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1) What an educator should know about this issue before working with ELLs•	Every person will learn the oral language first before they first learn how to read and write.•	Even though English language learners need certain accommodations, however, first need to consider them as a person and not through a judgemental and prejudice lens.•	Educators are not the masters of their learning.  They should be open to the learning no matter where the learning is coming from.•	Building an emotional and personal bond is far better than just a teacher and student bond.  The teacher and student bond is made a lot stronger through the personal and emotional understanding of the entire circumstance..

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1) What an educator should know about this issue before working with ELLs•	Every person will learn the oral language first before they first learn how to read and write.•	Even though English language learners need certain accommodations, however, first need to consider them as a person and not through a judgemental and prejudice lens.•	Educators are not the masters of their learning.  They should be open to the learning no matter where the learning is coming from.•	Building an emotional and personal bond is far better than just a teacher and student bond.  The teacher and student bond is made a lot stronger through the personal and emotional understanding of the entire circumstance..

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4)	Questions educators could ask themselves to ensure they are addressing the area•	Teachers know each of their student’s strengths, needs and interests. This enables them to help make relevant and authentic student connections to learning. Knowing a student’s career aspirations, what he or she is curious about in a subject area, or what he or she gets excited about after school can be built into lessons that build a bridge of relevance between what matters to a student and curriculum concepts and content.•	Understanding the contexts and interests’ students have helps to personalize learning, and so, to engage the student.

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4)	Questions educators could ask themselves to ensure they are addressing the area•	Teachers know each of their student’s strengths, needs and interests. This enables them to help make relevant and authentic student connections to learning. Knowing a student’s career aspirations, what he or she is curious about in a subject area, or what he or she gets excited about after school can be built into lessons that build a bridge of relevance between what matters to a student and curriculum concepts and content.•	Understanding the contexts and interests’ students have helps to personalize learning, and so, to engage the student.

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5)	Any questions you are left with after readingI really like the chart on this article (page 7) as it breaks down what the teachers sees or hears and links to what the students need to know and what the students need to work on.  This is what I do when I am teaching, assessing and reflecting.  That way, I can fix the mistakes right away rather than wait after the test.  Some times, I tell the students to present or do orally or I can hear how they are explaining he questions so that way, I can hear them and then explain it to them right away to. 

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5)	Any questions you are left with after readingI really like the chart on this article (page 7) as it breaks down what the teachers sees or hears and links to what the students need to know and what the students need to work on.  This is what I do when I am teaching, assessing and reflecting.  That way, I can fix the mistakes right away rather than wait after the test.  Some times, I tell the students to present or do orally or I can hear how they are explaining he questions so that way, I can hear them and then explain it to them right away to. 

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2) Any relevant underlying theories & 3) practical strategies that will benefit ELLs•	From the following quote:  “learning can no longer be understood as a one-way exchange where we teach, they learn.” Rather, “it is a reciprocal process that requires teachers to help students learn with understanding” (Willms, Friesen, & Milton, 2009).  Love this quote!  As it personifies that it is both way learning cycle and not a linear one.  Of course as teachers, we have some role to play in order to teach the curriculum and the concepts to the students, however, it is two-way street.  We as teachers will teach, however after teaching and reflecting on what we have taught and how much the student has grasped the understanding is a true measure of our teaching practice.   We might learn a lot of things from our own students after the reflection process and going through met this and not met this criteria.  We as teachers are also being evaluated as well.•	Getting to know the student on personal level is the key on understanding the student as a whole.  We need to show empathy, connection and true self awareness that the student are part of our classroom and they need our guidance.  By connecting to the students in a friendly level may also open up all the other doors of expanding the student's learning experience and help them grow more intellectually. As a result, the student would feel more safe in communicating their problems - whether it is home, self, friends and/or learning as a whole.  I totally agree with the following points that are mentioned in the article listed below:  Involving students as “partners in change” invites us to: • see the student as a whole person • know every student in more dimensions than just the academic • support students in playing a more active role in their learning • include student voice in planning learning opportunities

# data[].attributes.subject
2) Any relevant underlying theories & 3) practical strategies that will benefit ELLs•	From the following quote:  “learning can no longer be understood as a one-way exchange where we teach, they learn.” Rather, “it is a reciprocal process that requires teachers to help students learn with understanding” (Willms, Friesen, & Milton, 2009).  Love this quote!  As it personifies that it is both way learning cycle and not a linear one.  Of course as teachers, we have some role to play in order to teach the curriculum and the concepts to the students, however, it is two-way street.  We as teachers will teach, however after teaching and reflecting on what we have taught and how much the student has grasped the understanding is a true measure of our teaching practice.   We might learn a lot of things from our own students after the reflection process and going through met this and not met this criteria.  We as teachers are also being evaluated as well.•	Getting to know the student on personal level is the key on understanding the student as a whole.  We need to show empathy, connection and true self awareness that the student are part of our classroom and they need our guidance.  By connecting to the students in a friendly level may also open up all the other doors of expanding the student's learning experience and help them grow more intellectually. As a result, the student would feel more safe in communicating their problems - whether it is home, self, friends and/or learning as a whole.  I totally agree with the following points that are mentioned in the article listed below:  Involving students as “partners in change” invites us to: • see the student as a whole person • know every student in more dimensions than just the academic • support students in playing a more active role in their learning • include student voice in planning learning opportunities