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This is the systematic study of a pair of languages. The structural similarities and differences between the languages are often viewed. This can be used by a teacher in order to better understand the differences in languages. This can help target an area where a student might be struggling in new language development. Additionally, this can be used in the classroom by students. Students can read books with varying differences in language and structure. Doing this with African American Language might be useful.

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Teaching English to Speakers of Other Languages (TESOL) | Mobile ...

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This is when students get to select a topic of their choice (approved by the teacher) and do a presentation over it for the class. It can be a good way for students to form relationships with other students a get it a chance to share their cultures. Additionally, it is a good way for teachers to know what their students are interested in. The research and design of the presentations can help students practice for doing research for school content. It also can help students distinguish facts vs opinions, write assessment questions, develop oral language skills, and apply their knowledge of sequencing. I plan on using this in my classroom to allow students to practice these skills; oral language skills are especially good practice for English Language Learners. ·      (Glover & Harris, 2020, p. 118)

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Syntax surgery involves actively correcting the tenses of common missed irregular verbs. The teacher should model the "surgery" being performed. This may include "cutting out the wrong word," burst bubbles, build and break, and more (p. 130-131). Activities, such as these, as especially important for English Language Learners because there are so many irregular verbs in the English language. It is confusing so students whose first language is English, so it is especially challenging for English Language Learners to comprehend. I plan I using the active strategies in my room because there are so many irregular verb forms to remember. I feel like these strategies allow students to better remember and comprehend the irregular verb tenses.
(Herrell & Jordan, 2020, p. 132-135).

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Story reenactment is a classroom strategy that checks for reading comprehension for students of all ages. It is especially important for ELL students because it may allow them to deepen their understanding of the text through connecting the text to props and actions. Story reenactment often involves using props and is important that students read the text closely before reenacting it. This strategy can also be used in history classes, so students can imagine what historical event may have looked like. (Herrell & Jordan, 2020, p. 181-184)

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Although close reading seems like an obvious necessity, it is not always obvious that this instruction needs to be explicit, even with upper grades. Students need a good, fluent reader to model, so they can improve their own reader. Some students may not have parents at home that can read (or read English specifically). Close reading is important in all elementary classroom because it helps pinpoint students levels in the different factors of reading. I plan on using close reading, even if I teach upper elementary, because I want to make sure students are consistently getting a model of a fluent reader so they can keep growing. (Herrell & Jordan, 2020, p. 77-83)

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Modeled Talk, sometimes referred to as scaffolded instruction, is when a teacher verbally and physically explains something to the class. It is one of the most simply and powerful strategies to use with English language learners (p. 33). If a teacher models something to the class first, it takes away student anxiety due to wondering if they are doing something right. This allows them to better focus on the goals of the task, rather than the task itself. This strategy is often applied when instructing students on how to make something. Making a craft, foldable, or other educational tool is hard to explain with out explicitly showing students the product. (Herrell & Jordan, 2020, p. 33-37).

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Culture quilts are a great way for students to connect their heritage and families' backgrounds to that of other students in the classroom. Students should first generate a list of 10 questions to ask members of their family about their family background. Then, students interview parents and ask record their responses to the questions. Students finally create a presentation of their findings as well as an artifact representing their family (quilt square). This allows students to feel that the classroom is a safe place where they can be themselves and know their cultures are valued. I would definitely use this project in the classroom because I feel like it allows students to have their individuality represent as a part in the classroom. (Glover & Harris, 2020, p. 188)

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Graphic organizers are visuals or pictures created to represent ideas, text, or connections between texts. Graphic organizers aid comprehension by enabling readers to label aspects of a text, using language from that text, to visually illustrate the connections between events and characters. Graphic organizers also help support English Language Learners by taking a lot of potentially confusing English vocabulary and concepts and presenting them in an organized, visual format. Some examples include venn diagrams and flow charts. (Herrell & Jordan, 2019, p. 198-200)

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Total physical response does not force students to speak in an uncomfortable environment, but encourages them to participate by doing the motions or initiated physical response implemented by the teacher. It is usually used in the lower grades and/or with English Language Learners to teach concepts or new vocabulary, such as body parts. However, it can be used in upper elementary for vocabulary as well. Some applications include movement directions, students' names, color words, number words, shapes, body parts, prepositional phrases, directions, classroom procedures, and content vocabulary/picture sorts. (Herrell & Jordan, 2019, p. 28-32)

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The use of learning centers in the classroom is a powerful way to allow students to practice new skills by practicing in a safe environment. Teachers need to be sure to thoroughly explain the objectives of the centers, so students can remain on track with the learning targets. Additionally, learning centers are a good way to get English Language Learners to actively participate and develop relationships with classmates to gain confidence.  I would use this strategy for a test review of a bunch of topics, for a short practice before a project, or for a topic that a more collaborative learning environment might enhance. (Herrell & Jordan, 2019, p. 149-156)

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Because students of color or diverse backgrounds are often not represented in schools, it is important for classroom libraries to include culturally relevant books that students can identify with. Diverse classroom libraries should feature various authors and characters of different races, cultures, and religions in texts that are written and illustrates by members of the group addressed in the texts. Students are then able to see themselves and their families represented in the classroom and as a result, are more engaged in learning and reading. Not only do I want to have a diverse classroom library, but I want to be sure to read and highlight culturally responsive books as well so all the students in the classroom are exposed to them. (Ace-Boardman, 2020, p. 97).

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Vocabulary role play helps students make connections between the formal definition of a word and how the word can be used in a variety of contexts. It also gives students to reflect on past experiences and relate that to the new information. Because different students will likely draw on different experiences or contexts, it gives students the chance to be exposed to the word in other contexts than just their own. I would definitely use this strategy in my classroom because I feel it is much more engaging and memorable than just writing down definitions. The more connections students are able to make, the more likely they will be to remember the new topic.

(Herrell & Jordan, 2019, p. 47-50)

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The use of manipulatives can be supportive of students' understanding and language development. This is true of both representative objects (blocks, counters, beans) and real objects that relate language to content. Manipulatives can even be used in the upper grades in order to help students switch from abstract to concrete thinking. I can see myself using manipulatives in the classroom as a material students can use if they would like. I understand every student learns differently; therefore, I want to provide as much support as possible.

(Herrell & Jordan, 2019, p. 58-61)

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Herrell, A. L. & Jordan, M. (2019). 50 Strategies for teaching English Language Learners. Indianapolis, IN: Pearson. ISBN: 9780133802450

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Establishing routines, signals, and procedures from the beginning of the year can save time in the long run. Although all students will not be perfect the procedures right away, enforcing and modeling them from the start shows students the expectations upfront. Additionally, they can be beneficial to English Language Learners. Because ELLs do not always understand everything stated in class, having set routines and signals helps them relax and not have to worry as much about being able to follow the sequence of activities during the day. This allows those students to focus more on the content and learning.

(Herrell & Jordan, 2019, p. 23)

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For this strategy, students are placed in small groups in order to work together to complete an assigned task. Before working on a task, it is important that the students are assigned roles (can be displayed as name tags) and have a chance to complete a team-building activity. Some of the roles within the group might include leader, note-taker, reporter and time-keeper. After and/or during the task, each group should get a chance to share their findings with the class. Cooperative learning provides an opportunity for communication, planning, research, and presenting (orally and visually). Because there is a definite task to complete and assigned roles within the group, English Language Learners have a greater chance to access the learning. Additionally, ELLs may feel more comfortable expressing ideas in a small-group setting with familiar students.

(Herrell & Jordan, 2019, p. 273)