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Megan and Carrie talk with JPB Gerald, host of Unstandardized English, a podcast about language teaching, race, and whiteness, EdD student and adult educator about whiteness in language education.

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Sounds About White The Vocal Fries podcast

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Listen to Sounds About White and eighty-two more episodes by The Vocal Fries, free! No signup or install needed. Use People's Pronouns. The Moist Towelette of Podcasts.

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Becker, P. (2015). My Language, Your Language. Lerner Publishing Group.

My Language, Your Language

Interest Level: K-Grade 2

Classmates, Camila and Romeli, introduce readers to multiple languages in a book about diversity and friendship. Though both children speak English in the classroom, Camila speaks Spanish at home and Romelie’s family uses American Sign Language to communicate with her brother who is deaf. The girls discover other languages in their city including Hmong, French, Somali, Arabic and Norwegian, and make comparisons to their own languages.

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Becker, P. (2015). My Language, Your Language. Lerner Publishing Group. 

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Becker, P. (2015). My Language, Your Language. Lerner Publishing Group. 

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My Language, Your Language
Classmates, Camila and Romeli, introduce readers to multiple languages in a book about friendship. Though both children speak English in the classroom, Camila speaks Spanish at home and Romelie’s family uses American Sign Language to communicate with her brother who is deaf. The girls discover other languages in their city including Hmong, French, Somali, Arabic and Norwegian, and make comparisons to their own languages.

This is a great resource for teachers to read with students. The premise introduces language diversity and encourages recognition and comparison. The language search game played by the characters in the story may motivate students to start their own language search. The book may inspire teachers to begin a class project or engage in class discussions regarding language diversity. The index includes a glossary of words used in the story, the American Sign Language alphabet, as well as other resources for teachers and students to explore language diversity.

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Cambridge English. (n.d.). Retrieved April 01, 2021, from

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Cambridge English. (n.d.). Retrieved April 01, 2021, from

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https://www.cambridgeenglish.org/learning-english/parents-and-children/information-for-parents/tips-and-advice/008-learning-english-through-stories/
Some teacher may struggle with how to help ELLs to improve their English, this website offers a good idea: learning English through stories. The author share her own experience on reading books. Besides, she gives some useful tips for teachers and parents about how to choose books and how to use book to improve English.
This website can be useful for teachers, parents, even students. We as teachers can encourage students to read some stories for learning English. In the classroom, teachers can also read stories for them and make some interaction with them. This can be a good way to help students eliminate language barrier in our classroom, because they can relate to the reading and language learning process more confidently and positively.

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Choi, Y. (2003). The name jar. Dragonfly Books.

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Choi, Y. (2003). The name jar. Dragonfly Books.

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The Name Jar
Unhei has just moved from Korea and is nervous to make friends with her American classmates. She wonders if they will like her and if anyone will be able to pronounce her name. She decides to choose a new name. She asks her peers to help her by filling a jar with names she can choose from. By the end of the story her class has learned her real name and it’s meaning. They encourage Unhei to keep her name and they all learn to pronounce it, Yoon-Hey.

This book is a great resource for educators to teach the value in learning someone’s name even if it is in a different language and difficult to pronounce. Students will learn that they can embrace unfamiliar cultures and celebrate the unique characteristics of each person, including their name.

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Davis, M. (2016, September 08). Preparing for cultural diversity: Resources for teachers.

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Davis, M. (2016, September 08). Preparing for cultural diversity: Resources for teachers.

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https://www.edutopia.org/blog/preparing-cultural-diversity-resources-teachers

This website is the collection for teachers. It prepares a lot of useful resource for teachers. For example, there are Lesson Plans for teaching ESL students, awareness activites. etc. When teachers do not have some ideas for their class, this website can be a great choice for them to design their lesson.

This is a great resource for pre-service teacher and in service teacher. From this website, they can prepare well for their ELL students. There are a lot of links in this website,  teachers can explore more about the subject through this website.

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Dismondy, M. (2015). Chocolate Milk, Por Favor!. Cardinal Rule Press. 

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Dismondy, M. (2015). Chocolate Milk, Por Favor!. Cardinal Rule Press. 

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Chocolate Milk, Por Favor!

Gabe has immigrated to America and joins his new classmates at school. One classmate, Johnny, is afraid of the differences he notices and responds unkindly to Gabe. When the teacher encourages all the students to help their new classmate fit in, Johnny and Gabe find that they both love soccer. Even though they speak different languages, their love of a common sport helps to foster a new friendship and breaks down the fears and barriers of differences.

This is a great book for teachers to use as a conversation starter about immigration and differences for students. It addresses the biased and often hostile misunderstandings concerning immigration. Throughout the story, students are able to see multiple perspectives. The book comes with discussion questions for teachers to present to students before and after reading. As students consider the reactions and feelings of characters in the story, they learn that you don’t have to speak the same language to communicate with kindness and empathy.

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Emilia Alexe, E. A. (2013). I am your guide · Learning Designer. Embracing Language Diversity. 

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Emilia Alexe, E. A. (2013). I am your guide · Learning Designer. Embracing Language Diversity. 

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I am your guide. Learning Designer
This lesson is designed for students to explore different places around the world. Students will be asked to present their findings in English, however it is encouraged for each group to find words in another language to describe their findings. The students will talk about the word, and then tell what it means.

I think the activities in this lesson plan could be used in any type of lesson. Asking students to research something and then find five words in another language to explain their presentation, is a great tool, and is fun for students and teachers. This opens the door for students to understand that new languages can be exciting and fun. This can also help students who are bilingual to feel more included and safe.

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English story for KIDS: SHORT moral stories in English for kids. (2021, January 28). Retrieved April 01, 2021, from 

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English story for KIDS: SHORT moral stories in English for kids. (2021, January 28). Retrieved April 01, 2021, from 

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https://storiestogrowby.org/short-english-stories-kids-free/

It is true that teachers can use story to help students in English. This website is about short stories for students. Each story in this website is about 5 minutes long, it is good for students to understand. Besides, there are two version (visual and text) so that teachers can choose either one of them.

Teachers may already know they can use stories to guide students learning. However, they may struggle with finding stories. This website offers a lot of stories, each stories in this website has visual version and text version. Moreover,  stories are not long, they are about 5 minutes long. Teachers can use this website to read stories for students to help improve their English.

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Faruqi, S. (2018). Meet Yasmin. Picture Window Books.

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Faruqi, S. (2018). Meet Yasmin. Picture Window Books.

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Meet Yasmin
In this story you will meet an energetic 2nd grader named Yasmin. Yasmin and her multi-generational Pakistani American family speak Urdu. Pakistani culture and Urdu are intertwined within the relatable childhood episodes of Yasmin. In this story, her creative imagination takes her on adventures as an explorer, a painter, a builder, and a fashionista.

Teachers and students will love following Yasmin through this book as she solves problems that all children face. Students are introduced to language diversity as simple words in Urdu are taught throughout the text. The book is a great resource for culture and language diversity as it includes a glossary with Urdu vocabulary and fact sheet about Pakistani culture.

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Ferlazzo, L., & Hull-Sypnieski, K. (2018). The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students. San Francisco: Jossey-Bass.

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Ferlazzo, L., & Hull-Sypnieski, K. (2018). The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students. San Francisco: Jossey-Bass.

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The ELL Teacher's Toolbox

This book is not just for English Language Learner (ELL) specialists, it is for any teacher who teaches an ELL student. Its practical ideas for supporting students are divided into two sections, Reading/Writing, and Speaking/Listening. These categories all have ideas and strategies to best support ELLs and help them succeed in obtaining English Proficiency.

This book would be helpful for secondary teachers looking for ways to incorporate strategies for ELL students in the regular classroom. Teachers can learn to promote English learning, even if they are not ELL specialists.

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FM, P. (2020, September 28). Sounds about white. 

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FM, P. (2020, September 28). Sounds about white. 

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Sounds About White
Megan and Carrie talk with JPB Gerald, host of Unstandardized English, a podcast about language teaching, race, and whiteness, EdD student and adult educator about whiteness in language education.

This is an awesome podcast that touches on so many pieces of language diversity. It is a must listen for teachers and students alike.

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Forzani, A. V., Leaman, H., Gubbins, E., & O'Regan, E. (2019). Building Bridges with Bilingual Books and Multicultural Resources. Basking Ridge, NJ: Language Lizard.

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Forzani, A. V., Leaman, H., Gubbins, E., & O'Regan, E. (2019). Building Bridges with Bilingual Books and Multicultural Resources. Basking Ridge, NJ: Language Lizard.

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Building Bridges with Bilingual Books and Multicultural Resources

This book, written by a team of educational diversity professionals, is a K-5 manual complete with lesson plans, literacy games and activities from around the world to celebrate diversity in the classroom. This book contains many ideas to help teachers create safe and inclusive classroom by promoting culturally responsive activities and lessons.

This book would be helpful for Elementary teachers looking to make plans to create a culturally responsive classroom. Doing these activities as a class can help all students appreciate language and diversity.

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Gonzalez, J. (2018, September 21). 12 ways to support English learners in the Mainstream Classroom. Retrieved March 13, 2021, from 

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Gonzalez, J. (2018, September 21). 12 ways to support English learners in the Mainstream Classroom. Retrieved March 13, 2021, from 

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12 ways to support English learners in the Mainstream Classroom

Because 9% or more of students are English Language Learners (ELLs), and regular classroom teachers often receive little to no training on effective methods for working with ELLs, Jennifer Gonzalez walks the reader through twelve tips for teachers of ELLs. Her suggestions include basic ideas like using group work, giving assignments ahead of time, and using visual aids. She also writes about less obvious teaching and support methods such as respecting the "silence period" and using sentence framing as a class.

This article will be helpful for elementary teachers looking to support their ELL students. Being able to help them understand is important, but this article dives deeper into helping them feel comfortable with the classroom.

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Gonzalez, V. (2021, March 03). An asset-based approach to supporting english learners' reading skills. Retrieved March 26, 2021, from 

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Gonzalez, V. (2021, March 03). An asset-based approach to supporting english learners' reading skills. Retrieved March 26, 2021, from 

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An Asset-Based Approach to Supporting English Learner's Reading Skills

This article looks at several strategies elementary school teachers can use in order to best help their English Language Learners (ELLs) to read in English successfully. The strategies mentioned include phonemic awareness, using visuals to learn words, opportunities to listen and read with peers, and faculty collaboration between ELL specialists, reading specialists and classroom teachers.

This is helpful resource for elementary teachers who are unfamiliar with teaching reading skills to ELLs. It is a practical guide to get them started off on the right track.

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Gonzalez, V. (2021, March 03). An asset-based approach to supporting english learners' reading skills.

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Gonzalez, V. (2021, March 03). An asset-based approach to supporting english learners' reading skills.

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https://www.edutopia.org/article/asset-based-approach-supporting-english-learners-reading-skills

Reading skill is very important for English Language Learners(ELLs). This website tells teachers how to support English Learners' reading skills through their first language. Since ELLs have the experience with other langauges, some of them already know the connection between sounds and symbols so that they can use their past knowledge to learn English.
Even though teachers cannot understand students' first language, they can also capture how they inteact with text and make some instructional decisions.

From this website, teachers can know that they can use student's first language to support their reading skills. Students have the past experience to interact with text, then teachers can observe this ability to make some instructional decisions and support their second language /English reading skills.
On this website, teachers can also know ELLs' needs and ways can help motivate ELLs as readers.

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Gorski, P. C. G. (2020a). Understanding “Multicultural.” Critical Multicultural Pavilion. 

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Gorski, P. C. G. (2020a). Understanding “Multicultural.” Critical Multicultural Pavilion. 

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Understanding "Multicultural."
Usually speaking a different language means having different cultural backgrounds. This lesson is a discussion that opens up opportunities for students to explore multiple cultures and discuss them in a positive way. This provides students with the opportunity to see that differences can be exciting.

Sometimes issues with language diversity comes because children are uncertain of new and different things. I think this lesson is so important because it opens up a safe place for students to have a healthy discussion about differences, their own, and others. The teacher is given an opportunity to guide the discussion in a positive direction to help break the barrier of the unknown.

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Gorski, P. C. G. (2020). Who I Am. Ed Change. 

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Gorski, P. C. G. (2020). Who I Am. Ed Change. 

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Who I am Lesson Plan. Ed Change.
This lesson plan focusses on bringing students together by first giving them an opportunity to tell their story of who they are by writing a poem. They are then provided on opportunity to share their poem so they can get to know one another and celebrate their similarities and differences.

I have personally seen this lesson plan implemented in the classroom, and it was so exciting. This is a great resource to use because it gives students a chance to talk about their background and stories in a positive, safe, environment. Not only do students get to learn about their peers, but it also gives children the chance to explore themselves and dig deep into who they are and why their culture, language, and background is apart of them.

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Hall, N. (2016, May 12). Life After High School: Preparing ELLs for Graduation. Retrieved March 26, 2021, from

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Hall, N. (2016, May 12). Life After High School: Preparing ELLs for Graduation. Retrieved March 26, 2021, from

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Preparing ELLs for Graduation

Graduating High School is a stressful time for many English Language Learners (ELLs). Author Nathan Hall discusses some potential road blocks and pathways for ELL students coming to the end of their K-12 education. He discusses the importance of focusing final lessons on life after graduation. Some support strategies include, assistance with English for college and job applications, exploring resources available for college, job shadowing, and adapting final testing and/or graduation requirements as necessary.

This article is helpful for secondary teachers who are in a position to help ELL students transition to life after high school. It can help educate teachers on resources available and strategies to set ELL students up for success.

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Higashida, N. (2007). The Reason I Jump. Random House.

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Higashida, N. (2007). The Reason I Jump. Random House.

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The Reason I Jump
At age five, Naoki was diagnosed with severe autism. In this autobiography you discover how he learned to  communicate using a handmade alphabet grid which allowed him to painstakingly form words and sentences. He describes what it’s like to live with autism and not be able to speak. Simple body language like waving goodbye was discovered when he saw himself waving in a mirror; He had been mimicking what he saw and was waving goodbye with his palm towards his face. Throughout the book, readers are given a unique glimpse inside the mind of someone who desperately wants to communicate what he thinks and feels.

This is a fantastic chapter book for secondary students and their teachers to explore as they strive to understand and communicate with friends who have autism. Naoki teaches readers that even though he does not communicate in typical ways, he has thoughts, feelings, and explanations for his behavior he wants you to know about. The book will foster powerful discussions about autism and the possibilities of communication and understanding.

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Kaplan, E. (2019, April 12). 6 essential strategies for teaching English language learners. 

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Kaplan, E. (2019, April 12). 6 essential strategies for teaching English language learners. 

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Retrieved April 01, 2021, from https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners

This website mentioned 6 essential strategies for teaching Englisn language leaners. To help teacher know more about teaching English Language Learners, Kaplan not only interview some professionals such as  Larry Ferlazzo, an educator and author of The ESL/ELL Teacher’s Survival Guide;  Emily Francis and Tan Huynh who teach English as a Second Language for a long time. But work with the journalist who observe ELLs teachers for many years.
The six strategies are:
1. CULTIVATE RELATIONSHIPS AND BE CULTURALLY RESPONSIVE
2. TEACH LANGUAGE SKILLS ACROSS THE CURRICULUM             3. EMPHASIZE PRODUCTIVE LANGUAGE
4. SPEAK SLOWLY—AND INCREASE YOUR WAIT TIME
5. DIFFERENTIATE—AND USE MULTIPLE MODALITIES
6. INCORPORATE STUDENTS’ NATIVE LANGUAGES—AND DON’T BE AFRAID OF TECHNOLOGY
This is a grreat website for teachers , for every strategy, Kaplan explain the reason and benefits for students. I believe that teachers can be inspired a lot by this website.

This website is helpful for teachers who have ELLs in their classrooms. These six strategies can inspire teachers a lot and understand how to teach ELLs. The interviews with professionals makes this website more credibility and relieable.

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Kordestani, N. (2011, April 15). Janette Klingner: Realizing the potential OF RTI: Cultural and linguistic diversity in English language learners.

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Kordestani, N. (2011, April 15). Janette Klingner: Realizing the potential OF RTI: Cultural and linguistic diversity in English language learners.

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Realizing the Potential of RTI Cultural and Linguistic Diversity in English Language Learners

Janette Klingner, Ph.D., Professor in the School of Education, University of Colorado at Boulder, explores differences between sequential and simultaneous bilinguals that merit consideration when implementing Response to Intervention with English Language Learners.

This is good for teachers. It can give them some insight into ideas about ELL's acquisition of language. This should almost be required to watch for new teachers.

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Lahiri, J. (2019). The namesake. Boston: Mariner Books, Houghton Mifflin Harcourt.

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Lahiri, J. (2019). The namesake. Boston: Mariner Books, Houghton Mifflin Harcourt.

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The story of children of a Bengali couple who immigrate to America—conveys in rich detail the experience of many immigrant families: The parents strive to be American even as they miss their home and mainly socialize with other Bengalis, and the American-born children chafe at the imposition of Bengali traditions that are foreign to them.

This is a great book to show the diversity in language and culture for a family who immigrates to America.

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Students, professors, and administrators at NC State University share their perspectives about language diversity on campus. Thanks to the NCLLP, this short clip is now shown to every incoming student and professor at NCSU.

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Language Diversity at NC State [Video file]. (2014, February 5). 

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Language Diversity at NC State [Video file]. (2014, February 5). 

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Language Diversity at NC State

Students, professors, and administrators at NC State University share their perspectives about language diversity on campus. Thanks to the NCLLP, this short clip is now shown to every incoming student and professor at NCSU.

Great watch for both students and teachers! Just a quick video discussing language diversity in college. I found it very entertaining and informative.

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Embracing Language Diversity in Your Classroom - Teacher Academy Online Course

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Embracing Language Diversity in Your Classroom - Teacher Academy Online Course

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Free movement within Europe and migration into the continent have made its language situation increasingly diverse. Integrating students who don’t speak the main classroom language isn’t self-evident. And while teachers often already are language-aware, linguistic diversity isn’t always recognized as a valuable pedagogical resource.

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Embracing Language Diversity in Your Classroom - Teacher Academy Online Course

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Leung, K. (2018, July 25). Embracing Multilingualism and Eradicating Linguistic Bias.

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Leung, K. (2018, July 25). Embracing Multilingualism and Eradicating Linguistic Bias.

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Embracing Multilingualism and Eradicating Linguistic Bias

Karen Leung is currently in her second year in Woodring’s Early Childhood Education at Western Washington University. Through her involvement in this program, she has found that her passion lies in social justice and linguistics, and the overlap that exists between these two in bilingual education. Being in Woodring allows her to apply her passions to her teaching career, and gives her the opportunity to break down language barriers in education. Growing up as a native Cantonese speaker, Karen took ESL classes in school, all the while interpreting for her parents during teacher conferences at just seven years old. Through this experience, she realized that there is a need of increased awareness of the linguistic biases in our society and the need for more resources for immigrant families who are working in tandem with schools to provide the best possible education for their children. Karen also sees the potential of linguistic diversity in education, and believes that it is crucial for multicultural education.

Both students and teachers should give this one a watch. It is so informative and can help to raise questions and notice more that is happening. Honestly, this resource is perfect for everyone.

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Meyer and Brunk, H. M. L. B. (2019). Linguistic Diversity Lesson Plan. Haverford Word Press, 1–19. 

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Meyer and Brunk, H. M. L. B. (2019). Linguistic Diversity Lesson Plan. Haverford Word Press, 1–19. 

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Linguistic Diversity Lesson Plan
This lesson is pretty in depth, but it could be adapted for about a third grade level on up. Students are asked to work in groups to think of as many languages as they can. They are given note cards and asked to write about three sentences of why language is important to them. They then get to research some different languages and learn words from that language.

Asking students about why language is important, can create a healthy discussion and conversation. It also gets students thinking and expanding their viewpoints beyond what they know. I think this lesson would be beneficial  in any classroom.

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Millman, I. (2012). Moses goes to a concert. Square Fish. 

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Millman, I. (2012). Moses goes to a concert. Square Fish. 

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Moses Goes to a Concert
Moses and his classmates are deaf. They communicate using visual signs and facial expressions in American Sign Language. In this story they are attending a concert. They use their senses to enjoy the music by holding balloons on their laps to feel the vibrations. A percussionist from the orchestra is also deaf and meets with the students following the concert.

This an important book for teachers to implement as part of an inclusive curriculum. It raises awareness that deaf children are really no different than other children.  Students learn from characters in the story that those who are deaf enjoy the same things as other students and can even play and appreciate music. Sign language is taught throughout the story to engage students. The book  includes the alphabet and 2 full conversations in ASL.

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Ryan, P. M. (2007). Esperanza rising. New York: Scholastic. 

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Ryan, P. M. (2007). Esperanza rising. New York: Scholastic. 

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Esperanza Rising

In this book by Pam Munoz Ryan, Esperanza and her family were living a comfortable and happy life in Mexico, but one day all of that changed. Esperanza and her mother were forced to flee their home, servants and belongings and go to the United States to work on a farm. In this new place, Esperanza's mother faces poor working conditions, illness and financial trouble. Though she feels alone, Esperanza must learn to work hard and help her family while she tries to assimilate into a new culture and lifestyle. Through it all, Esperanza learns to hold on to her dream of learning English, supporting her family, and buying a tiny house.

This book would be great for secondary students, not only because story interesting, but also because it addresses themes of family dysfunction, poverty, language barriers, illness and cultural differences in a way that harbors understanding and empathy. This book can help open a student's eyes to other cultures, and could help an ELL student feel heard and represented.

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Janette Klingner: Realizing the Potential of RTI: Cultural and Linguistic Diversity in English Language Learners

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Janette Klingner: Realizing the Potential of RTI: Cultural and Linguistic Diversity in English Language Learners

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Janette Klingner, Ph.D., Professor in the School of Education, University of Colorado at Boulder, explores differences between sequential and simultaneous bilinguals that merit consideration when implementing Response to Intervention with English Language Learners.

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Janette Klingner: Realizing the Potential of RTI: Cultural and Linguistic Diversity in English Language Learners

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RTINetwork.org guides educators and families in the effective implementation of Response to Intervention (RTI) as a means to improve educational outcomes for all students.

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School, G. E. (2020, January 13). Embracing Language Diversity in Your Classroom - Teacher Academy Online Course.

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School, G. E. (2020, January 13). Embracing Language Diversity in Your Classroom - Teacher Academy Online Course.

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Embracing Language Diversity in Your Classroom - Teacher Academy Online Course

Free movement within Europe and migration into the continent have made its language situation increasingly diverse. Integrating students who don’t speak the main classroom language isn’t self-evident. And while teachers often already are language-aware, linguistic diversity isn’t always recognized as a valuable pedagogical resource

Fabulous resource for teachers! This course embraces diversity and shows all teachers some ways to help in the classroom with your language diverse students.

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Embracing Multilingualism and Eradicating Linguistic Bias

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Embracing Multilingualism and Eradicating Linguistic Bias

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Karen Leung is currently in her second year in Woodring’s Early Childhood Education at Western Washington University. Through her involvement in this program, she has found that her passion lies in social justice and linguistics, and the overlap that exists between these two in bilingual education. Being in Woodring allows her to apply her passions to her teaching career, and gives her the opportunity to break down language barriers in education. Growing up as a native Cantonese speaker, Karen took ESL classes in school, all the while interpreting for her parents during teacher conferences at just seven years old. Through this experience, she realized that there is a need of increased awareness of the linguistic biases in our society and the need for more resources for immigrant families who are working in tandem with schools to provide the best possible education for their children. Karen also sees the potential of linguistic diversity in education, and believes that it is crucial for multicultural education.

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Embracing Multilingualism and Eradicating Linguistic Bias | Karen Leung | TEDxWWU

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An Asset-Based Approach to Supporting English Learners’ Reading Skills

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An Asset-Based Approach to Supporting English Learners’ Reading Skills

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Elementary Teacher Article

Gonzalez, V. (2021, March 03). An asset-based approach to supporting english learners' reading skills. Retrieved March 23, 2021, from https://www.edutopia.org/article/asset-based-approach-supporting-english-learners-reading-skills

This article looks at several strategies elementary school teachers can use in order to best help their English Language Learners (ELLs) to read in English successfully. The strategies mentioned include phonemic awareness, using visuals to learn words, opportunities to listen and read with peers, and faculty collaboration between ELL specialists, reading specialists and classroom teachers.

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English Language Learners

A look at what English learners need in order to develop the skills and motivation to improve their ability to read in English.

ZUMA Press Inc / Alamy Stock Photo

English learners (ELs) are the fastest growing group of students in the United States, and the NEA expects that by the year 2025, roughly one fourth of our students will be ELs. These students bring a rich diversity into our classrooms-they represent over 400 languages. With this beautiful diversity comes a need for educators to understand language acquisition and linguistic differences and similarities.

Because English learners are far from monolithic, it's dangerous to paint them with one brush, especially when it comes to teaching reading. It is critical that we consider students first, before considering content. It's also important that language acquisition be addressed in balance with reading instruction. All states have language standards to support linguistic development.

ELs may not have had the same opportunities with English as native English speakers, but they have other experiences with language, including speaking and hearing another language since birth. And in addition to language, students enter classrooms with backgrounds and experiences that influence their ability to read.

Additional factors come into play when teaching reading to English learners. If a child has already "cracked the code" in their first language (L1)-so that they understand the connections between sounds and symbols-reading instruction will differ from that of a child who has not yet cracked the code in their L1. Some factors to consider include:

the student's first language proficiency (listening, speaking, reading, and writing),

the student's current English language proficiency,

the student's background knowledge and opportunities,

the student's access to language at home, and

similarities and differences between the student's first language and English (cognates and written features).

The primary grades are traditionally highly language-rich environments. Many students, no matter their language experience, are emergent readers and writers. At this very early stage of school, phonemic awareness and phonics should be explicitly and systematically taught to all learners. This helps students learn to crack the code. Since reading is not a natural experience, students must be taught to lift letters off the page, turn them into sounds, connect sounds, and make words.

Decoding, however, is only one aspect of reading-another is comprehension. ELs who already read in their L1 can transfer knowledge and skills they've learned to acquiring English. Some may also benefit from individualized, explicit phonics instruction. For example, a third-grade newcomer EL from Venezuela may need additional support with English letters and sounds that are nonexistent in Spanish. Formatively assessing students' first language reading by listening to them read in their L1, asking them questions about their reading life, and/or talking to caregivers about their reading experiences will help teachers make instructional decisions.

There is much we can learn from observing a child read in their primary language even if we don't speak or understand the language. The simple act of sitting side-by-side with a student and observing them with a book in their language allows us to see how they interact with text, and we can listen for expression and watch for visual clues of engagement or excitement.

What Do ELs need?

ELs need high quality tier one reading instruction. Here are some characteristics of tier one reading instruction that is designed to meet ELs' cognitive, affective, and linguistic needs.

Cognitive needs: Instruction provides ELs with access to grade-level state standards with the support of second language acquisition methods. Teachers can set high expectations for ELs while providing them with supports such as:

Native language resources,

Visuals and gestures,

Opportunities to listen and speak with peers,

Sentence stems for speaking and writing, and

Content and language objectives.

Affective needs: Instruction supports ELs' confidence, self-assurance, positive identity, and self-efficacy as readers. Teachers can provide a safe environment for reading that follows a gradual release of responsibility and represents all learners by:

Building a strong classroom community,

Fostering a love of literacy,

Allowing and encouraging reading in L1, and

Providing books that represent students' experiences.

Linguistic needs: Instruction supports ELs' English proficiency and bridges or leverages students' first language and uses English Language Proficiency Standards and grade level state standards to guide students to reach literacy goals for listening, speaking, reading, and writing.

This work is not the sole responsibility of the English as a second language teacher but rather a collaborative effort by all stakeholders.

3 Ways Teachers Can Help Motivate ELs as Readers

Motivation to read is built by creating environments where students want to pick up books and then don't want to put them down. Here are three ways teachers can create conditions to motivate ELs as readers.

1. Provide books that represent students: Rudine Sims Bishop wrote about the importance of seeing ourselves and learning about the world and others in books we read. Providing rich bookshelves with selections that represent students and their experiences can help students feel connected, build community, and motivate students to turn the pages.

2. Factor in student choice and interest in reading materials: Readers are more apt to read and understand a book they find interesting than one they don't. They bring their own experiences and background knowledge to the text. By removing limits, such as letting ELs read books in their primary language, we leverage their assets and increase engagement and reading growth.

3. Increase student talk and interaction: By definition, ELs are acquiring English. They benefit from multiple opportunities to listen, speak, read, and write in English. Saving space for students to talk about the books they are reading is an excellent way to help them think about their reading and comprehension.

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An Asset-Based Approach to Supporting English Learners' Reading Skills

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English Language Learners A look at what English learners need in order to develop the skills and motivation to improve their ability to read in English. ZUMA Press Inc / Alamy Stock Photo English learners (ELs) are the fastest growing group of students in the United States, and the NEA expects that by the year 2025, roughly one fourth of our students will be ELs.

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12 Ways to Support English Learners in the Mainstream Classroom

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12 Ways to Support English Learners in the Mainstream Classroom

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Elementary Teacher Article

Gonzalez, J. (2018, September 21). 12 ways to support English learners in the Mainstream Classroom. Retrieved March 13, 2021, from https://www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/

Because 9% or more of students are English Language Learners (ELLs), and regular classroom teachers often receive little to no training on effective methods for working with ELLs, Jennifer Gonzalez walks the reader through twelve tips for teachers of ELLs. Her suggestions include basic ideas like using group work, giving assignments ahead of time, and using visual aids. She also writes about less obvious teaching and support methods such as respecting the "silence period" and using sentence framing as a class.

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Listen to this post as a podcast:
A note on terminology: The acronym ESL is used less often now in schools than it used to be, because we recognize that many students who are learning English already speak several other languages, so English would not be a "second" language. I use it several times in the post because schools sometimes refer to the teachers as ESL teachers, and the term is still widely used as a search term for this topic. My intent in using the acronym is to make this post easier to find online.

You have a new student, and he speaks no English. His family has just moved to your town from Japan, and though he receives English as a Second Language (ESL) support, he will also be sitting in your room every day to give him more exposure to his new language. How can you be a good teacher to someone who barely understands you?

According to the National Center for Education Statistics, an average of 9 percent of students in U.S. public schools are English Language Learners (ELLs); that number is closer to 14 percent in cities. Although many of these students start off in high-intensity, whole-day English programs, most are integrated into mainstream classrooms within a year, well before their English language skills would be considered proficient.

How prepared are you to teach these students? If you're like most classroom teachers, you have little to no training in the most effective methods for working with English language learners (Walker, Shafer, & Iiams, 2004). So that means we have a problem here: Lots of ELL kids in regular classrooms, and no teacher training to ensure the success of that placement.

Below, three ESL teachers tell us what they know about the things regular classroom teachers can do to improve instruction for ELL students. These 12 strategies are simple, they are not very time consuming, and best of all, they will help everyone in your class learn better:

1. Make it Visual

"Avoid giving instructions in the air," says Melissa Eddington, an Ohio-based ESL teacher. "ELL kids have a harder time processing spoken language." So instructions - even basic directions for classroom procedures - should be written on the board whenever possible. Challenging concepts should be diagrammed or supported with pictures. And modeling the steps of a process or showing students what a finished product should look like can go a long way toward helping students understand. "Sometimes showing our students what to do is all they need in order to do it," Eddington says. Not only will this kind of nonlinguistic representation improve comprehension for ELL students, it will help all of your students grasp concepts better.

2. Build in more group work.

"Kids aren't just empty glasses that we pour stuff into and then at the end of the day they dump it back onto a test," says Kim, an ESL teacher who was the subject of my very first podcast interview. "If you really want the kids to learn, they've got to be engaged." That means less teacher-led, whole-class instruction, and more small groups, where students can practice language with their peers in a more personal, lower-risk setting. And if ELL students attend your class with a resource teacher, make use of that person: In most cases the resource teacher doesn't have to work exclusively with the ESL students; they can work with smaller groups that happen to contain these students, helping to improve the teacher-student ratio and give kids more time to practice.

3. Communicate with the ESL teacher.

Mary Yurkosky, a former ESL teacher in Massachusetts, credits much of her students' success to the strong relationship she had with the regular classroom teachers. "The classroom teachers were always talking to me about what they were doing in their classes," she says. "They made it so easy for me to support them: If a teacher was going to be doing a unit on plants, I could make sure we used some of that same vocabulary in the ESL class."

Ideally, this could be systematized, where ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support, but "it doesn't have to be that much work," Yurkosky insists. "Just talk to each other. Talk about what's going on in your classrooms, invite each other to special presentations, share what your students are learning, and the words will naturally find their way into the ESL class."

4. Honor the "silent period."

Many new language learners go through a silent period, during which they will speak very little, if at all. "Don't force them to talk if they don't want to," says Eddington, "A lot of students who come from cultures outside of America want to be perfect when they speak, so they will not share until they feel they are at a point where they're perfect." Just knowing that this is a normal stage in second language acquisition should help relieve any pressure you feel to move them toward talking too quickly.

5. Allow some scaffolding with the native language.

Although it has been a hotly debated topic in the language-learning community, allowing students some use of their first language (L1) in second-language (L2) classrooms is gaining acceptance. When a student is still very new to a language, it's okay to pair him with other students who speak his native language. "Some students are afraid to open their mouths at all for fear of sounding stupid or just not knowing the words to use," Yurkosky says. "Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class."

And this doesn't only apply to spoken language. If you give students a written assignment, but the ELL student doesn't yet have the proficiency to handle writing his response in English, "Don't make them just sit there and do nothing," Eddington says. "Allow them to write in their first language if they're able. This allows them to still participate in journal writing or a math extended response, even if you can't read what they write." There has even been some evidence that allowing second-language learners to pre-write and brainstorm in L1 results in higher-quality writing in L2 in later stages of the writing process (Yigzaw, 2012).

6. Look out for culturally unique vocabulary.

"For most of these kids, their background knowledge is lacking, especially with things that are unique to American or westernized culture," says Eddington. It's important to directly teach certain vocabulary words: "Show them videos of what it looks like to toss pizza dough, show pictures of a juke box or a clothing rack - things that are not common in their own language."

One way to differentiate for ELL students is to consider the whole list of terms you're going to teach for a unit, and if you think an ELL student may be overwhelmed by such a long list, omit those that are not essential to understanding the larger topic at hand.

7. Use sentence frames to give students practice with academic language.

All students, not just English language learners, need practice with academic conversations. Sentence frames - partially completed sentences like "I disagree with what _________ said because..." - show students how to structure language in a formal way. Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.

For this kind of language to really sink in, though, Kim says it has to become a regular part of class. "They won't do it if it's not the norm in the class, because they'll be embarrassed to use it among their peers," she says. "But if they can put it off on the teacher and say, Oh, well, you know, Miss Kim makes me talk like this, then they don't look as hoity-toity as they would otherwise."

8. Pre-teach whenever possible.

If you're going to be reading a certain article next week, give ESL students a copy of it now. If you plan to show a YouTube video tomorrow, send a link to your ESL students today. Any chance you can give these students to preview material will increase the odds that they'll understand it on the day you present it to everyone else. "That kind of thing is wonderful," Yurkosky says. "The kids feel so empowered if they've had a chance to look at the material ahead of time."

9. Learn about the cultural background of your students...

Our second-language populations grow more diverse every year. Taking the time to learn the basics of where a child comes from - exactly, not 'somewhere in the Middle East/South America/Asia/Africa' - tells the student that you respect her enough to bother. Kim remembers one time when she had to set the record straight about the diverse South American population at her school: "I was listening to the teachers talking about the 'Mexican' kids in our building," she says, "and I was like, 'We don't have any Mexicans.'" Not taking the time to at least correctly identify a child's country of origin, much like not bothering to pronounce their name correctly, is a kind of microaggression, a small, subtle insult that communicates hostility toward people of color. Make a commitment to be someone who bothers to get it right.

Once you have the country straight, take things up a notch by learning about students' religious and cultural practices. If he is a practicing Muslim, he should be told if one of the pizzas you ordered for the class party has sausage on it. If she comes from a culture where eye contact with adults is viewed as disrespectful, you'll know not to force her to look you in the eye when she's talking.

10. ...but don't make a child speak for his entire culture.

In her podcast interview, Kim shared a story about watching a teacher ask a new Iraqi student how he felt about the war in his country, right in the middle of class. "That's not cultural inclusiveness," she explains. "I've seen teachers do this and then pat themselves on the back. The students' English is limited so they can't express themselves very well, and they don't want to 'represent'; they just want to be there." If you anticipate a theme coming up in your class that's going to be relevant to one of your students, have a conversation with them in advance, or check with your ESL teacher to see if they think it's appropriate for in-class discussion.

11. Show them how to take themselves less seriously...

By modeling the risk-taking that's required to learn a new language, you help students develop the courage to take their own risks, and to have a sense of humor about it. "I tried to say the word 'paint' ( pinta) in Portuguese and instead I said the word for 'penis' ( pinto). They all roared with laughter while I stood there with a What?? look on my face," Yurkosky says. "When they explained what I'd said, I laughed so hard! I told them that laughing was fine because sometimes mistakes are really funny, but ridicule is never okay."

12. ...but always take them seriously.

One of Kim's pet peeves about how teachers interact with English language learners is the way they often see students' efforts as 'cute,' missing the whole point of what the student is trying to say. "A student will be desperate to communicate, and the teacher will get distracted by the delivery and miss the message," she says. "That's painful for me to watch." It bothers her when teachers mistake a lack of language for a lack of intelligence or maturity. When a child can't express themselves as well as they would in their native language, it's far too easy to assume the concepts just aren't in their heads.

"It breaks my heart when I hear teachers say (ELL kids) don't know anything," says Eddington. "These are brilliant kids and they know a lot. They just can't tell us in English yet." Make a conscious effort to see past the accent and the mispronunciations and treat every interaction - every student - with the respect they deserve.

"They're doing twice the job of everybody else in the class," Kim adds, "even though the result looks like half as much." ♦

Further Reading

The ESL/ELL Teacher's Survival Guide is one of the highest-rated books on teaching English-language learners available. In addition to offering an overview of the research on second-language learners and best practices in teaching ESL, it also includes a whole section on teaching ESL in the content areas and another specifically geared toward teaching ELL students in mainstream classrooms.
References:
Walker, A., Shafer, J., & Iiams, M. (2004). "Not in my classroom": Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal of Research and Practice, 2(1), 130-160.

Yigzaw, A. (2012). Impact of L1 use in L2 English writing classes. Ethiopian Journal of Education and Sciences, 8(1), 11-27.

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12 Ways to Support English Learners in the Mainstream Classroom

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Advice from three ESL teachers on the things regular classroom teachers can do to help English language learners thrive in mainstream classrooms.

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Building Bridges with Bilingual Books and Multicultural Resources

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Building Bridges with Bilingual Books and Multicultural Resources

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Elementary Teacher Book

Forzani, A. V., Leaman, H., Gubbins, E., & O'Regan, E. (2019). Building Bridges with Bilingual Books and Multicultural Resources. Basking Ridge, NJ: Language Lizard.

Building Bridges with Bilingual Books and Multicultural Resources

This book, written by a team of educational diversity professionals, is a K-5 manual complete with lesson plans, literacy games and activities from around the world to celebrate diversity in the classroom. This book contains many ideas to help teachers create safe and inclusive classroom by promoting culturally responsive activities and lessons.

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Life After High School: Preparing ELLs for Graduation

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Life After High School: Preparing ELLs for Graduation

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Secondary Teacher Article

Hall, N. (2016, May 12). Life After High School: Preparing ELLs for Graduation. Retrieved March 26, 2021, from http://blog.tesol.org/life-after-high-school-preparing-ells-for-graduation/

Graduating High School is a stressful time for many English Language Learners (ELLs). Author Nathan Hall discusses some potential road blocks and pathways for ELL students coming to the end of their K-12 education. He discusses the importance of focusing final lessons on life after graduation. Some support strategies include, assistance with English for college and job applications, exploring resources available for college, job shadowing, and adapting final testing and/or graduation requirements as necessary.

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It's that time of the year when the days are longer and sleeves are shorter. We think about our final tests while reflecting on what worked and what didn't during the school year. Students and teachers alike are counting down the last days of school.

For the ELL specialist, that means measuring the progress students made since September and considering where to place them next year. But we'll see some students who may not be ready to exit ELL programs yet are still set to graduate because they've earned enough credits, are about to "age out" of the educational system, or passed through goals-based requirements. This is especially problematic for students with special needs or who came to the country in their late teens without the benefit of previous English classes.

In these situations, we need to focus our final lessons on the students' needs outside of school. Here are some methods I found to be effective.

1. English for Job Applications. We may do all kinds of reading activities and writing prompts, but how well will that prepare our students to fill out a basic job application? The vocabulary can be confusing for lower level students, intermediate students need to be extra careful when writing short answers and spelling, and advanced students may be ready to draft a résumé. Whatever the situation, some of the activities on this page may help your students do well in job interviews.

2. Job shadowing. Students concerned about the specific language skills they'll need in their dream careers can see what they need to know by following a professional for a while. This can help them become motivated to learn specific skills, such as listening and reading, and having them compose a summary or giving a presentation allows for writing and speaking activities. For more information about what this would entail, check out this page on PrepScholar.com.

3. College resources. Having taught and tutored at colleges, I know that most offer many resources to ELL students, but for many reasons these largely go unused. It's possible that the students feel they don't need help, or they are sensitive to the stigma of being language learners, or that they simply don't know what their options are. We can most effectively address the last issue by having students look at their planned college and what options they have for help, such as where the writing center is located and what adaptations they can get for their language and special needs. More advanced students should familiarize themselves with resources like the Purdue Online Writing Lab so they can get quick answers to tricky academic style questions, such as how to write citations.

4. Adapt the graduation requirements. Whatever your students' plans, you may find yourself advocating for adaptations to the conventional final exams or other work. Once it's clear what the ultimate goal or demonstrated knowledge is for the students, find ways to prove the students can prove their learning and knowledge with a project within their language abilities. In my school, we have allowed lower level students to present mostly in their native languages while using English on the materials or in their written work. This has proven effective-and helpful for the students, because every successful public speaking experience makes the rest seem less scary.

About Nathan Hall

Nathan Hall, MA TESOL, MS Education, lives in Pottstown, PA with his wife and two daughters. He has been involved in ESL since he volunteered as a tutor in 2001, which inspired him to leave the field of journalism for education. He has since taught English language learners in a variety of settings ranging from community programs to colleges as well as in several different types of middle schools and high schools. He is currently an ELL specialist at Achievement House Cyber Charter School in Exton, PA.

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| Life After High School: Preparing ELLs for Graduation

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It's that time of the year when the days are longer and sleeves are shorter. We think about our final tests while reflecting on what worked and what didn't during the school year. Students and teachers alike are counting down the last days of school.

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Ryan, P. M. (2007). Esperanza rising. New York: Scholastic.

Esperanza Rising
Interest Level: Grades 5-8

In this book by Pam Munoz Ryan, Esperanza and her family were living a comfortable and happy life in Mexico, but one day all of that changed. Esperanza and her mother were forced to flee their home, servants and belongings and go to the United States to work on a farm. In this new place, Esperanza's mother faces poor working conditions, illness and financial trouble. Though she feels alone, Esperanza must learn to work hard and help her family while she tries to assimilate into a new culture and lifestyle. Through it all, Esperanza learns to hold on to her dream of learning English, supporting her family, and buying a tiny house.

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Helpful Online Resources for Teaching ELLs

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Helpful Online Resources for Teaching ELLs

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Secondary Teacher Article

Schwartz, L. (2020, April 21). Helpful online resources for teaching ELLs. Retrieved March 26, 2021, from https://www.edutopia.org/article/helpful-online-resources-teaching-ells

This article discusses some online resources available for English Language Learners. These resources can be used whether school is in person or remote. Some of the resources mentioned include Newsela, Duolingo, Kahoot, BBC teach, and Quizlet. Studies have shown that allowing ELLs to complete some activities on the computer increases their retention of information, likely because they are able to go through content at their own pace, through videos, media, flashcards and fun activities.

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Whether you're having school remotely or in person, online learning is a powerful tool teachers can leverage to support English language learners (ELLs). Research shows that ELLs' learning is enhanced by interactive visual aids and access to lessons they can follow at their own pace.

There are many free or inexpensive digital resources that teachers can use to create these learning experiences. Lessons can be recorded as they are conducted online in real time so that students can later access the content without a teacher present. Teachers can also incorporate audio, images, or videos into their lessons. These resources can support ELLs with fun, engaging tools that help them review and build vocabulary and literacy skills.

In a classroom, ELLs can benefit from online learning at a station that the teacher sets up as part of a lesson in which students rotate through centers or stations. A study published in the journal Language Learning & Technology concluded that "tablet computers, as well as other mobile technologies, are ideal tools to foster learner autonomy." Supplemental virtual lessons can help differentiate instruction to meet the needs of ELLs (as well as other students with diverse learning needs) who may be at different language proficiency levels or need additional practice with discrete skills.

I've collected a list of additional approaches and resources I've found especially helpful in my own English as a second language classroom. All of the resources below are helpful for all students, not just ELLs.

Using Videos to Support ELLs

Many computers allow users to record what is happening on the screen in real time, and also have the option to simultaneously record the user's voice. Your recording will be saved as a video file, which you can share with students or upload to your online learning platform. You might also ask students to do this themselves and share their recordings with you. Teachers can use narrated screen recordings for many activities: modeling read-alouds, conducting mini-lessons, editing essays, and showing students how to do effective online research. This Digital Trends article has information on different ways to record your screen.

YouTube Education, which is free and has no ads, curates YouTube's content for educational purposes and allows teachers to create a playlist that can be shared with students. Some of my favorite playlists are Essential Literature, which gives clear and concise summaries of popular texts, and National Geographic, which has videos of varying lengths about topics ranging from plants and animals to geography and history. Both of these playlists allow you to turn on closed captions so that students can read the text as they watch the video, which is particularly helpful for ELLs.

ELL Learning Apps and Websites

Kahoot! is a tool to create interactive audiovisual learning games, reviews, and assessments. Students can compete in games against each other in real time, from any device, by using a simple code. The premium subscription-based distance learning tools are currently free to support distance learning during the Covid-19 pandemic.

Quizlet is a digital flash card program that many students find useful for studying vocabulary. Teachers can use, and customize, premade study sets or make their own. The free version has ads; a paid subscription provides access to the ad-free platform.

Newsela has high-interest current events articles, with corresponding images and questions, that are offered in up to five different Lexile levels. To support distance learning during Covid-19, the entire site is currently free-usually most of the content is available only with a paid subscription.

CommonLit is a free site that has over 2,000 fiction and nonfiction reading passages searchable by title, genre, grade level, literary device, and Lexile level. It also has a growing library of content in Spanish. Texts have guiding questions and assessments, and many are organized into units of study.

Duolingo is a helpful free language learning app that offers English as a second language courses in more than 20 first languages. Its adaptive software is designed to resemble a game and can allow students to compete against themselves-or their friends.

BBC Teach has an extensive collection of free teaching resources in over 30 subjects, including English learning for adults. It also has interactive lessons with rich videos and graphics.

The British Council is the United Kingdom's international organization for sharing British culture and language. Its website has a variety of useful links and mobile apps with activities, games, and audiovisual lessons.

These resources are all available on any computer or mobile device. While some of the video-rich resources require significant bandwidth, many of these resources automatically adapt to slower internet speeds, making them more accessible to all students. In classrooms, it could be helpful to set up a station with a few devices that leverage these digital resources.

For students at home, many internet service providers, including Spectrum Broadband, Mint Mobile, Comcast, Altice and Cox, are currently offering free internet access and mobile data packages to support distance learning-be sure to read the fine print because some providers will automatically charge people after the free period is over.

For students who don't have access to an internet-enabled device, tablets can cost as little as $35. Chromebooks, simple internet-enabled laptops, start at $75.

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Helpful Online Resources for Teaching ELLs

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Websites and teacher-created videos make content more accessible for English language learners-whether they're in the classroom or at home.

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Schwartz, L. (2020, April 21). Helpful Online Resources for Teaching ELLs. Retrieved March 26, 2021, from 

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Schwartz, L. (2020, April 21). Helpful Online Resources for Teaching ELLs. Retrieved March 26, 2021, from 

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Helpful Online Resources for Teaching ELLs

This article discusses some online resources available for English Language Learners. These resources can be used whether school is in person or remote. Some of the resources mentioned include Newsela, Duolingo, Kahoot, BBC teach, and Quizlet. Studies have shown that allowing ELLs to complete some activities on the computer increases their retention of information, likely because they are able to go through content at their own pace, through videos, media, flashcards and fun activities.

This article would be especially helpful for secondary teachers because teens are very technologically literate, and online activities may help them feel more independent.

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The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students

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The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students

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Secondary Teacher Book

Ferlazzo, L., & Hull-Sypnieski, K. (2018). The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students. San Francisco: Jossey-Bass.
The ELL Teacher's Toolbox

This book is not just for English Language Learner (ELL) specialists, it is for any teacher who teaches an ELL student. Its practical ideas for supporting students are divided into two sections, Reading/Writing, and Speaking/Listening. These categories all have ideas and strategies to best support ELLs and help them succeed in obtaining English Proficiency.

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Higashida, N. (2007). The Reason I Jump. Random House.

The Reason I Jump

Interest Level: Grades 9-12

At age five, Naoki was diagnosed with severe autism. In his autobiography you discover how he learned to  communicate using a handmade alphabet grid which allowed him to painstakingly form words and sentences. He describes what it’s like to live with autism and not be able to speak. Simple body language like waving goodbye was discovered when he saw himself waving in a mirror; He had been mimicking what he saw and was waving goodbye incorrectly with his palm towards his face. Throughout the book, readers are given a unique glimpse inside the mind of someone who desperately wants to communicate what he thinks and feels.

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Interest Level: Grade 7-12

The story of children of a Bengali couple who immigrate to America—conveys in rich detail the experience of many immigrant families: The parents strive to be American even as they miss their home and mainly socialize with other Bengalis, and the American-born children chafe at the imposition of Bengali traditions that are foreign to them.

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Product Details

ISBN-13:

9780358062684

Publisher:

HMH Books

Publication date:

06/04/2019

Edition description:

Reprint

Pages:

336

Sales rank:

11,268

Product dimensions:

5.40(w) x 8.10(h) x 1.00(d)

Lexile:

1140L ( what's this?)

About the Author

JHUMPA LAHIRI is the author of four acclaimed works of fiction. A recipient of the Pulitzer Prize, a PEN/Hemingway Award, the Frank O'Connor International Short Story Award and a Guggenheim Fellowship, she was inducted into the American Academy of Arts and Letters in 2012.

Hometown:

New York, New York

Place of Birth:

London, England

Education:

B.A., Barnard College; M.A., Ph.D., Boston University

What People are Saying About This

This eagerly anticipated debut novel deftly expands on Lahiri's signature themes of love, solitude and cultural disorientation.
Harper's Bazaar

This poignant treatment of the immigrant experience is a rich, stimulating fusion of authentic emotion, ironic observation, and revealing details.
Library Journal

Lahiri's ... deeply knowing, avidly descriptive, and luxuriously paced first novel is equally triumphant [as Interpreter of Maladies]. Booklist, ALA

Jhumpa Lahiri expands her Pulitzer Prize-winning short stories of Indian assimilation into her lovely first novel, THE NAMESAKE. Vanity Fair

Lahiri weaves an intricate story of ... an Indian family in America. Their bumpy journey to self-acceptance will move you.
Marie Claire

[Lahiri] weaves an authentic tale of a Bengali family in Boston... [which] powerfully depicts the universal pull of family traditions.
Lifetime

The casual beauty of the writing keeps the pages turning.
Elle

...immaculately written, seamlessly constructed novel from the Pulitzer Prize-winning author of INTERPRETER OF MALADIES.
Book Magazine

...remarkably assured first novel. Readers will find here the same elegant, deceptively simple prose that garnered so much praise for her short stories.
Bookpage

A debut novel that is as assured and eloquent as the work of a longtime master of the craft.
The New York Times

Gracefully written and filled with well-observed details.
People Magazine

...far more authentic and lavishly imagines than many other young writers' best work.
TimeOut New York

Lahiri is insightful on the complexities of foreignness.
Boston Magazine

graceful and wonderfully specific prose...A Entertainment Weekly

In the world of literature, Lahiri writes like a native.
The San Francisco Chronicle

generous, exacting portrait of the clash between cultural dictates and one man's heart.
Boston Globe

Astringent and clear-eyed in thought, vivid in its portraiture, attuned to American particulars and universal yearnings...memorable fiction.
Newsday

[Lahiri's] writing is assured and patient, inspiring immediate confidence that we are in trustworthy hands.
The Los Angeles Times

Achingly artful, Jhumpa Lahiri's first novel showcases her prodigious gifts.
The Baltimore Sun

Lahiri's inventive imagination and mellifluous prose makes her first novel simply wonderful...It's simply splendid.
Providence Journal

A fine novel from a superb writer The Washington Post

A delicate, moving first novel.
Time Magazine

A debut novel that triumphs in its breadth and mastery.
Star Ledger

The novel not only proves the author's ease with the longer form but clearly demonstrates her artistic sensibility.
News and Observer

...an accomplished novelist of the first rank, to whose further work we can look forward with confidence and excitement The San Diego Union-Tribune

...simple yet richly detailed writing that makes the heart ache as [Lahiri] meticulously unfolds the lives of her characters.
USA Today

A book to savor, certainly one of the best of the year.
Atlanta Journal Constitution

[An] exquisitely accomplished novel.
San Jose Mercury News

...one of the best works of fiction published this year.
The Seattle Times

...leaves its imprint through completely believable, well-drawn characters.
Cleveland Plain Dealer

a fascinating journey of self-discovery.
The Miami Herald

Emotionally charged and deeply poignant.
Philadelphia Inquirer

graceful and beautiful.
San Antonio Express-News

Lahiri's latest work doesn't disappoint.
Milwaukee Journal Sentinel

[The Namesake] speaks to the universal struggle to extricate ourselves from the past.
Seattle Post-Intelligencer

...in this second book Lahiri's pace and accent are unmistakable: somber, unrushed, acute in the exposure they offer to life's injuries and to its inroads of hope.
The Nation

Lahiri more than fulfills the promise of [her] auspicious debut.
Orlando Sentinel

...validates all the accolades she's received to date and beckons for more. St. Petersburg Times

...a poignant, beautifully crafted tale of culture shock.
Fort Worth Star-Telegram

Against all that is irrational and inevitable about life, Lahiri posits the timeless, borderless eloquence and permanence of great writing. Pittsburg Post Gazette

A quietly moving first novel.
Columbus Dispatch

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ISBN-13: 9780358062684 Publisher: HMH Books Publication date: 06/04/2019 Edition description: Reprint Pages: 336 Sales rank: 11,268 Product dimensions: 5.40(w) x 8.10(h) x 1.00(d) Lexile: 1140L ( what's this?) JHUMPA LAHIRI is the author of four acclaimed works of fiction.

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Warga, J. (2019). Other Words for Home (1st ed.). Balzer and Bray.
Other Words for Home
Interest Level: 6-8 grade

The novel by Jasmine Warga tells the story of a girl, Jude, who must leave her home in Syria and move to the United States. Jude always had a love for American movies, but when she got to the country she dreamed about, she felt overwhelmed. The story follows her journey through navigating a new school and a new life.
Eventually Jude overcame the opposition of immigrating and even tried out for the school musical, made friends, and came to love America and accept the differences of two cultures.

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Dismondy, M. (2015). Chocolate Milk, Por Favor!. Cardinal Rule Press.

Chocolate Milk, Por Favor!
Interest Level: K-Grade 5

Gabe has immigrated to America and joins his new classmates at school. One classmate, Johnny, is afraid of the differences he notices and responds unkindly to Gabe. When the teacher encourages all the students to help their new classmate fit in, Johnny and Gabe find that they both love soccer. Even though they speak different languages, their love of a common sport helps to foster a new friendship and breaks down the fears and barriers of differences.

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Millman, I. (2012). Moses goes to a concert. Square Fish.

Moses Goes to a Concert

Interest Level: K-Grade 3

Moses and his classmates are deaf. They communicate using visual signs and facial expressions in American Sign Language. In this story they are attending a concert. They use their senses to enjoy the music by holding balloons on their laps to feel the vibrations. A percussionist from the orchestra is also deaf and meets with the students following the concert.

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Choi, Y. (2003). The name jar. Dragonfly Books.

The Name Jar

Interest Level: Preschool - Grade 2

Unhei has just moved from Korea and is nervous to make friends with her American classmates. She wonders if they will like her and if anyone will be able to pronounce her name. She decides to choose a new name. She asks her peers to help her by filling a jar with names she can choose from. By the end of the story her class has learned her real name and its meaning. They encourage Unhei to keep her name and they all learn to pronounce it, Yoon-Hey.

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Faruqi, S. (2018). Meet Yasmin. Picture Window Books.

Meet Yasmin
Interest Level: K-Grade 2

In this story you will meet an energetic 2nd grader named Yasmin. Yasmin and her multi-generational Pakistani American family speak Urdu. Pakistani culture and Urdu are intertwined within relatable childhood adventures. In this story, her creative imagination takes her on adventures as an explorer, a painter, a builder, and a fashionista.

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Gorski, P. C. G. (2020). Who I Am. Ed Change. http://www.edchange.org/multicultural/activities/poetry.html
Interest Level:  5-9

This lesson plan focusses on bringing students together by first giving them an opportunity to tell their story of who they are by writing a poem. They are then provided on opportunity to share their poem so they can get to know one another and celebrate their similarities and differences.

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Who I Am Poems (Introductory-Level)
Preparing and Assigning:

This activity begins an active introspective process while continuing to provide opportunities for individuals to make connections with each other. Participants write short poems, starting each line with "I am," encouraging them to describe in their own words who they are and what's salient to their identities.

Objectives:

In any attempt to increase awareness and encourage self-development, it is crucial to engage participants in activities that call for introspection and self-reflection. It is also important to provide opportunities for participants to make connections across, and even within, identity borders. The "Who I Am" activity can provide a non-threatening starting point for encouraging self-reflective thought and introspection. It is a safe way for participants to think about and share the influences that have shaped their identities. Also, it continues the connection-making process as participants find unexpected similarities and differences between themselves and others in the group.

This activity also can be an excellent closing activity, allowing folks to re-connect at a self-defined and human level at the end of an experience in which they are discussing difficult issues.

Instructions:

Ask participants to take ten to fifteen minutes to write a poem called "Who I Am." Instruct them that the only rule is that each line should begin with the words "I am..." Leave it open to their interpretation as much as possible, but suggest that they can, if they wish, include statements about where they're from regionally, ethnically, religiously, and so on; memories from different points in their lives; interests and hobbies; mottos or credos; favorite phrases; family traditions and customs; and whatever else defines who they are. Be sure to let them know that they will be sharing their poems.

Facilitator Notes:

In order to ensure that everybody has an opportunity to share her or his story, you might consider breaking the group into diverse small groups of 8-10 if necessary. Give participants the option either to read their poems or to share parts of their poems from memory.

Points to remember:

1. Because some individuals will include very personal information, some may be hesitant to read their poems, even in small groups. It is sometimes effective in such situations for facilitators to share their poems first. Consider sharing your poem before asking students to write their own pieces. If you make yourself vulnerable, others will be more comfortable doing the same.

2. Be sure to allow time for everyone to be able to speak, whether reading their poems or sharing them from memory.

3. If you're using this as a final activity, not much processing is necessary. Encourage applause and thank folks for sharing their poetry.

4. If you use this activity in the middle of a class or workshop, have some process questions ready. When everyone has shared, ask participants how it felt to share their poems.

5. Ask what, if any, connections people made with each other from this activity. What were some commonalities across poems? Did any of these surprise you?

6. You might also consider asking people to get up and talk to someone with whom she or he felt a connection through the poetry.

Sample - My Personal "I Am From" Poem:
I am basketball on a snowy driveway.
I am fishsticks, crinkle-cut frozen french fries and frozen mixed vegatables.
I am primarily white, upper-middle class neighborhoods and raciall diverse schools.
I am Donkey Kong, Ms. Pac Man, Atari 2600 and sports video games.
I am football on Thanksgiving and New Year's Day.
I am "unity in diversity" and "speaking from your own experience."
I am triple-Wahoos, earning three degrees from the University of Virginia.
I am diversity, multicultural education, identity, introspection, self-reflection, and social action.
I am Daffy Duck, Mr. Magoo, Hong Kong Phooey, Foghorn Leghorn, and other cartoons.
I am Tae Kwon Do, basketball, the batting cages, a soccer family, and the gym.
I am a wonderful family, close and loving and incredibly supportive.
I am films based on true stories and documentaries
I am the History Channel, CNN, ESPN, BRAVO, and Home Team Sports.
I am a passion for educating and facilitating, personal development and making connections.

[ Return to the Awareness Activities Page ]

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Who I Am Poems (Introductory-Level) Preparing and Assigning: This activity begins an active introspective process while continuing to provide opportunities for individuals to make connections with each other. Participants write short poems, starting each line with "I am," encouraging them to describe in their own words who they are and what's salient to their identities.

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Gorski, P. C. G. (2020a). Understanding “Multicultural.” Critical Multicultural Pavilion. http://www.edchange.org/multicultural/activities/multicultural.html
Interest Level: k-6

Usually speaking a different language means having different cultural backgrounds. This lesson is a discussion that opens up opportunities for students to explore multiple cultures and discuss them in a positive way. This provides students with the opportunity to see that differences can be exciting.

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Understanding the Depth and Breadth of "Multicultural"

Purpose:

The Depth and Breadth of "Multicultural" is designed to engage students in a process of defining "culture" and examining its complexities. Often, especially in a class about multiculturalism or diversity, "culture" becomes synonymous with "race" or "ethnicity." This activity reveals the limitations of such a conceptualization and challenges the assumptions often made by educators about what students identify as the important strands of the "cultural" in "multicultural."

Preparation:

Preparation for this activity is very simple. You need only a chalkboard or large sheet of paper. At top, center, write "MULTICULTURAL." Make sure your students or workshop participants are positioned such that they can all see the chalkboard or paper.

Instructions:

This activity has several steps. Different combinations of these steps will be suitable for different audiences, from pre-K students to pre-service teachers. I will draw each step out individually:

1. Defining "multicultural". Start by underlining the prefix "multi" and asking participants what this prefix means. Responses will include "many," "varied or various," "different," and so on. Affirm all answers, then summarize. This portion should take only a couple minutes. Next, move on to "-cultural." What does this term mean? Encourage participants to define "cultural" both in terms of what they believe a dictionary-type definition would be and what it means to them individually.

2. Tell participants you would like them to explore the understanding of "cultural" more deeply. Ask them to suggest all dimensions of culture they can think of, encouraging them to reflect on their own cultures and the dimensions of that culture with which they identify. There are several effective ways of accomplishing this task. You can have students call out these aspects of culture when they think of them (perhaps even using a student volunteer to list them under "MULTICULTURAL"). Or you might decide simply to go around the room, person by person, asking for suggestions--one way to invite every voice into the conversation.
There are literally endless dimensions to culture, and this will be reflected in the answers. It is likely that an influx of answers will come right away, then the rate of response will slow considerably. This often happens after some of the more surface-level cultural aspects are suggested: music, food, and so on. Prod participants to think more deeply about how they define their cultures. Allow for some short silences or suggest some deeper dimensions such as faith, religion, values, language, family structure, and others. It will be important to collect as many suggestions for this list as possible. Be sure to note that this part of the activity could go on indefinitely, highlighting the complexity of "culture." Also, point out how intertwined some of the dimensions are, illustrating how simplistic it is to make a judgement about somebody based on one cultural dimension. This step should take 10-15 minutes.

3. What's not there? In my experience several interesting cultural or identity dimensions generally are not mentioned by participants. Ironically, these are the very dimensions that most often are associated with multiculturalism, diversity, and related topics: race, gender, sexual orientation, social class. Do not suggest these additions to the list; if nobody suggests them an opportunity for an important conversation emerges. If your class or workshop is one of the 4 (out of 5) that does not suggest one or more of these items, point this out and ask why the participants didn't think of these dimensions. This will be an interesting introduction to the following steps, as you will see. It's often the case that when participants are suggesting items for the list from their own experiences, and thus through how they define themselves, race, gender, and so on, don't come directly to their minds. But, if they're suggesting items for the list based on how others define them, or how they define others, these items do come to mind.

4. Categorizing list items. The next step is to divide the items into categories, which will make the final step of the exercise much easier. Indicate this intention to the group, and mention that you will be using Nitza Hidalgo's "three levels of culture." The citation for this model is:
Hidalgo, N. 1993. Multicultural teacher introspection. In Perry, T. and Fraser, J. (Eds.) Freedom's Plow: Teaching in the Multicultural Classroom. New York: Routledge.

Hidalgo's levels include:

1. the Concrete: This is the most visible and tangible level of culture, and includes the most surface-level dimensions such as clothes, music, food, games, and so on. These aspects of culture are often those which provide the focus for multicultural "festivals" or "celebrations."

2. the Behavioral: This level of culture clarifies how we define our social roles, the language we speak, and our approaches to nonverbal communication. The Behavioral level reflects our values. Aspects to be listed in this category include language, gender roles, family structure, political affiliation, and other items that situation us organizationally in society.

3. the Symbolic: This level of culture includes our values and beliefs. It can be abstract, but it is most often the most important level in terms of how individuals define themselves. It includes value systems, customs, spirituality, religion, worldview, beliefs, mores, and so on.

Write short definitions for these levels on the board or sheet of paper you used to record the dimensions of culture. Review each of the categories for a couple of minutes. Give participants an opportunity to consider further how they define themselves within these categories. Ask them to look over the categories and the items on the board for a few seconds. As a group, categorize all items into these categories. There may be some disagreement about where a certain item falls, so allow the same item to be listed under two categories.

5. Consistency in Conceptualization. After you have categorized the links, the next step is to facilitate a discussion about relatedness, importance, and the consistency of how individuals define themselves and others.
Starting with "the Concrete," proceed down the list of Hidalgo's categories, asking participants to raise their hands if they consider the items listed under that category to be the most important considerations for how they define their own cultures. Count the responses to each, and list them next to the category name on the board or paper. Be very clear that they are indicating what they consider important items for defining themselves, not the ways in which other people define them.

Sometimes, one or two students will choose "the Concrete" or "the Behavioral," but in virtually every case, a vast majority of the participants will choose "the Symbolic." As you discuss each category, ask those who chose it to describe why they did so, and encourage those who did not choose it to explain why. Because most people will choose "the Symbolic," be sure to challenge them on why that is more important than the other levels.

Here comes the "aha" moment...

After discussing why "the Symbolic" is the most important category for most people, refer them back to the lists. Several questions will lead to interesting conversation:

When you meet somebody, which of those items (under any of the categories) do you use to understand them culturally?

Is your attempt to understand others culturally consistent with how you want to be viewed and understood?

What forces in our society might contribute to our simplification of others' cultures, even though we don't want to be defined simplistically ourselves?

6. Alternative Consistency in Conceptualization for Groups of Educators. After recording how many participants define themselves most closely with the three categories, and facilitating the "why" discussion described above, turn to a conversation about education. Which of these categories do you, as an educator, focus on when you are trying to teach multiculturally? (This question will provide an "aha" moment for a lot of participants. Allow a few moments for that to happen.) How has education generally tried to be "multicultural"? What are the aspects or dimensions of culture that we focus on in our classrooms trying to be "multicultural"? Is this consistent with how we know people want to be defined?
This is especially powerful if you know that a certain school or district is stuck in the "additive" or "heroes and holidays" stage of multicultural development. Many schools have a multicultural festival or fair and refer to that as "multicultural education."

7. Wrapping up. To wrap up this exercise, you might facilitate a discussion on how the participants can work to make the consistency of their conceptualizations more...consistent. Point out that this exercise is not meant to indict anyone, but instead to highlight how forces ranging from the media to our own educations can move us backwards when we think we are experiencing progress in self- and social development. The conversations that happen as a result of this activity can last 10 minutes or over an hour, depending on what questions you ask and what direction you take.

Facilitator Notes:

As with the rest of these activities, it is vital in both the short run and the long run to validate the views of the participants. If they prefer to define themselves at the Concrete or the Behavioral level, do not challenge them directly about that. (This may happen with some younger participant groups.) This activity can make some participants feel vulnerable, and it is important not to intensify that to the point that they no longer are participating.

This activity has been especially valuable and successful with groups of active or pre-service teachers or those who work at non-profits that do a lot of "diversity" programming because it helps to clarify multiculturalism to some extent. Remember, there are multitudes of books and conversations about multiculturalism that still present it as an additive approach or multicultural festival. This activity challenges participants to rethink such a simplification and their own "multicultural" practices.

This activity also provides an excellent opportunity to introduce the link between critical pedagogy and multicultural teaching. The process highlights the dimensions of diversity and culture within the room of folks with whom you are working. This illustrates how the most important multicultural resources are the participants themselves, and instead of trying to define what is culturally important to them through special celebrations or additive techniques, it is our responsibility to draw them into the conversation, and allow them to define themselves.

[ Return to the Awareness Activities Page ]

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Home Teachers Corner Workshops & Training Equity Case Studies Awareness Activities Equity Curriculum Equity Awareness Quizzes Printable Handouts Research Room Humane Education Social Justice Speeches Social Justice Songs Social Justice Quotations Multicultural Links Contact Us Receive Email Updates Awards & Recognition About Paul Gorski Understanding the Depth and Breadth of "Multicultural" Purpose: The Depth and Breadth of "Multicultural" is designed to engage students in a process of defining "culture" and examining its complexities.

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6 Essential Strategies for Teaching English Language Learners

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6 Essential Strategies for Teaching English Language Learners

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Kaplan, E. (2019, April 12). 6 essential strategies for teaching English language learners. Retrieved April 01, 2021, from https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners

This website mentioned 6 essential strategies for teaching Englisn language leaners. To help teacher know more about teaching English Language Learners, Kaplan not only interview some professionals such as  Larry Ferlazzo, an educator and author of The ESL/ELL Teacher’s Survival Guide;  Emily Francis and Tan Huynh who teach English as a Second Language for a long time. But work with the journalist who observe ELLs teachers for many years.
The six strategies are:
1. CULTIVATE RELATIONSHIPS AND BE CULTURALLY RESPONSIVE
2. TEACH LANGUAGE SKILLS ACROSS THE CURRICULUM             3. EMPHASIZE PRODUCTIVE LANGUAGE
4. SPEAK SLOWLY—AND INCREASE YOUR WAIT TIME
5. DIFFERENTIATE—AND USE MULTIPLE MODALITIES
6. INCORPORATE STUDENTS’ NATIVE LANGUAGES—AND DON’T BE AFRAID OF TECHNOLOGY
This is a grreat website for teachers , for every strategy, Kaplan explain the reason and benefits for students. I believe that teachers can be inspired a lot by this website.

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Preparing for Cultural Diversity: Resources for Teachers

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Preparing for Cultural Diversity: Resources for Teachers

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Davis, M. (2016, September 08). Preparing for cultural diversity: Resources for teachers. Retrieved April 01, 2021, from https://www.edutopia.org/blog/preparing-cultural-diversity-resources-teachers

This website is the collection for teachers. It prepares a lot of useful resource for teachers. For example, there are Lesson Plans for teaching ESL students, awareness activites. etc. When teachers do not have some ideas for their class, this website can be a great choice for them to design their lesson.

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An Asset-Based Approach to Supporting English Learners’ Reading Skills

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An Asset-Based Approach to Supporting English Learners’ Reading Skills

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Gonzalez, V. (2021, March 03). An asset-based approach to supporting english learners' reading skills. Retrieved April 01, 2021, from https://www.edutopia.org/article/asset-based-approach-supporting-english-learners-reading-skills

Reading skill is very important for English Language Learners(ELLs). This website tells teachers how to support English Learners' reading skills through their first language. Since ELLs have the experience with other langauges, some of them already know the connection between sounds and symbols so that they can use their past knowledge to learn English.
Even though teachers cannot understand students' first language, they can also capture how they inteact with text and make some instructional decisions.

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Cambridge English. (n.d.). Retrieved April 01, 2021, from https://www.cambridgeenglish.org/learning-english/parents-and-children/information-for-parents/tips-and-advice/008-learning-english-through-stories/

This website can be useful for teachers, parents, even students. We as teachers can encourage students to read some stories for learning English. In the classroom, teachers can also read stories for them and make some interaction with them. This can be a good way to help students eliminate language barrier in our classroom, because they can relate to the reading and language learning process more confidently and positively.

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English story for KIDS: SHORT moral stories in English for kids. (2021, January 28). Retrieved April 01, 2021, from https://storiestogrowby.org/short-english-stories-kids-free/

It is true that teachers can use story to help students in English. This website is about short stories for students. Each story in this website is about 5 minutes long, it is good for students to understand. Besides, there are two version (visual and text) so that teachers can choose either one of them.

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Senzai, N. H. (2011). Shooting Kabul. New York: Simon & Schuster Children's Pub.

Shooting Kabul (The Kabul Chronicles)

Interest Level: 3-7 grade

In 2001, summer, at Fadi's age of 12, his parents decided to leave Afghanistan illegally and move the family to the United States. This is a difficult decision for them to made. Unfortunately, during they reaches the assembly point, Fadi cannot find his sister Mariam. It is not easy for Fadi's family to adjust to life in the United States. It seems it is more difficult to find his sister Mariam after the event of Sept.11. When Fadi won a grand prize for a trip to India in a photography contest, he thought this is an opportunity to return to Afghanistan to find his sister. If this picture can bring his sister back home? This book is a moving story of hope, love and persistence, based in part on Sanzai's husband's own experiences fleeing Soviet-controlled Afghanistan in the 1970s.

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Senzai, N. H. (2011). Shooting Kabul. New York: Simon & Schuster Children's Pub.

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Senzai, N. H. (2011). Shooting Kabul. New York: Simon & Schuster Children's Pub.

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Shooting Kabul (The Kabul Chronicles)

In 2001, summer, at Fadi's age of 12, his parents decided to leave Afghanistan illegally and move the family to the United States. This is a difficult decision for them to made. Unfortunately, during they reaches the assembly point, Fadi cannot find his sister Mariam. It is not easy for Fadi's family to adjust to life in the United States. It seems it is more difficult to find his sister Mariam after the event of Sept.11. When Fadi won a grand prize for a trip to India in a photography contest, he thought this is an opportunity to return to Afghanistan to find his sister. If this picture can bring his sister back home? This book is a moving story of hope, love and persistence, based in part on Sanzai's husband's own experiences fleeing Soviet-controlled Afghanistan in the 1970s.

This book describes a famimy move to the United States and their process of adjusting to American life. THey have two main difficulties, they are finding the lost kid in their family and adjusting American life. During adjusting American life, language can be a problem for them and students can see the language diveristy in this book. What's more, the event of Sept 11th happened shortly after this family had settled in San Francisco. Hostility and violence against Muslims and individuals who are mistaken for Muslims have increased. Students can study what happened to these groups after 9/11, as well as the many misconceptions about Islam.

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Emilia Alexe, E. A. (2013). I am your guide · Learning Designer. Embracing Language Diversity. https://www.ucl.ac.uk/learning-designer/viewer.php?uri=/personal/emilia/designs/fid/4d64223783606665a73e8b98d4f8b13e85ba8968410e68c3b97bf7067156e503
Interest Level: 6-9

This lesson is designed for students to explore different places around the world. Students will be asked to present their findings in English, however it is encouraged for each group to find words in another language to describe their findings. The students will talk about the word, and then tell what it means.

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You are using a browser that is not supported or you have disabled JavaScript. Please upgrade your browser and/or enable JavaScript. Supported browsers are Mozilla Firefox, Google Chrome, Safari and Internet Explorer (version 10 or later).

Name

I am your guide

Topic

CLIL-Castles in my country

Learning time

Designed time

2 hours and 45 minutes

Size of class

20

Description

This lesson is for a multilingual 7 graders.They will use English to present their final products and their native language to teach the key terms on the topic of castles . Working language : English

Aims

1.to improve the necessity of language awareness for effective communication among students 2.to encourage the use of native language in the classroom to promote the students' world /culture 3. to develop team work, communication and negotiation skills, creativity, and intercultural skills 4.to use an innovative method CLIL to boost students motivation for the content of the subject taught

Outcomes

Knowledge, Comprehension, Analysis, Affective learning outcomes

Editor

Learning Experience

One or more graphs might not display correctly, because one or more learning types do not have duration set.

Social learning graph will not display correctly, because no class size is set.

Social learning graph will not display correctly, because one or more learning types do not have group size set.

© UCL Knowledge Lab, UCL Institute of Education 2013-2021 Version 2.42

By continuing to use this website, you accept that cookies will be stored on your device. Learn more

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Meyer and Brunk, H. M. L. B. (2019). Linguistic Diversity Lesson Plan. Haverford Word Press, 1–19. http://ds-wordpress.haverford.edu/wp/linguistic-diversity/files/2019/06/Linguistic-Diversity-Lesson-Plan-Updated-2.pdf
Interest Level: 6-9

This lesson is pretty in depth, but it could be adapted for about a third grade level on up. Students are asked to work in groups to think of as many languages as they can. They are given note cards and asked to write about three sentences of why language is important to them. They then get to research some different languages and learn words from that language.

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teachervision.com. (2019, June 9). An Immigrant’s Story (United States). TeacherVision. https://www.teachervision.com/immigration/immigrants-story-united-states
Interest Level: 9-12

This lesson is also meant for older students, but could easily be changed to allow younger grades to participate in different ways. Students are asked to come up with a character who is an immigrant from wherever they choose. This lesson provides the students with the opportunity to write about someone who has to adapt to change and overcome language barriers. This helps everyone put their selves in someone else's shoes to allow them to sympathize with others from different backgrounds and languages.

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Students will create a character who immigrates to the United States. They will base a large portion of their stories on information they have learned about immigrants.

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Teachervision.com. (2019, June 9). An Immigrant’s Story (United States). TeacherVision. 

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Teachervision.com. (2019, June 9). An Immigrant’s Story (United States). TeacherVision. 

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An Immigrant's Story
This lesson is also meant for older students, but could easily be changed to allow younger grades to participate in different ways. Students are asked to come up with a character who is an immigrant from wherever they choose. This lesson provides the students with the opportunity to write about someone who has to adapt to change and overcome language barriers. This helps everyone put their selves in someone else's shoes to allow them to sympathize with others from different backgrounds and languages.

I think this lesson helps students to explore a world from someone else's point of view. Creating understanding and empathy towards immigrants or any student from a different culture is so helpful. The classroom is going to be full of children from different backgrounds and languages, so helping children understand the challenges of one another can help the classroom feel like a safe place.

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Warga, J. (2019). Other Words for Home (1st ed.). Balzer and Bray.

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Warga, J. (2019). Other Words for Home (1st ed.). Balzer and Bray.

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Other Words for Home
The novel by Jasmine Warga tells the story of a girl, Jude, who must leave her home in Syria and move to the United States. Jude always had a love for American movies, but when she got to the country she dreamed about, she felt overwhelmed. The story follows her journey through navigating a new school and a new life.
Eventually Jude overcame the opposition of immigrating and even tried out for the school musical, made friends, and came to love America and accept the differences of two cultures.

I think this book is helpful for teachers in the classroom because it allows students to read about someone with differences, and understand them. Anytime differences come up, they can be scary, but this book can provide the opportunity for children to realize that it can be scary for immigrants too! Language barriers are hard as well, and this book shows students that even though a girl is different, she still matters and has value.