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This resource helps guide teachers in making program decisions for English Learners

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LPAC Guidance for Deaf and Hard of Hearing English Learners

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LPAC Guidance for Deaf and Hard of Hearing English Learners

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This resource assists teachers with EL students who may have a disability such as hearing

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Using Cognates to Develop Comprehension in English

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Using Cognates to Develop Comprehension in English

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This resource helps educators teach cognates to develop comprehension in English

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Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, 30-40% of all words in English have a related word in Spanish. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language.

Not surprisingly, researchers who study first and second language acquisition have found that students benefit from cognate awareness. Cognate awareness is the ability to use cognates in a primary language as a tool for understanding a second language. Children can be taught to use cognates as early as preschool. As students move up the grade levels, they can be introduced to more sophisticated cognates, and to cognates that have multiple meanings in both languages, although some of those meanings may not overlap. One example of a cognate with multiple meanings is asistir, which means to assist (same meaning) but also to attend (different meaning).

Classroom strategies for teaching cognates

Read aloud

When you read aloud to your students, ask the Spanish speakers to raise their hand when they think they hear a cognate. Stop reading and discuss that cognate. Point out the subtle differences you hear between the Spanish and English words. If you have a French, Italian, or Portuguese speaker in your class, invite them to contribute cognates in that language.

Student reading

As ELLs read their texts, ask them to find three or four cognates and write them on sticky pads. Collect those notes and put them on an OUR COGNATES laminated chart. Before the class ends, read or have students read them to the class. Discuss spellings or sounds that are the same and different between the cognates.

Follow-up activities:

Word Sort

Pair students and give each pair a set of cognate cards: one card has the English cognate and the other has the Spanish cognate. For example:

Have students sort the words. Then ask them what the word pairs have in common and write responses on the board.

Circle Differences

Ask students to indicate which letters are different between the cognates by circling the letters. Alternate between having them call out differences with the teacher circling and occasionally having students come up and circle the differences themselves.

False Cognates

Write examples of false cognates on the board. For example: embarrassed/ embarazada and pie/ pie. Warn students that they might run into some words that are false cognates. These are words that look alike but do not have the same meaning in English and Spanish. Ask the students:

Does anyone know what pie means in Spanish ( foot)? What does the word pie mean in English ( dessert)?

Another example of a false cognate is the word embarrassed in English and embarazada in Spanish. What does embarrassed mean in English (to feel ashamed about something)? Does anyone know what embarazada means in Spanish ( pregnant)?

Give students some cognates and false cognates and ask them to identify each. Examples of false cognates:

Ask students to work with a partner to find as many cognates and false cognates as they can from a given list of words. After they finish, ask partners to share one example of each with the class.

Exaggerate intonation and stress

Cognate words can cause problems for Spanish speakers learning English and vice versa because of different stress patterns in the two languages. Point out how the emphasis changes in the following words:

condition / condición

animal / animal

ability / habilidad

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Using Cognates to Develop Comprehension in English

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Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, 30-40% of all words in English have a related word in Spanish. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language.

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This resource provides modifications for guided reading for ELLs

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Kristen is our guest blogger today, joining us from A Walk in the Chalk. She's sharing her strategies for reaching ELLs in the classroom by incorporating modified guided reading strategies.

Guided reading is an important component of a balanced literacy program. It is when individualized reading instruction is provided to a small group of students. The group size is typically between four to six students, and each lesson is approximately 20 minutes. The teacher meets with each group several times a week and provides targeted instruction on reading skills and comprehension strategies.

Aren't guided reading lessons the same for ELLs (English language learners) as with native English speakers? Yes and no. The same effective strategies used with native English speakers are used with ELLs, but additional strategies are necessary in order to help ELLs navigate through their new language. Let's face it: Our ELLs are learning content and the English language at the same time. In order for them to fully understand and interact with the text, certain instructional strategies require more attention, and scaffolds need to be added to support the language. Let's take a look at how we can modify guided reading instruction to best support our English language learners.

Choosing the Right Text

When we choose a guided reading text for our ELLs, it's important to keep some questions in mind. Does the book topic provide cultural relevance? Will students have prior knowledge of the topic? What background knowledge will you need to provide the students? Choosing texts that students can relate to will add to their level of comprehension.

Additionally, as with any guided reading group, we want to choose books, or texts, that are at the students' instructional reading levels. For ELLs we also want to choose books that don't have a heavy language load. If I find a book at my students' reading level, but the language is heavy with a lot of new vocabulary or grammatically complex sentences, I may choose to find a different book.

It's also important to choose age appropriate books for our ELLs. Avoid "baby" books, especially for the older students. Students may be reading at a primary level in English, but providing "babyish" books can have a negative impact on a student's self-esteem. It can also be a source of embarrassment for them. It may be more challenging to find emergent leveled books for older ELLs, but they are out there.

When choosing a text, also note areas that might be confusing. Some areas that can hinder comprehension are the use of figurative language, homophones, multiple meaning words, and new vocabulary, as well as grammatically complex sentences. Addressing these before reading will greatly support students' understanding.

Lastly, whenever we are able to integrate reading with other content areas, the better it is for our ELLs. This provides multiple exposures of a topic, allowing students to gain a deeper understanding of the content. I love finding books or passages that tie into the Science and Social Studies curriculum, because this additional exposure also sets them up for further success in those classes.

English Explorer Books are excellent leveled books to use for integrating content with reading

Introduce the Text

As the text is introduced, clear and concise objectives should be provided. I post both content and language objectives at the beginning of each lesson. The content objective is "what" I want them to learn, and the language objective is "how" they will show their understanding. Setting clear objectives gives students a purpose for reading, as well as a goal that is clear and attainable.

Next, and one of the most important components of modified guided reading, is activating or building background knowledge as a pre-reading activity. ELLs often lack the background knowledge needed to fully understand a text. In order to bring cultural relevance to a topic, we need to activate the knowledge they already have, or when there is none, we need to build it for them. We can build this by using real world items (realia), videos, pictures, or shared readings. This component is crucial for setting ELLs up for success. Imagine your new student is from a tropical country, and the book you are reading with him/her is about a snowy winter. The student may not have background knowledge of what snow looks like, feels like, tastes likes, sounds like, or smells like. Using pictures, video clips, and realia can provide the background knowledge the student needs to gain a deeper understanding of the text.

As the text is introduced, we also want to frontload new vocabulary before reading. This includes both academic vocabulary, as well as any tricky everyday vocabulary. I always try to look at vocabulary through the eyes of an English language learner. A word that may not seem tricky to me could be for my ELLs.

Introducing the text, building background knowledge, and frontloading new vocabulary are critical to scaffolding the guided reading text. Spending extra time on this component will be extremely beneficial.

Check for Understanding

Next, monitoring student understanding as they read is done with quick comprehension checks. I listen to each individual child read, and then I will askhim/her open-ended questions or have him/her make a connection, a prediction, or an inference. The student then "turns off their volume" and continues to read silently while I listen to the next student. This continues as I get to each student in the group. We can't assume our ELLs understand; it's necessary to provide those comprehension checks to either help them navigate the text further or confirm that they are indeed understanding.

Respond to Reading

This is the "language objective." It's the "how" they will show what they know. You may choose to incorporate a guided writing activity, fill in a graphic organizer, use drama, participate in a discussion, or answer questions about their reading. This component will help solidify understanding and afford the use of language output in a low anxiety setting.

Students answer questions and engage in discussion with a fun Read-n-Roll activity

Word work is also an important part of reading instruction, and your guided reading lesson is a great time to incorporate it. Our ELLs need word work. Instructional time devoted to phonics, spelling patterns, and sight words will help build a foundation for learning English. I typically find areas of focus within the guided reading text. I also look for sounds in English that are different in my students' native language and focus on building awareness and pronunciation of these new sounds. Spending just a few minutes each lesson on word work will have a great impact on your ELLs' progress in both their reading and writing skills.

Integrating listening, speaking, reading, and writing skills within a guided reading lesson will provide opportunities for students to grow in all areas of literacy. The goal is to provide ELLs with the skills, strategies, and support they need to understand and interact with the content and curriculum at each grade level. By doing this, the ultimate goal of closing the achievement gap can be better realized.

Modified Guided Reading Lesson Plan Template

Modified guided reading instruction enables the reading and language skills of students to be developed. It targets the specific needs of ELLs and provides them with a deeper and broader understanding of text. Through this practice, the literacy skills, language development and self confidence of your English language learners will flourish.

I'm Kristen Vibas, an elementary ESOL teacher living in northern Virginia, teaching since 2005. I am passionate about teaching English language learners and creating fun and meaningful resources that support them in their mainstream classrooms. You can find me at my blog, "A Walk in the Chalk," or at my TPT store, "Kristen Vibas."

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Kristen is our guest blogger today, joining us from A Walk in the Chalk. She's sharing her strategies for reaching ELLs in the classroom by incorporating modified guided reading strategies. Guided reading is an important component of a balanced literacy program. It is when individualized reading instruction is provided to a small group of students.

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This resource provides academic language resources for ELLs

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This article helps educators understand the role that academic language plays in their classrooms and in ELL student success.

The article also includes information on social vs. academic language, as well as numerous examples of the different kinds of academic language needed for all students to fully participate in classroom activities and assignments. Additional articles, books, and videos can be found in our Academic Language and ELLs Resource Section.

Academic Language: An Overview

Why is academic language important?

Perhaps you or your colleagues have taught a student, who, like Carlos, gave every sign of being fully "fluent" in English, only to find that the student struggled on more academic kinds of assignments.

Many students, including English language learners (ELLs), have difficulty mastering the kinds of academic language needed to succeed in school, especially if they have never been explicitly taught how to use it. These students include long-term ELLs, students who have attended U.S. schools for much or all of their education but have not yet mastered the language of school.

At the same time, many educators have never learned how to teach academic language since language has traditionally been considered the domain of English as a Second Language (ESL) or English language arts teachers. Yet the use of academic language is more important than ever in preparing students for academic and professional success, particularly in the era of rigorous college- and career-ready standards (such as the Common Core State Standards) that require an increased use of academic language in and across all disciplines.

What is your role?

It may seem daunting at first, but you have an important role to play in supporting your students' academic language development. You do not need an in-depth background in linguistics or ESL methods to do so; rather, you need some guidance and practice in learning how to recognize the role academic language plays in your subject area and classroom, as well as support from colleagues who can guide you in your efforts. Many ESL and bilingual colleagues have extensive experience in identifying students' academic language needs and collaborating with colleagues and will be more than happy to do so if asked!

In this article

To get you started, this article shares three things you need to know about academic language:

The difference between social and academic language

The importance of looking beyond vocabulary

How academic language will be used in your classroom

The article will also share recommended resources for further review. For specific instructional strategies on increasing the use of academic language in your classroom, see these ideas from ELL expert Kristina Robertson, as well as the resources at the end of the article, and check in with your ESL/bilingual colleagues for additional suggestions!

The difference between social and academic language

As the example of Carlos above suggests, teachers may be most familiar with the level of students' social language - the language they hear students using with their friends in the hallways or on the playground. Students typically achieve proficiency in social language long before they have mastered a grade-appropriate level of academic language. As a result, a student's ability to use language in social settings is not necessarily an accurate indicator of their mastery of academic language.

What is academic language?

Academic language is the language of school and it is used in textbooks, essays, assignments, class presentations, and assessments. Academic language is used at all grade levels, although its frequency increases as students get older.

It is also the language of the workplace - for example, the language used to write a business letter as opposed to a casual e-mail to a co-worker.

Examples

One strategy that academic language expert Dr. Robin Scarcella uses to help her college students understand the difference between social and academic language is to provide them with similar sentences or passages that convey the same meaning but that are written in different styles, such as the following:

I like this book more.

This story is more exciting than the first one we read.

Because they were brave.

The soldiers received the medal because of their courage.

If you were to compare other kinds of passages or documents, some examples might include:

A business letter vs. a personal e-mail (noted above)

A newspaper's summary of a research report vs. the actual abstract of the report

A customer review of a book vs. the publisher's description of the book

As your students become more familiar with the differences between social and academic language, it will be easier to identify which is which and what is most appropriate for a certain setting. Kristina Roberston notes in her video clip on our academic language playlist that her students call this "sounding smart" - and they know it when they hear it. When they hear themselves "sounding smart," it is a source of excitement and motivation in the classroom.

Additional resources

To learn more about the distinctions between social and academic language, take a look at the following resources from Colorín Colorado:
Discussion questions:

Have you had any students who were proficient in social language but struggled with academic language?

If so, how did their social and academic language use differ?

Did anything in their language abilities surprise you?

What are some examples that could be used to compare social and academic language in your classroom?

Beyond vocabulary

Many people think of vocabulary first when it comes to academic language. While content-area vocabulary words and terms are certainly an important component, academic language also refers to the words and phrases used to connect these key words and to communicate concepts. Here are two different ways to understand a broader interpretation of academic language.

"Bricks and mortar"

Dr. Cindy Lundgren explains the idea of " bricks and mortar" in our academic language video playlist, where "bricks" are the key vocabulary words and concepts in a sentence, and "mortar" is the language (such as signal words and phrases) holding the bricks together. Here is the example she explains in the video:

Even though bats have wings, they are not birds.

In this sentence, the bricks are the key vocabulary words in bold:

Yet to fully understand the sentence, students must understand the meaning of "even though." Here is a sample definition:

"Even though" means that two items are similar, but they are not the same. In this case, bats and birds both share a similar feature (having wings), but they are not the same animal.

Understanding signal words and phrases is a key step in a student's ability to "unlock" the academic language they encounter, as well as to start using it correctly themselves.

Video: Bricks and mortar in language instruction

Dr. Cindy Lundgren discusses the concept of "bricks and mortar" when thinking about effective vocabulary instruction for ELLs.

TWIPs

Debbie Zacarian and Judie Haynes (2010) also look beyond discrete vocabulary words in their academic language definition, including a range of structures they call TWIPs ( Terms, Words, Idioms, and P hrases). Here are some examples:

Note that, in the second example, the "Declaration" is a single word standing in for the official name of a specific document (the Declaration of Independence). Many textbooks used abbreviated terms in the interest of space, which requires students not only to track the references back to the original term but to build on existing background knowledge about the subject being discussesd. ELLs may need some extra preparation to draw upon or build background knowledge in order to fully understand the academic language being used.

Same Word, Different Meaning

Keep in mind that some key words or terms may have different meanings across disciplines and may be used as different parts of speech in different contexts (i.e., noun vs. verbs):

Lunch table (Social language)
Periodic Table of Elements (Science)
Table of Contents (ELA)
Multiplication tables (Math)
To table (delay) the discussion (Social Studies)

Plot of a story (ELA)
Plot of land (Geography)
Plot ordered pairs on a graph (Math)
To plot a government coup (History)

Branch of government (Social Studies)
Branch of a river (Geography)
To branch out (Idiom)

Your foot (Health)
One foot in length (Math)
Foot in your mouth (Idiom)
Foot of the mountain (Geography)
To foot the bill (Idiom)

As you identify the academic language you will be focusing on in a particular lesson, take a moment to think about whether any of the words or phrases may have another definition so that you can anticipate any possible confusion. You may wish to share your list with your ESL colleagues for input as well.

Cognates

Finally, there is a great tool you can use to bolster academic language for students who speak a language related to English. This is the use of cognates - words that have a similar spelling and meaning in both languages. More than a one third of words in English have a Spanish-language cognate! These often include technical or content-specific words that can help students make a connection between both languages, such as the following:

You can see many more in our list of Spanish-English cognates, and your ESL or bilingual colleagues may be able to think of other related examples as well. Once students know how that a connection exists, they will start noticing more words that are related and they will be able to apply their own existing background knowledge about those words to the vocabulary they encounter. They may need some guidance initially, and we provide some tips on how to use cognates in this Colorín Colorado article to help you get started.

Note: There is such a thing as a false cognate, the most famous one being that embarazada in Spanish is not "embarrassed" - it means "pregnant"! It is not a 100% foolproof strategy - but it is generally a very useful tool.
Discussion questions:

What are examples of key vocabulary words, terms, idioms, and phrases that are useful to know in your subject area?

Can you think of some phrases or signal words that are not content specific but are commonly used in your area (such as "In comparison...")?

Looking at the list of cognates from Colorín Colorado, find 10 words related to your subject area.

Planning for purpose and products

Now that you have some more background on what academic language is, it's time to think about how it is used in your subject area. Academic language is used for a variety of purposes across disciplines:

Students may write a lab report in science class.

Students may orally explain their reasoning in math class.

Students may listen to and compare two famous speeches in history class.

Students may compare a scene from a novel and a movie in an English language arts class.

Domains of language

As you can see in these examples, academic language is used in all four domains of language (reading, writing, speaking, and listening), and all four domains are needed to achieve the above tasks. While the uses of academic language may be more obvious for reading and writing, academic language is also necessary for listening to class discussion, lectures, and debates, as well as delivering speeches, presentations, and oral arguments. Students may need just as much help using academic language in their speaking as in their writing, and they may be at different levels across different domains. Carlos, for example, has strong academic listening and speaking skills, but weaker writing skills.

Students may also need help moving from the word level to the sentence, paragraph, or essay/project level in these sophisticated assignments. The most important thing you can do is to provide examples and model the kinds of language you expect students to use on a regular basis. By doing so, you will help familiarize students with the kinds of academic language needed to succeed in your classroom, as well as the purpose of the language they are using. Our Academic Language booklist and webcast include a number of subject-specific strategies for helping students master the kinds of language needed in different content areas.

This is also another area where ESL/bilingual colleagues can help you; they may have tried and true strategies, graphic organizers, and suggestions for modeling academic language and for helping students transition into more sophisticated assignments. One great example is the process that high school ESL teacher Michelle Lawrence uses to help her students transition from sentences and paragraphs to essays. (See Playlist: Writing Process 2.)

Note: Another helpful tool for communicating expectations about academic language is the use of language objectives , which you can learn more about from Colorín Colorado.
Discussion Questions:

As you consider how academic language is used in your discipline, what kinds of assignments are students expected to produce in your classroom and in higher grades?

What are some examples of academic language that are needed for each of these activities?

How are different language domains used at different steps of the process? (For example, a lab may require spoken language to be used in discussions between partners, and then writing to be used for the final written lab report.)

Based on what you now know about academic language, what kinds of support do you think Carlos needs in his chemistry class?

Do you have any ideas on how Mrs. Wilson can support his written academic language?

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Academic Language and ELLs: What Teachers Need to Know

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This article helps educators understand the role that academic language plays in their classrooms and in ELL student success. The article also includes information on social vs. academic language, as well as numerous examples of the different kinds of academic language needed for all students to fully participate in classroom activities and assignments.

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This resource differentiates social and academic language utilized by students inside and outside of the classroom

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Social English is the language of everyday communication in oral and written forms. Examples include:

when your students are talking to their friends on the playground or in the school bus

when you and your students are having an informal face-to-face conversation

when your students go to the grocery store and read the shopping list

ELLs' social English may start developing within a few months. However, it will likely take a couple of years before ELLs fully develop social English skills in listening, speaking, reading, and writing.

Academic English and social English are not two separate languages. Academic English is more demanding and complex than social English. An ELL student with social English proficiency may not necessarily have the academic English proficiency. It is important for you, the teacher, to make this distinction. Academic English is the language necessary for success in school. It is related to a standards-based curriculum, including the content areas of math, science, social studies, and English language arts.

To facilitate academic language development at the kindergarten level, you can focus on oral language development around themes like plants, Mexico, and dinosaurs. You can include art, manipulatives, and dramatic play. In first grade, you can add reading and writing with a focus on thematic units and literacy development through phonics and storybooks. In the second and third grades, you can focus on higher order literacy skills around the thematic curriculum, as well as using novels, anthologies, trade books, and basal readers. You can begin by explicitly teaching academic vocabulary in the content areas. For example:

In math you can teach your students all the terms for subtraction, like "subtract," "take away," and "decreased by."

In science, you can teach the terms to connect the parts of an experiment, like "therefore," "as a result," and "for instance."

For social studies, you can teach the words and also the background knowledge that ELLs will need. For example, when you mention Thanksgiving, an English-speaking student may think of the first European settlers on the east coast during the 17th and 18th centuries. But for an ELL, the word "Thanksgiving" may not mean much by itself.

In English language arts, you can teach ELLs by using basic graphic organizers for word development to visually represent knowledge. ELLs can write a word and then explore its connections and relationships.

Why is it important for ELLs to develop academic English?

ELLs come to school not only to learn how to communicate socially, but to become academically proficient in English. Learning social English is just the tip of the iceberg. Just because they can speak on the playground, talk to peers, and use everyday English does not mean that they are up to speed in academic English. To the contrary, these ELLs are not yet proficient enough to handle the standards-based curriculum. They lack the academic vocabulary needed to develop the content knowledge in English that they will need to succeed in future schooling. By recognizing these two types of proficiencies, you can help expedite your ELLs' academic English.

Although there are no official lists of academic English words available, we have suggestions on how to select appropriate vocabulary words to teach ELLs.

How can I identify my ELLs' level of English proficiency?

Both social English and academic English are demanding tasks. One is needed to communicate and the other to succeed in academics at school. Learning both types of English well may take at least four years. However, it is important to note that students will learn at different rates, depending on a variety of variables, including students' existing English proficiency, primary language literacy level, and the quality of the instruction they receive.

Since the ELLs in your classroom probably have different levels of language proficiency, your challenges will be unique with each student. An important first step is identifying your students' levels of English language development. Most ELLs are at the beginning or intermediate levels of English proficiency. The following descriptions of the stages of English language development may help you recognize your ELLs' level of English proficiency.

Beginning stage

ELLs at the beginning stage demonstrate comprehension of simplified language, speak a few English words, answer simple questions, and use common social greetings and repetitive phrases. They make regular mistakes.

Intermediate stage

ELLs at the intermediate stage speak using standard grammar and pronunciation, but some rules are still missing. Their level of comprehension is high and they can ask or answer instructional questions. They can actively participate in conversations, retell stories, and use expanded vocabulary and paraphrasing.

Advanced stage

ELLs at the advanced stage use consistent standard English vocabulary, grammar, idioms, and oral/written strategies similar to those of English-speaking peers. They have good pronunciation and intonation. Advanced ELLs initiate social conversations. They use idiomatic expressions and appropriate ways of speaking according to their audience.

Visit our Assessment and Placement section for more on assessing your ELLs.

What can I do to help my students develop both social and academic English?

You can do both in your classes. Once you have determined your students' levels of proficiency, you can help them develop social and academic English without watering down the curriculum. Here are some ways you can involve ELLs through meaningful social language that stimulates their academic English growth.

Begin with social English

As much as possible, use the ELLs' background knowledge of what they know and bring to school. Include many contextual supports through visuals, maps, charts, manipulatives, music, and pantomiming. You can also use Total Physical Response (TPR) activities to help ELLs learn by doing.

Use social English to teach academic English

As ELLs reach the intermediate level, use social English with contextual support to teach academic English. Add content vocabulary in your lessons or units. Cooperative group projects with more advanced ELLs or English-speakers are also helpful for intermediate ELLs.

Challenge students' thinking

Use Bloom's taxonomy to make sure you are challenging students' thinking. ELLs at different stages of English proficiency can be challenged to think at higher levels, even if their vocabulary and expressive skills are fairly limited.

For example, early intermediate students might be learning about urban and rural life in the United States. Lessons would focus on vocabulary and being able to produce short statements. Students can be expected to:

know what they can find in a U.S. city and in the country (knowledge and comprehension)

determine whether someone lives in the country or city based on a description of what they see (application)

name two or three ways in which cities and rural towns are similar and different (analysis)

draw typical city and rural scenes (synthesis)

say whether they would prefer to live in the city or the country and give one or two reasons why (evaluation)

The important point is that advanced English is not required to engage ELLs in advanced thinking as long as you are aware of the language proficiency levels of your ELLs and adjust the language expectations accordingly.

Discover strategies on teaching content areas to ELLs and for improving their academic English.

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What Is the Difference Between Social and Academic English?

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Social English is the language of everyday communication in oral and written forms. Examples include: when your students are talking to their friends on the playground or in the school bus when you and your students are having an informal face-to-face conversation when your students go to the grocery store and read the shopping list ELLs' social English may start developing within a few months.

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Activities to Support Multilingualism at School

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Activities to Support Multilingualism at School

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This resource provides activities to support multilingualism at school

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This resource provides activities to teach cultural diversity to students

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Written by Nadia T
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Check out these 15 Cultural Diversity Activities for Elementary Students to teach children about children of the world.

The world is so large that it can be tough to teach children about places that exist outside of their own immediate physical world. There is so much to learn about other countries and people.

We live in America and we also spent 10 years in South Africa. I was fascinated by the cultural differences and daily norms that were each so very different from the life I lived in America.

Different cultures from around the world have so much that could and should be celebrated.
I am a blog ambassador for Lakeshore and am compensated for my work. I received product free of charge, but all thoughts and opinions are 100% mine.
From music, languages, and food to school, dressing and sports there is so much of beauty and excitement that each country and culture brings to our world.

What is cultural diversity?

Cultural diversity is about creating equity, respect, and understanding between people from different cultures..It's about understanding that each of us comes from a specific culture, which has its own history, language, norms, values, and beliefs. It is about inclusion.

When we talk about cultural diversity in the world today, it encompasses many things - race, ethnicity, religion, gender, age, and skills are just some examples.

Why do we need cultural diversity?

Cultural diversity makes a community stronger. It helps create better ideas, more creativity, innovation, and forward-thinking. It allows for better problem solving because it brings together a wider range of perspectives, experiences, and knowledge.

Cultural diversity is important to everyone - regardless of culture or background.

Let's Celebrate Diversity

Add these activities to your lesson plans to promote inclusion.

Choose one country a week and do a small "trip around the world" each week. These cultural activity ideas are great for the classroom as well as for home too.

You could make it even more fun by choosing one particular day a week that you would be 'flying' out to this country to experience some of their cultures.

Here are my favorite activities to teach children about diversity.

15 Cultural Diversity Activities for Elementary Students

1. Celebrate holidays and traditions from around the world

My kid's calendar includes a variety of holidays. Make sure to acknowledge and celebrate these dates in your classroom. You could even decorate the classroom for different cultural holiday celebrations like Christmas, Eid, Hannukkah, etc.

See my post on Ramadan Decorations Ideas For Kids. You could set up a book area that incorporates these books during that week of celebration too. Learning experiences are enhanced through fun decorations, especially in young children.

2. Read books about other countries and their special cultures.

We really love the Lakeshore Children of the World Book Set. The books contain interesting facts, more about the spoken language, what the money looks like and wonderful discussion questions to ask students.

How are we each the same? How are we a little different? What makes us unique? Do a craft activity that would encourage a child to focus on the different physical features of people from different countries. The People Shapes Project Kit was perfect for this! It included tacky glue and everything you see below minus the trays.

The paper doll set comes in a variety of skin color options so kids can create and celebrate every ethnicity. They are also gender-neutral so can be adapted to a child's own creativity.

We were focusing this week on India and Mexico. So she set out to create an Indian and Mexican little girl. She noticed that the Indian girl was wearing a lot of sparkly sequins on her outfit and added these to her paper doll puppet.

My 8 year old really enjoyed this project. It was definitely a little tough for my three year old to do, as she needed a lot of help with gluing and cutting small parts and pieces. This activity is perfect for elementary aged students.

This would be a wonderful classroom activity. You could have each child build a 'puppet' from one country and then stick them around the room.

We may have a few different physical characteristics, but what about on the inside? How are we different? Are our emotions any different? Check out my feelings and emotion chart for kids

4. Print out a world map or use a globe

Show children where each country is located. You could even talk about how many hours it would take to fly to that country.

4. Bake or cook a special recipe from other countries.

10 Cultural Diversity Activities For Elementary Studentshttp://bit.ly/2gXBCl4

6. Go visit a restaurant that has authentic food from other countries.

Sample cuisine from these countries. For example, have curry at an Indian restaurant. Try a dish that is special to that country. Just be careful because some cultural foods incorporate a lot of spice!

7. Listen to music from other countries -

Ask students what they think of the music. Does it make them feel like dancing? Does it make them feel happy?

8. Spelling the country names -

We used Lakeshore's Sweet Treats! Letter Molds to bake these little cakes together. Once we were done decorating the cakes, we would spell out each country's name before eating them all up. I'm always trying to weave spelling and hidden learning into all the activities we do together.

9. Listen to a recording of a person speaking that language.

It would be interesting to see if the children can understand any of the words the person is saying.

10. Cultural Greetings

Learn how to say hello and goodbye in each language.

11. Talk about animals that live in each country.

Children always love learning more about animals.

12. Discuss stereotypes, prejudices, and racism

If it is age-appropriate, then discuss this further. What are stereotypes? Are you defined by a stereotype too? Is that fair? Talk about how each individual can self-define who they are. Build understanding.

15. Create Multicultural Decorations

Do art projects that incorporate cultures. This will be a beautiful classroom decoration and will also serve as a reminder of the inclusive and celebratory nature of the classroom.

13. Expand the resources found within your classroom

Build a culture of celebrating diversity in your classroom. Bring in special toys, music, posters, videos, and even movies. Children will love seeing their own culture represented within their classroom.

14. Have a multicultural day, also known as Heritage Day

Have each student dress up in a cultural outfit. Then, have each student talk about some of the special things they love about their own cultural heritage. They can bring in specialties like special toys, books, music, and even cultural foods and desserts. This. is a great way to encourage diversity in the classroom and even in the school.

15. Create Multicultural Decorations

Do art projects that incorporate cultures. This will be a beautiful classroom decoration and will also serve as a reminder of the inclusive and celebratory nature of the classroom.

16. Sing the Celebrate Our Differences song.

More cultural activities

Cultural diversity activities for preschoolers, toddlers, and really, for all ages is such a fun and adaptable activity. It is always filled with beautiful colors and a lot of interesting facts and learning. Let's create a classroom filled with love and unity.

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15 Cultural Diversity Activities For Elementary Students

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Check out these 15 Simple Cultural Diversity Activities for kids to teach children about inclusion, equity, and about children of the world.

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This resource provides a multitude of bilingual glossaries and cognates for multiple subjects in school

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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This resource provides vocabulary and sentence frames in math to help students express their thinking

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This resource provides science instruction for ELLs

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This resource provides teaching strategies for ELL in the science classroom

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How science teachers can use ELL strategies to help students have a better grasp of the vocabulary of science.

Middle school science students filter into the classroom, gradually transitioning to speaking English as they finish conversations in their first language, Korean or Chinese. One of a series of slides is up on the board, each cuing an activity to get them talking about the subject in the target language, preparing them for the challenge of the vocabulary-dense content area of science.

The volume of science terms discourages many students early on, especially students who don't often see themselves reflected in the content, particularly girls and students of color. To address the needs of the large language learner population at our school, the two of us-English language learner teacher Kent and science teacher Gina-teamed up to create resources to support students as they grow as both scientists and English speakers.

While these resources were designed with language learners in mind, the activities have proven highly effective in increasing confidence with science vocabulary for native English speakers as well.

Teachers can easily modify each of the resources below to fit different science units or even different content areas and support learners as they transition away from figuring out what to do and instead focus on content, skills, and vocabulary, reducing the amount of time needed for instructions. For example, when students see a vocabulary puzzle in class, they discuss with a partner or small group (in English or their first language) the multiple ways to approach it and then immediately get to work.

Supporting English Language Learners in Science Classes

Interactive student-to-student talk: Using the target language for frequent student vocalizations and student-to-student interactions is a primary goal and the main area we focused on when we developed these resources. Each class starts with an opportunity for students to warm up their science vocabulary, activate schema relevant to the day's lesson, or retrieve previously learned content, all while practicing their academic interpersonal English skills. We have slides and activities to engage students in partner talk using unit vocabulary, and teachers can easily adapt them for a range of content.

Vocabulary puzzles: Vocabulary puzzles tap visual, kinesthetic, and interpersonal modalities and can be differentiated with little difficulty. Teachers can scaffold the puzzles for different linguistic levels by cutting them into fewer larger pieces before tackling all the pieces separately. Students can also lay pieces on top of the completed puzzle, using it as a key. Once students are confident with the vocabulary, they can use the cards in a dominoes-style game where students make connections between different terms to build an interconnecting board.

Student roles in jigsaw discussions: Dividing up content using a jigsaw strategy gives students the chance to dig in more deeply with a smaller amount of information and offers all learners the opportunity to feel more like an expert about specific content material. This also allows for the leveling of source material to give every student an entry point into the topic. Clear student roles in the discussion ensure that every student is contributing and is engaged during the interactive portion of the jigsaw.

These tools also support effective collaborative talk as students are tasked with asking questions, summarizing main ideas, and using a recording tool to offer a window into their conversations. The teacher can easily change the roles to meet the needs of the students, content, or task.

Fishbowl discussions: Once students feel comfortable with the content vocabulary, it's important that they get an opportunity to apply it. Fishbowl discussions consist of a small group of students conversing about a unit-related topic while another group of students observes the discussion. Topics are designed to prompt debate, deep thinking, and connections to student experiences, as well as promote the application of unit content and vocabulary.

Tailoring both the student preparation sheet and the observation sheet gives the teacher the opportunity to guide students toward the right content and discussion norms. For example, after noticing that girls were often excluded from discussions involving groups that had a majority of boys, we added an "invites quieter member to share" section to the observations sheet.

The fishbowl format facilitates high-level discussions in the target language and supports students in developing academic and collaborative discussion skills. In classroom reflections, students often point to fishbowl discussions as the activity that really pushes them and helps them learn.

Students thrive in learning spaces where they can be engaged and successful-where they can feel themselves learning. Integrating activities like those above into a science or other content class gives every student entry points for success and the tools to support them in making progress. We encourage teachers to give these strategies a try, measure how classroom interactions shift, and plan their next steps in supporting all learners in communicating about scientific topics.

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Using ELL Strategies in the Science Classroom

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How science teachers can use ELL strategies to help students have a better grasp of the vocabulary of science.

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This resource provides social studies instruction for ELLs

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One of the greatest challenges in helping English language learners (ELLs) master Social Studies content is the role of background knowledge. The resources below provide ideas and guidance for planning effective Social Studies lessons for ELLs as well as for choosing appropriate academic language and vocabulary.

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One of the greatest challenges in helping English language learners (ELLs) master Social Studies content is the role of background knowledge. The resources below provide ideas and guidance for planning effective Social Studies lessons for ELLs as well as for choosing appropriate academic language and vocabulary.

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This resource helps educators problem solve potential challenges and provides example of ELLs learning social studies

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5 Ways to Assess English Language Learners Without Tests

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5 Ways to Assess English Language Learners Without Tests

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This resource provides 5 ways to assess ELs without using traditional exams

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Seeing growth and improvement can be a huge motivator for ELL students.

But you can't see growth if you don't measure it.

That's why no great class is complete without some way of assessing students.

Not only is it a fantastic way for both you and your students to see what they've learned, but you can also use the results to help you plan future lessons.

However, don't rely solely on tests to assess your students!

They're not always an accurate way to measure their skill levels. Instead, I have five alternative ways you can assess your ELL students, and examples of what each might look like. But first, let's take a closer look at the issue with tests.

Contents

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

Why Tests Aren't an Accurate Way to Measure Performance

One of the most common reasons why teachers shouldn't only use tests is because students may have test anxiety. What tends to happen is that students are so nervous when presented with a test that they don't do as well. You then aren't able to see what the student is really capable of. For ELL students, they can be extra nervous because not only do they have to recall information they've learned, but they may have to decipher what the test question is asking in the first place.

Also, tests really only measure what students can memorize or recall, not necessarily what work they can produce. For example, if you give a multiple choice test about vocabulary they learned, it really only tests if they understand one meaning of the word, and not necessarily whether they understand how to apply the same word in different contexts.

Another example would be oral skills. If students understand certain phrases you've taught them, they may not understand if another person outside the classroom says it, especially if that person has an accent.

If an ELL student is a little slower to read or decipher material (especially if they've had lots of support in their class), a time constraint on a test won't give them sufficient time to complete the test. Just because a student didn't finish a test, doesn't mean they don't understand the material. You then are left guessing as to whether or not your student actually understood what you were testing them on.

So how can you start assessing English language learners without tests?

5 Alternative Ways to Assess English Language Learners

1. Rubrics and Performance Criteria

Using rubrics and performance criteria is a great way to assess a variety of student work. It's usually based on language proficiency and academic progression through work such as presentations, written assignments and reading activities. You can not only use these to grade your students, but to chart their growth over a set period of time.

Both tools feature a list of criteria or standards that students know you're assessing. Rubrics show what is considered below level, at level and above level. A performance criteria can simply be a checklist of what to assess for each student. With either of these assessment tools, it's important to develop your own, as assessments are based on the teacher's judgment.

A tool like RubiStar is helpful, as it can show you sample rubrics other teachers have developed, and anyone can modify them for their own use.

When creating rubrics or performance criteria, make sure that what you're assessing is clear and fair from the beginning. As well, don't assess too much at once, as it'll not only overwhelm you but your students as well. If it helps, ask other teachers how they created their rubrics, or simply have someone look over yours to see if it looks okay.

You can even take it a step further by bringing FluentU into the classroom.

Using authentic content in the target language is a great way to let your students see the language used in context-and FluentU has a wide array of videos to choose from. From music videos and movie trailers to interesting talks, you can use these videos in your English lessons to help immerse your students in the language. You can even assign homework for your students to complete outside of the classroom and monitor their progress.

2. Oral Presentations or Performances

Many students who have test anxiety might get nervous because their reading or writing skills aren't very good. That doesn't mean, however, that they aren't proficient in oral skills.

Assessing oral presentations or performances typically include role-plays, interviews, oral reports and summarizing/paraphrasing pieces of text. When used on an ongoing basis, it's a great way to monitor a student's comprehension through a longer period of time.

Here are some ideas to incorporate oral presentations or performances as part of your assessments:

Role-plays: Role-plays can be used to assess students individually or as a group. Some ideas include having students write a play and performing it or even having the students teach the teacher as part of a review class.

Interviews: This type of assessment is very helpful if you have students that are early English learners. To help test students on content knowledge, try to use a lot of visual cues. For example, have students pick from a pile of pictures, and ask questions to elicit responses from them. You can assess the student based on vocabulary used or comparing concepts.

Describing/explaining/retelling/paraphrasing/summarizing texts: Instead of a written book report or summary of a piece of text, you can have your students retell the plot in front of the class or just to you. Other ideas can include asking the students to pick a character in the book and tell a story from their point of view, or even to describe their favorite part of the text.

When assessing oral work, it's helpful to use a checklist of things to look for, such as pronunciation, volume, pace and content. Use the same checklist for the same types of oral presentations to see the progression over time.

3. Non-verbal Assessments

For students who are shy or aren't as proficient in English, using non-verbal assessments is a great way to see a student's academic progress. What you're looking for in this type of assessment is their understanding of vocabulary.

Examples include:

Charades: Give a student vocabulary words you've taught, and have them act it out to see if they understand what the word or concept is. You could even have them summarize a text by miming it.

Pictures: You can ask students to draw or collect pictures to show their knowledge on a topic. For example, if you're assessing a student on their knowledge of nouns, ask students to pick out pictures of nouns in a magazine. Pictures can also be used to assess reading comprehension. Students can read a paragraph and then draw a picture to show their understanding of the text. If the picture is mostly accurate except for a few details, it could be a vocabulary issue.

4. Written Assessments

Written assessments are a nice way to see how students can apply their knowledge of English over a wide variety of concepts. For example, you can use assignments to see just how well they understand a text, or even different forms of writing.

Some different ways to incorporate written assessments in your class include:

Creative and structured writing assignments: Ask students to write a creative story, or even give them a writing prompt-where students read the beginning of a story and are asked to write the ending.

Editing writing: Give students a piece of text with grammatical mistakes and ask them to correct it, to test their knowledge of grammar.

Reading response logs: Give students a list of questions, such as how do they know a character is evil, or how would they change the ending of a story. When students are finished reading a book or article, have them write down the answers to these questions. Make sure to only assess for content, and not spelling or grammar, unless you specify to your students that you're doing so.

Content logs: Have students write down facts they learned about a text. You can also have them write what parts they didn't understand. This is helpful for you to see if there are concepts you may need to reteach or review, particularly if a lot of students are confused about similar parts of the same text.

With writing, don't assess too much at once. For a writing piece, you could assess just spelling, complete sentences or unity in paragraphs. Build it up to assess more than a few criteria once you see that your students have mastered what you have taught them.

5. Portfolios

Portfolios are powerful assessments and are used to gather various samples of student work to track their development over a period of time. In order to maximize the potential of using a portfolio as an assessment tool, you should regularly curate student work to include in them, and have scheduled conferences with students about their work.

You should also have a checklist of qualities that are important to showcase student achievement. Not only do you critique and assess the work, but so should the students. That way, they're responsible for their learning and take more ownership of making sure they improve.

Material you can include in a portfolio can include the following:

performance criteria or rubrics

recording of oral presentations

tests

writing samples, drafts and final copies

book reports

interview checklists

In order to best assess a student, you should include more than one kind of student work in the portfolio. The work does not have to be the best work they've done, rather a wide variety is best. Based on your judgment, you can even ask students for their opinion as to what types of work they should include.

In a portfolio, you are looking for any type of improvement in their work. For example, if you keep a couple of a student's writing pieces, look to see if their sentence or paragraph structure gets better. When looking at tests, see if their spelling tests, for example, have gotten higher scores over time. If you notice that they continually lack in certain skills, this would be the time to address it. You can either give the student extra support in class or find ways for them to practice with extra work at home.

Tests aren't bad, but they're not the only way to assess student achievement.

If you use a wide variety of assessments, you'll be able to portray an accurate picture of your student's English abilities.

In turn, you, your students and their parents will be able to see their progress, which can greatly motivate students!

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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Measuring Growth: 5 Ways to Start Assessing English Language Learners Without Tests | FluentU English Educator Blog

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Assessing English language learners with a range of assessments will help demonstrate your students' abilities. From written assessments and portfolios to speaking assessments and activities, there are so many options available! Click here to see 5 simple alternatives to tests for assessing English language learners!

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Summative English Language Proficiency Assessments for ELLs

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Summative English Language Proficiency Assessments for ELLs

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This resource provides summative elp assessments for ELs

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Supporting English Language Learners with Formative Assessments

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Supporting English Language Learners with Formative Assessments

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This resource helps educators provide support to ELL through formative assessments

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By Sarah Ottow
The Latin root word for "assessment" is assidere which means to sit beside. In my work as an English Language Learner (ELL) specialist, I advocate for educators to intentionally sit beside their students to more deeply understand and support their learning trajectory at the classroom level. That is to say, I strongly advocate for an intentional formative assessment approach for ELLs.
Schools can go beyond traditional summative and interim measures to ensure a more balanced assessment approach that brings to light the nuanced and complex process of academic language development. By implementing formative assessments for ELLs, educators can develop a "language lens" that uncovers and showcases the growth of this culturally and linguistically diverse population.

Where do we start?

First, we can examine what comprises our current assessment systems in place. We have large-scale, "big data" summative assessments that give us "big data" once a year on student proficiency. We also have interim assessments that measure growth against benchmarks periodically throughout the year, often with the audience largely being district and school-level stakeholders.
These summative and interim assessments provide "snapshots" of ELL performance and are not always reliable or valid on the ELL population. Therefore, we need to ask ourselves if we have systemic, systematic formative measures in place that provide feedback on teaching and learning specifically for our ELLs? Do we have a "photo album" approach of ELL development? If not, we can add specific formative practices into our assessment system that celebrate student growth and provide next steps for instruction at the classroom level.

What are some effective formative assessment practices for ELLs?

What's important to remember is that formative assessment is flexible and intended to focus on feedback for both the teacher and the student. As an initial step, I highly recommend that teachers keep portfolios of student writing samples to show individual student growth over time. Through portfolios like journals and learning logs, student work can be the centerpiece in conferences and school data meetings.
Next, I suggest that teachers work with students to co-create appropriate goals for using more sophisticated academic language. It's critical to promote student ownership of the assessment process through goal setting, self-assessment as well as peer assessment opportunities.

How can collaboration strengthen formative assessment?

A critical step in strengthening ELL formative assessments is to create and sustain collaborative time to analyze student work. Evidence-based conversations between educators about what students are producing can directly lead to ideas for effective student feedback and instruction. Professional learning communities are also opportunities for collaboration with ELL specialists to deepen content teachers' understanding of language and literacy. One final tip is to consider building data walls of multiple measures of ELL data quarterly to facilitate data-driven coaching cycles and team planning. In these ways, we can offer a "photo album" approach to show progress over time, celebrating students' journey of academic language development.

We know that ELLs are a diverse group of students with unique assets and varying factors affecting academic performance. Many educators need support in reaching ELLs and teaching academic language yet they often don't know where to start. By implementing more formative assessments for ELLs with the appropriate language supports, teachers can better understand their students and become stronger teachers of academic language. After all, all teachers are indeed language teachers!

Formative Assessment Ideas

Journals or learning logs to show growth over time in a portfolio

Academic conversations to explain new learning

Cornell notes or graphic organizers to structure note-taking

Student-teacher conference or small group discussions to recount learning

Exit slips to show "I think..", "I wonder...", "I still want to know..."

Fill-in-the-blank or "cloze" activity using sentence frames

Reciprocal teaching

Recording student language through technology

Drawing or role playing

Gallery walk of student work where students give each other feedback on stickies

Word or concept sorts based on unit themes or student-created categories

One word or one phrase response using whiteboards

Self-checklist or peer-checklist

Label or sequence visuals like pictures, photos or realia (real life objects)

Student-generated questions for peers

This blog is part of the Supporting English Language Learners Series with support from The Bill & Melinda Gates Foundation. For more, stay tuned for the culminating podcast, infographic and publication.
For more, see:
Sarah Ottow is the founder, director and lead coach at Confianza: Educating for ELL Equity. Follow Confianza on Twitter: @ELL_Confianza Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update. This post includes mentions of a Getting Smart partner. For a full list of partners, affiliate organizations and all other disclosures please see our Partner page.

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Supporting English Language Learners with Formative Assessments

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By Sarah Ottow - By implementing formative assessments for ELLs, educators can develop a "language lens" that uncovers and showcases their growth.

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Using Formative Assessments to Help English Language Learners

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Using Formative Assessments to Help English Language Learners

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This resource sheds light on how to use formative assessments to help ELLs throughout their academic career

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Strategies for Teaching Academic Language to ELLs

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Strategies for Teaching Academic Language to ELLs

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This recourse provides strategies for teaching academic language to ELLs

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English Language Learners (ELLs, ELs ELDs) face a variety of challenges in the mainstream classroom. Along with social and cultural differences, ELLs may also struggle with the language used in the classroom. This academic language can be difficult for ELLs to grasp and can pose a stumbling block when it comes to classroom success.

"Mastery of academic language is arguably the single most important determinant of academic success for individual students," says David Francis in Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations For Instruction and Academic Interventions. "Unfortunately, ELLs often lack the academic language necessary for success in school. This lack of proficiency in academic language affects ELLs' ability to comprehend and analyze texts in middle and high school, limits their ability to write and express themselves effectively, and can hinder their acquisition of academic content in all academic areas."

So what can mainstream teachers do to help ELLs master academic language? First, it's important to understand the key components of academic language. Linguist Jim Cummins distinguished between two different types of language: Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).

Recognizing the differences between these elements of second language acquisition will help you develop effective strategies for teaching academic language to ELLs.

Understanding BICS

Cummins classifies Basic Interpersonal Communication Skills (BICS) as the language system that a person uses in everyday, informal types of communication. The language used for BICS is typically cognitively undemanding and developed largely through social interactions.

This type of language is typically developed well before students become proficient in academic language; English learners can become proficient in BICS as quickly as a year. BICS is predominantly oral and uses Tier 1 vocabulary.

For this reason, it is important not to judge students' language proficiency on their speaking abilities alone. Students with a high level of BICS might be able to hold a conversation about a familiar topic or converse well in high-context situations. However, they may not have the linguistic sophistication to engage in academic discussions without the intentional development of academic language.

Understanding CALP

Cognitive Academic Language Proficiency (CALP) measures mastery of the rigorous, intellectual vocabulary of content areas, which Cummins states is a key distinction from BICS. Academic language refers to the language needed by students to conquer classroom tasks, from understanding basic content vocabulary and directions to navigating advanced textbooks.

"To me, academic language is when teachers use keywords and important content area concepts when working with ELs," says Dara Schmick, an ESL teacher at Rutherford Elementary School and the Elementary ESL Department Chair for the Central Dauphin School District in Harrisburg, PA. "It is important for teachers to speak to students in a way that promotes language in every aspect of their school day."

Mastering academic language is critical to the academic success of ELLs. Cummins theorized that the development of CALP can take from four to seven years, independent of other factors such as language proficiency level, age and time of arrival in a school setting, degree of academic language proficiency in the student's first language, and the level of in-school language support.

How Can You Help Students Achieve Academic Language Mastery?

Successful understanding of academic language requires a partnership between mainstream teachers and ESL teachers, Schmick says, noting, "Teachers need to all be on the same page so that the academic language is comprehensive."

Working together, mainstream and ESL teachers can help ensure English Language Learners have success when it comes to conquering academic language.

"Some mainstream teachers have the skills and strategies to work with ELs and can use these with all of their students," Schmick says. "However, there are times when teachers are unsure of how to work with these students."

If you're teaching ELLs in your classroom, consider these tips for teaching academic language:

Introduce and reinforce academic language regularly.

It's important to preview text and identify words that might be new to students, says ELLs specialist Kristina Robertson on Colorin Colorado!, a bilingual site for educators and families of English Language Learners. She suggests writing words and phrases on the board and having students write them on index cards. She also recommends using visuals, acting, or synonyms to help students understand the meaning of a word. "Reinforce the newly learned language by asking the students to draw it, act it out, or use it in an appropriate sentence," she says.

Provide opportunities for review.

Consider creating a "word wall" of academic language terms so that students can refer to what they've learned throughout the year. Students can also use journals or word logs to reference academic vocabulary that they've learned throughout the year

Use academic language throughout all content areas.

"As the classroom teacher, it's important to integrate academic language into your daily classroom practice," says teacher Marine Freibrun on Minds-in-bloom.com. "Use the words in your objectives for other lessons, use the words in classroom discussions, and ask students to use them in their writing across disciplines. I also use academic language tickets to have students practice their words after lessons have been taught. I use them for tickets out, as morning work, or as independent practice. Just because you teach the lesson, doesn't mean you or your students are done with the word. It's important to continue the practice throughout the year."

Use resources for support.

Mainstream teachers should feel comfortable relying on other teachers or resources to help ELLs in their classrooms.

"It is imperative that mainstream teachers continue to use professional development opportunities in order to enhance the necessary skills needed to work with ELs," Schmick says. "If this is not possible for them, they can also use their ESL teacher as a resource for their own classroom. ESL teachers are there to not only help ELs succeed but to help classroom teachers with the challenges of educating ELs."

Resources such as Continental's TEAM Toolkits: Teaching ELs for Academic Language Mastery can be useful go-to supports when it comes to academic language and ELLs. The kits feature structured activities in listening, reading, writing, and speaking to help English learners develop grade-level academic language skills.

Academic language is an essential component of education and is critical for success in school-and it poses unique challenges for English language learners. By intentionally developing academic language for your ELLs, you will support their academic success.

Looking for more ESL/ELD/ELL resources for your classroom? Check out Continental's wide variety of instructional materials for K-12 students.
This blog was originally published on September 13, 2017. It was updated on October 19, 2022.

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Strategies for Teaching Academic Language to ELLs | Continental

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It's important for mainstream teachers to know the basics of academic language and develop strategies for teaching academic language to ELLs.

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3 Strategies for Teaching ELs Academic Language

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3 Strategies for Teaching ELs Academic Language

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This resource also provides strategies for teaching ELs academic language

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1/17/2017

A common misconception among teachers is that if a student can speak English fluently, he or she does not need extra accommodations in order to grasp the curriculum. In reality, many students struggle with academic language because their exposure to language outside of school does not include advanced words and phrases. The transition to "school talk" poses a particular challenge for English Learners (ELs) as they must simultaneously develop everyday language already familiar to their monolingual peers, along with academic language skills ( O'Brien and Leighton, 2015).

Without exposure to advanced English language skills at home, ELs face double the demands of language learning. Increasing numbers of EL students attending schools across the country have made it an educational imperative that instruction and assessment directly promote students' academic language proficiency.

What is academic language?

In the lexicon of English language verbiage, there are three tiers of words classified by frequency, complexity, and specificity. Academic language is made up of mainly Tier 3 words, due in large part to its sophistication and association with a specific domain.

According to William Saunders and Claude Goldenberg, "Academic language refers to the specialized vocabulary, grammar, discourse/textual, and functional skills associated with academic instruction and mastery of academic materials and tasks." (Saunders, Goldenberg, C. 2010) In other words, it is a combination of subject-specific terminology (think: photosynthesis, onomatopoeia) and formal language used in an academic or professional setting that is devoid of colloquialisms. Students have limited exposure to such words and, as a result, rarely use them in conversation. This is the main reason academic language is the hardest terminology and discourse for ELs to grasp, as well as the hardest to teach.

Experts suggest taking a four-pronged approach when teaching academic language to ELs by providing opportunities for these students to learn the terminology through listening, speaking, reading, and writing. This is best practice with all students, but especially students who are not native English speakers.

Below are three strategies that take a four-pronged approach to teaching academic language. Each strategy provides good exposure to the words and opportunities that will help learners develop an understanding based on usage. Two of the strategies utilize visuals, and all three could be transformed into graphic organizers. These strategies are most effective if taught prior to readings that include vocabulary words.

Strategy 1: 7-Step Process

Step 1: Teacher says the word. Student repeats.

Step 2: Teacher states the word in context from the text.

The United States imposed an embargo on Cuba on October 19, 1960

Step 3: Teacher provides the dictionary definition(s).

noun. an official ban on trade or other commercial activity with a particular country.

Step 4: Teacher explains meaning with student-friendly definitions.

An embargo is when one country blocks goods from being sold to or purchased from another country in an effort to pressure that country politically.

Step 5: Teacher highlights features of the word: polysemous, cognate, tense, prefixes, etc.

"Em" is a prefix that means "in." Derived from the Spanish word "embargar," meaning to bar.

Step 6: Teacher engages students in activities to develop word/concept knowledge.

Example: Work with a partner and come up with a list of goods or services a country may impose an embargo on.

Step 7: Teacher assigns peer reading with oral and written summarization activities and explains how new words will be used

Strategy 2: Lexical Array

1. Preview word by identifying it, having students repeat it, and reading it in the context of the upcoming reading assignment.

Say, "The word we are going to preview is 'weep.' Please repeat the word." Read the passage: "Weeping is not the same thing as crying. It takes your whole body to weep, and when it's over, you feel like you don't have any bones left to hold you up." -Twenty Boy Summer

2. Teacher provides three or four words similar to the target word and asks student groups to stretch them out according to least intense/charged to most intense/charged. Relationships tend to go: Weak ? Strong; Mild ? Intense; Slow ? Fast.

Example: Teacher provides sob, wail, and cry in addition to target word "weep." See below for example of a filled out graphic organizer.

3. Student groups will then be asked to explain the order of their words and why they made the decisions they made.

Example: "Sob indicates more emotion than cry, but weep is a more outward expression of that emotion. Wail is the most intense of the words because it suggests the person is inconsolable and cannot help but express his pain loudly."

1. Teacher states word and asks students to repeat it.

2. Teacher asks students to fill in the graphic organizer in small groups. In the boxes provided, students will answer: What is it?; What is it like?; What are some examples?

How do you address the academic language assessment and instructional needs of English Learners at your school? Connect with Lexia on Twitter, Facebook, and LinkedIn and let us know your thoughts and experiences on this topic.

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3 Strategies for Teaching English Learners Academic Language | Lexia

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1/17/2017 A common misconception among teachers is that if a student can speak English fluently, he or she does not need extra accommodations in order to grasp the curriculum. In reality, many students struggle with academic language because their exposure to language outside of school does not include advanced words and phrases.

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The Key to Effective Content Area Instruction for ELs

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The Key to Effective Content Area Instruction for ELs

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This resource provides effective content area instruction for ELs

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

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

what a language objective is

steps that teachers can take to create language objectives

how to implement language objectives in a general education classroom

how to align objectives to content and language standards

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

how to use language objectives in distance learning environments.

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

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

Teaching content to ELs: The challenge

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

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

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

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

Teaching content to ELs: The solution

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

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

To this end, language objectives:

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

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

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

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Writing Language Objectives

Interview with Dr. Jennifer Himmel

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

What is a language objective?

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

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

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

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

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

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

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

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

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

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

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

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

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

Aligning Language Objectives and Standards

English Language Proficiency (ELP) standards

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

English Language Arts (ELA) standards

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

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

Getting Started

How can I get started?

Careful lesson planning

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

Collaboration

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

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

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

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

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

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

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

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

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

List

Retell

Summarize in writing

Record

Read

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

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

When should I share language objectives with students?

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

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

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

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

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

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Using language objectives in a distance learning environment

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

Accordingly, teachers will need to think through how to:

Presenting language objectives

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

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

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

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

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

Monitoring student understanding and engagement

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

Using comprehension checks and assessing progress

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

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

tickets out that are submitted digitally

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

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

Next Steps

How can I learn more?

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

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

Practices that focus on explicit academic language teaching include:

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

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Final Thoughts

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

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

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Recommended Resources

Further reading

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

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

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

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

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

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

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

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

Video Clips: Language Objectives

How to Write Language Objectives: Tips for ELL Educators

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

Dr. Cynthia Lundgren explains language objectives

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

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

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

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

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

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

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

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

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

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

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

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

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

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This resource helps educators craft language objectives for ELLs

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Ellevation: ML Program Management Tools for K-12

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The introduction of new standards for English Language Learners has resulted in an increase in rigor and a focus on academic language. With this shift, language service models that isolate language objectives from content, such as pull-out or ESL classes, are becoming less common as school districts refocus on language instruction that is embedded within high-quality, well-scaffolded content instruction.

When creating content-based language instruction, educators must develop unit and lesson content that allows ELs to access the same rigorous, standards-based, grade-level content. In particular, educators need to develop content-based language objectives, which clarify how students will develop language within content instruction.

Alison Balter, an EL leader from Lawrence Public Schools in Massachusetts, worked with Jordan Meranus to share effective strategies that she uses to develop language objectives and integrate them into lessons and units. Below we have outlined some of these key strategies.

What are language objectives?

Language objectives clarify how language instruction is integrated with content, and specifically identify:

1. The way ELL students will use language objectives to engage with the content of the lesson and accomplish the content objectives

2. The specific components of academic language (vocabulary, language structures, etc.) that students will need to learn to accomplish the language objectives

With advanced planning, language objectives help to identify the scaffolds that teachers must have ready to support differentiated instruction for their ELs.

How do I create language objectives?

When creating language objectives you should begin by clarifying and identifying the following:

Content objective - identify the content objective that you plan to supplement with language objectives. While you may not create a language objective for every content objective, Alison recommends that you identify the "power objectives", or essential objectives, within a broader unit and use those to create language objectives.

Knowledge of ELL Student Levels - build an understanding of students' language proficiency levels so that you know how to adjust the language objectives, differentiate instruction, and apply accommodations for multilingual learners.

Domain - identify the domain (Listening, Speaking, Reading, Writing) that you plan to focus on. It often helps to think about what you are asking students to do (e.g., a debate-focused content objective would lend itself to a Speaking language objective).

Next, you will use this key information to craft a language objective composed of the following three components:

1. Language function - the purpose of the language or linguistic processes required in conveying a message, which includes a verb or action that describes what a student should do (e.g., identify, interpret, evaluate, describe)

2. Support - identifies the supports and scaffolds (sensory, graphic, interactive) that the students will need (e.g., vocabulary sheets, visuals, etc.)

3. Link to Content - the link to the content topic

Within this structure you will be able to adjust the language function and supports to match students' different language proficiency levels.

Content Objectives

SWBAT solve word problems involving unit rates

SWBAT justify their decisions based on unit rates in real-life scenarios (e.g., choosing which car to buy based on gas mileage in miles/gallon)

Language Objective -Levels 4-5
Create multiple paragraphs analyzing the effect of figurative language in a poem.

* Support was not provided, as most of the advanced students in this group were working at grade level.

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Crafting Language Objectives for English Language Learners (ELLs)

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The introduction of new standards for English Language Learners has resulted in an increase in rigor and a focus on academic language. With this shift, language service models that isolate language objectives from content, such as pull-out or ESL classes, are becoming less common as school districts refocus on language instruction that is embedded within high-quality, well-scaffolded content instruction.

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This resource provides insight on ELLs with learning disabilities

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The complex issue of students with limited English proficiency who may also have learning disabilities is explored in this section.

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This resource provides additional insight and ways to support ELLs in special education

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Special Education and English Language Learners

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Learn more about how schools and families can collaborate to ensure that ELLs, including those with special needs, have the appropriate support and services to meet their unique needs.

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This resource helps educators identify ELLs that may be GT

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A MiddleWeb Blog

Last summer when Tan Huynh and I asked Twitter followers to suggest topics for on our shared MiddleWeb column, several readers (including Emily Golightly, an ESL teacher in North Carolina) voiced interest in reading about under-representation of ELs in gifted programs. I'm so happy you did!

If you're a glass-half-full person like I am, you might consider all of your students as gifts and gifted in some way. I have always taken that approach with my own children and each of my students as well.

All our students come to us with strengths and skills that they are highly capable of applying. And it's also true that some may come with an extra helping.

Many times it's parents that first realize that their child may be "gifted." Think about that for a moment. Imagine a family that notices a child may have unusual gifts. Family members may not speak English well yet. Perhaps they recently arrived.

Maybe in their home country the norm was not to approach the school or teacher about instruction. Or maybe they had their own bad experiences with school. How likely is this family to come to school and let us know that they think their child might qualify for the gifted program?

NPR reports that across the USA only 2% of ELs are in gifted programs, as opposed to 7.3% of non-ELs. The cause of such a gap? While a number of reasons exist for the under-representation of ELs in gifted programs, it has been determined that identification procedures and policies are two of them.

Additionally, a survey by the Education Week Research Center reported that gifted and talented programs are failing to reach many populations, including ELs.
As a whole, we aren't all on the same page when it comes to the term gifted or the criteria and programs. Although there is a federal definition of gifted and talented -
"Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities." [Title IX, Part A, Definition 22. (2002)]
- many states follow their own definition. Furthermore, each state has its own screening criteria and programs for students that qualify. Some states are highly supportive of identifying and serving ELs while others are just not there yet.

I visited a number of other city and state education webpages and found varying levels of support for teachers and families of ELs. NYCDOE nicely placed links to Pre-Registration Checklists in nine different languages on their site for families. Florida Department of Education offers a well detailed, eight-page document that aids teachers in assessing ELs for eligibility for gifted programs.

I encourage you to take a look at what your state has to offer. This link will take you to The National Association for Gifted Children (NAGC) where you will find a list of all the states and numerous other resources.

In her article on the Seidlitz Education Blog, Macry Voss shares that though it may be difficult to identify ELs as gifted, it's not impossible. She says that as educators we only need to do two things: create conditions and observe! Sounds easy enough. Let's take a closer look.

Creating Conditions

Knowing that students will show their gifts in various ways and that the evidence may not come through in graded classroom work, local or state assessments or other typical means will help with identifying ELs who may qualify for gifted and talented services. If a student is working in isolation, working on watered down curriculum, or working on tasks that require little thought, you are not creating the conditions that will reveal the gifted potential your EL holds.

Here are a few ways teachers can increase engagement and motivation and thereby gain insight into what your EL may be capable of achieving:

▢ Choice in free reading

▢ Choice in writing topics

▢ Product oriented work

▢ Artistic representations

▢ Collaborative learning

▢ Portfolio samples

Observing

Knowing what to look for when trying to determine if an EL may qualify for gifted services is key to possible entry. One of the biggest challenges for educators in this situation is a possible communication barrier. If you are not able to speak the same language as your EL, it can be difficult to know what they are thinking or understanding.

It may be a struggle to assess their comprehension. It's hard to tell if an EL is curious, has a keen sense of humor, or has a heightened sense of justice if we aren't able to speak the same language yet. Here are a few indicators to look for as you try to determine if an EL may benefit from being screened for gifted services (including in their current primary language):

▢ Successful academic history in student's primary language

▢ Advanced developmental history according to family interview/screening

▢ Rapidity of learning new language and/or content

▢ Ability to problem solve

▢ Reading above grade level in primary language

▢ High proficiency in mathematics

▢ Interest in honoring his/her culture

▢ Respect for cultural differences

▢ Code switching

▢ Desire to teach classmates words from his/her primary language

According to the Texas Education Agency (TEA), "access to assessment and, if needed, G/T services must be made available to all populations of the district." But we have to remember that screening only happens when a teacher or parent notices patterns of exceptional performance in an EL and advocates for the child. This calls for educators to be closely attuned to students' abilities. "Formal channels of communication between gifted/talented and ELL teachers and coordinators are vital to gifted/talented ELL success." ( Belin & Blank, 2008, p. 29)

In addition, TEA says that, "Students must be assessed in languages they understand or with nonverbal assessments." It is common in many states to provide a nonverbal assessment to ELs. However many argue that this type of assessment actually works to limit or exclude ELs who excel in other areas ( Belin & Blank, 2008, p.15).

Keep in Mind
English proficiency is not a prerequisite to giftedness.
A student's ability to express themselves in English should not be a prerequisite for gifted and talented services. Do not wait until your student can communicate in English before you initiate testing. If you suspect a child may qualify, begin your state's or district's referral process for screening.
Looking Back & Moving Forward
It makes me sad to think back on the English learners I taught over the years who may have qualified for gifted and talented services but were not afforded the chance because of my lack of knowledge about identifying their gifts. I'm well aware now that there were a few I let slip by me.

Moving forward we can change the present and future landscape for gifted and talented ELs by helping all stakeholders know how to create conditions that allow ELs to shine and know what characteristics to look for in ELs who may qualify for gifted programs. Spend some time investigating the published work in this arena and start conversations with G&T experts in your district and community!

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Identifying Gifted and Talented English Learners

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A MiddleWeb Blog Last summer when Tan Huynh and I asked Twitter followers to suggest topics for on our shared MiddleWeb column, several readers (including Emily Golightly, an ESL teacher in North Carolina) voiced interest in reading about under-representation of ELs in gifted programs. I'm so happy you did!

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This resource provides insight and helpful information on ELLs in GT programs

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English language learners (ELLs) can often be overlooked when students are identified for gifted and talented programs, particularly if tests are verbal or depend on teacher recommendation. These resources and news stories offer ways that teachers and parents can increase ELL access to opportunities for gifted students.

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English language learners (ELLs) can often be overlooked when students are identified for gifted and talented programs, particularly if tests are verbal or depend on teacher recommendation. These resources and news stories offer ways that teachers and parents can increase ELL access to opportunities for gifted students.

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Engaging ELL Families Through Community Partnerships

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Engaging ELL Families Through Community Partnerships

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This resource helps guide educators with ways to create a sense of community with ELL families

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Engaging ELL Families Through Community Partnerships

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The following strategies offer tips for thinking creatively about how to work with community partners and identify the most effective partnerships for your school community.Supporting immigrant familiesFor related ideas, see the following:Ten Strategies for Supporting Immigrant Students and FamiliesHow to Support Immigrant Students and Families: Strategies for Schools and Early Childhood Programs17. Build partnerships with the local communityDownload PDF versions:This article >Full guide >A. What you need to knowCommunity organizations are a valuable ally in engaging ELL families, whether it’s by providing key services such as interpreters and medical care or educational opportunities such as GED, ESL, and citizenship classes.These partnerships can benefit your family and your partners alike, and they may lead to great opportunities for your students as well!B. ReflectionHave you built any relationships with organizations in the community? If so, what are the successes and challenges you’ve experienced? Which social services do your families need most?C. StrategiesConsider offering local organizations free space in your school as a way to encourage them to bring their services closer to your families (Houk, 70).Ask your families which organizations they think would make good partners for the school community and which issues are of concern to them.Find out if your district has a community education department that might be able to support a partnership with a local organization.Invite members from the community to inform parents about their services, such as a local librarian, a nurse, or a firefighter.Note: When inviting guests from the community to the school, assure parents that identification will not be checked and explain that they do not need to show proof of legal residency to sign up for a library card.D. ExamplesChristine Pearsall from New York shares the following on the National Education Association’s website: “Our school hosts monthly Latino Family meetings - hosted and conducted entirely in Spanish by Spanish-speaking staff. The turnout is incredible every time. We discuss issues of concern to the parents and community, as well as periodically bringing in outside speakers (i.e. reps. from the library, Census bureau, etc.).” She also recommends using students from local adult ESL programs as translators in these informal settings as “it helps them practice English, get extra credit for themselves” and support their fellow country people (Flannery, NEA.org).Highland Elementary School in Montgomery County, Maryland was chosen as a Blue Ribbon turnaround school by the Maryland State Department of Education in 2008. Part of its success, according to school principal, was its increased inclusion of the families. According to The Washington Post, “The school positioned itself as the center of its community, offering weekend soccer tournaments, English and computer classes for parents, and an array of other community services, from housing assistance to mental health counseling (de Vise, 2008).“Resources: Immigration topicsCreate partnerships with community organizations related to immigration issuesConnecting Immigrant Families with Legal Support and AdviceHow Community Schools Can Support ELLsCommunity schools are neighborhood schools that work closely with local partners to serve students and families at the school. These partnerships might focus on a wide range of services and supports that the families and school have identified as priorities.Learn more about community schools and how they can support ELL/immigrant families from the following:Video Project: How a Community School Helps ELLs Succeed See bonus interviews, clips, and more from this project!Video: What each community needs Video: How partnerships benefit community partners Video: Some partners aren’t a good fit 18. Get to know your neighborsA. What you need to knowChanging demographics can lead to tensions in the local neighborhood. (Think Clint Eastwood’s character in the movie Gran Torino.) You may find it very productive to build a stronger relationship with your school’s local neighbors, for your sake and theirs as well!B. ReflectionWhat is your school’s relationship like with the local community? If your local demographics are changing, what is the community’s response to that change? What are some of the needs of your local community? What are the social/emotional/health issues your students face that community agencies might be able to help with?C. StrategiesLook for ways that students can contribute to their neighbors (especially those who have young children or the elderly) by doing neighborhood clean-ups and volunteer work.Inform local neighbors about the opportunity to tutor, volunteer, or donate used goods to the school and ELL families.Look for places where interests and activities overlap. Consider posting a community board where everyone can post what they need or can offer.Look for fundraising opportunities, such as a local yard sale that raises money for a new parent center.Tell the community about the challenges your ELL families are facing. For example, if you have a new group of refugees arriving, collaborate with their placement agency to collect household items, furniture, and winter clothing.D. ExamplesWhen the Extreme MakeoverTM show came to Buffalo, NY, the students at Kevin Eberle’s school took on an “extreme” neighborhood clean-up and food drive, raking leaves for the neighbors and collecting a record-breaking 85 tons of food. Their efforts did far more to change the attitude that local residents had about the school than any meeting could have done, and they attracted great publicity for the school’s students.Following the 2010 Haitian earthquake, the phones at Evans High in Orlando, FL began ringing off the hook and the office was filled with visitors as concerned neighbors asked how they could help the school’s more than 600+ Haitian students and families.Video: How we partner with our neighborhood association < Parents as LeadersCreating an Action Plan >

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Encouraging and Sustaining ELL Parent Engagement

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Encouraging and Sustaining ELL Parent Engagement

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This resource helps educators encourage and sustain ELL parent engagement

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Encouraging and Sustaining ELL Parent Engagement

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The following strategies offer tips for thinking creatively about how to engage families around topics or activities that are important to them and their children.Supporting immigrant familiesFor related ideas, see the following:Ten Strategies for Supporting Immigrant Students and FamiliesHow to Support Immigrant Students and Families: Strategies for Schools and Early Childhood Programs10. Look for ways that ELL parents can help with children’s schoolworkDownload PDF versions:This article >Full guide >A. What you need to knowELL parents may feel intimidated by or unprepared to help with homework or other schoolwork, especially if they have limited educational or English skills (Zarate, 9). You can help them understand their important role in supporting their child’s success, however, with a few simple suggestions. (Related video: Reaching out to families, Kevin Eberle)B. ReflectionWhat kinds of support do you expect your parents to give their children in terms of schoolwork? What kinds of resources and educational background (and language skills) do parents need in order to give their children that help? What are other ways parents can help?C. StrategiesEncourage parents to:Provide a place where children can do their homeworkCheck that homework is completed each nightAsk their children to tell them about what they learned each dayKeep in regular contact with a teacher or staff member about their child’s progressAsk teachers about any questions that ariseLearn more about homework help programs through before-/after-school programs and the public libraryRead and tell stories in their native language.D. ExampleMarty Izaguirre is an ELL teacher in Okatie, South Carolina. Her elementary school holds Family Literacy Nights, which take place after school every other month and provide working parents with an opportunity to read to their children in both English and Spanish. Once parents come in, they find read-aloud circles (where teachers read books aloud to a small group), as well as areas where they can go and read with their child separately. The variety of activities provided to the parents allows them to join in an activity in which they feel comfortable. Adults and children are allowed time and space to read together. The school also provides an opportunity for parents and children to create their own special bookmark as they enjoy some refreshments. The events offer parents an opportunity to meet other parents, show their children the importance of reading, and learn how to support literacy development at home (Izaguirre, 2006).11. Look for ways that ELL parents can participate and volunteerA. What you need to knowThere are a number of ways to include parents in the school community and to bring them together with other families at the school. This might include school visits, volunteering, or activities that draw upon their skills and hobbies.B. ReflectionHow likely are ELL parents at your school to sign up for events or volunteer? Do they know about all of the opportunities at the school? Are there certain events or places in the school where your active parents tend to gather? Do you know what skills and talents they might have to offer?C. StrategiesInvite parents to visit the school and their child’s classroom regularly (Houk, 66).Invite parents to speak with their child’s class about their native country, a hobby, or their job.Encourage teachers to have an inviting activity ready for visiting parents.Encourage parents to volunteer in the classroom, main office, lunchroom, or library; during events or field trips; or in a student club or after-school program (Meyers, 45). (Keep in mind that volunteering may include simple things like preparing items for an activity — such as cutting out shapes and organizing supplies.) Find out what your parents’ skills and hobbies are, and look for ways to draw on their talents.Find ways to bring ELL and non-ELL families together through student performances, a student cultures night, storytelling, workshops, and exhibits (Meyers, 46). Your families might just realize that they have more in common than you — and they — originally thought!D. ExamplesIndiana teacher Miriam Soto-Pressley invites the parents of her ELLs into her classroom during reading time. The parents follow along with their children and they learn about read-alouds and how to interact with text. This helps them work with their children at home to increase reading comprehension.A group of Latino parents at a preschool center in Florida who frequently sat outside in the sun waiting for their children each afternoon built a parent gazebo for the center, as well as a butterfly garden (Alvarado, 2010).Following the arrival of a new group of students from El Salvador and Puerto Rico to a school in Massachusetts, a group of teachers decided to organize a school play that would be performed in Spanish. They distributed bilingual flyers to tell parents about auditions and asked parents to help with costumes and refreshments (based on earlier conversations they had had with the parents). On opening night, the auditorium was filled, and the school held multiple performances to accommodate parents’ different work schedules. Word soon spread around the community about the play, and the students were invited to perform at other schools. By the final performance, more parent volunteers were participating in the school community than at any other time in the school’s history (Zacarian, 119).12. Think outside the box about parent engagementA. What you need to knowOne of the most important steps in engaging ELL parents is to realize that they may be coming from a very different cultural perspective when it comes to the educational system and their role in their child’s education (Houk, 60). This may be due, in part, to:Deep respect for teachers: Many ELLs come from cultures which revere teaching and where the teachers are considered the experts, not the parents. As a result, parents may be reluctant to ask questions so as not to question the teacher’s authority, or they may assume that the schools don’t want them to “interfere” in their child’s education. Upon arrival in the U.S., newcomer parents may wonder why they are suddenly a school partner, and why in fact the school is asking the parent to do the teacher’s job. As Betty Alford and Mary Catherine Niño note in Leading Academic Achievement for English Language Learners: A Guide for Principals, you wouldn’t expect a doctor to ask the parents which medical procedure they would recommend for their child (80), and ELL parents may feel the same way about what their school is asking them to do.Education vs. educación: These parents are likely to see an entirely different role for themselves in their child’s education (Hori, 40). For Latino families, the idea of educación focuses on a child’s personal and moral development, which has an important impact on the child’s academic development. The authors of Understanding Latino Parental Involvement in Education: Perceptions, Expectations, and Recommendations note that, when asked, ”(Latino) parents believed that monitoring their children’s lives and providing moral guidance resulted in good classroom behavior, which in turn allowed for greater academic learning opportunities (9).“The group vs. the individual: It’s also important to keep in mind that many cultures outside of the U.S. are oriented more towards the group (the family, the class, the society, etc.) than the individual. In their book Managing Diverse Classrooms: How to Build on Students’ Cultural Strengths, Carrie Rothstein-Fisch and Elise Trumbull explore this concept as it relates to the Latino ideas of educación:One’s social behavior in a group (such as the family or the classroom) is of paramount concern; being a respectful contributor to group well-being rather than focusing on one’s own achievement is highly valued. So when immigrant Latino parents come for a parent-teacher conference, their first question is likely to be ”¿Cómo se porta mi hijo/hija?” (“How is my son/daughter behaving?”). A teacher may find it difficult to stifle her consternation after hearing the same question from 25 or 30 sets of parents, believing that all the parents care about is their child’s behavior, when the teacher’s goal is to discuss the child’s academic progress (13-14).Nevertheless, what looks like a lack of interest to the teacher actually reflects a deep interest on the part of the parent in the child’s personal development and how this will affect the child’s ability to be successful in the classroom.B. ReflectionMake a list of five things you hope or expect that “involved” parents will do at your school. What do parents need to know in order to participate in these events? What challenges might ELL parents face in participating in these events?C. StrategiesForm small focus groups with ELL parents and an interpreter. Ask the parents:How they define their role in their child’s educationWhat their concerns, priorities, and hopes are regarding their childWhat kinds of events they would be interested in attendingThe obstacles that discourage them from participating and changes that would helpEvents where being part of a larger group might make them feel more comfortable.D. ExampleCarrie Rothstein-Fisch and Elise Trumbull share the example of a teacher who redesigned her parent-teacher conferences into group conferences for her Latino parents. She divided children by ability levels and met with the parents of children in similar levels at the same time. She also offered both English and Spanish groups. She explained report card formats, grading, her expectations for students, and what parents could do to help. Parents then had the opportunity for a personal consultation after the group discussion. One of the key benefits was that parents’ questions helped each other as they felt confident to speak up in a less threatening environment. She saw all twenty-eight parents in three days (62).13. Consider alternative schedules, locations, and kinds of eventsA. What you need to knowSometimes, when families can’t come to the school, the school has to go to the families. Meeting families in other settings such as community centers or churches can provide an informal way to start building a relationship, especially if ELL parents feel shy or nervous about going to the school. In addition, going into the community indicates a strong level of commitment on the part of the school to the families (Alford & Niño, 86). You might also try planning parent or family events around the schedules of the families, especially if they are working a couple of jobs or shifts.B. ReflectionDo you experience low attendance at family events held at school? Have you ever held any school events in the community? Were they successful? Why or why not?C. StrategiesVisit your students’ neighborhoods. Find out where families are congregating and who local community leaders are that can connect you with parents.Collaborate with apartment complex managers to make a recreation room available for families.Plan events in the community and put them on the school calendar before the school year starts, setting aside funds, such as Title I or Title III grants, to provide support for the events.Consider giving parents a few different options for meeting times based on teacher availability.Consider contacting parents’ employers about parent schedules or holding conferences closer to parents’ workplaces.Don’t limit yourself to meetings. Ask your families what kinds of events they would find enjoyable, beneficial, and convenient.Consider group parent-teacher conferences. Families may feel more comfortable in a group, and it can be an efficient option -- you provide the key information once, and then can have brief conversations with individual parents.D. ExamplesIn Philadelphia, a preschool held a parent meeting in the afternoon for parents who worked in the food service industry in the evening. More than twenty parents (mostly fathers) came to the meeting (Alvarado, 2010) to discuss their children’s preschool program.In Oregon, parent liaison Ma’Lena Wirth wrote a letter to her parents’ employers, sharing her goals for building a stronger partnership with the families and explaining that most parents couldn’t attend conferences due to their work schedule. As a result, the employer agreed to give parents time off for school events if the events started after the employer’s busy season.In New York, Susan Lafond held parent-teacher-translator conferences at the food court where her students’ parents worked so that parents could take turns coming to meet with her.In Colorado, Becky Corr made an appointment at the salon where her student’s father worked with him specifically to talk about the student’s college application.In California, a group of teachers organized a meeting for the school’s Hmong and Cambodian parents (whose people had been farmers for many generations), in which they would discuss the creation of a new school garden. The teachers were disappointed when just a few parents attended the meeting, and they took that as a sign that there was little interest in the garden. On garden day, however, eighty family members arrived with hoes and dug up the garden in a single day. As one of the parents said, “We don’t do meetings. We do gardens” (Ferlazzo, 45).14. Look for the successesA. What you need to knowEncourage your staff to look for all of the different ways, big and small, that ELLs’ families (including parents, siblings, grandparents, and other relatives) support their children’s well-being and education. For example, different relatives may be involved in taking the children to school and picking them up, providing child care, or making sure that they are getting fed and getting a good night’s sleep. While we expect all families to manage these responsibilities, ELL families may be going to extraordinary lengths to meet their children’s basic needs. In addition, older ELLs have a lot of responsibilities in their family, including working, taking care of siblings, and translating for their parents. What looks like laziness, irresponsibility, or absenteeism may in fact be the result of a lot of responsibility at home.Some of the successes and strengths of ELL students and families may include:Commitment to the family’s well-beingHigh expectations for childrenMaking education a priorityRespect for the teacherGood attendance and behaviorWell-developed cooperation skillsA strong sense of responsibility one’s self and othersResourcefulnessNote: ELLs’ parents might be largely absent from the picture, whether it’s because of difficult work schedules or a family separation (or worse) that happened before moving to this country.B. ReflectionWhat is a typical day like for your ELL students? Does that differ from the typical day of your other students? Where are they sleeping? Who is taking care of them? How do they get to school every day? What do they do after school? What challenges are they facing in their daily lives?C. StrategiesLearn what you can about your ELLs’ routines (which will vary tremendously), including the responsibilities they have in their families. Share what you learn with your staff (observing confidentiality rules) and encourage your staff to look for all of the ways, big and small, that ELLs’ families and extended families are supporting their children’s well-being and education.Find out whether these responsibilities are taking a toll on students’ school work or health, and if so, brainstorm some ideas with staff members about possible solutions.D. ExamplesSusan Lafond notes that her elementary ESL teachers had students whose families brought them to the restaurant or family store where they worked so the children wouldn’t be home alone. The kids helped out on the phone or register and did homework until the parents closed for the evening, which was often 9:00 PM or later.Kristina Robertson remembers a 3rd-grade student named Lisbeth. Lisbeth was very conscientious and came to school with neat clothing, clean and braided hair, and notebooks and pencils ready to go. When the staff did home visits, they were welcomed graciously by Lisbeth’s parents to their home. In the apartment for a family with four children, the only furniture consisted of two chairs, a kitchen table, and a mattress. The parents spoke about the importance of their children’s education and explained that every night they had their children do their homework at that kitchen table even though the parents didn’t understand English. The teachers, who had been unaware of the family’s limited circumstances, were incredibly moved by what they saw and developed a new appreciation for the parents’ commitment to their children’s education.Kristina also shares the experience of a 2nd-grade student who was missing school frequently. Kristina soon discovered that she was helping her mom (a single mom) babysit her younger siblings since they didn’t have regular childcare. The staff met with the mom and helped her find resources to provide affordable childcare support.Finally, Kristina remembers her high school students who attended school from 7:30 a.m. to 3:00 p.m.., and then worked from 4:00 p.m. until midnight. All of their money supported their relatives here and in their home country, so they never had extra money (or time) for special activities. Homework was a struggle, but in Kristina’s eyes, her colleagues’ attitudes were the most difficult challenges to overcome. Once teachers discovered why the students were coming to class so tired and how hard they were working, however, they worked to modify assignments and help the students.< Communicating Important InformationParents as Leaders >

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This resource provides ways for educators to advocate for ELLs

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7 Effective Ways Teachers Can Advocate for ELs

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7 Effective Ways Teachers Can Advocate for ELs

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This resource provides different example of how teachers can model and display their advocacy for ELs

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7 Effective Ways Teachers Can Advocate for English Learners

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Many English language learners who enter our schools aren't welcomed into inclusive environments. Teachers of ELLs are in a key position to draw attention to inequalities they observe and to advocate for their students.