# data[].attributes.body
Any teacher who shares WIDA beliefs about ELL success is able to both hold the academic bars high for their students and is also able to help students reach for the high bars, at their own pace. Successful teaching isn’t lowering the bar for students to reach all at the same time. Success of educators is measured by the capability of differentiating instruction in a way that helps students reach high and succeed. There is a need for educators to care for each student as an individual and this included our ELL students. The WIDA Standards on English Language Development (ELD) begins with the first standard being centered around helping students communicate both for social and instructional purposes. Students are not products being made in a factory, where we only worry about the student’s performance measurements, but students are human beings who need to feel valued in order for them to also accept being challenged by their educators. This holds true for ELL students who feel extremely pressured to learn a new language.

The measurement of student success needs not only to be done with test scores, but also student comfort in integration to new challenges. The willingness of ELL students to be challenged in a whole new language with a whole new culture in itself is a huge accomplishment. The ELD standards talk about students communicating ideas in all subject areas,, which is the purpose of school, but also seeing students being willing to be challenged is a testament to teacher involvement with those students and interest in what is happening. Think about how interesting a science experiment is for an ELL student who is now learning a language and culture, but getting to stimulate multiple senses in their learning when they challenge themselves to work on a science project.

# data[].attributes.body
Teachers welcome ELLs in their classroom because they are seen as “valuable resources.” Their students learn through “meaningful engagement activities” through lessons that engage multiple intelligences and affirm their identities. Teachers that provide this level of instruction for their learner's wind up helping all students in the classroom, not just the multilingual learners.

Teachers that include all students, their life experiences, their backgrounds, families, and communities are the most effective at helping students acquire the English language. It allows the students to progress through the 5 ELD standards of communicating for social and instructional purposes in the four areas of instruction: Language Arts, Mathematics, Science, and Social Studies.

# data[].attributes.body
Teachers who follow the WIDA "Can Do" philosophy care about the students as a whole.  They are using every resource from family to community to research to empower ELL students to achieve and grow.  They care about the student and their background, cultural factors, and all the key components that make the student who they are.  Teachers who believe in WIDA understand that ELL student's learning is impacted by more than just their ability to learn- it is impacted by their history, their life experiences, support from their family and community and so much more.  Teachers are just one part of the huge support system that ELL students need to succeed and WIDA supportive teachers incorporate all the other aspects of learning and community to help students engage, challenge themselves and succeed.

Evidence of WIDA support in a classroom can be seen through classroom community. Hosting morning meetings, using Kagan strategies, and offering a variety of learning styles and ways that students can express their learning highlights some ways that teachers can engage and make a student feel more comfortable learning. At the school I work at, we even have cultural events where families and the community are welcome to host a booth to share about their native culture and provide additional understanding of where students and their families come from. We incorporate holiday activities in my class that represent each student's native holiday celebrations to build background knowledge and relate to all students. Building community and understanding student experiences and their familial bond helps create a better learning environment.

# data[].attributes.body
WIDA delivers a welcoming and inclusive classroom that accounts for all learning abilities. One of WIDA's guiding principles mentions that, "multilingual learners language development and learning occur over time through meaningful engagement in activities that are valued in their homes, schools and communities." This very quote allows me as a teacher to hone in a relationship with my ELL student(s) rather than drilling them with academic questions that they are unable to relate to.

In my classroom we start our day with a morning meeting, this allows me to gather information to develop a relationship with each student. With my ELL student I would asking probing questions based on their ability to answer and provide a guiding response depending on the needs of the child. WIDA allows educators to inspire engagement of the families as well as the students. By allowing this, we as educators are able to gather our experience and knowledge of the student at hand and provide to necessities that specific child requires to be successful.

# data[].attributes.body
Teachers who share WIDA beliefs about ELL students are looking to include everything about the student. From their different cultures, languages and styles of learning. According to "Creating a Welcoming Classroom" on the WIDA website, it states that "A welcoming classroom is about community and equality". This would include making the student feel safe and valued, along with being seen and heard. They will also have access to a curriculum that not only challenges, but engages the student.

WIDA believes that all ELLs should have access to the best resources for success, and the best teachers to guide them there. In "WIDA Guiding Principles of Language Development"  it stated "multilingual languages and cultures are valuable resources to be leveraged for  schooling and classroom life". Accepting and celebrating student's cultures will only prove positive for both the student and instructor. The relationships formed will help the student feel safe and free to learn.

In the "WIDA Can Do Philosophy", it talks about how the teachers should look at the student's social/emotional self. This would be learning about the student's hobbies and needs. This will not only build a relationship, but could also be used in teaching. By relating their "likes" with the subject they are learning.

# data[].attributes.body
Any teacher who shares the guiding principles of WIDA has a classroom with a warm and welcoming environment where students are included, they are engaged with the content, and they feel safe (WIDA, 2023). According to WIDA (2023) any nurturing classroom environment has six key elements: 1. They have educators that take time to “learn about their ELL students background, interests, and abilities” 2. Educators provide a rich “learning experience for students” 3. Teachers extend “intercultural understanding among all students in the classroom” 4. Teachers “collaborate with other professionals to ensure the learning is tailored to the specific needs of students” 5. Educators “gather background knowledge from students” and lastly, 6. Teachers provide an environment that is warm and inviting.

There are many forms of differentiation that occur in a classroom; from students who are IND, present a speech impairment, or even ELL’s tailor their instruction to meet the needs of these learners. For students who are ELL “the best way to develop their language skills is through activities which intentionally integrate multiple modalities including oral, written visual, and kinesthetic modes of communication (WIDA Guiding Principles, 2019). This quote stuck out with me the most when I was reading through the reading material because of my new student from Columbia who does not speak any English. When teaching her, the best mode of communication I have with her is when we use manipulatives to express how to unbundle hundreds into tens. So far, it’s been a great strategy for her to explain to me what she is thinking therefore I can see what background knowledge of place value she is coming to me with. More importantly, I try my hardest to make sure she feels safe, welcomed, and cared for when she is with me for ninety minutes every afternoon.

# data[].attributes.body
Teachers who share WIDA’s beliefs for ELL students first and foremost strive to provide a welcoming environment for ELL students. According to "Creating a Welcoming Classroom" on the WIDA website “A welcoming classroom is about community and equity.” WIDA’s messaging goes on to state that by keeping these two ideas in mind, teachers can “create an environment where students feel safe, visible and valued and where they are provided access to rigorous curriculum that engages and challenges them in meaningful ways.” A classroom that shares in WIDA’s beliefs will not only provide students with ample support for learning and understanding a new language, but will also provide a community where students’ cultures and experiences are respected.

WIDA’s 5 Standards for English Language Development all center on communication, with Standard Number 1 being the most crucial to student engagement and participation. A classroom working within the WIDA philosophy will recognize that Standard 1: “ELLs communicate for Social and Instructional purposes within the school setting” is essential for building classroom community. A classroom implementing Standard 1 will ensure that ELL students have ample opportunities to communicate with other students, the teacher and each other both in their home language and in practicing their new language. Additionally, these communication opportunities will cross over into the remaining 4 Standards, covering core subject areas and also providing social language opportunities. By providing students the opportunity to engage socially, share academic responses, and share their culture and experiences, ELL students will have an opportunity to connect with their peers and their teachers. This may even provide opportunities for engagement outside the classroom, with students discovering common interests such as sports or clubs through engagement with peers. (WIDA's Standards for English Development).

# data[].attributes.body
Teachers who share WIDA beliefs about ELLs are likely to implement specific actions and practices in their classrooms to support the language development and academic success of ELLs. WIDA principles are based on research-backed best practices. (WIDA, 2023).

Here are some actions that teachers who align with WIDA beliefs may use in their classroom.

1. Differentiated Instruction: Teachers differentiate instruction to meet the range of needs of ELLs, taking in to account varying proficiency levels and backgrounds. This will accommodate different learning styles and abilities.

2. Language Integration: WIDA-aligned teachers integrate language development in to content instruction. Focused on academic language development as well as content knowledge. Using explicit language instruction to help ELLs understand and use complex language structures that are required for academic success.

3.Culturally Responsive Teaching: Recognizing and valuing the cultural and linguistic diversity of ELL students. This can be achieved by incorpororating culturally relevant materials and experiences in to lessons to make learning more impactful for ELLs.

4.Collaborative Learning: Teaching ELLs to work collaboratively with native language speaking peers on tasks and projects. This promotes language development and provides opportunities for ELLs to interact with native speakers.

5. Supportive Environment: Creating a supportive and all inclusive classroom environment where ELLs and all students feel safe to take risks with language and express their thoughts and ideas.
This can help to address potential biases or stereotypes and promote respect for cultural and linguistic differences.

These are 5 example actions that can be implemented in a classroom environment between teachers who share WIDA beliefs aimed to provide ELLs with a high-quality, equitable education that addresses both their language development and content knowledge. (https://wida.wisc.edu/resources)

# data[].attributes.attachment_link.readable_text
The 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12, represented the social, instructional, and academic language students might need to engage with peers, educators, and the curriculum in schools. The 2012 Amplification included examples of how language could be processed or produced within a particular context through Model Performance Indicators (MPIs). MPIs were meant to be examples and not fixed guidelines of the language with which students may have engaged during instruction and assessment.
WIDA intends to fully retire the 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12. However, we recognize that all member SEAs have different timelines for implementation of the WIDA ELD Standards Framework, 2020 Edition. With that in mind, the 2012 Amplification will remain in the Resource Library so that educators whose SEAs are still using it may access it as needed.
Resource Details View Download Now

# data[].attributes.attachment_link.description
The 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12, represented the social, instructional, and academic language students might need to engage with peers, educators, and the curriculum in schools. The 2012 Amplification included examples of how language could be processed or produced within a particular context through Model Performance Indicators (MPIs).

# data[].attributes.body
Teachers who share WIDA beliefs about ELLs ensure that all students' cultures, languages, and learning styles are accounted for. According to "The WIDA Can Do Philosophy", when instructors understand their students' backgrounds, "the more effective standards-based instruction will be" (1). In order for the ELL standards, or goals, to be effective, the instructor needs to learn about each student. Standard 2 from "WIDA's 5 ELD Standards" says that "ELLs [must] communicate information, ideas and concepts necessary for academic success in the content area of Language Arts" (1). To be successful in Language Arts, a student needs to be able to communicate in a certain way. If a teacher were to learn that the ELL communicates better through writing, they should try to accommodate that student accordingly until they are confident with oral presentation.

In addition to understanding the ELL's cultural and linguistic background, an instructor should look at a student's social/emotional well-being. In "The WIDA Can Do Philosophy", it is written that educators should look at "Personal interests and needs, [and] awareness of/empathy for diverse experiences" (1). An educator can use knowledge of a student's background and likes/dislikes to their advantage. For example, if a student likes sports, they might be able to tie sports into a history lesson to be more engaging. In contrast, if a student is sensitive towards a certain topic, an educator can sense this and revise the lesson.

# data[].attributes.body
The multilingual classroom has a welcoming, we all belong and can learn from each other feeling. The classroom environment consist of everyone being inclusive and engaged with each other. Each student is supported with experiences that go beyond the classroom. They learn a mutual respect or understanding of their peers language, culture, and community. The students are exposed to a  positive social interaction which enhances their leaning environment.
"Multilingual learners’ language development and learning occur

over time through meaningful engagement in activities that are valued in their homes, schools and communities" (WIDA's Guiding Principles of Language Development, #3)

WIDA's  can do philosophy allows the teacher to support their ELL student academic achievement by creating a foundation from their native experiences and strengths. "Professional Learning

that is sustainable and transformative, focusing on teaching and learning that

supports language learners and their families by building on their strengths. Further, it promotes dynamic collaboration among educators and meaningful student engagement" (The WIDA Can Do Philosophy, page 4). This philosophy also allows the teacher to have a more personal and engaging connection with their student. Students that feel safe and welcomed in their environment tend to be more open to new learning experiences. They feel more welcome to share. They feel that they can contribute and be included in their education.

# data[].attributes.body
Within a multi-cultural classroom, teachers create an environment where all learners’ backgrounds are celebrated and the different languages used can be considered assets to student learning.  According to the WIDA Can Do Philosophy, “linguistically and culturally diverse learners, in particular, bring a unique set of assets that have the potential to enrich the experiences of all learners and educators” (paragraph 1, sentence 2).  When students are in a learning environment like this, they become more comfortable with expressing their thoughts and opinions, which can lead to an increase in engagement and an eagerness to "learn more."  One example of this is teachers using meaningful discussions in their instruction between teacher and student as well as between student and student.  When discussions happen, students and teachers can realize the different perspectives that others may have as well as make a connection with shared experiences.  The teacher can also help create this environment by using anchor charts, visuals and multilingual texts to help teach different concepts.  When students are presented with information in their native language (and in a variety of ways, like auditory as well as visuals) and the language they are learning, they can make more connections to what is being said and build on their background knowledge.

The WIDA uses 5 standards when developing language. The first standard is students learning to interact with others (peers and teachers) on a social and instructional level first, before moving onto academic/subject area standards. This connects to what we as teachers have learned about developing language; a student's social vocabulary can develop quicker than their academic vocabulary and they need that foundation before moving onto more challenging words. Developing the social language skills can help the ELLs form a connection with their native English classmates, and this can help improve their confidence to speak in their second language. It also helps to create an environment where students can feel comfortable expressing their needs and ideas and know they won't be laughed at and are instead supported by their peers and teachers.

# data[].attributes.body
The multi-cultural classroom has the immediate feeling of all learners belonging regardless of their academic and language barriers. Teachers who share these beliefs have a classroom that has many visuals and multi-language anchor charts to use as needed. There are a variety of cultural reading text to educate students on different cultures. As in the WIDA Can do Philosphy article, parapraph 2 on page 3 states that “The more we know about cultural backgrounds, home environments and formative experiences, and the positive contributions these experiences afford our school communities, the more effective standards-based instruction will be. Teachers have the power to educate their students on how different cultures can bring positive enhancement to their communities.

In WIDA Guiding principles of language development, it states that development of multiple languages enhances their knowledge of cultural bases, their intellectual capacities, and their flexibility in language use. Teachers have the ability to bring forward those cultural backgrounds and language usage even when learning the English language as many cultures have influenced the usage of the language even today. Students will thrive more when they all better understand each other and their cultures. It makes a huge difference, and I see it in my students every year when we share our experiences with different cultures, research and learn about cultures new to us.

# data[].attributes.body
After reading through the articles and the WIDA website, I noticed that these people/organizations believe that ELLs deserve the best resources, tools, and educators to help them better grasp a new language and to succeed in their learning process, and rightfully so. I loved in one of the articles they mention how "multilingual languages and cultures are valuable resources to be leveraged for schooling and classroom life" (WIDA Guiding Principals of Language Development). This is so true - educators need to accept their scholars' cultures - this is a win win because not only does that scholar feel more welcome, comfortable and safe in their learning environment, but this helps the teacher have a closer relationship with their student and really grasp their successes and areas of support as well. I appreciate WIDA's philosophy, and the different assets that our ELLs can bring to our schools (The WIDA Can Do Philosophy).

Some things that should be present are the acceptance of these scholars, creating a community and learning environment where they feel free to share - this is a big step in helping our ELLs succeed, along with implementing various ways of learning (hands on activities, auditory and visual tools, think pair share, turn and talk, etc.). Scholars should be able to advocate for themselves and their studies, and with an educator who agrees with WIDA's values,  will succeed. I appreciate how these can transfer to different grade/learning levels for scholars (WIDA ELD Standards).

# data[].attributes.body
Here are some actions that are present in classrooms of teachers who share beliefs about ELLs that teachers may implement. The first that comes to mind is valuing multilingualism and culture. Teachers need to regularly recognize and celebrate the diverse linguistic and cultural backgrounds of their ELL students. They create a classroom environment that respects and utilizes these assets. For instance, they may encourage students to share stories or cultural traditions from their home countries, fostering a sense of belonging and cultural pride (Little, Dam, & Legenhausen, 2017). Promoting Multilingualism: Teachers understand that ELLs development of multiple languages enhances their cognitive abilities. They help create opportunities for students to use their home languages alongside English, which can provide cognitive flexibility and a more in depth understanding of language concepts (Arellano, Liu, Stoker, & Slama, 2018). Meaningful Engagement: Teachers design lessons that engage ELLs in activities that are meaningful and relate to their lives, homes, and communities. This approach helps students connect their learning experiences to real-life situations (Engeström, 2009). Integration of Language and Content: Teachers intentionally implement language development into content area instruction. For example, in a science class, they may use visuals, hands-on activities, and discussions to help ELLs understand complex scientific concepts while developing their language skills (Choi & Yi, 2015). Individualized Support: Teachers recognize that each ELL has unique experiences, abilities, and language proficiency levels. They adjust their instruction to meet individual needs, providing targeted support to help students progress (Gibbons, 2002). Metacognitive Development: Teachers help ELLs develop metacognitive and metalinguistic awareness, encouraging them to reflect on their language use and strategies for effective communication (Bialystok & Barac, 2012). Translanguaging Practices: Teachers allow ELLs to use their full linguistic skills, including translanguaging practices, which can support language development and learning (García, Johnson, & Seltzer, 2017). Multiple Modalities: Teachers create activities that integrate multiple modalities, like oral, written, visual, and kinesthetic modes of communication. This approach caters to several learning styles and helps ELLs access content more effectively (Jewitt, 2008). Perspective and Identity Affirmation: Teachers encourage ELLs to interpret and present different perspectives and affirm their identities. This fosters critical thinking and a sense of agency (Cummins, 2001). To sum up, teachers who align with WIDA's beliefs about ELLs take a holistic and student-centered approach to language development and academic success. They value the diversity that ELLs bring to the classroom, encourage multilingualism, and provide individualized support to help each student thrive academically while preserving their cultural identity and heritage languages. These practices align with the WIDA framework and philosophy of what language learners can do, and they empower educators to create inclusive and effective learning environments.

# data[].attributes.body
Teachers who share WIDA beliefs about ELL's center their classrooms around providing a welcoming and inclusive environment for students to thrive in. The WIDA framework allows teachers to rely upon succesfully studied strategies and standards that assist them with providing the proper support to ELL students.

The WIDA framework is centered around ensuring every student feels included and engaged in learning, while providing support to ELL students. (WIDA, 2023). A teacher who shares these beliefs would have evidence of implementing the standards that WIDA has outlined.

These standards include an important standard, which is the equity of opportunity and access. Teachers who share these beliefs are ensuring that all of their students, especially their ELL are receiving equity of access and provided what they need to be successful (WIDA, 2023).

I believe if teachers truly understood the framework, had access to the resources and were able to successfully implement them in the classroom, our students would thrive. Having co-teachers, ESOL support and a the backbone of the WIDA standards gives our ELL students exactly what they need to be successful.

WIDA. 2023. University of Wisconsin-Madison. wida.wisc.edu/teach/standards.

# data[].attributes.body
Providing support to English Language Learners in the classroom is the basis of WIDA.  Based out of Wisconsin, WIDA provides “proven content learning strategies”, standards and assessments, and resources in language development to teachers and others who support multilingual learners. (https://wida.wisc.edu/about)  The WIDA framework includes ELD Standards Statements, Key Language Uses, Language Expectations, and Proficiency Level Descriptors.

WIDA uses five standards in the classroom.  I believe the first standard, Social and Instructional Language, is the most important.  According to the WIDA website, this standard “reflects the ways in which students interact socially to build community and establish working relationships with peers and teachers in ways that support learning.”  Connecting with students who speak another language can be difficult, however by building the communication skills with these students can make teacher/student relations and interactions easier.  (https://wida.wisc.edu/teach/standards)

WIDA’s research and guidance has allowed teachers to connect with their students.  They provide classroom examples (https://wida.wisc.edu/teach/standards/in-action) as well as foundations that provide “language development and educator practices that promote student engagement in disciplinary learning.” (https://wida.wisc.edu/research/areas)

The WIDA’s Can Do Philosophy in Action provides incite in to the areas of Linguistics, Culture, Experiential, Social and Emotional aspects.  Everyone who works with an ELL student, including teachers, administrators, and support staff, can use the WIDA guiding principles to better education either students.

# data[].attributes.body
"Everything WIDA does is supported by the Can Do Philosophy" WIDA
I love the picture above because it really shows support and a can do attitude which is what WIDA stands for. A Majority of teachers don't speak foreign languages and if at all maybe one and not fluently. Teaching and ELL students is about learning for the teacher too. Its about incorporating the instruction, planning, reflection, and assessment for the teacher and the student. Teachers need to ask for help from others, assess their tools and application of instruction and be accountable that they are reaching that students, using the standards, and giving the student everything they need to succeed.  The teacher and the student need to learn and grow together. Proper support for the regular student helps them grow so doing the same and having the right tools to help an ELL student is just as important. The WIDA standards talk about first reaching the student on the social level  and instructional level before even moving on to the other standards making that social and instructional connection is so important to the others standards being met. Bringing out the assets of the students help lift up and support a bilingual student through diversity in culture, experiences, and linguistics. These students can go on to have multi-layered ways of communicating and expressing their thinking.

©2014 Board of Regents of the University of Wisconsin System,on behalf of the WIDA Consortium

www.wida.us