translation services to make sure families have full access to information they need to participate meaningfully in this process. For example, the school district may provide a translation hotline. In addition, community members or other parents can be trained as volunteer interpreters. (Students should not serve as interpreters in these situations.)

If you are working with an interpreter, sit down before family meetings to talk through any areas of concern. Ask about particular issues, cultural factors, or perspectives you should understand.

If adequate language support is not being provided to families, raise your concern with colleagues or administrators. Look for additional information and resources from ESL/bilingual colleagues, family liaisons, district departments, or your state ELL department.

Factor 4: Immigration concerns

Some immigrant families may have mixed immigration status, meaning that not all family members are documented U.S. residents or citizens. Family members may feel uneasy about participating in formal school meetings, filling out paperwork, or sharing personal information with the school. Perhaps families are unsure of their rights or those of their children. They could also be concerned about immigration enforcement.

You should approach families with empathy when talking about the complexities that immigrant families face. Take the time to understand a family's concerns that might come up when discussing services available and legal paperwork. Educators like you can put practices into place that help build a culture of caring and safety at your school.

Communicate clearly with families and colleagues that all students in the United States have a right to a free appropriate education, regardless of immigration status. The immigration status of a child or family member has no impact on eligibility for special education services.

Keep in mind that families may be wary of signing documents (related to the special education process or otherwise), especially if they have experience with detention or deportation. (Read more about my experience with one of my students' families.) By building trust, you should be able to partner with families to obtain services that make a significant difference.

For similar reasons, families may also be worried about coming to school or sharing personal information. Schools are still considered "sensitive locations" where immigration enforcement should not take place. Students also have certain legal protections regarding personal information and privacy, regardless of immigration status. If families have questions about these topics, direct them to accurate, updated information from administrators or school district personnel.

Draw on strategies to work around barriers to communication with families. Know that family members who are working and do not have work visas may be more vulnerable at work. This could mean that they are unable to answer their phones during work hours or take time off of work for school meetings.

Partnerships that promote growth

For English language learners who learn and think differently - and their families - navigating school can be complex. As an educator, you can draw on a student's and family's assets to lay the foundation for genuine, solid partnership. By doing so with an open mind and empathy, you will begin building a trusting relationship that will benefit your students, often in life-changing ways.

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English language learners in special education: 4 things to know about partnering with families

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Learn the factors to consider when partnering with families of English language learners in special education.

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Keep adapting ESL instruction and tracking progress. Suggest external testing, if needed.

https://www.cdc.gov/ncbddd/actearly/screening.html

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Centers for Disease Control and Prevention

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Developmental Monitoring and Screening | CDC

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Learn about developmental monitoring and screening.