# data[].attributes.body
I chose this because it is a clear infographic of the differences between ESL and bilingual programs.

# data[].attributes.attachment_link.readable_text
Touro TESOL Candidate Evelyn Ortiz is a certified bilingual teacher (Spanish speaking) working in the Wyandanch school district. She has worked for more than three years as a third-grade bilingual teacher in Wyandanch. Ms. Ortiz states that: "I love working with ENL, CLD students and I pursuing my master's in TESOL at Touro College so that I can better support my students with new strategies and methods."
The assignment guidelines: Infographics
CAEP: Standard 1: CONTENT AND PEDAGOGICAL KNOWLEDGE 1.5 Providers ensure that completers model and apply technology standards as they design, implement
and assess learning experiences to engage students and improve learning; and enrich professional practice. CAEP

For this assignment, you will create an infographic for a specific group of learners (your audience). I highly recommend that you create your infographic for the learners that you are currently teaching, or typically teach. You will know more about this group than other groups of learners and are likely to have an easier time designing instruction for them.

Here Ms. Ortiz's assignment submission and infographic:
Infographic Documentation
The intended audience for this infographic are parents. In the Wyandanch school district we have both Bilingual education and ESL education. I think that it is important for parents to know the differences between the two programs so that there aren't any misconceptions for the program expectations that their child may be enrolled in.

What is the learning objective(s) of the presentation

I can identify the differences between Bilingual and ESL education.

I can identify the instructional expectations of a Bilingual one way program versus the two-way program.

I can identify the differences between a Push In / Pull out and ESL class period.

What type of infographic did you create? If your infographic falls into more than one category, please list them.

The infographic created falls into the category of educational. It can also be a compare/contrast infographic.

What content did you decide to include in the presentation (point form or outline is fine)?

I decided to include bullet points of sentences so that the information is short and concise.

5. What design decisions did you make in terms of: Text - font, colors, white space, and so on - I chose three different fonts: Oswald, Arvo and Advent Pro Medium. The top of the page there is white margin and then there are two colored columns, the left side is magenta and the right side is purple. The left side has font colors in yellow, white and black. The right side has font colors in light blue, white and black. The left side represents Bilingual Education and the right side represents ESL education.

Text reduction - how did you translate text into a graphic form? I took the most important points and created short and simple sentences and organized it by bullet points.

Color - The main background color is magenta and purple. The fonts are yellow, light blue, black and white.

Pictures/graphics - I chose a picture of child that is surrounded by educational images. The child looks happy and excited. The books below her say "never stop learning" on the bind. I like that there is a clock, a globe and a lightbulb in the background. The clock represents time, the globe represents diversity and the lightbulb represents innovative ideas and learning. There is also a question mark and a music symbol. The students should be curious with their learning and encouraged to ask and answer questions to gain a better understanding of academic content and the world around them. The music symbol represents harmony and music. The students can learn content through rhythm and music.

Reflect on the process of creating your infographic. You should be reflecting on pedagogical benefits and challenges of creating and using infographics. Maximum 250 words on this section.

The pedagogical benefits of creating and using infographics and that it can be used to summarize a topic. The infographic can be used to organize information that makes it more meaningful and comprehensible to understand. The audience is able to get the gist of a topic and learn important facts by reading an infographic. Infographics are also very colorful and can be a visual aid to comprehend a topic. Not only can an infographic be used to education, it also could be used to persuade and used for advertisement. Infographics can also be incorporated into the classroom, especially at the Middle School and High School level. I chose to give the students at the HS level during my practicum hours, an infographic to represent what they have learned about the topic, which was Selena.

Some of the challenges of using infographics is that it is sometimes difficult to compact the information into a one page infographic. In addition, creating an infographic is not difficult however, people who are not tech-savvy may find it a bit challenging to create one at first. When I assigned an infographic as an assignment I had to show the students step by step how to sign in, edit text/images and how to choose a template. The beginning stages takes a lot of patience but then it eventually gets easier to create. The activity may be challenging but the students eventually enjoyed it.

What did you learn relating to teaching and learning with digital content?

I learned that teaching with digital content could be appealing to the intended audience. Looking at an infographic can be more captivating than looking at a worksheet of information. An infographic can be accompanied with visuals and the most important points and or information which would not be overwhelming for ELLs.

When might you use this infographic with your students, parents or audience?

I might use this infographic with parents and colleagues. There are parents who believe that their student is a bilingual program that is an additive or maintenance program when indeed, it a transitional program. The priority of the program is to get the students to "test out of bilingual" program which means to get them to reach commanding. Many students who do not have phonics base in Spanish do not get the opportunity to build those skills in their native language, the goal is to start in English even though there is evidence to support the idea that teaching both may aid L2 acquisition. By the third to fifth grade, it is difficult to start teaching them sight words and phonics in their language when they have entered such a rigorous grade. The parents think that the bilingual program teaches Spanish, however, we teach content in Spanish it is not intended to build them up from scratch like the dual language and or two-way program does.
References
YourDictionary. (2016, June 2). ESL vs. Bilingual Education. Retrieved from https://esl.yourdictionary.com/about-esl/esl-vs-bilingual-education.html.

# data[].attributes.attachment_link.title
Evelyn Ortiz's infographic on Bilingual Education vs ESL Education EDDN 639 - Trends and Current Issues in Second Language Acquisition

# data[].attributes.attachment_link.description
Touro TESOL Candidate Evelyn Ortiz is a certified bilingual teacher (Spanish speaking) working in the Wyandanch school district. She has worked for more than three years as a third-grade bilingual teacher in Wyandanch. Ms. Ortiz states that: "I love working with ENL, CLD students and I pursuing my master's in TESOL at Touro College so...

# data[].attributes.body
I chose this article because I liked how it stated clear and effective strategies on how to aid these specific types of students

# data[].attributes.attachment_link.title
English Language Learners with Special Needs: Effective Instructional Strategies

# data[].attributes.attachment_link.description
Students fail in school for a variety of reasons. In some cases, their academic difficulties can be directly attributed to deficiencies in the teaching and learning environment. For example, students with limited English may fail because they do not have access to effective bilingual or English as a second language (ESL) instruction. Students from lower socioeconomic backgrounds may have difficulty if instruction presumes middle-class experiences. Other students may have learning difficulties stemming from linguistic or cultural differences. These difficulties may become more serious over time if instruction is not modified to address the students’ specific needs. Unless these students receive appropriate intervention, they will continue to struggle, and the gap between their achievement and that of their peers will widen over time.Still other students need specialized instruction because of specific learning disabilities. The over representation of English language learners in special education classes (Yates & Ortiz, 1998) suggests that educators have difficulty distinguishing students who truly have learning disabilities from students who are failing for other reasons, such as limited English. Students learning English are disadvantaged by a scarcity of appropriate assessment instruments and a lack of personnel trained to conduct linguistically and culturally relevant educational assessments (Valdes & Figueroa, 1996). English language learners who need special education services are further disadvantaged by the shortage of special educators who are trained to address their language- and disability-related needs simultaneously.Improving the academic performance of students from non-English backgrounds requires a focus on the prevention of failure and on early intervention for struggling learners. This digest presents a framework for meeting the needs of these students in general education and suggests ways to operationalize prevention and early intervention to ensure that students meet their academic potential.Prevention of school failurePrevention of failure among English language learners involves two critical elements: the creation of educational environments that are conducive to their academic success and the use of instructional strategies known to be effective with these students (Ortiz, 1997; Ortiz & Wilkinson, 1991). Preventing school failure begins with the creation of school climates that foster academic success and empower students (Cummins, 1989). Such environments reflect a philosophy that all students can learn and that educators are responsible for helping them learn. Positive school environments are characterized by strong administrative leadership; high expectations for student achievement; challenging, appropriate curricula and instruction; a safe and orderly environment; ongoing, systematic evaluation of student progress; and shared decision-making among ESL teachers, general education teachers, administrators, and parents. Several other factors are critical to the success of English language learners, including the following: (1) a shared knowledge base among educators about effective ways to work with students learning English, (2) recognition of the importance of the students’ native language, (3) collaborative school and community relationships, (4) academically rich programs that integrate basic skill instruction with the teaching of higher order skills in both the native language and in English, and (5) effective instruction.A shared knowledge baseTeachers must share a common philosophy and knowledge base relative to the education of students learning English. They should be knowledgeable about all of the following areas: second language acquisition; the relationship of native language proficiency to the development of English; assessment of proficiency in the native language and English; sociocultural influences on learning; effective first and second language instruction; informal assessment strategies that can be used to monitor progress, particularly in language and literacy development; and effective strategies for working with culturally and linguistically diverse families and communities.Recognition of the students’ native languageLanguage programs must have the support of principals, teachers, parents, and the community. School staff should understand that native language instruction provides the foundation for achieving high levels of English proficiency (Cummins, 1994; Krashen, 1991; Thomas & Collier, 1997). Language development should be the shared responsibility of all teachers, not only those in bilingual and ESL classes.Collaborative school-community relationshipsParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins, 1994). By being involved with the families and communities of English learners, educators come to understand the social, linguistic, and cultural contexts in which the children are being raised (Ortiz, 1997). Thus, educators learn to respect cultural differences in child-rearing practices and in how parents choose to be involved in their children’s education (Garcia & Dominguez, 1997).Academically rich programsStudents learning English must have opportunities to learn advanced skills in comprehension, reasoning, and composition and have access to curricula and instruction that integrate basic skill development with higher order thinking and problem solving (Ortiz, & Wilkinson, 1991).Effective instructionStudents must have access to high-quality instruction designed to help them meet high expectations. Teachers should employ strategies known to be effective with English learners, such as drawing on their prior knowledge; providing opportunities to review previously learned concepts and teaching them to employ those concepts; organizing themes or strands that connect the curriculum across subject areas; and providing individual guidance, assistance, and support to fill gaps in background knowledge.Early intervention for struggling learnersMost learning problems can be prevented if students are in positive school and classroom contexts that accommodate individual differences. However, even in the most positive environments, some students still experience difficulties. For these students, early intervention strategies must be implemented as soon as learning problems are noted. Early intervention means that “supplementary instructional services are provided early in students’ schooling, and that they are intense enough to bring at-risk students quickly to a level at which they can profit from high-quality classroom instruction” (Madden, Slavin, Karweit, Dolan, & Wasik, 1991, p. 594).The intent of early intervention is to create general education support systems for struggling learners as a way to improve academic performance and to reduce inappropriate special education referrals. Examples of early intervention include clinical teaching, peer and expert consultation, teacher assistance teams, and alternative programs such as those that offer tutorial or remedial instruction in the context of general education.Clinical teachingClinical teaching is carefully sequenced. First, teachers teach skills, subjects, or concepts; then they re-teach using different strategies or approaches for the benefit of students who fail to meet expected performance levels after initial instruction; finally, they use informal assessment strategies to identify the possible causes of failure (Ortiz, 1997; Ortiz & Wilkinson, 1991). Teachers conduct curriculum-based assessment to monitor student progress and use the data from these assessments to plan and modify instruction.Peer or expert consultationPeers or experts work collaboratively with general education teachers to address students’ learning problems and to implement recommendations for intervention (Fuchs, Fuchs, Bahr, Fernstrom, & Stecker, 1990). For example, teachers can share instructional resources, observe each other’s classrooms, and offer suggestions for improving instruction or managing behavior. ESL teachers can help general education teachers by demonstrating strategies to integrate English learners in mainstream classrooms. In schools with positive climates, faculty function as a community and share the goal of helping students and each other, regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned.Teacher assistance teams (TATs)TATs can help teachers resolve problems they routinely encounter in their classrooms (Chalfant & Pysh, 1981). These teams, comprised of four to six general education teachers and the teacher who requests assistance, design interventions to help struggling learners. Team members work to reach a consensus about the nature of a student’s problem; determine priorities for intervention; help the classroom teacher to select strategies or approaches to solve the problem; assign responsibility for carrying out the recommendations; and establish a follow-up plan to monitor progress. The classroom teacher then implements the plan, and follow-up meetings are held to review progress toward resolution of the problem.Alternative programs and servicesGeneral education, not special education, should be primarily responsible for the education of students with special learning needs that cannot be attributed to disabilities, such as migrant students who may miss critical instruction over the course of the year or immigrant children why may arrive in U.S. schools with limited prior education. General education alternatives may include one-on-one tutoring, family and support groups, family counseling, and the range of services supported by federal Title I funds. Such support should be supplemental to and not a replacement for general education instruction.Referral to special educationWhen prevention and early intervention strategies fail to resolve learning difficulties, referral to special education is warranted. The responsibilities of special education referral committees are similar to those of TATs. The primary difference is that referral committees include a variety of specialists, such as principals, special education teachers, and assessment personnel. These specialists bring their expertise to bear on the problem, especially in areas related to assessment, diagnosis, and specialized instruction.Decisions of the referral committee are formed by data gathered through the prevention, early intervention, and referral processes. The recommendation that a student receive a comprehensive individual assessment to determine whether special education services are needed indicates the following: (1) the child is in a positive school climate; (2) the teacher has used instructional strategies known to be effective for English learners; (3) neither clinical teaching nor interventions recommended by the TAT resolved the problem; and (4) other general education alternatives also proved unsuccessful. If students continue to struggle in spite of these efforts to individualize instruction and to accommodate their learning characteristics, they most likely have a learning disability (Ortiz, 1997).ConclusionEarly intervention for English learners who are having difficulty in school is first and foremost the responsibility of general education professionals. If school climates are not supportive and if instruction is not tailored to meet the needs of culturally and linguistically diverse students in general education, these students have little chance of succeeding. Interventions that focus solely on remediating students’ learning and behavior problems will yield limited results.The anticipated outcomes of problem-prevention strategies and early intervention include the following: a reduction in the number of students perceived to be at risk by general education teachers because of teachers’ increased ability to accommodate the naturally occurring diversity of skills and characteristics of students in their classes, reduction in the number of students inappropriately referred to remedial or special education programs, reduction in the number of students inaccurately identified as having a disability, and improved student outcomes in both general and special education.

# data[].attributes.body
I liked this one because it clearly lists out the ways to advocate for ELLs students.

# data[].attributes.attachment_link.readable_text
I began my teaching career in 1997 as a mainstream, 3rd grade teacher at a suburban public school near Houston, Texas. Our school had one teacher designated to serve English language learners (ELLs) through a pull-out setting. I understood my job as teaching students the general education curriculum while she taught my ELLs the English language. I never knew exactly what my students did when they were with the ESL teacher; nor was I sure whether she knew what they were doing when they were with me.

Fast forward to the present and my current activities-working with teachers across the U.S. to strengthen their knowledge and skillset for serving students who are learning English as an additional language. From this vantage point, I can see that my early years as a teacher did not provide a great structure for teaching content or language and that all educators need to know how to serve all students.

The problem is that English learning specialists may be preaching to the choir. We gather on Facebook groups, Instagram, or on Twitter to share information with one another. But we need to spread this mission to our educator friends-those who may not see themselves as ELL specialists yet need to know more about teaching students who are learning English as an additional language. We have to become advocates for English language learners. Here's how:

Learn all that you can about the laws and policies concerning ELLs in your state.

How we serve English language learners is mandated by federal law. From that, states build their own laws and policies. Knowing these laws will help you to serve students and teachers. Educators need to understand these important considerations:

Attend meetings that involve English language learners.

While attending PLCs, RTI meetings, etc. use your knowledge about laws and policies regarding ELLs to advocate for students' rights. Be a voice for students during such meetings and share these rights with families of ELLs. One way to connect with ELLs families when there is a language barrier in the messages you send home is through Talking Points , a free app that translates messages into senders home languages.

Volunteer to present strategies that support ELLs.

English language learners spend most of their day in classrooms with mainstream teachers who may or may not be certified to teach ELLs. Either way, ongoing professional development on strategies that support language and content acquisition will help teachers understand how to leverage language to maximize academic growth. Ask your administrator if you can present at a professional learning meeting. Select research-based strategies that are powerful for all students but necessary for ELLs. Even if you share an article or facilitate a book study, your teachers will benefit.

Plan with grade-level teachers.

Regular grade-level planning is the best way to make an impact on instruction. You can support mainstream teachers on the spot with accommodations and scaffolds that meet the needs of their students. If weekly planning is not possible, try long-term planning on a monthly basis. Virtual planning also becomes a feasible option when meeting in real time is impossible. Some teachers use shared lesson-planning templates on Google Drive or other sharable platforms. Planning together is a great opportunity to sneak in small bits of professional learning, too. It can provide a casual space for educators to share teaching techniques that improve student achievement.

Seek professional learning opportunities within and outside your district.

Several years ago, I worked as a professional development specialist in a suburban district with a large ELLs population. We offered to send ESL and content teachers to a Title III symposium for two days to learn about research-based information that would help them serve English language learners. Many coteachers attended together and were able to build relationships while learning as a team. When we only train EL specialists on strategies, we limit the potential for their use and for student gains. , , , your local TESOL affiliate, and ASCD offer opportunities for in-person PD.

For no-cost, virtual PD, access these resources:

<LINK URL="https://sites.google.com/view/virtuel/home?authuser=0" LINKTARGET="_blank">VirtuEL</LINK> (a free, online conference for teachers of English language learners)

Podcasts (<LINK URL="https://anchor.fm/highest-aspirations" LINKTARGET="_blank">Highest Aspirations</LINK> by Ellevation or <LINK URL="http://voiced.ca/the-boosting-achievement-esl-podcast-with-carol-salva/" LINKTARGET="_blank">Boosting Achievement</LINK> with Carol Salva)

Twitter (EL leaders to follow: <LINK URL="http://www.twitter.com/LarryFerlazzo" LINKTARGET="_blank">@LarryFerlazzo</LINK>, <LINK URL="http://www.twitter.com/TanELLclassroom" LINKTARGET="_blank">@TanELLclassroom</LINK>, <LINK URL="http://www.twitter.com/emilyfranESL" LINKTARGET="_blank">@emilyfranESL</LINK>, <LINK URL="http://www.twitter.com/MsSalvac" LINKTARGET="_blank">@MsSalvac</LINK>, <LINK URL="http://www.twitter.com/Toppel_ELD" LINKTARGET="_blank">@Toppel_ELD</LINK>)

Online Book Studies like #ELLChat_BkClub (to learn more about this, visit <LINK URL="http://ellchatbkclub.blogspot.com" LINKTARGET="_blank">ellchatbkclub.blogspot.com</LINK>)

Facebook Groups such as Advocating for ELLs, Leading ELLs, Colorin Colorado's ELL Educator Group

Consider sending out an email regularly to spotlight an instructional method that supports ELLs. One colleague created a Padlet with resources (all tied to ELLs instruction) that he's curated. He shares this with content teachers in his district. Another ELL specialist creates a Smore page where she regularly highlights three instructional strategies that teachers can access in either 1, 5, or 15 minutes.

Build a team and momentum.

No matter your role, you can gather a team to support ELL students. Every educator (along with the parents) that works with the students on your campus is a part of their success. The team has a higher success rate when each member recognizes that we can't do it alone. A team can also provide the structure to make this work ongoing. What is regularly discussed and revisited is remembered. We have to bring ELLs and the instructional methods that are most powerful to the forefront, not just at the beginning of the school year and then again at testing season, but all throughout the year.

# data[].attributes.attachment_link.title
Be an Advocate for English Language Learners

# data[].attributes.attachment_link.description
I began my teaching career in 1997 as a mainstream, 3rd grade teacher at a suburban public school near Houston, Texas. Our school had one teacher designated to serve English language learners (ELLs) through a pull-out setting. I understood my job as teaching students the general education curriculum while she taught my ELLs the English language.

# data[].attributes.body
This shows us all the varieties of standard English! Crazy to think about all the different varieties

# data[].attributes.body
I chose the website because it helps explain even what a multilingual classroom really is!

# data[].attributes.attachment_link.readable_text
What is a multilingual classroom?

A multilingual classroom is a classroom with learners having more than one languages at their disposal (irrespective of level of competence), including learners from migrant backgrounds, such as first- and second-generation and newly-arrived immigrants and refugees. As a result of globalisation, intra-European mobility and international migration, such classrooms have nowadays become the norm rather than an exception in Europe.

Linguistic and cultural diversity is nowadays a growing reality in school classrooms.

Why is using English as a lingua franca important?

Nowadays, English is the most widely employed language in Europe and beyond and, very frequently, the only option for people who do not share their mother tongue or have another language in common. Using it is important not only for personal communication in various social domains, including the Internet, but also, for professional reasons. It is a 'shared' language, in other words, that opens doors for better social and professional opportunities.

In Greece, Norway and Turkey, about 9.7% of 15-year-old students are currently in schools where more than 25% of students speak at home a language which is different from the language of schooling. At the same time, the percentage of foreign-born people in Portugal increased from 1.3% in 1991 to 8.3% in 2015, while, in Italy, immigrant children alone have almost doubled during the past 10 years, representing, in 2015, 11.7% of the total number of children in the country. .

How can we support multilingual classrooms?

Being able to communicate effectively in a 'shared' language which opens doors for better social and professional opportunities is necessary for all learners. Nowadays, English serves as the most frequent 'shared' language around the world. Professional development primarily for English language teachers is, therefore, crucial so that they embrace the linguistic diversity in their classrooms and raise their awareness of the importance of English in connecting learners with each other, the local communities and the whole world.

For more information about the European policy on multilingualism, linguistic diversity and multilingual classrooms, visit the European Commission webpage.

Cookies make it easier for us to provide you with our services. With the usage of our services you permit us to use cookies.

# data[].attributes.attachment_link.description
A multilingual classroom is a classroom with learners having more than one languages at their disposal (irrespective of level of competence), including learners from migrant backgrounds, such as first- and second-generation and newly-arrived immigrants and refugees. As a result of globalisation, intra-European mobility and international migration, such classrooms have nowadays become the norm rather than an exception in Europe.

# data[].attributes.body
I loved this source because I feel like it made the policies easier to understand. I also liked how it talked about the recomendations for the states.

# data[].attributes.body
I chose this because it shows how to not be biased when making assessments for ELLs.

# data[].attributes.body
I chose this source not only because it gives a list of ways to support families, but also it gives examples and evidence why it is effective.

# data[].attributes.attachment_link.title
Encouraging and Sustaining ELL Parent Engagement

# data[].attributes.attachment_link.description
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 >

# data[].attributes.body
I picked this website because of the video that was linked on it. The video gives a goo representation of the structure of english.

# data[].attributes.attachment_link.title
What Is The Basic Structure Of English Language?

# data[].attributes.body
I picked this one because I liked the chart at the top. It helped me understand the theories.

# data[].attributes.body
English Language Proficiency Standards

# data[].attributes.body
I think this one was a cool one because it shows us online ESL programs for adults. This could be a helpful resource one day for when we have students whose parents do not speak english, but were maybe wanting to learn.

# data[].attributes.attachment_link.readable_text
Are You an International Student?

If you are interested in learning English as a second language without visiting a classroom, you can take ESL courses online. Learning how to understand spoken English effortlessly and communicate effectively by speaking English as a second language is a long, painstaking process. Online study is especially helpful if your schedule is already full and you need flexibility to learn in your spare time.

During a Non-ESL Class, Have You Ever Felt :

... uncomfortable due to your lack of proficiency in English conversation? That's a common experience for ESL students who are struggling along in classes filled with native speakers. Such students are often confused during classroom discussions because of the difficulty of following a rapid conversational debate taking place in English. They often feel too embarrassed to ask questions because they speak slowly compared to other students and have trouble understanding the spoken answers they receive.

If you're unwilling to participate actively in class, that can hurt your grade directly or indirectly, by leaving the teacher with a negative impression of your willingness or intelligence. And if you have difficulty understanding the teacher's speech, that can result in not learning the material (or, even worse, misunderstanding and learning incorrectly).

Would You Like To :

... have confidence that your classroom experiences will be pleasant and productive, without the obstacle created by unfamiliarity with English conversation? Many ESL students would love to have teachers speak slowly and carefully, or welcome as many questions as necessary to clarify the lecture. Speed is often a real hindrance in understanding spoken English.

Taking ESL courses online means you can encompass the instruction as slowly as necessary to succeed. When you work on your own computer, with no other students around to dictate the pace of the lesson, you can proceed in the manner that best fits yours needs and skills. You will not be judged for asking too many questions or slowing down the class.

Videos and other types of recordings you can access in online instruction allow you to hear spoken English. You can repeat particular sections of the lesson as many times as necessary until you're certain you understand what is being said. Conversely, you can proceed as quickly as you like when you feel comfortable with the material.

ESL videos are designed with a view to introducing non-native speakers to the language, so those talking speak more slowly as a matter of course. While learning from home and setting the pace of your education is very convenient, one of the obvious drawbacks is the lack of exposure to live English conversation at its natural speed.

Disadvantages of ESL Classes

The lack of contact with native English speakers, who have no reason to attend such classes, is what you'll most miss in any ESL class. And of course when you attend school online, there are no physical classes or classmate encounters. Unfortunately, there is no substitute for that type of connection, which is why language immersion experiences are so strongly recommended.

So it will take longer to perfect your conversation skills in such an environment.

Some ESL students worry that not practicing conversation with native speakers will prevent them from learning new words and local slang. While that is certainly true, remember that you will be pegged by your accent and diction when you speak. It would be disastrous to learn how to speak English from people who use poor grammar and malapropisms, or to acquire a habit of using vulgar phrases, because those bad habits are much easier to acquire than to break.

It is also true that most online learning prevents you from interacting with a group in any study activities. Some online providers now remedy that deficiency by providing live group chat sessions for students in the same virtual class, and if your internet connection is sufficiently fast you can participate in those. You'll be able to compare your learning experience with that of others, and receive some helpful study tips from your fellow students.

Choosing the Right College

If you can, take online classes from a college within traveling distance. That will let you travel to the school and interact with other local students at campus events like guest lectures or cultural activities hosted by your department. If you do not live close to a college that offers ESL classes, then review the wide selection of online schools to find a reputable and affordable provider. If your conversational skills are weak, you may communicate by email.

# data[].attributes.attachment_link.title
Learn English Online as Your Second Language

# data[].attributes.attachment_link.description
If you are interested in learning English as a second language without visiting a classroom, you can take ESL courses online. Learning how to understand spoken English effortlessly and communicate effectively by speaking English as a second language is a long, painstaking process.

# data[].attributes.body
I liked this one because it talked about the identification of disabilities within English language learners

# data[].attributes.body
It explains the need of what we need to advocate for English language learners. I think it is important not just how to do it but why we should.

# data[].attributes.body
This is a great resource because it gives a list to other resources about varieties of english.

# data[].attributes.attachment_link.description
The OED is the definitive record of the English language, featuring 600,000 words, 3 million quotations, and over 1,000 years of English.

# data[].attributes.body
I liked this one because not only does it talk about multicultural education it talks about how to implement it in general education.

# data[].attributes.attachment_link.readable_text
Multicultural education involves more than reading a book about a historical character of color or celebrating a holiday surrounding a diverse hero. It includes policies, practices, and pedagogical approaches that affirm students' differences and intersectionality.

"It's about appreciating the uniqueness of every single student in your classroom, what they can bring to your classroom, and how they can make that classroom more of a robust, vibrant community," said Dr. Leanne Howell, a faculty member with the EdD online in Learning and Organizational Change program from Baylor University's School of Education. "Every single student is essential to the community of that classroom."

Educators can work to take steps that make their curricula and classrooms safe spaces and incorporate teaching styles to support all students, regardless of their backgrounds.

What Is Multicultural Education?

Multicultural education helps all students see themselves in the curriculum and the classroom. It is a field of study that embraces techniques to advance and advocate educational equity for all students of every age, Howell explained. It focuses on, but is not limited to, ethnic, racial, language, and gender issues that potentially marginalize groups or subgroups of people.

"It helps all students acquire the knowledge, skills, attributes, and attitudes needed to function in a democratic society while feeling valued and heard," Howell said.

Critical multicultural education also involves challenging forms of oppression, said Dr. Ann Lopez, president of the National Association for Multicultural Education.

"You cannot have multicultural education that speaks about celebrating diversity but doesn't address, for example, anti-Black racism or doesn't address issues of homophobia," Lopez said. "It's so important that critical multicultural education disrupt power, forms of oppression, and really work with educators to begin to think about, how do they engage in this world? What does that look like and what is the impact?"

Although imparting multicultural education is often seen as a responsibility that resides with certain teachers, the task of approaching education through a multicultural lens belongs to every educator.

"Even if you do not have diverse students in front of you and you're teaching where all of the students are homogenic, that knowledge is also for them," Lopez said.

How to Incorporate Multicultural Education in the Classroom

Incorporating multicultural education strategies begins with self-reflection. Teachers should question their expectations for students of different identities and reflect on how those expectations affect how they engage in the pedagogy.

"Ask, 'Am I meeting the needs of all of the learners in my space?' It starts by asking questions around, 'What biases do I have? What stereotypes might I be bringing to the table?'" Lopez said. "Teachers have to see themselves as learners."

Howell suggested teachers set aside time before, during, and after the school year to journal or think critically about their biases.

"Take a really hard look inside your soul," Howell said. "It doesn't have to be a written reflection. It can be while you're on a three-hour drive; it can be on a night with your head on the pillow and you can't fall asleep. But really engaging in that reflective thinking of, 'What are my biases?' and really examining those, and being honest with yourself to say, 'We all have biases. What are mine?'"

Lopez believes teachers should view the process of learning and unlearning as a journey.

"None of us were born with this knowledge," she said. "It is knowledge that has to be gained, so we have to create that space where teachers - whether they're in K-12 or higher ed - can find space to learn."

Overcoming Challenges for Educators

Multicultural education requires time, resources, and professional development. Sometimes educators may feel like engaging in multicultural education is extra work.

"Many teachers feel as if they simply don't have enough hours in the school day to personalize lessons from the ones that are already in existence," Howell said.

Educators can rally teaching teams by grade level or content to rethink lesson plans together in a way that ensures equitable learning experiences for all students.

"It's not onerous," Lopez said. "It simply requires a different way of thinking about teaching and learning, a different way of thinking about how we ensure that all students can be successful."

For districts that have limited resources, Howell suggests relying on collaboration with teachers who have proven strong multicultural education skills.

Exploring culturally sensitive topics can also be a challenge for teachers. Howell suggested using existing literature and media as gateways to explore sensitive topics. Children's books, novels, films, and other media can all be useful references. And while she says there are many fabulous resources out there for teachers to use, she provided a few websites that teachers can bookmark to begin their journey:

However, no matter how much thought is put into the curriculum, there is always a possibility that an educator might offend a student while addressing culturally sensitive subjects.

"All of us have blind spots," Lopez said. "All of us say things, but it's never about intent. It's always about impact."

When a teacher offends a student, Lopez suggests coming back to the point of self-reflection.

"What do I know? What do I need to learn? And what do I need to unlearn?" she said. "Sometimes we don't realize how our unconscious biases come out in what we say and things that we do."

It is important to establish a classroom atmosphere where students feel safe, have space for dialogue, and know their concerns will be heard, rather than getting defensive, Lopez said. If students feel uncomfortable, they should be able to explain their discomfort.

"It's about saying, 'Help me understand how that created a discomfort for you so I can know not to do that again,'" Lopez said. "It's about creating the environment for students to feel safe and feel that they're able to speak up when they're feeling uncomfortable or there is discomfort in whatever way."

Educators at all levels should serve as models of empathy and respect for their students, Howell said.

"In the classroom modeling your care and respect for every student is so important," Howell said. "It's really just modeling what you want your students to in turn emulate for their students."
Citation for this content: Baylor's EdD online in Learning and Organizational Change.

# data[].attributes.attachment_link.title
How to Provide a Multicultural Education

# data[].attributes.attachment_link.description
Multicultural education involves appreciating the uniqueness of every single student and what they can bring to the classroom.

# data[].attributes.body
This was a great one for me because it showed us the rights that the ELLs have! That is important for us because we need to advocate for them, but can't do that if we don't know what their rights are.

# data[].attributes.attachment_link.description
How much do you know about the rights of English language learners?

# data[].attributes.body
I liked this article because it talks about how the world of assessments are changing and how you can change with it for ELLs.

# data[].attributes.body
I liked this source because it showed how much family involvement impacted the student and I think that is even more beneficial for ELLs students.

# data[].attributes.body
I chose this one because it helps explain why we need to know the language principles.

# data[].attributes.attachment_link.readable_text
What Are The 6 Principles?

TESOL International Association has defined a core set of principles for the exemplary teaching of English learners. The 6 Principles are universal guidelines drawn from decades of research in language pedagogy and language acquisition theory. They are targets for teaching excellence and should undergird any program of English language instruction.

The 6 Principles

1. Know Your Learners

2. Create Conditions for Language Learning

3. Design High-Quality Lessons for Language Development

4. Adapt Lesson Delivery as Needed

5. Monitor and Assess Student Language Development

6. Engage and Collaborate within a Community of Practice

You must implement the 6 Principles as a whole. You cannot just know your learners, for example, and then not act on that knowledge when you plan instruction.

The 6 Principles were developed by a team of language experts. Grounded in research and with contributions and support from educators around the world, the TESOL Board of Directors, and TESOL Staff, these principles are the result of 2+ years of exploration, inquiry, conversation, and collaboration.

The 6 Principles Writing Team:

Deborah J. Short, Lead Writer

Helene Becker

Nancy Cloud

Andrea B. Hellman

Linda New Levine

Video: The 6 Principles with Deborah Short

Source: Language Magazine, 21 May 2018

Why Do We Need The 6 Principles?

TESOL's mission is to advance the quality of English language teaching around the world. As the number of English learners soars, a common understanding of second language learning and effective instructional and assessment design is needed.

In some settings, teachers need more preparation to effectively educate English learners. When TESOL professionals fully implement the 6 Principles, their students participate in high-quality lessons for language development and experience educational success.

The 6 Principles provide teachers with the knowledge to make informed decisions to improve instruction and assessment, so curricula and courses for English learners are rigorous, relevant, and designed and delivered with second language acquisition in mind.

Using the 6 Principles for planning policies, programs, and practices will ensure curricula and courses for English learners are rigorous, relevant, and designed and delivered with second language acquisition in mind.

When the 6 principles are well implemented, students will participate in high-quality language lessons and experience educational success.

Who Can Use The 6 Principles?

The 6 Principles are for all educators who interact with English language learners. They are applicable across different educational contexts, such as classrooms with children or adults, dual language learners, emerging bilinguals, and multilingual students.
The 6 Principles will help educators:

respect, affirm, and promote students' home languages and cultural knowledge and experiences as resources

celebrate multilingualism and diversity

support policies that promote individual language rights and multicultural education

guide students to be global citizens

Permissions

THE 6 PRINCIPLES FOR EXEMPLARY TEACHING OF ENGLISH LEARNERS® is a trademark of TESOL International Association. The corresponding text is a copyright of TESOL International Association. No part of this website or The 6 Principles for Exemplary Teaching of English Learners books or Quick Guides may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage or retrieval system, without permission from the Publisher. For permission and other requests, please contact TESOL Press Permissions: permissions@tesol.org.

# data[].attributes.attachment_link.description
TESOL International Association has defined a core set of principles for the exemplary teaching of English learners. The 6 Principles are universal guidelines drawn from decades of research in language pedagogy and language acquisition theory. They are targets for teaching excellence and should undergird any program of English language instruction.

# data[].attributes.body
I am very much a chart girl. When I found this chart I thought it was perfect for the comparing and contrasting or language acquisitions.

# data[].attributes.body
Proficiency Level Descriptors