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This website provides strategies for teachers when it comes to teaching ELL's. First, exercises such as reading, writing, and vocabulary development are crucial to developing language fluency, but they are only part of the solution. It may be possible to provide extra support to students through semi-structured small group discussions, adding visuals to a lesson, or having them keep a journal. Secondly, link the student's background knowledge and culture to learning. The inclusion of a student's home culture and background knowledge is shown to improve academic performance in a number of studies. Children and their families are much more likely to be engaged and successful when they are represented and respected in the classroom. Thirdly, it is through both the input and output of English language that English language learners learn to speak the language. Furthermore, students should receive direct feedback in order to improve their language skills and increase their comprehension. Fourthly, the development of vocabulary, grammar, and pronunciation of English language learners is accelerated when they are able to interact in the classroom with the language they are learning. The problem is that many new teachers simply present a lesson and then pair up students to discuss it without providing guidance to the students. Lastly, a higher-order thinking skill (HOTS) is the ability to think critically beyond rote memorization, concept formation, and reading comprehension. HOTS are essential for becoming an independent and creative thinker, so mastering them is the ultimate goal of the learning process.

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If you've ever tried to master another language, you know just how challenging it can be. Perhaps you've ordered a meal at a restaurant and felt your face flush as you fumble over a simple phrase, sighing in relief when the server nods and doesn't ask a follow-up question.

Now imagine feeling like this all day, Monday through Friday, while trying to adapt to a new culture, make friends and learn the fundamentals of science, math, social studies, art and literature. This is the reality for millions of K-12 English language learners (ELLs) in the United States.

According to the National Education Association, ELL students will make up about 25 percent of the children in American classrooms by 2025. Teachers are tasked with helping these students develop English proficiency and meet the grade-level content requirements, in addition to all their other duties. Thankfully, there are many practical strategies for teaching English language learners that benefit the entire class.

To help you enhance your lessons, we created this guide based on a recent webinar presented by Dr. Nicole Schneider, associate professor at UMass Global. Keep reading to learn how to tailor instruction and ensure accessibility for English as a Second Language (ESL) scholars.

What is ESL/ESOL?

While the term "ESL" was the standard for years, many educators today prefer "ESOL", which stands for English for Speakers of Other Languages. This phrase is more inclusive and accurately represents the fact that for many ELLs, English is their third or even fourth language.

ESL and ESOL classes are designed to develop language and comprehension skills for non-native English speakers. In practice, this is very different from teaching students who grew up hearing and communicating English from the moment they were born.

Some ESL programs teach students separately until they reach a certain proficiency level and can join mainstream classes, while other schools integrate ELL into classrooms from the get-go. Data from the National Center for Education Statistics shows that Spanish is by far the most common home language, representing 75 percent of all K-12 ELL students. Arabic, Chinese, Vietnamese and Portuguese round out the top five languages spoken in American public schools.

5 effective ELL strategies teachers should consider

While there are many ways for educators to tailor classroom instruction and support toward English language learners, Dr. Schneider recommends starting with the following five tips.

1. Focus on academic language, literacy and vocabulary

Reading, writing and vocabulary exercises are essential building blocks for developing language fluency, but it is only part of what is needed. Students who appear fully fluent in English may nonetheless struggle to express themselves effectively in academic settings, as they lack the words and phrases needed to connect their ideas and discuss them with others.

Dr. Schneider emphasizes the importance of teaching students how to talk about what they know. This is called "academic language," and while some learners adopt this naturally over time, many students - native English speakers included - need reinforcement to develop this skill. She points out that,

If we teach our students the content but never provide them with the language scaffolding that they need to share about it, it's like we're giving them the bricks but we're not giving them the mortar to hold it all together.

This extra help could come in the form of semi-structured small group discussions, adding visuals to a lesson, having students keep a journal and providing instruction in their native language, when possible.

2. Link background knowledge and culture to learning

Numerous studies show that students perform better when their home culture and background knowledge are incorporated into the academic environment. When children and their families are represented and respected in the classroom, they are much more likely to be engaged and successful.

Allowing students to express themselves in a safe environment and learn from one another is also a wonderful social-emotional learning opportunity that benefits the entire class, especially students of color.

Educators should consider implementing the following tactics in their practice:

Become familiar with your students' backgrounds

Use examples that connect to their lives

Represent students' cultures with art, music and literature

Encourage students to tell stories in a variety of mediums: drawing, poetry, visual art, drama, essays, etc.

Ask students to speak and write about their lives regularly in casual, low-stress ways without forcing them to share

Allow students to use their native language and/or translation apps

Dr. Schneider acknowledges that some instructors, particularly high school teachers, may not have enough wiggle room in their schedule to allow for daily sharing in this way. "Think about maybe doing this once a week for 15 minutes," she suggests. "Even though it takes away instructional time, you get so much more from it, that I think it's worth it in the long run."

3. Increase comprehensible input and language output

English language learners learn both through the language they encounter (input) and the language they produce (output). Students should also be given ample opportunities to produce language, and they should receive direct feedback to increase their comprehension and improve their language skills.

Dr. Schneider remarks that the increased use of digital technology in education has opened up many additional opportunities for teachers to supplement lesson plans. Strategies for increasing comprehensible input include:

Read out loud or play audio versions of texts

Front load vocabulary and key concepts before reading

Provide a similar text in the student's first language

Go beyond the textbook and include artwork, videos, guest speakers, stories

Slow down your speech

Use graphs and visuals when presenting

Give students an outline of the information

Use closed captioning for videos

10/2 rule: For every 10 minutes of lecture, stop for 2 minutes of student engagement

In order for students to deepen their understanding, and clarify and negotiate for meaning, they must talk about what they are learning. Strategies for increasing language output include:

Provide multiple opportunities for structured and unstructured talk

Opportunities for students to collaborate with each other

Include open-ended questions in your lessons

Provide daily low-stakes writing opportunities in all content areas

4. Promote classroom interaction

When teaching English language learners, keep in mind that vocabulary, grammar and pronunciation develop faster when there are opportunities for interaction in the classroom using the language being learned. But many new teachers make the mistake of simply presenting a lesson and then pairing students up to discuss without providing guidance, as was the case for Dr. Schneider.

She recommends that teachers explicitly model and practice academic language so that students can more fully engage with one another. This could take the form of question prompts, such as:

Teachers should also provide ample opportunities for more structured classroom interactions with a clear purpose and goal. There are hundreds of activities to consider, but here are a few ideas to get you started:

5. Stimulate higher-order thinking skills and use of learning strategies

Higher-order thinking skills (HOTS) are essentially critical-thinking abilities that go beyond rote memorization, concept formation and reading comprehension. Mastering HOTS is the ultimate goal of the learning process, as these competencies are needed to become an independent and creative thinker.

Teachers can encourage the development of HOTS in their students by modeling and providing language scaffolding such as:

An example of a high school-level lesson plan that emphasizes HOTS might be having students learn about garment factory work in Cambodia, and then pairing them up to do the following:

Discuss what it might be like to sew their own clothes

Review a video about the experience of a Cambodian garment worker

Compose a list of the advantages and disadvantages based on the video

Embrace ELL strategies to maximize student achievement

As an educator, you work hard to make sure everyone in your class has what they need to learn and thrive. Implementing some of these innovative strategies for teaching English language learners is a great way to make content accessible for all students, regardless of language ability.

Looking for more information on how to make your classroom more welcoming for all students? Read our article "How to foster an inclusive classroom environment: Advice for educators. "

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Innovative strategies for teaching English language learners | UMass Global

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A guide to practical strategies for teaching English language learners in mainstream classrooms.

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This website looks at the best way to teach a second language and how speech professionals can help. Learning a second language after a first language has already been established is possible for anyone at any age, but it requires a lot of practice. It is important to consider a number of factors when considering how to teach someone a second language, including the language spoken at home, the amount of time and opportunity available to practice the language, the learner's internal motivation, and the reason for learning the second language (e.g., for school, a friend, or for work). It is not a good idea to teach a language that you are unable to use well. Children need a strong language model from their parents/caregivers, as well.

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Anyone at any age can learn a second language after a first language is already established, but it takes a lot of practice. Second language acquisition often happens when a child who speaks a language other than English goes to school for the first time. This brief looks at the best way to teach a second language and how speech professionals can help.

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This website gives examples of different resources for ELL's in the classroom. It is an entirely different experience, learning English for someone whose first language is not English. Firstly, when teaching students with language barriers, visual aids can be used to map out concepts and organize ideas. You can help students connect ideas about a topic by using venn diagrams, concept maps, charts, flashcards, etc. Secondly, a good way to include ELL students in the classroom is to interact naturally with them. Assisting English language learners through partner work is one way to help them learn. It can be extremely helpful and effective to help these students understand by working in small groups or pairs. Thirdly, schools around the country are providing all students with 1:1 technology, such as tablets or laptops. A laptop, tablet, or learning platform embedded with translation tools allows students to translate right away. Students can translate entire pages into their native language(s) with tools like the Google Translate Chrome extension. Fourthly, engaging students through games, particularly English language learners, is a great way to get them involved. Art projects, lab experiments, and manipulatives are some of the more hands-on ESL resources for teachers. Through games and activities, ELL students are able to improve their comprehension and literacy skills on a variety of topics. Lastly, to provide in-depth assistance and support to ELL students, utilize certified specialists when possible. To provide the best experience possible for ELL students, general classroom teachers should collaborate and work together when one-on-one support is available.

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For a student who does not speak English as their first language, learning is an entirely different experience.

This is also true for the educators who instruct them.

ELL classrooms already had to work harder to reach learning goals, but this distinction became even more pronounced during the pandemic. This increased the need for resources for English language learners and their teachers.

These strategies for ELL play a critical role in assisting these students and bridging learning gaps.

ELL classrooms have the rare opportunity to thrive and capitalize during these times with strategies that can be easily implemented into all types of subjects and lesson plans.

Here are 5 resources for ELL students in the classroom:

1. Visual Aids and Graphic Organizers

Using visual aids to map out ideas and organize concepts is a simple and effective way to teach students with language barriers.

There are many digital and paper-based options that can be used to provide valuable simplicity.

For example, venn diagrams, concept maps, charts, flashcards, and more can be used to help students connect ideas about a topic.

Graphic organizers are especially effective when introducing new concepts. It is important not to overwhelm ELL students with too much information.

Breaking down ideas into smaller pieces is a great way to make connections to content standards and organize information in a way that makes sense. These graphic organizers are usually simple diagrams, like a KWL chart or with the addition of visual aids.

Visual aids, like pictures, enhance comprehension and assist in literacy for ELL students. Visual aids are also especially helpful when teaching vocabulary. A simple matching activity can be wildly effective in helping students remember definitions and concepts.

This can be easily modified for many languages and provides support for learners of all levels.

2. Collaboration and Peer Support

Interacting naturally with ELL students is one of the best ways to include them in the classroom.

This could be a discussion they are included in during class or simple small talk about their day. This strategy assists the social-emotional learning of these students while they learn English and subject topics.

Another way to assist English language learners is to partner them with other students during assignments. Small groups or pairs can be extremely helpful and effective to assist comprehension for these students.

It is a bonus if there are bilingual students in the class that can help ELL students even more.

Not only does this give students a sense of belonging, it provides a great opportunity for them to interact with their peers and educational content in a natural and meaningful way.

3. Language Support Tools and Technology

One beneficial aspect of the pandemic is that many school districts around the country provided 1:1 technology, like tablets or laptops, to all students.

This allowed schools to continue learning which shifted most to digital platforms. While this was abrupt, it can now be used more effectively, especially for ELL students.

For example, translating tools that are embedded in laptops, tablets, and learning platforms make immediate translations for students.

Tools like the google translate chrome extension make it quick and easy to translate entire pages for students in their native language(s).

Digital platforms continue to expand and provide a plethora of options for English language learners which teachers should take advantage of when instructing this demographic. Paper based options are also available, such as bilingual dictionaries and thesauruses. These tools make translating material so much easier for both students and teachers of all subjects.

At Accelerate Learning, we provide many STEM solutions as well as translated Spanish-aligned lessons, activities, and assignments that can be quickly printed or downloaded.

Related reading:

4. Learning Games and Hands-On Learning

Games are a great way to get all students involved, including English language learners.

There are many platforms, both digital and paper-based, that can help students learn educational topics like math, science, ELA, and more.

These games are usually a fun and exciting way to get all students to participate in learning.

Paper-based options, like Tarsias, allow students to collaborate hands-on and piece together puzzles based on vocabulary terms.

More ESL resources for teachers include hands-on activities like art projects, lab experiments, and manipulatives.

These kinesthetic games and activities allow ELL students to increase their comprehension and literacy skills on various topics by creating.

These activities align with subject standards and help ELL students be more well-rounded when learning content.

5. One-on-One Support

When possible, utilize one-on-one support from certified specialists to provide in-depth support and assistance for ELL students.

These educators are often called paraeducators, para, instructional assistants, educational assistant, teacher's aide or classroom assistant.

These specialists are fully educated and trained to provide resources for ELL students in the classroom. These instructors can provide small group or individual instruction to make sure the student(s) are comprehending the material like native English-speaking students.

These instructors are often bilingual in many languages and provide immense support for general education teachers.

While every class may not receive this type of support, it is typical for there to be at least one paraprofessional at elementary and secondary public schools around the country.

Every school and district is different so it is important to understand that staffing is not the same situation at every school.

When one-on-one support is available, it is so helpful for general classroom teachers to collaborate and work together to provide the best experience possible for ELL students.

Strategies for english language learners

The integration of these five essential ELL resources and strategies into the classroom setting equips teachers with powerful tools to enhance English language learning.

Bilingual dictionaries, language collaboration, and one-on-one support offer structured content and individualized practice, while visual aids and online resources cater to diverse learning styles.

These resources help educators scaffold instruction effectively, create engaging lessons, and meet the unique needs of English Language Learners.

By leveraging these valuable assets, teachers can inspire language acquisition, foster cross-cultural understanding, and empower their ELL students on their path to linguistic proficiency and academic success.

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Explore 5 valuable resources for teaching English Language Learners (ELL) in the classroom. These resources can support ELL students in STEM education.

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This website provides strategies for success when it comes to teaching ELL's. You can connect with your ELL families by asking such questions like: "What country did you come from?" "What languages do you speak?" "What was the school system like in your home country?" The inclusion of the cultural traditions of your ELL students in the larger school community will not only enhance your ability to create a welcoming and respectful school environment, but it will also be practical. For instance, scheduling around important cultural or religious holidays will prevent many students from missing important instruction time. You might be able to avoid cultural blunders and miscommunications by learning about your ELL families' traditions.

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The following strategies offer tips for building relationships with the families of English language learners (ELLs), getting to know their strengths and stories, and creating a welcoming environment.

Supporting immigrant families

For related ideas, see the following:

1. Learn about your ELL population

A. What you need to know

Learning about your ELL families provides an important foundation for everything else you do at the school. Even basic information about students' ethnic and linguistic backgrounds, or the situations from which they have come, can help you match students with the appropriate services and programs.

B. Reflection

Answer the following questions about your ELL families using a KWL chart:

What do you know about your ELL students and families?

What do you want to learn?

Who on the staff works most closely with your ELL families?

What would be valuable for your school-wide staff to know?

C. Strategies

If you do not yet know this information about your ELLs, find out:

What countries your families come from

How many of your ELLs were born in the U.S.

What languages they speak (which may be at least two or three!)

If families who speak the same language, such as Spanish, come from different countries or different regions within the same country

The educational background of families and the school system of their countries

If any of your ELLs are refugees or students with interrupted formal education

If your families have experienced war or another traumatic event such as a natural disaster.

In order to learn more about your ELL families:

Start with your ELL/bilingual educators. These individuals are an important resource whose experience working with ELL students and families can benefit the entire school community - and they will appreciate the opportunity to share their expertise!

Find out what resources are available from the district and community. This may include helpful background information as well as a network of interpreters.

Enlist a knowledgeable staff member, community member, or parent. If you find such a person, examine his/her background as it relates to what you need. For example, you may know a Somali young adult who is bilingual but doesn't remember Somalia. He may be more helpful as an interpreter than as a liaison for Somali families who have just arrived in the U.S.

Ask the families. You may want to include some questions in your home language survey or a very basic questionnaire that ELL parents fill out with an interpreter during student enrollment.

Note: Remember that your ELL population is not homogeneous. The child of a migrant worker from Mexico and the child of a teacher from Mexico probably won't have the same educational and economic needs. Learn what you can about each child's unique circumstances to the extent possible.

D. Example

An administrator from Minnesota wanted to better understand the needs of the children who were arriving at her school directly from Kenyan refugee camps. She wrote a grant that enabled her to travel to Kenya and visit the camps from which they were coming. What she learned at the camps was not only helpful for her; it was helpful for the entire staff. Based on her experience, she was also able to prevent some major misunderstandings around discipline issues. (Related video: Understanding Student Background, Dr. Cynthia Lundgren)

Resources

2. Integrate cultural traditions of your ELL families throughout the school

A. What you need to know

Becoming familiar with and including the cultural traditions of your ELL families within the larger school community not only enhances your ability to create a welcoming and respectful school environment - it has practical considerations as well. These include:

Scheduling: Scheduling around important cultural or religious holidays will help prevent large numbers of students from missing important instruction time, exams, and school events.

Classroom opportunities: Familiarity with ELL families' cultural traditions will provide teachers a base from which to build upon ELLs' background knowledge, create educational opportunities for other students, and foster a sense of respect among students for their peers.

Improved communication: Learning about your ELL families' traditions may help avoid miscommunication or cultural blunders that can damage a budding relationship.

B. Reflection

What are your ELLs' cultural behaviors and values? Which celebrations and holidays do they observe? How does your staff feel about the changes in your school population? How do they feel about working with ELLs?

C. Strategies

Avoid scheduling important events such as conferences or tests on major holidays and celebrations that large numbers of students are likely to miss.

Share these dates with the entire staff.

Share information about cultural celebrations with teachers so that they are able to positively support them and incorporate them into lessons. Even a simple memo that explains why students will be out and offers some ideas for follow-up activities will be helpful. (Encourage teachers to start with children's books, which often have background information and activities, such as these titles about Ramadan, Chinese New Year, and Día de los muertos.)

Learn about, recognize, and celebrate special events or holidays throughout the school.

Invite parents to share food, activities, and music at school events and in the classroom.

Encourage students to share traditions in school assemblies, talent shows, potlucks, and fairs.

Offer food that reflects the cultural influences of your families on the cafeteria menu.

Be mindful that students who are fasting may be less energetic in the afternoon. If possible, avoid school-wide parties or food-centered activities during these times.

Notes: Staff may resist the changes happening around them, and they may be uncomfortable discussing those changes. Such was the case of a school custodian in Minnesota who asked a receptionist "why they (the Muslim students) get special days off and we can't even celebrate Christmas." Dr. Lundgren explains the importance of having an open, non-threatening conversation with the entire staff that acknowledges the challenges of serving a new ELL population and explores steps the school can take to address those challenges. (Related video: Cultural shifts, Dr. Lundgren)

You may find it helpful to bring in a neutral, outside party who specializes in cross-cultural education and communication in order to help moderate these conversations if they seem particularly fraught with tension. An open dialogue with a professional will give your staff the tools they need to adjust to the new reality and create a more positive, welcoming environment for everyone in the school.

D. Examples

Storyteller Lucía González remembers a storyteller-in-residence program she led at a Colorado elementary school. The program was going to culminate with a Spanish-language story hour for the Latino families at the school. On the night of the event, the weather was bad, and few people had arrived as she was getting ready to start. Seeing the small crowd, the principal turned to her and said, "Don't worry if they don't come, because usually they don't come." At 7:00 p.m., however, the parents began to arrive, led by the excited children who had heard her stories. (Related video: A dream come true - The Storyteller's Candle, Lucía González)

A group of Muslim students at Forest Heights Collegiate Institute in Ontario approached principal Jim Woolley about finding a place to pray within the school. After working with an immigration settlement worker and local imam, the school reserved a classroom in which students pray on Friday afternoon after the school is closed. They use the classroom and then lock the door when they finish. According to Mr. Woolley, it doesn't cost the school anything and it doesn't require supervision. "We trust them," he said (D'Amato, 2011).

3. Create a welcoming environment for families

A. What you need to know

A welcoming environment can make a tremendous difference for all families, including ELL families. Entering a friendly, vibrant atmosphere lets families know that the school is "an integral part of the community" (Houk, 63) and that they are valued members of that community. This is especially important for immigrant families who may be intimidated by the formal school environment and the English language needed to participate.

Another way to think of this is to keep your ELLs visible. ELLs are often treated as an invisible minority, but ELLs and their families should "see themselves" throughout the school:

On the walls, through student work and photos

In the classroom, with books and lessons that incorporate their experiences and traditions

In school-wide cultural activities

In the faces of staff and volunteers who come from similar backgrounds.

B. Reflection

Imagine that you have arrived in a new country where you don't speak the language and where you will be enrolling your child in a local school. Think about arriving at the school for the first time, only to discover that no one at the school speaks English. Imagine the feeling of leaving your child in the hands of people with whom you can't communicate. Now envision, instead, that someone who speaks English greets you at the door, and you see a picture of an American flag in the front hallway. What might you be able to accomplish as a parent in the second situation that you wouldn't in the first?

C. Strategies

Make sure parents know how to get into the building, especially if doors are usually locked during the school day.

Post signs in multiple languages.

Display student work on the walls.

Display student and family photos on the walls.

Display the maps and flags of your students' native countries.

Display a large map in the front lobby where parents can mark their native countries with a pin.

Enlist a bilingual morning greeter to welcome students and families.

Ensure that your bilingual staff and volunteers are visible throughout the building.

Create a parent room (such as a lounge or classroom) with bilingual information and magazine subscriptions, a bulletin board, a lending library, and a computer (Houk, 58, 63).

Include bilingual books in the school library and classrooms.

Consider playing music in the front entryway or lobby.

Encourage teachers to create a welcoming environment within the classroom.

D. Example

At Lincoln Options School, in Olympia, Washington, there are photos of the entire school community - students, staff, and families - to greet guests in the front lobby. Each year, the school hires a photographer to attend its annual back-to-school barbeque and take informal photos (Houk, 9). In addition, student work is posted throughout the building (16).

Resources

4. Make a personal connection with families

A. What you need to know

Getting to know ELL families helps build an important relationship based on trust, which in turn can pave the way to student success. This approach is most effective when the communication is personal and face-to-face (Hori, 40; Alford 85). While it will require additional time and effort, building a more personal relationship with ELL families early in the year will yield big dividends throughout the rest of the year (Hori, 40). It will also provide opportunities for the staff to see just how deeply ELL parents care about their children's education.

Indeed, as Dr. Lundgren notes, many ELL families have come to this country with the hopes of offering their children a better future, and they are eager to talk with their children's teachers about what they can do to help their child be successful. (Related video: A better life, Dr. Lundgren)

B. Reflection

What are the challenges in meeting your ELL families personally? What are some ways to facilitate more personal interaction?

C. Strategies

Hold a special back-to-school event or picnic for ELL families in which they have time to meet you, other school leaders, their children's teachers, and school staff.

Create a welcome DVD in multiple languages. This may even be a great student project!

Provide staff the opportunity to learn some common phrases in your families' languages, as well as cultural gestures.

Visit local neighborhoods to meet families.

Connect new families with a contact person who speaks their language as soon as they enroll in the school for guidance and information (Houk, 66).

Create an "ambassador" program in which students and parents are trained to give tours.

D. Examples

Educator Maricela Rincon in Las Cruces, NM calls a different parent every day to share something positive about his/her child. According to Rincon, some parents say, "This is the first time I've had a positive phone call about my child." While Rincon is enthusiastic about the calls, they weren't her idea - they were required by the school principal (Flannery, NEA.org). (Related video: Parent outreach in high school, Bobbi Ciriza Houtchens)

A group of school educators asked experts from a local university to help them learn more about their ELL community. After the initial conversation, it was clear that the school leaders assumed that the parents' lack of input, communication, and attendance reflected a lack of interest in their child's education. After getting some parent input, however, the educators discovered that the parents weren't enthusiastic about the school letters inviting them to events. They didn't feel that the events were planned with them in mind, and the letters seemed very impersonal. The parents didn't see the letters as the invitations they were intended to be. They expressed preference for more personal contact and invitations from the school, at least in the beginning of the year, in order to establish a strong relationship (Alford and Niño, 81-82).

This is an excerpt from a parent letter to the principal about her first visit to her child's school:
I was very surprised when we were not able to speak to Lupe's teacher, Mrs. Gibbons, individually. In Guatemala we all knew the teachers and the teachers knew the parents...We do not know anyone here nor does anyone know us...we would have liked to tell Mrs. Gibbons how much we value education (Amaya, 53).

5. Show that you value families' native languages

A. What you need to know

As the school leader, one of your most important roles is defining the terms of engagement when it comes to ELLs' native languages. Do you see those languages as a barrier or an asset? Do you see native language literacy and instruction as a crutch or a tool?

Unfortunately, the political climate often dictates district or state policy regarding native language support (Wright, 51), and important information regarding the value of native language literacy is often left out of the debate. Frequently, ELL parents themselves are the party most resistant to promoting their native language at home or in school because they believe it will hinder their child's ability to learn English. While this belief is entirely understandable, the research is clear that strong native language skills contribute to ELLs' academic success throughout their education - in their native language and in English.

What can you do to navigate this tricky terrain and encourage the continued development of students' native language skills, as well as biliteracy and bilingualism for all students?

Respect parents' intentions: It is critical to assure parents that you respect their wishes and goals for their children; you can do so by explaining that strong native language skills will help their children learn English. This reassures parents that you have their children's best interests at heart and that you view their native language as an asset, not an obstacle.

Encourage native language use at home: Don't miss any opportunity to encourage parents to use their native language, whether it's through reading (which will help their children's reading skills in English) or taking the time to talk to each other at home. Look for ways that the school can support this interaction by offering bilingual books, educational materials, and activities.

Professional development: Provide training to all staff on the importance of maintaining students' native language and ways in which they can support students' bilingual development. Understandably, many teachers still feel that the best way to help ELLs is to forbid native language use in the classroom. Often, in this case, the teachers have good intentions - they just need more information. There may also be some anxiety about not being able to understand what students are saying. The best way to address this issue is through good professional development with an expert in second language or dual-language acquisition. Not only will the staff learn strategies that will help them and their students, they will learn how to answer parent questions about this topic with confidence as well!

B. Reflection

What is the current attitude towards ELLs' native languages in your school? Is a student's use of his/her native language encouraged or discouraged in the classroom? Do parents know where to get information in their language? How do teachers approach this issue?

C. Strategies

Post information in multiple languages.

Discuss with parents the value of strong native language skills and being bilingual.

Encourage parents to read or tell stories to their children in their native language.

Offer parent sessions, workshops, and classes in parents' native languages (Meyers, 44).

Include books in students' native languages in the school and classroom libraries (Freeman, 42).

Make resources available to students in their native languages to support content learning.

Consider the possibility of adding academic coursework (such as Spanish Literature for Spanish speakers) or AP courses in students' native languages.

Hire bilingual staff and recruit bilingual volunteers to the extent possible.

Inform parents that they are welcome to bring their own interpreter to a school meeting.

Provide training to all staff on why maintaining students' native language is important and how to support students' bilingual development.

Offer staff guidance on how to respond to parents' questions and comments.

D. Examples

In Illinois' Evanston/Skokie School District 65, parents are continually encouraged to use their native language at home and read to their children in their native languages daily. Washington School, a two-way immersion school, offers a family literacy program funded with a state grant in which parents participate in afternoon and evening literacy activities at the school and public libraries. Parents also learn how to help their children with homework - all in their native language (Yturriago, 51-52).

At Webster Elementary School in Long Beach, California, the school library has a large collection of books in Spanish and Samoan, the two dominant languages of the school's ELLs. Parents are encouraged to borrow books and bring younger siblings to the library (Houk, 45-56).

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Connecting with ELL Families: Strategies for Success

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The following strategies offer tips for building relationships with the families of English language learners (ELLs), getting to know their strengths and stories, and creating a welcoming environment. Supporting immigrant families For related ideas, see the following: A. What you need to know Learning about your ELL families provides an important foundation for everything else you do at the school.

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A second language is a language used in addition to one's native language or first language. L1 stands for a first or native language, and L2 stands for a second or foreign language that's being studied by linguists and educators today.