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Talking to classmates help ELLs practice academic language and deeper their content understanding

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Scaffolding may need to be adjusted based on a student's progress.

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How could I adapt the three listening stages for very young children in a PreK classroom?

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The three stages of a good listening activity include pre-listening, while-listening, and post-listening

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Teachers should carefully organize groups so multilingual learners can benefit from working with peers who model strong language skills.

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Bottom-up listening refers to focusing on grammar and vocab to understand the listening track

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There are three stages of listening instruction: pre-listening, while-listening, and post-listening. Each stage is for a different purpose of instruction.

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Teacher can support students by doing sentence stems, vocabulary banks, and clear expectations.

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A critical step in supporting ML engagement in academic conversations is developing peer learning activities that will encourage their participation.

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Peer learning activities support MLs in developing stronger social emotional skills, academic identity, agency, and voice

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Using their home language can help them learn English.

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How can teachers support MLs who are still reluctant to speak even when scaffolds are provided?

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Students feel more comfortable sharing their ideas in a small group setting.

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When teaching a student through having them listen, their instruction should be repeated 2-3 times

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Effective listening instrucion isn't just play audio and answer questions but it require intentional structure using pre-, while- and post-listening stages to actually build skills and not just test comprehension.

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The use of a transcript after listening is an interesting idea for better comprehension and to highlight the difference between spoken and written forms of a language, although some educators do not recommend it.

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Speaking and listening are the foundation for all language learning.

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One idea for reducing anxiety and encouraging students to experiment with language might include allowing students to read, practice, and discuss their responses in partners and small groups before sharing out to the entire group.

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How can I ensure other students do not feel that scaffolds for another student is unfair?

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Having students reflect on partner activities with a graphic organizer can help them understand expectations

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How can teachers differentiate instruction for ELLs that may struggle with speaking and listening while others may struglle with reading and writing

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Most teachers find that partner or small group peer learning activities provide effective opportunities for MLs’ oral language development because each student is provided more time to talk and share their ideas than in a large group setting.

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How can teachers help shy students feel more comfortable in group discussion?

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To foster the engagement of students, teachers come up with types of questions and prompts.

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What're some effective ways to support quieter/shy students in participating in discussion

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In real classroom settings, how can teachers effectively assess whether each stage (pre-, while-, and post-listening) is actually improving students’ listening skills rather than just helping them complete the task?

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It's recommended to focus on providing feedback on errors related to making sense of the academic content rather than focusing on correcting errors of language production

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Lessons should include content objective (whats students learn) and language objectives (how students use language).

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To help MLs come to class ready for discussion, you could give them time to write down some ideas on a post it note that they bring to class to use.

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How can teachers best support shy ELL students in participating in speaking activities without increasing anxiety?

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Should we ask students if our method of teaching lessons is engaging, and if not how should we figure it out to ensure engaging learning for students?

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How can the teacher prepare young non-ELLs to be kind and slower when working with struggling ELL students?

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Asking students to reshape, choose, or do something with ideas is more likely to foster greater discussion and debate among students.

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If only one ELL student is having trouble, should you pair them with another ELL student or an English speaking one to help them out?

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Students need the opportunity to practice their oral language responses.

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Authentic talk during discussion is important. Allowing students to freely speak helps ELL students develop oral language better than with a prewritten response.

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ELL students may understand more than they can express verbally, especially in early stages of language development.

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the idea of "grading listening tasks" stood out because it mirrors scaffolding strategies from the textbook. Such as students build confidence first then move into more complex thinking rather than being overwhelmed immediately.

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Writing down notes individually and then sharing their notes with a partner allow practice in a lower anxiety producing context.

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Students who are a less skilled reader, do they also struggle with the nonverbal communications or are those two separates?

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How can we as educators support ELL's oral language development in the classroom for students are at different proficiency levels?

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How can structured peer interaction help ML's learn to improve both their understanding of content and their academic language skills?

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How can teachers encourage all students, especially quitier ones, to activately participate in academic conversations?

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Using nonverbal communication is a way to get students to participate in group discussions

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-       Soto (2021) estimated that MLs appeared to be spending approximately 5 percent to 10 percent of their school day engaged in academic speaking