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Translation Service

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Our technology powers the UK's real-time payment, batch payment and cheque image clearing services, and its network of 60,000 ATMs. We also provide payment services in Sweden, Singapore, Thailand, and the US.

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Real-time payments, payment processing and data analytics | Vocalink Mastercard

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Our technology powers the UK's real-time payment, batch payment and cheque image clearing services, and its network of 60,000 ATMs. We also provide payment services in Sweden, Singapore, Thailand, and the US.

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Teaching K12 ELs Online

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ODE Guidelines for Teachers of English Learners

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ODE Guidelines for Teachers of English Learners

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Ohio's Support Guide for Teachers of English Learners

​I. Introduction

As schools work to reduce the spread of coronavirus (COVID-19) by addressing the health and safety needs of all students, the Ohio Department of Education remains committed to providing supports for Ohio's educators as they ensure English learners receive critical information and continue remote learning.

The purpose of this document is to provide supports for educators to reach and teach English learners. This document should be used as a companion to Ohio's Remote Learning Resource Guide and applies the same continuum of remote learning to the unique characteristics of English learners. Finally, as part of the continued communications that occur between Ohio educators and the Department, the document provides responses to frequently asked questions.

Ohio's Support Guide for Teachers of English Learners is influenced by the recommendations from Ohio Teachers of English to Speakers of Other Languages, a professional organization whose diverse members advocate and collaborate on behalf of English learners and their families. It is through such partnerships the state works to identify and address issues related to equity and access.

II. Strategies and Resources for Educators

1. Providing English Language Development and Academic Supports

All teachers of English learners impact the rate and quality of their students' English language development and achievement in the academic content areas. Just as the English as a Second Language (ESL) teacher brings expertise in language acquisition, the general education teacher provides English learners with opportunities to practice and refine their developing language skills. When educators co-plan quality instruction that includes linguistically and culturally responsive practices, students can be full participants in all classes. Finding pathways to success in academic content areas empowers English learners to develop the language skills needed for school and life.
Strategies for Providing English Language Development and Supports
The following are strategies teachers can use to impact the language learning trajectories of English learners within remote environments. These strategies are based upon principles of best practice for English learners and can be applied to all content areas.

Collaboration is essential.

Content and English learner specialists should continue to co-plan lessons by phone, text and virtual teacher-based team sessions. Planning might occur using interactive platforms such as the OCALI (formerly the Ohio Center for Autism and Low Incidence) collaborative templates.

Setting up regular times for collaboration and using technology to share documents can help teachers support each other in reaching English learners.

A virtual meeting or three-way call that includes an interpreter or the bilingual paraprofessional can provide invaluable knowledge and ideas for ways to support English learners in the content classroom.

General education teachers also can create separate spaces for English learners to learn in small groups in the remote learning management system. There, English learners may be provided comprehensible instruction, language and literacy supports, and learning activities related to the content area.

Share resources. Teachers of English learners can compile and share resources that support all general education teachers in making learning content more accessible. Some links to sites that have these kinds of resources include:

Frequently used reference materials, such as bilingual vocabulary glossaries for math, English language arts, science, social studies and other content areas.

Ready-to-use lesson plans available for free at Share my Lesson, Career Connections, INFOhio Educator Tools and The Newcomer Toolkit, chapter 3, pages 15-16.

Curriculum-based measurement resources that may be individualized for English learner language levels to monitor and assess basic academic skills.

Tools such as professional learning for parents and online teachers from the Center for Applied Linguistics and Ohio Partnership for Excellence.

Short videos with suggestions and tips for working online with English learners, how to add subtitles to YouTube videos, using text to speech tools in PowerPoint, explaining and determining reading levels of text in Microsoft Word.

Texts aligned with English language proficiency standards.

Teaching tips and practices related to online learning, digital content and e-learning days at edWeb.

Use visual representations on the screen. Teachers can use visuals, such as graphic organizers, strategically to express higher-order thinking skills and support the use of new vocabulary in conversations with students. They can allow students to use shared tools to write and draw on the screen and encourage communication around academic content.

Use sentence frames. The nonprofit group Student Achievement Partners explains that sentence frames and starters help English learners understand what they should be analyzing within a text to complete a writing or discussion activity. Remote learning teachers should continue to use sentence frames and starters to scaffold instruction with the aim of having students build toward the ability to analyze and write about content without the use of the frames.

Set up for success. Remote learning plans should reflect information from students about their home learning environments. This would include workspace setup, time management and levels of family support available. For example, parents of English learners may have limited or interrupted education backgrounds, so siblings or same-age peers may be an important source of academic assistance for English learners as they learn remotely.

Promote conversation. Talking and interacting with children in the home language should never be discouraged. Supporting parents to communicate in the languages they prefer builds family relationships, benefits students' overall cognitive development and augments their academic achievement. Remote learning plans can include home language conversation activities that provide opportunities for English learners to maintain and value bilingualism as an asset. For example, educators can provide conversation prompts for families to use in their languages of choice or encourage older students to prepare, conduct and document interviews with family members.

Reach out to the community. Teachers of English to Speakers of Other Languages specialists can work with community groups to provide online meetings with interpreters to facilitate forums for listening to the concerns and questions of parents within a safe space. The meetings can provide information useful for developing the remote learning plan and meeting individual needs.

Encourage student interaction. Remote learning should include online content for students and teachers to engage in speaking and writing regularly.

For example, a teacher in Granville provides guided reading conferences to her third-grade students once a week using Zoom. She assembles groups of four to six students. Students then take turns reading from a selected text they have received in paper form and is on the screen. To gather data, the teacher takes notes on specific features of each student's decoding skills and fluency. For English learners who need additional supports, she provides the text ahead of time with a recording to practice before reading aloud with the group. She follows this with comprehension questions and review of key vocabulary.

Resources for Providing English Language Development and Supports

Below are links to resources related to teaching English language development:
Translation and Interpreter Resources for Educators
Along with the identification of content that must be accessible to English learner families, teachers should work with competent interpreters for spoken communications and translations of written communications.

Interpreters and bilingual paraprofessionals can assist teachers in developing and explaining the learning plan for linguistically and culturally diverse families. Along the way, teachers should be sure parents know how to contact them and other teachers.

The following are translation and interpreter resources that educators who serve English learners can use to make remote learning more accessible.

ClassDojo - This app allows translation of messages into more than 30 languages and is available to teachers free of charge. Instantly share photos, videos and announcements on Class Story or privately message with any parent

Vocalink Global - This company has a contract through the State of Ohio's cooperative purchasing agreement so local agencies, including schools, may utilize its interpreting and translation services on an as-needed basis. This link will take you directly to the State of Ohio landing page.

Affordable Language Services - This organization provides high-quality interpretation and translation with attention to the specialized needs of education professionals. Rates vary depending upon size and type of product(s) required.

International Language Bank - This Ohio-based company provides translation and interpretation services for more than 200 languages and dialects. Rates vary depending upon size and type of product(s) required.

Language Line Solutions - This company provides 24-hour support, with experience and expertise in health service needs during the COVID-19 crisis. Prices are $3.95 per minute for audio and $4.95 per minute for video consultation.

Access to Interpreters - This Columbus-based company provides a range of interpretation and translation services in more than 70 languages to assist parents with limited English proficiency. Rates vary depending on size and type of product(s) required.

2. Meaningful Communication with Families

The transition to remote learning requires parents and guardians to take on new roles as teaching comes into the home. Parents and guardians must provide a learning environment that may include technology that is new to the home. They need to monitor their children's use of technology for instruction and provide support. Parents and guardians need to mediate teacher expectations with their own expectations for their children and work together as partners to support their children's learning at home.

Within this context, supporting parents and caregivers as teachers in home instruction is best accomplished in small, intentional steps to develop positive home-school relationships. The first step is to establish meaningful communication with families.Below are strategies to support meaningful communication with families of English learners.

Strategies to Create Meaningful Communication and Engagement

Utilize existing data. All information provided to English proficient parents also should be accessible to parents with limited English proficiency. Educators can learn about their students' families' or guardians' home languages and communication preferences by accessing the language usage survey that is part of the school registration process. This information also is helpful in knowing the specific languages for which interpreters and translations are needed.

Dedicated space. If there is not already a designated place in the learning management system for parents of English learners, consider creating one to deliver instruction and learning materials focused on providing parent communications. This could be a folder or subsection, depending upon the instructional tool. The area can become a hub for parents and guardians of English learners to ensure a common place for communications.

Be culturally responsive. It is important to design communication that respects the diverse culture of students' families' traditions. For example, some cultures expect older siblings to be responsible for the tutoring of younger siblings and use members of the extended family such as cousins or uncles to communicate with teachers. Recognize when it is appropriate and respectful to reach out to family members to discuss important facts and school structures for the remainder of the year. Consider who will communicate what to whom.

Take time to listen. Respond to concerns by providing safe places for discussion using the means that families prefer. This means teachers should be flexible in using phone, text, emails and various apps to get parents' input regarding ways to improve home-school communications.

Include students in conversations. Avoid talking with parents or guardians "about" their children in ways that may make the children feel invisible. Facilitate conversations between parents and children. Convey acceptance and encourage communication that uses the home language. Recognize that using one language or another is not black and white. This is a natural part of second language development also known as translanguaging. The ultimate goal of encouraging parent and child communication is to include natural language development that is linked to literacy development. Global Cleveland provides Tips for having conversation about COVID-19 with your kids in multiple languages.

For example, one teacher considered family schedules and set up weekly online video chats. The consistent schedule and sharing with the parents and child supported the family with the help of an interpreter. The teacher observed and gained valuable information about how different family members prefer to communicate using the home language and English.

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3. Ensuring Access to Nonacademic Supports

Like all students, English learners and their families may need one-time, intermittent or on going physical, social and emotional supports. Each English learner's capacity to engage in academics is impacted by his or her physical and mental health and safety.

Many English learners, by nature of their limited access to local resources, social supports and means of communication are disproportionately impacted by a wide range of stressors. Some English learners and families experience stressors related to immigration status or the conditions impacting family members living abroad. In addition, they may feel it is unsafe to access public health and human services.

Teachers are on the front lines and have unique opportunities to identify nonacademic needs that impact the wellness of the whole family and help families connect to community resources and supports. Teachers of English to Speakers of Other Languages specialists can be especially helpful in bridging the gap for families who often have direct experience of disruption and system disparities.
Strategies and Resources for Ensuring Access to Nonacademic Supports
Below you will find strategies and resources to help families access nonacademic supports.

Keep families informed about the COVID-19 virus. Share information on how the virus spreads, social distancing and what to do when someone in the family is sick. The Ohio Department of Health offers information to families on COVID-19 in four languages: Spanish, Arabic, Chinese and Somali. In addition, the Centers for Disease Control and Prevention (CDC) offers comprehensive information on COVID-19 in Spanish, Chinese, Korean and Vietnamese.

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4. Meeting the Needs of English Learners with Disabilities

Students with disabilities who are English learners should receive English learner services along with specialized supports as described in the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. Along with the civil rights obligations that schools address for all English learners, students with disabilities have additional legal rights. Disability considers but does not nullify or supersede the obligations of teachers to provide English language instruction and access to the learning standards that are in English.

The Ohio Department of Education has developed the resource Considerations for Students with Disabilities During Ohio's Ordered School-Building Closure to support district and school administrators and educators in addressing the needs of students with disabilities. Intervention and Teachers of English to Speakers of Other Languages specialists can access this resource for more information.

Strategies and Resources for Educators to Meet the Needs of English Learners with Disabilities
Below is a list of strategies and resources for educators to meet the needs of English learners with disabilities.

Reach out to the individualized education program (IEP) team. Teachers of English to Speakers of Other Languages specialists, bilingual staff, interpreters, intervention specialists and related service providers should continue to touch base with each other and their shared students to continually improve whole-child and family supports. The academic goals of English learners with disabilities should be addressed in the context of developing relationships of trust between parents and the school's IEP team.

Provide parents with information in the preferred language and manner. Consider alternative ways of keeping students and families connected, for example, by scheduling periodic telephone calls, using Skype, FaceTime and other modes of communication. Disability-related materials in English and other languages are available at resources such as Disability Rights Ohio.

The Ohio Department of Education will continue to monitor guidance released by the U.S. Department of Education and update information accordingly.
Questions regarding serving English learners? Call the Ohio Department of Education's Office for Integrated Student Supports at (614) 466-4109 or send an email to lau@education.ohio.gov.

III. FREQUENTLY ASKED QUESTIONS

Community school and traditional public schools have the same obligations to meet the language and access needs of students and support parent communication. Some community schools have larger percentages of English learner students who may attend both the traditional public and community school during their schooling. During the ordered school-building closure, community and traditional public schools are encouraged to share resources and ways to support remote learning for their English learner students. Community schools and districts that belong to Title III Consortia should call upon their groups to provide resources and virtual venues for communication about serving their English learner students. An example of a Title III Consortium providing such supports is the Hamilton County Educational Service Center.

The Department is working alongside schools to share online and community resources to assure English learners are not left behind during the period of the ordered school-building closure. The Department provides a wide array of resourcesin the Remote Learning Resource Guide along with resources in this supplemental guide for teachers of English learners. Some professional organizations that support the whole-child needs of English learners have provided resources such as these: Ohio Teachers of English to Speakers of Other Languages website, the Ohio TESOL resources list and the Learning from Home Series offered by the Center for Applied Linguistics.

Local decision-makers are encouraged to work closely with Teachers of English to Speakers of Other Languages specialists, including paraprofessionals who have specialized knowledge and rapport with students and families who, due to limitedEnglish proficiency, may not have access to the wide range of essential communications and basic services needed during this unprecedented public health crisis. Schools and districts must not neglect responsibilities to continue the multi-faceted instruction of English learners and supporting access to Ohio's Learning Standards. Ohio's Remote Learning Resource Guide provides strategies for offline learning.

Providing interpretation and translation supports is part of a continuum of parent communication outreach. It begins with trained staff who inquire about parent language preferences during school registration. With this information, school administrators and local school leaders develop, implement and revise their language access plans. A language access plan is a document that spells out how to provide services to individuals who have limited English proficiency. Language access plans should be tailored to& the school community and mode of instructional delivery but may include sections such as a needs assessment, language services offered, notices, training for staff and evaluation. Key partners in developing and implementing accessible communications are Teachers of English to Speakers of Other Languages, bilingual paraprofessionals, technology coordinators and community liaisons. The OSPI Interpretation and Translation Resources, MassLegal Services and WIDA ABCs of Parent Engagement collect resources that may assist schools in developing and implementing language access for all. In addition, please refer to the Translation and Interpretation Resources section of this guide for links to more translation/interpretation services.

Food service directors and staff are partners with schools in assuring that English learners and families with limited English proficiency receive equitable access to school lunches. It is important to ensure parents understand the instructions for picking up food for their children. Parents with limited English proficiency may not feel they are allowed, or perhaps safe, to go outside of their homes to pick up food at the sites that are open to all students and families. Districts can help families feel safe by providing information on accessing school lunch in their home languages. Teachers and staff who have positive and trusting relationships with families also can relay this information to families. The Department's Supporting Whole-Child Nutrition website provides a map of current district school feeding sites.

Ohio's Remote Learning Resource Guide recognizes that some Ohio families, including those with limited English proficiency, lack reliable access to digital resources, technology and the internet, which limits the availability of virtual learning. Districts should develop local remote learning plans that accommodate all students who do not have reliable access to technology for instruction. The Department's webpage for the Coronavirus encourages schools to partner with educational service centers and Information Technology Centers to seek solutions regarding remote learning.

Schools should consider using Teachers of English to Speakers of Other Languages specialists in the setup, communication and delivery of these services since they often are knowledgeable about the barriers and crises English learner students and their families may face. Resources in Spanish are available on the Ohio Commission for Hispanic and Latino Affairs website. In addition to resources for social-emotional learning on the Department's website, resources for mental health services for students can be found at local children's hospitals, county alcohol, drug addiction and mental health services boards, and local community health agencies. The Ohio Department of Mental Health and Addiction Services' coronavirus homepage provides resources related to mental health in times of crisis.

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As schools work to reduce the spread of coronavirus (COVID-19) by addressing the health and safety needs of all students, the Ohio Department of Education remains committed to providing supports for Ohio's educators as they ensure English learners receive critical information and continue remote learning.

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Teaching K12 ELs Online with Diane Staehr Fenner

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Teaching K12 ELs Online with Diane Staehr Fenner

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Professional Development - Webinars - SupportEd

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SupportEd offers interactive webinars with our team of experts as well as national experts as an opportunity to delve into professional development...

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ODE Coronavirus (COVID-19) Information for Schools and Districts

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ODE Coronavirus (COVID-19) Information for Schools and Districts

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For updated public health information and resources
specific to COVID-19, visit www.coronavirus.ohio.gov.

The Ohio Department of Health opened a call center to answer questions from the public regarding coronavirus (COVID-19). The call center will be open 7 days a week from
9:00 a.m. to 8:00 p.m. and can be reached at 1-833-4-ASK-ODH (1-833-427-5634)

Ohio Department of Health Resources

Be kind. As COVID-19 continues to spread in communities in the U.S., worry, anxiety and fear can lead to stigma toward certain groups, especially Chinese or other Asian Americans. Stigma and discrimination can create fear and anger that is misdirected at our neighbors instead of at the disease itself.

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Coronavirus (COVID-19) Information for Ohio's Schools and Districts

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The Ohio Department of Health opened a call center to answer questions from the public regarding coronavirus (COVID-19). The call center will be open 7 days a week from 9:00 a.m. to 8:00 p.m. and can be reached at 1-833-4-ASK-ODH (1-833-427-5634) Be kind.

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This is a space for our PK-12 Ohio TESOL members to talk about anything PK-12! Feel free to post questions/comments/and respond to other members. We look forward to networking with you!

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Virtual Meet-Ups Schedule During School Closure

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Virtual Meet-Ups Schedule During School Closure

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OTESOL Virtual Meet-Ups During School Closings

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UPDATED
As the nation shifts to online learning during the novel coronavirus outbreak, language and access barriers may shut many of the nation's nearly English-learner students out of the learning process.

A December 2019 report from the U.S. Department of Education found that few teachers reported assigning English-learners to use digital learning resources outside of class, in part because of concerns about students' lack of access to technology at home.

The same report also revealed that teachers who work with English-language learners are more apt to use general digital resources rather than tools designed specifically for English-learners and that English-learner educators reported fewer hours of professional development with digital learning resources than did mainstream teachers.

Those findings suggest the spread of outbreak-related school closures could have severe consequences for the millions of students with limited access to digital devices or the internet, limited understanding of English, and limited ability to work independently without support.

"This crisis has emphasized the inequities and gaps that exist in our [education] system," said Kristina Robertson, the English-learner program administrator for the Roseville, Minn., schools. "This is a wakeup call about the value of having technology for all."

English-learner educators often offer tailored support for their students in class, something that is not available in many of the online programs schools have implemented, said Joseph Luft, the executive director of the Internationals Network for Public Schools.

The New York City-based network operates 28 high school and middle school campuses in New York city, the San Francisco Bay Area, the Washington, D.C.-area, and Minneapolis that educate more than 10,000 English-learners and newly arrived immigrant students.

The widespread closures have left teachers and administrators scrambling for ways to connect with students they may not see face-to-face again for weeks or months. In New York City, schools are closed until at least April 20, and perhaps the rest of year, Mayor Bill de Blasio said this week.

Education Week created an interactive map to track school closures across the nation: As of Wednesday, at least 39 states have closed schools to help slow the spread of coronavirus; the closures have affected more than 40 million public school students.

In some of the International Network's New York schools, teachers spent the weekend printing paper packets for student pickup. The organization has also created a network-wide resource for teachers to share curriculum ideas and suggestions for connecting with families.

"This makes online learning a lot more difficult," Luft said. "We're trying to be very creative but it's very hard to transition so quickly."
Language Barriers
Across the country, public schools educate about 4.9 million English-learners from hundreds of different language backgrounds. While the numbers for several other languages are on the rise, 76 percent of the nation's English-learners speak Spanish.

Many of the nation's largest school districts have had significant English-learner populations for years, but communication challenges even exist for many of those school systems.

In Seattle, where schools will remain closed until April 24, the district offers translations for materials in six languages: Spanish, Somali, Mandarin Chinese, Vietnamese, Amharic, and Tagalog. That still leaves some families out of the loop. The district has nearly 7,000 English-learners and they speak a total of about 160 languages.

"[English-learners] who don't speak one of the major languages have much less support," Judie Haynes, an author and English-learner-educator consultant, wrote in an email to Education Week. "All distance learning will probably be in English or Spanish unless another language group has a big concentration."

The state of New Jersey, where Haynes in based, has a concentration of Portuguese students and teachers that would allow their needs to be met at school, she said.

Roughly 40 percent of the 7,000 students in Robertson's district, the Roseville schools, speak a language such as Spanish, Hmong, Karen, Somali, or Nepali at home.

The district employs 11 cultural liaisons, whose duties range from providing interpretation and translations, advising students, cultural navigation, and working to bridge the language and cultural gaps that emerge between district staff and families.

The district also plans to establish a multilingual Facebook page to communicate with families and send daily robocalls and emails in multiple languages to inform families about meals and other efforts to support families.

"Families need to have somebody they trust to communicate what they need from schools, Robertson said. "They want to their children to be safe and have learning opportunities just like everyone else."
Banding Together
Colorín Colorado, a site for English-learner educators, has compiled a list of resources and suggestions for school staff and English-learner families. The guide includes tips for ensuring that families have access to information about online learning and that their district or school online-learning plans account for English-learners.

In addition to providing links to COVID-19 information in several languages, the site also offers tips on staying connected with English-learner families during the extended shutdowns by communicating with families via phone calls, texts or video chats and providing translated information whenever possible.

"We want to ensure immigrant and English-learner families aren't left behind," said Giselle Lundy-Ponce, an English-learner advocate with the American Federation of Teachers. "It's going to require a monumental effort."

In an ongoing online survey of teachers conducted by the site, respondents have reported that many of their English-learners don't have laptops or tablets to access online lessons; in some cases, they don't have internet access.

"We would like not to lose anything [in terms of learning progress], but that's not very realistic," Robertson said. "Some families are going to be left behind."

A longtime English-as-a-second-language teacher, Haynes started #ellchat about a decade ago. On Monday, the Twitter chat focused on online learning for English-learners during the coronavirus outbreak. The exchange focused on tools that could help students access online lessons and remain in touch with teachers.

TESOL International Association, an organization for teachers who specialize in working with English-learners, has also collected resources that teachers and administrators can use to help guide their discussions with students about this pandemic.
'Losing Ground'
Luft is especially concerned about a particular subset of English-learners: older students who are nearing graduation.

School districts have long struggled to meet the educational needs of these students, including refugee and immigrant students who often have gaps in their formal education. Laws allow students to enroll in traditional public schools until they reach age 21, but many times they're pressured to leave campuses or funneled into alternative programs.

Luft fears that, with extended school closures, some of these students may leave school without graduating, unless some districts waive exam requirements or amend state laws on how many days schools must be in session.

"It's just throwing another roadblock in their way," Luft said. "We don't know how long this is going to last. They're in real danger of losing ground."

Robertson has asked district staff, including the cultural liaisons, to monitor whether families have enough food and understand when to seek medical help during the coronavirus outbreak.

Staff in the district-which has a one-to-one computing initiative-were also pressing to get tablets to students as schools shut down Wednesday through at least March 27.

"You can digitize instruction, but education is about connections," Luft said. "We don't really know what this is going to look like over the next couple of weeks. I'm not looking for miracles; I'm just looking for people working to keep kids connected to school."
Photo Credit: Students Valerie Mejia-Terry, left, and Karina Medina, right, focusing during class at Spirit Lake Elementary School in Spirit Lake, Iowa, in 2017. -- Bryon Houlgrave /The Des Moines Register

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English-Learners May Be Left Behind as Remote Learning Becomes 'New Normal'

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UPDATED As the nation shifts to online learning during the novel coronavirus outbreak, language and access barriers may shut many of the nation's nearly English-learner students out of the learning process. A December 2019 report from the U.S.

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Tech free lessons in multiple languages

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Hello! Thanks so much for your commitment to your students. Here you will find links to activities for students in grades K through 12. They require only paper and pencil, and some materials that can be found around the house.

English K-8, Weeks 1-8, written by Maria Montroni-Currais, NJ. English K-8, Weeks 9-12 written by Meghan Love and Laura McAulay, SC

Spanish, courtesy of the River Falls District, WI. Spanish Weeks 5-8 courtesy of Kelly Cesarski, NJ, Spanish Weeks 9-12 courtesy of Tiffany Wells, NJ

Portuguese, courtesy of Maria Costa, MA. Portuguese Weeks 5-8, courtesy of Elisangela Defreitas

Somali, courtesy of the Saint Cloud, MN Community Volunteers

Arabic, courtesy of Sarah Badi, TN via Marci Butler, Sumner County Schools, TN

Chinese, courtesy of a student and her family, WV. Chinese weeks 5-8 courtesy of Sue Zhao, TN via Marci Butler, Sumner County Schools, TN

French, courtesy of Jennifer Larance, VA

Urdu, courtesy of Saba Ahmed, NJ

Vietnamese, courtesy of Julia O'Neil, MN and Mai Hoang

Punjabi, courtesy of Savdeep, Hargurjeet, and Ritu, NJ.

Polish, courtesy of Kasia Liu, NJ.

Hindi, courtesy of Savdeep, Hargurjeet, and Ritu, NJ. Hindi weeks 5-8 courtesy of Shilpa Palawat, Lincoln Community School, NJ

Haitian Creole, courtesy of Denise Vega-Moore, NJ

Turkish, courtesy of Ayse Takhim, NJ

Burmese, courtesy of Globelink, LLC via Talonna Hybki, CO

Korean, courtesy of JaeJun Daniel Cho via Lisa Geib and Heidi Son, TX and Eun Jung Kim, Benjamin Banneker Academy, NJ

Japanese, courtesy of Mizuho Furusawa, TN. Japanese weeks 5-8 courtesy of an anonymous teacher, TN, via Marci Butler, Sumner County Schools, TN

German, courtesy of Michelle Cimenton, Lyons H.S., KS

Italian, courtesy of Andrea Williams, KS

Nepali, courtesy of Tarwan Tiwari, Nepali liason for Springfield, MA

Khmer, courtesy of Phala Chea, MA

English 9-12, courtesy of Cornelia Okraski, Fort Mill, SC

Romanian, courtesy of Maria Bornea, TN. Romanian weeks 5-8 courtesy of Ruxandra Wagner, parent, TN via Marci Butler, Sumner County Schools, TN

Farsi, courtesy of Yara Ahrar, ESOL Teacher, Fort Mill School District, SC

Tagalog, courtesy of Glenn and Margaret Rutaquio, Garland ISD, TX

Swahili, via Your Language Connection and the school district of Lancaster, PA and Linda Cyomuhendo from Jewish Family Services in Springfield MA. Swahili weeks 9-12, courtesy of Kerry Martins, MA

Ukrainian, courtesy of Maryana, Syracuse, NY

Pashto, *translation is hand-written* courtesy of Shereen Khan and family

Russian, courtesy of Olga Tamm, via Marci Butler, Sumner County Schools, TN

Albanian, courtesy of Anisa Bega and Viollca Sumbulla from Plymouth-Canton Community Schools

Zomi, Kinyarwanda, Hakha Chin, courtesy of LoriAnn Martin, KY

We are still looking for translations in languages such as:
Thai, Hmong, Tigrinyan, Kurdish
If you or someone you know can effectively translate into these languages, please email mmontroni@Somerdale-park.org.

Stay healthy! - Maria Montroni-Currais, ESL and G&T Teacher, Somerdale, NJ
ESL at Home and www.eslathome.edublogs.org Copyright 2020

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Hello! Thanks so much for your commitment to your students. Here you will find links to activities for students in grades K through 12. They require only paper and pencil, and some materials that can be found around the house. English K-8, Weeks 1-8, written by Maria Montroni-Currais, NJ.

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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Translation service

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Our Cross Cultural Communications Department provides Language Services in the Greater Akron Area to serve refugees and immigrants requiring language assistance.

We provide trained interpreters and translators to governmental entities, courts, law enforcement, hospitals, health care and social service providers and businesses in the area. Our language services include on-site and over-the-phone interpreting, interpreter training, and document translation. All services are fee-based.

For Interpreting Services, please contact Bhim Dhungana at bhim.dhungana@iiakron.org or 330-376-5106 ext 125.

For Document Translation, please contact Hsathablay Moo at irene.translation@iiakron.org or 330-376-5106 ext 126.

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Our Cross Cultural Communications Department provides Language Services in the Greater Akron Area to serve refugees and immigrants requiring language assistance. We provide trained interpreters and translators to governmental entities, courts, law enforcement, hospitals, health care and social service providers and businesses in the area.

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Translation Service

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The Interpreting & Translation Department was born out of increased demand from health providers, legal practitioners, and community members served by ASIA in Northeast Ohio. We take pride in our ability to bridge the cultural and linguistic divide between the English Language Learner and service providers.

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Interpreting and Translation Services Program -

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The Interpreting & Translation Department was born out of increased demand from health providers, legal practitioners, and community members served by ASIA in Northeast Ohio. We take pride in our ability to bridge the cultural and linguistic divide between the English Language Learner and service providers.

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Translation service.

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A Language Bank of over 200 languages and dialects

International Language Bank's main goal and purpose is to help you communicate in any language and give you the power to understand by offering you a full range of professional foreign language translation and interpreting services.

The Language Bank is a professional translation company with clients all over the world. We take great pleasure in working one-on-one with our clients to insure that our service is tailored to fit your needs.

Our Language Bank translators are experts in both the target and the source languages of the translation. We make sure that our translations recognize the religious, cultural, social and political sensitivities of their intended audience.

We enthusiastically offer our services so that we can help your business meet the challenges of a multi-lingual society. As the United States welcomes people from all corners of the globe, businesses with multilingual capabilities and accommodations will continue to have advantages.

When you work with us at the Language Bank, you have our commitment that we will provide you with competitive rates and unparalleled service.

Call us for more information on your specific project or need.

You may call anytime:
(440) 599-9999 or toll free 888-599-9777

If you are calling after normal business hours then please leave your name and a telephone number including your area code. We will always return your call quickly.

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A Language Bank of over 200 languages and dialects International Language Bank's main goal and purpose is to help you communicate in any language and give you the power to understand by offering you a full range of professional foreign language translation and interpreting services.

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COVID-19 Resources for Undocumented Communities

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COVID-19 Resources for Undocumented Communities

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National links and links by states

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Movies for kids from around the world

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Finding age-appropriate, high-quality movies from other countries, especially to watch with younger children, can be a big challenge. Action and story lines may differ drastically, and dubbing or subtitles offer a distinct viewing experience. Content is generally edgier than American audiences are used to and certainly that U.S. schools would be comfortable screening. An award-winning animated film from France or Japan may be considered PG-13 material, though many of the films don't receive the MPAA rating, making it even harder to choose a quality foreign film appropriate for all ages. With that in mind, here are over 35 of our favorite foreign films for kids. Many of these best movies for kids are included in our book The Global Education Toolkit for Elementary Learners (2014), along with a fantastic discussion guide to use with kids.
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Afghanistan

The Breadwinner: taking place in Afghanistan, an 11-year-old, courageous girl has to cut her hair and disguise herself as a boy in order to support her family. Parvana discovers more freedom, but also more danger as she uses fantastic stories to pull her through the rough times and reunite her family (lesson plans here). This is one of the best movies for kids about a misunderstood and very underrepresented country! PREVIEW the first 20 minutes, which might be more suitable for older kids.

Belgium/France

(official web site for books and movies) is an award-winning tale of a tiny mouse who wants to see the world and her grumpy bear friend who accompanies her on adventures(reviewed here).

China

tells the story of a class holding its very first open elections for class monitor, with 2 boy candidates and one girl. It is a documentary that shows the evolution of the class struggling to understand what a democracy is, to a class who grows to be very astute in the election process!

Big Fish and Begonia is about to be released in the US and UK. It is inspired by Chinese classic stories such as Zhuang Zi, Mountains and Seas, and In Search of the Supernatural. A mysterious girl who turns into a dolphin and discovered the world along the way. This animated film reveals the power of love and faith.

Little Door Gods is a comedy animation available on netflix that shows what happens when the gods are seen as irrelevant by the humans, who once traded worship for their protective presence at each set of double entrance doors.

Colombia

The Colors of the Mountain is a sad but heart-warming film about soccer-loving kids whose lives are affected by the guerrillas near their remote, mountain home (lesson plans here).

Cuba

Viva Cuba features the friendship between two Cuban schoolchildren on an adventure across the island to find the girl's father and ask him not to allow her mother to take her out of the country. It's a Romeo and Juliet story with the kids being from different social classes- but no politics, only fun (one scene you might want to skip). (Lesson plans here.)

France

The Red Balloon: In this short, 1956 fantasy film, the red balloon seems to have a mind of its own as it follows around a young Parisian boy, getting Pascal into trouble at school, waiting outside his home when his mother won't let it in, and trying to avoid a group of bullies with the boy (lesson ideas here). This is one of the best movies for kids who are very young (it is almost wordless!).

Germany

Recommended by a Kid World Citizen follower, Jim Button and Luke the Engine Driver is about an orphan boy in search of his origin. On an epic quest, Jim and his friend Luke discover mysterious lands and a young princess held prisoner in deadly Dragon City. As with all movies here, preview it first if you are an adoptive family, to make sure your child is ok with how Jim is presented- every child processes this information differently.

Wicky the Viking, based on a children's book by a Swedish author, which was then made into an anime film in Japan. This version is not animated, but still great! Wickie is a clever and resourceful child of a successful and strong Viking. Although he isn't typically muscular, he uses his brains and imagination to triumph and prove he is a "real" Viking. This was submitted by a twitter follower- thank you!

India

Like Stars on Earth ( Taare Zameen Par in Hindi): This heartwarming, Bollywood style film from India tells the story of 8-year-old Ishaan Awasthi's struggles in school due to dyslexia, his parents' frustration and attempts to discipline him, his journey to boarding school, and finally his fortunate encounter with incredible art teacher Ram Shankar Nikumbh. Lots of singing and dancing in this wonderful film! (lessons here).

is a sports film about the Indian women's national field-hockey team, and their coach. It is inspirational, speaks against sexism and racism, and holds the viewers interest the entire movie.

Iran

Offside! Although women are not allowed in the soccer stadium, a group of ambitious girls manage to sneak in- until they are caught held in punishment, guarded by male soldiers their own age. This lively film was partially filmed during the actual match between Iran and Bahrain (in 2005) that qualified Iran to go to the World Cup.

Ireland

Into the West is a beautiful adventure fairy tale of 2 boys- Ossie and Tito- and their magical white horse called Tír na nÓg (meaning "Land of Eternal Youth" in Irish). Their mother died in childbirth, and so the boys live with their father Papa Riley in the gritty projects of Dublin. One day, a mysterious white stallion follows their grandfather back to Dublin and bonds with the boys, who then bring it back into their apartment.

After a greedy policeman responds to a call complaining about the horse, he ends up selling the horse to a wealthy businessman. The farfetched, but exciting adventure has them stealing back the horse, and escaping the authorities from Dublin as they rescue their beloved horse and live their childhood dream of being cowboys.

Japan

My Neighbor Totoro is a stunning animated film that takes us to the green countryside of 1950's Japan. Two playful sisters Mei and Satsuki move with their professor father to an old house to be closer to the hospital where their mother is being treated. They meet a magical forest spirit named Totoro, who looks like a cross of an oversized rabbit mixed with a cat. Later, when Mei is worried about her mother and attempts to visit the hospital by herself, Totoro and a 12-legged "catbus" help to find her (cultural references and notes here).

Korea

Honduras

is a documentary that follows several courageous children trying to get from Central America and Mexico to the United States (4 children from Honduras, 1 from Guatemala, and 1 from Mexico). Their harrowing journey to reach family members is heart-breaking and raw, and more suitable for older children (lesson plans here).

Mexico

Coco:a young boy named Miguel has an adventure in the magical land of his loved ones that have passed away. With Day of the Dead (Día de Muertos) being the backdrop for this rich story, Miguel discovers the reasons behind the traditions of the holiday, plus uncovers a family mystery (lessons plans here).

Atlético San Pancho is a wholesome soccer movie about an underdog soccer team put together by a janitor, who faces an elite team. It's funny, rated G, and loved by all ages (for TONS of global soccer movies that kids love, check out this list).

Mongolia

tells of a mom camel, who rejects her adorable baby camel after a particularly hard birth, and the nomadic Mongolian family who try everything they can to help their animals bond and survive in the Gobi desert. Their final efforts include sending the 2 young boys, via camel, to the nearest village to search for a special musician, who tries to use his music to facilitate the bonding (lesson plans here).

New Zealand

Whale Rider:this New Zealand film tells the story of 12-year old Pai, a Maori girl whose ancestor Paikea was the whale rider. While Pai lives in present day Whangara, New Zealand with her grandparents, Maori tradition maintains that the leadership should only be inherited by males. Koro, her grandfather, is the current chief and is adamant that she cannot lead her people because she is female. While he searches for a new leader, attempting fruitlessly to train young boys in the village, determined Pai cries out to the whale to come to her assistance. A pod of majestic whales become beached as they seem to answer her plea and their impending death symbolize the plight of the Maori people, as their traditions are lost. The entire community unites to help save these sacred creatures and finally Pai fulfills her destiny in a courageous display of wisdom and leadership that forever changes the lives of the whales and her people (lesson plans here).

Pakistan

He Named Me Malala, by National Geographic: this inspiring documentary tells the story Malala Yousafzai, with interviews, live footage, interspersed with an animated story of the Afghani folk hero that is her namesake. It discusses the Taliban, and shows how they moved into the Swat Valley. Finally, the film shows the evolution of her, emerging as a global voice for the education rights of children. I try to always recommend movies that are age-appropriate, and I realize that this is PG-13. Parents and educators should preview the movie, as it obviously does mention violence, and there is a photo of the bus after she was shot that shows blood. My 10 year old looked away at that scene, but loved the rest of the movie! (lesson plans here).

Paraguay

Puerto Rico

Casi Casi: when Emilio discovers that the girls he has a crush on is running against him for class president, he devises a plan. Kids love the suspense and comedy, and follow the story easy. Beautiful scenery and setting!

Rwanda through South Africa

Senegal

Binta and the Great Idea is a short film made with UNICEF about a a little girl and her father. Throughout the short film, village school children attempt to convince another girl's father that his daughter should be able to attend school. The great idea of Binta's father, however, is to teach Western (presumably US/European) children values such as sharing, solidarity, and sustainable use of resources.

Spain

Carlitos, a young boy living in an orphanage, might break some rules as he fights for his right to play the one thing he loves: soccer. This is a super cute movie about soccer for kids.

Sudan

Tibet

The Cup: Two young football-crazed Tibetan refugees (who are also new monks in a remote Himalayan monastery in India) will try anything to bring in a television for the monastery to watch the 1998 World Cup final. The monastery's leader has to decide how to deal with the introduction of modern Western influences into their traditional lifestyle (lesson plans here).

United States (Immigrant Stories)

Smuggled: " Each year, approximately 350,000 people attempt to be smuggled through the U.S.-Mexican border...this is one boy's journey." SMUGGLED is a film that tells the story of a 9 year old boy and his mother, as they are smuggled into the US in an attempt to immigrate to a better life. Though it is based on real stories, it is actually a fictional/narrative film (lesson plans here).

The Harvest/ La Cosecha: hundreds of thousands of children in the United States work as migrant farm workers, harvesting the fruit and vegetables that we all enjoy. This documentary follows 3 kids who do back-breaking work on farms in Texas, Michigan, and Florida. Many teachers use this movie in conjunction with the book "The Circuit" by Francisco Jiménez.

MacFarland is one of my favorite movies (I was a cross-country runner!), and really one of the best movies for kids. If you love underdog sports movies, you will cheer for this team of Latino runners as the learn how to overcome tremendous difficulties and become a team (lesson plans here).

Mommy Maestra, who recommended several Spanish language movies for this list.

Spanish Mama, who has all of the best Latin American films for kids here.
Indie Jen Fischer the "Movie Making Mama." Aditya from Raising World Children Miss Panda Chinese and her favorite animated Chinese films

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Best Movies for Kids from Around the World (Plus Lesson Plans!)

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Finding age-appropriate, high-quality movies from other countries, especially to watch with younger children, can be a big challenge. Action and story lines may differ drastically, and dubbing or subtitles offer a distinct viewing experience. Content is generally edgier than American audiences are used to and certainly that U.S.

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A Round-Up of Multilingual Resources on COVID-19 | Switchboard

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Last updated: May 15, 2020. According to the Centers for Disease Control and Prevention (CDC), there is "an ongoing outbreak of respiratory disease caused by a novel (new) coronavirus [...] (abbreviated 'COVID-19'). [...] On March 11, WHO publicly characterized COVID-19 as a pandemic. On March 13, the President of the United States declared the COVID-19 outbreak ...

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Un página web del Departamento de Salud de Ohio para todos los recursos e información sobre la pandemia. Encuentre información para familias e individuos, hojas informativas, información sobre empleo, recursos para empresas, datos sobre la pandemia, información sobre servicios para jóvenes y niños, recursos de salud mental, encuentre su distrito de salud local y más.

LINEA ABIERTA: 1-833-427-5634 PRESS/OPRIMA #2 PARA ESPAÑOL

A hub created by the Ohio Department of Health for all resources and information regarding the pandemic. Access information for families and individuals, Factsheets, Employment Information, Resources for Businesses, Data regarding the pandemic, Youth Services Information, Mental Health Resources, Find your Local Health District, Public Health Others and more.

HOTLINE 1-833-427-5634 -Press 2 for Spanish

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Un página web del Departamento de Salud de Ohio para todos los recursos e información sobre la pandemia. Encuentre información para familias e individuos, hojas informativas, información sobre empleo, recursos para empresas, datos sobre la pandemia, información sobre servicios para jóvenes y niños, recursos de salud mental, encuentre su distrito de salud local y más.

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Exchange House Akron. 1,392 likes · 112 talking about this · 987 were here. The Exchange House is a shared space and cultural hub in Akron's international North Hill district.

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Colorín Colorado Multilingual Resources on COVID-19

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Colorín Colorado Multilingual Resources on COVID-19

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This seems to have the most information in the most languages all in one spot:  fact sheets, news updates, FAQs, etc.

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Centers for Disease Control and Prevention (CDC)

We want to hear from you!

Is your district taking steps to share information about coronavirus with ELL families? If so, drop us a line via:

Coronavirus Resource Center

This resource center is now available in multiple languages.

Fact sheets and poster center

Coronavirus fact sheets are now available in multiple languages.

More resources from the CDC

Updates and Information

Education Week

News updates

American Federation of Teachers

More resources for educators

It's important that schools share accurate information about coronavirus with all school staff and families, including families of English learners. These resources include multilingual fact sheets and infographics.

Infographics

FAQs and fact sheets

Videos

School district updates in multiple languages

Health, safety, and basic needs: Considerations for immigrant families

It's important to keep in mind some immigrant families may not have access to medical care, insurance, or sick leave. In addition, lost wages in the event of school or business closures, along with reduced access to school meals for children, may have a significant impact on families' stability. Learn more from the following:

There are reports in schools of bullying and discrimination in relation to the coronavirus. The Seattle Public School District posted this statement on its website:

"We are aware of reports that some of our Asian students have been targeted and discriminated against in connection to COVID-19. This is unacceptable and contrary to our values of racial equity and social justice. In SPS we are committed to welcoming, safe, and inclusive schools, and we do not tolerate hate speech or acts of discrimination. Help us prevent discrimination or stigmatization by sharing accurate information. COVID-19 infection is not connected to any race, ethnicity, or nationality."

An update to the statement reads, "We also ask everyone to be mindful that although novel coronavirus started in China, having Chinese ancestry - or any other Asian ancestry - does not place a person at higher risk for this illness. You can help keep our schools safe for everyone by sharing accurate information with your children and fellow community members."

See more:

Related Resources

Classroom resources

Resources for families

How you can help

Learn how you can help families impacted by COVID-19 school closures, lay-offs, and medical emergencies. You may be able to find more information about local organizations working in your community.

In addition, the following organizations are coordinating medical support and donations:

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Coronavirus: ELL and Multilingual Resources for Schools

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Is your district taking steps to share information about coronavirus with ELL families? If so, drop us a line via: This resource center is now available in multiple languages. Fact sheets and poster center Coronavirus fact sheets are now available in multiple languages.

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Videos in multiple languages about COVID-19

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Born out of a series of avoidable and tragic events in the resettled populations of Northern Ohio, The Refugee Response's Multilingual Content Creation Progr...

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How Teachers are Talking about the Coronavirus

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How Teachers are Talking about the Coronavirus