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You will find 10 innovative technological resources to assist teachers, students, and families meet their goals in a bilingual setting. 

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1) Epic: https://www.getepic.com/educators

Epic is a resource that the parent, student, or educator can access. It provides eBooks for students that can be tailored to their language, reading level, or content area.  Use it as a way to improve literacy in and out of the classroom.

2) Smithsonian National Museum of the American Latino:

https://latino.si.edu/learn/teaching-and-learning-resources/bilingual-materials

This resource provides activities, vocabulary, and learning experiences for the classroom that connect to the Latino culture. Activities can also be found in both English and Spanish and provides guides to help educators navigate the experience.  Use it as a way to build lessons and activities that incorporate the Latino culture.

3) Multilingual Learning Toolkit:

https://www.multilinguallearningtoolkit.org/strategies-resources/bilingual-classrooms/

The multilingual toolkit offers lesson plans, resources, and strategies to help educators navigate a multilingual setting. Strategies are very assessable as they are separated by grade level. Use it when you need new ideas and strategies for working in a multilingual setting.

4) Nearpod:

https://nearpod.com/t/market/init/

Nearpod is a learning library that allows educators to access lesson plans and videos based on grade level and content. The activities provided with this resource teach students about different cultures, holidays, traditions, and inclusion. Use this as a guide when teaching about different cultures.

5) Language Lizard:

https://blog.languagelizard.com/2018/08/06/preparing-your-classroom-for-bilingual-students/

Language Lizard is a support tool for educators that helps guide them in preparing a classroom with bilingual students. It helps to ensure that the educator has prepared an inclusive environment, knows how and where to go for support, and helps educators communicate with parents. It also provides resources for lesson plans and books in the student’s home language.  Use this website as a guide to creating inclusivity in the classroom.

6) Raz-Kids

https://www.raz-kids.com/

Raz-Kids is an interactive program that provides eBooks based on reading levels and has both English and Spanish content. It also provides quizzes to test comprehension and reports so educators can track progress. Use this resource as a way to assess students and build literacy skills.

7) NYU/Steinhardt:

https://steinhardt.nyu.edu/metrocenter/language-rbern/resources/bilingual-glossaries-and-cognates

This resource provides a glossary and cognates that educators, families, and students can use to make connections to vocabulary. There are multiple different languages accessible through this resource. Use this resource to build language skills by making connections to the student's home language.

8) Randall’s ESL Cyber Listening Lab:

https://www.esl-lab.com/

The listening lab allows the student to build listening skills. Both the speed and level of proficiency of the activity can be adjusted. The student can also listen to the voices of children, teenagers, or adults. Educators can then assess the student’s skills by having them complete the quizzes. Use this resource to help students build listening skills.

9) TalkingPoints:

https://talkingpts.org/

This technology tool was created to provide translation in real time for parents and educators. While it was created to improve communication between families and educators, it seems like it would be a valuable resource in the classroom as well. Use this when a student needs communication translated in real-time.

10) Read&Write for Chrome:

https://chromewebstore.google.com/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US

This resource is an extension of Google Chrome. It helps improve instruction by making learning accessible for ELLs. It offers text-to-speech, voice text, summarized text, and picture dictionaries. Use this tool to help communicate.

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Acquiring a new language can be done through first-language acquisition (learning a primary language) and second-language acquisition (learning a new language after already acquiring a first language). There are different stages that a person will go through when acquiring a new language, regardless of their home language. As educators, we can help our ELLs acquire a new language by using different strategies and providing support. Here are the theories that I have witnessed while working within the district and how I think they can assist us as Early Childhood educators working with ELLs.

Bruner's Interaction Theory

Allow students to interact and collaborate regularly. While they can acquire a new language, they need opportunities that allow them to interact with one another to build language fluency.

Krashen's Theory

Krashen believed that a student has to make a conscious effort to learn. Allow students to make choices in instruction, represent their culture, and find ways to engage them. This will help them make a conscious effort to learn.

Skinner's Behaviorist Theory

Skinner believed that an educator could get the response they want from a student by the way they respond to a student's behavior. Demonstrating what the expectations are and then reinforcing the student's response.

Using language acquisition theories to write a personal teaching philosophy...

When writing a personal teaching philosophy it is important to consider what is important to you as an educator and what you want your classroom to look like. Consider these theories and decide what is important. It may be demonstrating to students the expectations and rewarding their efforts. It may be making learning fun and engaging so they make a conscious effort to learn or it may be a classroom that allows multiple means for interaction. It could be a mixture of all of these theories. It is important to consider what is valuable to you as an educator and how you will meet the needs of your students.

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When I read The Hitchhikers Guide to the Galaxy by Douglas Adams, I remember being fascinated by the "babel fish." These were fish, who when dropped in a person's ear, would provide immediate translation of any language, thriving on sound waves and converting them into comprehensible language.

Wouldn't it be just great if learning a new language were that easy (despite the "yuck" factor)? While we do have some technology that provides translation into a variety of languages, it often fails to translate accurately due to the complexity of language. Effective communication requires so much more than just being able to translate vocabulary words - it requires knowledge of intonation, dialect, and intent, and a nuanced understanding of word use, expression, and a language's cultural context. For example, one online translation application I tried translated "Fall Events" as "fall down events" in Spanish because it didn't know that I was referring to events in autumn.

So, without a babel fish or perfect technology, we are left with the old-fashioned way of learning a new language, which requires time, effort, and patience. How much time, effort, and patience depends a lot on the individual who is learning, as well as the learning environment and situation, but language researchers have developed a general outline of language acquisition that helps explain the process that language learners go through to develop skills in a foreign language. In this article, I will provide an overview to the stages of language acquisition, and offer strategies designed to support ELL instruction at different stages of language acquisition.

Stages of Language Acquisition

Researchers define language acquisition into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.

The Six Stages of Second-Language Acquisition

Pre-production

This is also called "the silent period," when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual.

Early production

The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.

Speech Emergent

Speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.

Beginning Fluency

Speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.

Intermediate Fluency

Communicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.

Advanced Fluency

The individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.

How long does it take for a language learner to go through these stages? Just as in any other learning situation, it depends on the individual. One of the major contributors to accelerated second language learning is the strength of first language skills. Language researchers such as Jim Cummins, Catherine Snow, Lily Wong Filmore and Stephen Krashen have studied this topic in a variety of ways for many years. The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency. This generally applies to individuals who have strong first language and literacy skills. If an individual has not fully developed first language and literacy skills, it may take between seven to ten years to reach advanced fluency. It is very important to note that every ELL student comes with his or her own unique language and education background, and this will have an impact on their English learning process.

It is also important to keep in mind that the understood goal for American ELL students is Advanced Fluency, which includes fluency in academic contexts as well as social contexts. Teachers often get frustrated when ELL students appear to be fluent because they have strong social English skills, but then they do not participate well in academic projects and discussions. Teachers who are aware of ELL students' need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful. (Learn more about academic language in Colorín Colorado's academic language resource section.)

Instructional Strategies

If you have ELL students in your classroom, it is more than likely there will be students at a variety of stages in the language acquisition process. What can teachers do to differentiate instruction according to language level? Here are some suggestions for appropriate instructional strategies according to stages of language acquisition.

Emphasize listening comprehension by using read-alouds and music.

Use visuals and have students point to pictures or act out vocabulary.

Speak slowly and use shorter words, but use correct English phrasing.

Model "survival" language by saying and showing the meaning. For example, say, "Open your book," and then open a book while the student observes.

Gesture, point and show as much as possible.

More advanced classmates who speak the same language can support new learning through interpretation.

Avoid excessive error correction. Reinforce learning by modeling correct language usage when students make mistakes.

Continue the strategies listed above, but add opportunities for students to produce simple language.

Ask students to point to pictures and say the new word.

Ask yes/no and either/or questions.

Have students work in pairs or small groups to discuss a problem. Have literate students write short sentences or words in graphic organizers.

Model a phrase and have the student repeat it and add modifications. Teacher says, "This book is very interesting." The student repeats it and says, "This book is very boring." Continue with as many modifications as possible.

Avoid excessive error correction. Reinforce learning by modeling correct usage.

Introduce more academic language and skills by using the same techniques listed above, but beginning to use more academic vocabulary.

Introduce new academic vocabulary and model how to use it in a sentence.

Provide visuals and make connections with student's background knowledge as much as possible.

Ask questions that require a short answer and are fairly literal.

Introduce charts and graphs by using easily understood information such as a class survey of food preferences.

Have students re-tell stories or experiences and have another student write them down. The ELL student can bring these narratives home to read and reinforce learning.

In writing activities, provide the student with a fill-in-the blank version of the assignment with the necessary vocabulary listed on the page.

Provide minimal error correction. Focus only on correction that directly interferes with meaning. Reinforce learning by modeling the correct usage.

Have students work in pairs and groups to discuss content.

During instruction, have students do a "Think, pair, share" to give the student an opportunity to process the new language and concept.

Ask questions that require a full response with explanation. If you do not understand the student's explanation, ask for clarification by paraphrasing and asking the student if you heard them correctly.

Ask questions that require inference and justification of the answer.

Ask students if they agree or disagree with a statement and why.

Model more advanced academic language structures such as, "I think," "In my opinion," and "When you compare." Have students repeat the phrases in context.

Re-phrase incorrect statements in correct English, or ask the student if they know another way to say it.

Introduce nuances of language such as when to use more formal English and how to interact in conversations.

Have students make short presentations, providing them with the phrases and language used in presentations ("Today I will be talking about") and giving them opportunities to practice the presentation with partners before getting in front of the class.

Continue to provide visual support and vocabulary development.

Correct errors that interfere with meaning, and pre-identify errors that will be corrected in student writing, such as verb-tense agreement. Only correct the errors agreed upon.

You may want to assist in improving pronunciation by asking a student to repeat key vocabulary and discussing how different languages have different sounds.

Identify key academic vocabulary and phrases and model them. Ask students to produce the language in class activities.

Use graphic organizers and thinking maps and check to make sure the student is filling them in with details. Challenge the student to add more.

Help the student make connections with new vocabulary by instructing him or her in the etymology of words or word families such as, "important, importance, importantly."

Create assessments that give students an opportunity to present in English after they have an opportunity to practice in pairs or small groups.

Introduce more academic skills, such as brainstorming, prioritizing, categorization, summarizing and compare and contrast.

Ask students to identify vocabulary by symbols that show whether the student "knows it really well, kind of knows it, or doesn't know it at all." Help students focus on strategies to get the meaning of new words.

Have a "guessing time" during silent reading where they circle words they don't know and write down their guess of the meaning. Check the results as a class.

Introduce idioms and give examples of how to use them appropriately. For example, "Let's wind up our work." What's another way you could use the phrase "wind up?"

Starting at this level, students need more correction/feedback, even on errors that do not directly affect meaning. They should be developing a more advanced command of syntax, pragmatics, pronunciation, and other elements that do not necessarily affect meaning but do contribute to oral fluency.

It may also be helpful to discuss language goals with the student so you can assist in providing modeling and correction in specified areas.

Students at this level are close to native language fluency and can interact well in a variety of situations. Continue to develop language skills as gaps arise by using the strategies listed above. Although the student may seem completely fluent, he or she still benefit from visual support, building on background knowledge, pre-teaching vocabulary and making connections between content areas.

Offer challenge activities to expand the student's vocabulary knowledge such as identifying antonyms, synonyms and the use of a thesaurus and dictionary.

Demonstrate effective note-taking and provide a template.

Offer error correction on academic work and on oral language. Because students at this stage have achieved near-native fluency, they benefit from support in fine-tuning their oral and written language skills.

Recommendations

Scaffold instruction so students receive comprehensible input and are able to successfully complete tasks at their level. Instructional scaffolding works just like the scaffolding used in building. It holds you at the level needed until you are ready to take it down. Scaffolding includes asking students questions in formats that give them support in answering, such as yes/no questions, one-word identifications, or short answers. It also means providing the context for learning by having visuals or other hands-on items available to support content learning. Also, when practicing a new academic skill such as skimming, scaffolding involves using well-known material so the students aren't struggling with the information while they are trying to learn a new skill. Scaffolding includes whatever it takes to make the instruction meaningful for the student in order to provide a successful learning experience.

Use cognates to help Spanish speakers learn English and derive meaning from content. The Colorín Colorado website has a helpful list of common cognates in Spanish for teachers to reference. Teachers can explicitly point out cognates for Spanish speaking students so they begin to realize that this is a useful way for them to increase their English vocabulary.

Explicit vocabulary instruction is very important in accelerating ELL students' English language development. Textbooks include lists of new vocabulary words based on grade-level content, but ELL students need further vocabulary instruction. There are many words in a text that may affect the ELL student's comprehension of the text that a teacher may assume he or she knows. It is important for teachers to develop ways to help students identify the words they don't know, as well as strategies for getting their meaning. Of course it is also beneficial if teachers reinforce the language structures or common associations of vocabulary. For example, "squeak" is a sound that often goes with "mouse" or "door" and it may be stated as, "squeak, squeaky, squeaks, or squeaked."

Error correction should be done very intentionally and appropriately according to student language ability, as noted earlier in the article. Students who are just beginning to speak English are already nervous about using their new language skills and constant correction will not improve their ability; it will just make them want to withdraw. I inform students in advance of the type of errors I will correct, such as "missing articles" and "third person agreement," and then those are the only errors I check. In my class, I do not correct the errors; I circle the mistakes and return the paper to the student. They are responsible for correcting the errors and returning the paper to receive more points. Most of the time the students can make the corrections themselves when they see the area I've circled, but if they have difficulty, I guide them as they make the correction. In this way, I feel there is a manageable amount of correction information to work with and the student will actually learn from doing the correction.

Learning another language. If you learn the language(s) your students speak, they will be thrilled to hear you try it with them. I learned how to say "good morning" in Somali and had to practice for an hour before I felt comfortable saying it. When I did I was rewarded with the big grins of students as they entered the room. They were excited to teach me other phrases as well, and we discussed how much English they had learned since they arrived in the country. They were very proud to think of how much progress they'd made.

Seek the experts in your building or district who can offer you guidance on effective instructional strategies for your ELL students. There are many teachers who have taught ELL students in your content area, have taught a certain population of students, or are trained ESL or bilingual teachers who have a lot of advice and support to offer. Don't hesitate to look for support when you are challenged to reach students who are learning English. This can be especially true when you have a "pre-production" or "beginning level" student and you are responsible for grade level content instruction.

Visit the hotlinks section for this article for more information on specific research regarding language acquisition and recommended instructional strategies. You can also search the Colorín Colorado educator information for useful information and resources to assist you in meeting ELL student needs.

ELL teachers encounter students with a variety of backgrounds and abilities, and until the babel fish comes into existence, they will need to have flexibility, creativity and skill in order to help ELL students make meaning from the new language and content they are learning. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content. Together teachers and students develop their understanding of each other, the world around them, and the language that connects us all.
The Stages of Second Language Acquisition
This chapter from Classroom Instruction That Works with English Language Learners Facilitator's Guide, by Jane D. Hill and Cynthia L. Björk, offers information on the second language acquisition process and effective ELL instruction. It includes a a simplified chart of language acquisition levels and the kinds of language teachers can use to help students at each level.

Simple description of the stages of language acquisition and recommendations for instructional strategies according to level.
Overview of Second Language Acquisition and Strategies
Downloadable booklet from the Northwest Regional Education Laboratory, "Strategies and Resources for Mainstream Teachers of English Language Learners." Includes useful information on language levels, acquisition and 10 things teachers can do today to help ELL students.
Understanding the "Silent Period" with English Language Learners
This article describes some strategies used by two kindergarten teachers to communicate verbally and nonverbally.

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“One generation plants the trees; another gets the shade.”— Chinese ProverbWhen I read The Hitchhikers Guide to the Galaxy by Douglas Adams, I remember being fascinated by the “babel fish.” These were fish, who when dropped in a person’s ear, would provide immediate translation of any language, thriving on sound waves and converting them into comprehensible language.Wouldn’t it be just great if learning a new language were that easy (despite the “yuck” factor)? While we do have some technology that provides translation into a variety of languages, it often fails to translate accurately due to the complexity of language. Effective communication requires so much more than just being able to translate vocabulary words — it requires knowledge of intonation, dialect, and intent, and a nuanced understanding of word use, expression, and a language’s cultural context. For example, one online translation application I tried translated “Fall Events” as “fall down events” in Spanish because it didn’t know that I was referring to events in autumn.So, without a babel fish or perfect technology, we are left with the old-fashioned way of learning a new language, which requires time, effort, and patience. How much time, effort, and patience depends a lot on the individual who is learning, as well as the learning environment and situation, but language researchers have developed a general outline of language acquisition that helps explain the process that language learners go through to develop skills in a foreign language. In this article, I will provide an overview to the stages of language acquisition, and offer strategies designed to support ELL instruction at different stages of language acquisition.Stages of Language AcquisitionResearchers define language acquisition into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.The Six Stages of Second-Language AcquisitionPre-productionThis is also called “the silent period,” when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual.Early productionThe individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.Speech EmergentSpeech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.Beginning FluencySpeech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.Intermediate FluencyCommunicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.Advanced FluencyThe individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.How long does it take for a language learner to go through these stages? Just as in any other learning situation, it depends on the individual. One of the major contributors to accelerated second language learning is the strength of first language skills. Language researchers such as Jim Cummins, Catherine Snow, Lily Wong Filmore and Stephen Krashen have studied this topic in a variety of ways for many years. The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency. This generally applies to individuals who have strong first language and literacy skills. If an individual has not fully developed first language and literacy skills, it may take between seven to ten years to reach advanced fluency. It is very important to note that every ELL student comes with his or her own unique language and education background, and this will have an impact on their English learning process.It is also important to keep in mind that the understood goal for American ELL students is Advanced Fluency, which includes fluency in academic contexts as well as social contexts. Teachers often get frustrated when ELL students appear to be fluent because they have strong social English skills, but then they do not participate well in academic projects and discussions. Teachers who are aware of ELL students’ need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful. (Learn more about academic language in Colorín Colorado’s academic language resource section.) Instructional StrategiesIf you have ELL students in your classroom, it is more than likely there will be students at a variety of stages in the language acquisition process. What can teachers do to differentiate instruction according to language level? Here are some suggestions for appropriate instructional strategies according to stages of language acquisition.Language StageStrategiesPre-productionEmphasize listening comprehension by using read-alouds and music.Use visuals and have students point to pictures or act out vocabulary.Speak slowly and use shorter words, but use correct English phrasing.Model “survival” language by saying and showing the meaning. For example, say, “Open your book,” and then open a book while the student observes.Gesture, point and show as much as possible.More advanced classmates who speak the same language can support new learning through interpretation.Avoid excessive error correction. Reinforce learning by modeling correct language usage when students make mistakes.Early ProductionContinue the strategies listed above, but add opportunities for students to produce simple language.Ask students to point to pictures and say the new word.Ask yes/no and either/or questions.Have students work in pairs or small groups to discuss a problem. Have literate students write short sentences or words in graphic organizers.Model a phrase and have the student repeat it and add modifications. Teacher says, “This book is very interesting.” The student repeats it and says, “This book is very boring.” Continue with as many modifications as possible.Avoid excessive error correction. Reinforce learning by modeling correct usage.Speech EmergentIntroduce more academic language and skills by using the same techniques listed above, but beginning to use more academic vocabulary.Introduce new academic vocabulary and model how to use it in a sentence.Provide visuals and make connections with student’s background knowledge as much as possible.Ask questions that require a short answer and are fairly literal.Introduce charts and graphs by using easily understood information such as a class survey of food preferences.Have students re-tell stories or experiences and have another student write them down. The ELL student can bring these narratives home to read and reinforce learning.In writing activities, provide the student with a fill-in-the blank version of the assignment with the necessary vocabulary listed on the page.Provide minimal error correction. Focus only on correction that directly interferes with meaning. Reinforce learning by modeling the correct usage.Beginning FluencyHave students work in pairs and groups to discuss content.During instruction, have students do a “Think, pair, share” to give the student an opportunity to process the new language and concept.Ask questions that require a full response with explanation. If you do not understand the student’s explanation, ask for clarification by paraphrasing and asking the student if you heard them correctly.Ask questions that require inference and justification of the answer.Ask students if they agree or disagree with a statement and why.Model more advanced academic language structures such as, “I think,” “In my opinion,” and “When you compare.” Have students repeat the phrases in context.Re-phrase incorrect statements in correct English, or ask the student if they know another way to say it.Introduce nuances of language such as when to use more formal English and how to interact in conversations.Have students make short presentations, providing them with the phrases and language used in presentations (“Today I will be talking about”) and giving them opportunities to practice the presentation with partners before getting in front of the class.Continue to provide visual support and vocabulary development.Correct errors that interfere with meaning, and pre-identify errors that will be corrected in student writing, such as verb-tense agreement. Only correct the errors agreed upon.You may want to assist in improving pronunciation by asking a student to repeat key vocabulary and discussing how different languages have different sounds.Intermediate FluencyIdentify key academic vocabulary and phrases and model them. Ask students to produce the language in class activities.Use graphic organizers and thinking maps and check to make sure the student is filling them in with details. Challenge the student to add more.Help the student make connections with new vocabulary by instructing him or her in the etymology of words or word families such as, “important, importance, importantly.“Create assessments that give students an opportunity to present in English after they have an opportunity to practice in pairs or small groups.Introduce more academic skills, such as brainstorming, prioritizing, categorization, summarizing and compare and contrast.Ask students to identify vocabulary by symbols that show whether the student “knows it really well, kind of knows it, or doesn’t know it at all.” Help students focus on strategies to get the meaning of new words.Have a “guessing time” during silent reading where they circle words they don’t know and write down their guess of the meaning. Check the results as a class.Introduce idioms and give examples of how to use them appropriately. For example, “Let’s wind up our work.” What’s another way you could use the phrase “wind up?“Starting at this level, students need more correction/feedback, even on errors that do not directly affect meaning. They should be developing a more advanced command of syntax, pragmatics, pronunciation, and other elements that do not necessarily affect meaning but do contribute to oral fluency.It may also be helpful to discuss language goals with the student so you can assist in providing modeling and correction in specified areas.Advanced FluencyStudents at this level are close to native language fluency and can interact well in a variety of situations. Continue to develop language skills as gaps arise by using the strategies listed above. Although the student may seem completely fluent, he or she still benefit from visual support, building on background knowledge, pre-teaching vocabulary and making connections between content areas.Offer challenge activities to expand the student’s vocabulary knowledge such as identifying antonyms, synonyms and the use of a thesaurus and dictionary.Demonstrate effective note-taking and provide a template.Offer error correction on academic work and on oral language. Because students at this stage have achieved near-native fluency, they benefit from support in fine-tuning their oral and written language skills. RecommendationsScaffold instruction so students receive comprehensible input and are able to successfully complete tasks at their level. Instructional scaffolding works just like the scaffolding used in building. It holds you at the level needed until you are ready to take it down. Scaffolding includes asking students questions in formats that give them support in answering, such as yes/no questions, one-word identifications, or short answers. It also means providing the context for learning by having visuals or other hands-on items available to support content learning. Also, when practicing a new academic skill such as skimming, scaffolding involves using well-known material so the students aren’t struggling with the information while they are trying to learn a new skill. Scaffolding includes whatever it takes to make the instruction meaningful for the student in order to provide a successful learning experience.Use cognates to help Spanish speakers learn English and derive meaning from content. The Colorín Colorado website has a helpful list of common cognates in Spanish for teachers to reference. Teachers can explicitly point out cognates for Spanish speaking students so they begin to realize that this is a useful way for them to increase their English vocabulary.Explicit vocabulary instruction is very important in accelerating ELL students’ English language development. Textbooks include lists of new vocabulary words based on grade-level content, but ELL students need further vocabulary instruction. There are many words in a text that may affect the ELL student’s comprehension of the text that a teacher may assume he or she knows. It is important for teachers to develop ways to help students identify the words they don’t know, as well as strategies for getting their meaning. Of course it is also beneficial if teachers reinforce the language structures or common associations of vocabulary. For example, “squeak” is a sound that often goes with “mouse” or “door” and it may be stated as, “squeak, squeaky, squeaks, or squeaked.“Error correction should be done very intentionally and appropriately according to student language ability, as noted earlier in the article. Students who are just beginning to speak English are already nervous about using their new language skills and constant correction will not improve their ability; it will just make them want to withdraw. I inform students in advance of the type of errors I will correct, such as “missing articles” and “third person agreement,” and then those are the only errors I check. In my class, I do not correct the errors; I circle the mistakes and return the paper to the student. They are responsible for correcting the errors and returning the paper to receive more points. Most of the time the students can make the corrections themselves when they see the area I’ve circled, but if they have difficulty, I guide them as they make the correction. In this way, I feel there is a manageable amount of correction information to work with and the student will actually learn from doing the correction.Learning another language. If you learn the language(s) your students speak, they will be thrilled to hear you try it with them. I learned how to say “good morning” in Somali and had to practice for an hour before I felt comfortable saying it. When I did I was rewarded with the big grins of students as they entered the room. They were excited to teach me other phrases as well, and we discussed how much English they had learned since they arrived in the country. They were very proud to think of how much progress they’d made.Seek the experts in your building or district who can offer you guidance on effective instructional strategies for your ELL students. There are many teachers who have taught ELL students in your content area, have taught a certain population of students, or are trained ESL or bilingual teachers who have a lot of advice and support to offer. Don’t hesitate to look for support when you are challenged to reach students who are learning English. This can be especially true when you have a “pre-production” or “beginning level” student and you are responsible for grade level content instruction.Visit the hotlinks section for this article for more information on specific research regarding language acquisition and recommended instructional strategies. You can also search the Colorín Colorado educator information for useful information and resources to assist you in meeting ELL student needs.ELL teachers encounter students with a variety of backgrounds and abilities, and until the babel fish comes into existence, they will need to have flexibility, creativity and skill in order to help ELL students make meaning from the new language and content they are learning. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content. Together teachers and students develop their understanding of each other, the world around them, and the language that connects us all.Hot linksThe Stages of Second Language AcquisitionThis chapter from Classroom Instruction That Works with English Language Learners Facilitator’s Guide, by Jane D. Hill and Cynthia L. Björk, offers information on the second language acquisition process and effective ELL instruction. It includes a a simplified chart of language acquisition levels and the kinds of language teachers can use to help students at each level.Simple description of the stages of language acquisition and recommendations for instructional strategies according to level.Overview of Second Language Acquisition and StrategiesDownloadable booklet from the Northwest Regional Education Laboratory, “Strategies and Resources for Mainstream Teachers of English Language Learners.” Includes useful information on language levels, acquisition and 10 things teachers can do today to help ELL students.Understanding the “Silent Period” with English Language LearnersThis article describes some strategies used by two kindergarten teachers to communicate verbally and nonverbally.

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Use these 5 strategies when creating a professional learning Plan...

1) Determine what goals your students need to meet and what support you need to make that happen.

2) Determine how you will indicate success. What does it look like if the goal was achieved? What needs to be done if it wasn't achieved?

3) Make sure your professional learning plan is not a one-size-fits-all. Not all students are the same and this means that students need to be given a choice.

4) Incorporate Social-Emotional Learning. This includes both the teacher and the student. Make learning meaningful and incorporate social-emotional learning throughout instruction.

5) Make a continuous effort in working with your professional learning plan. Once the plan is made it needs to be followed up on regularly, progress needs to be measured, and goals need to be supported. Don't be afraid to re-evaluate your professional learning plan as needed.

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Teachers should have a say in how they'll meet learning goals, and schools need a clear way to determine that these goals are being met.

One thing that is certain in our uncertain world is that there will always be change, and as educators, we need to strive to continuously improve in our practice. Yet, with our busy schedules, how do we make this happen? Enter the saying, "Work smarter, not harder." We can establish mindsets and habits to redefine adult learning to be more efficient and effective.

While there is no one, perfect recipe for professional learning, we find these mindsets and habits essential for planning high-quality adult learning that empowers educators.

5 Keys to Effective Professional Learning

1. Articulate firm goals: Schools around the world advocate for scope and sequence plans that outline firm goals about what all students should know and be able to do, but sometimes there doesn't seem to be a clear scope and sequence for professional learning. What do all teachers in your school need to know and do? Your educator evaluation rubric may be a great place to start to articulate those goals.

Next, ask your teachers, "What professional learning supports do you need to reach these goals?" Once you have goals articulated, it may be valuable to create a district professional learning calendar that shows which months, meetings, days, etc., will be focused on each of the goals. Having firm goals can also lead to much more effective faculty meetings.

2. Cocreate indicators of success: As you review your goals for professional learning, ask yourself, "What evidence or artifacts do we have to support that this is where we are, and how will we know when we are making progress?" We can't ask teachers to be learner driven and evidence informed if we aren't modeling the same.

For example, if one of your goals is to increase staff ability to understand and implement Universal Design for Learning, what data will you need to see that increase? Some considerations include teacher perception data on surveys, a review of classroom observations of practice, a review of notes from professional learning communities, and student achievement data. To be blunt, seat time in faculty meetings is not an indicator of success. Let's get creative with evidence and focus on deliverables.

3. Provide flexible means: If we want to include all learners in inclusive and equitable learning, we have to foster voice and choice. The same is true in professional learning. Ensure that professional learning is not one-size-fits-all and that experiences are cocreated with teacher voice. Get excited-this is another opportunity to get creative and leverage rethinking.

Perhaps an inquiry-based approach would work. Consider the 3 Ds framework, Discover, Discuss, Demonstrate, which is just as relevant for adults as it is for our students. "Discover" could take the form of prelearning that is asynchronous. Ideally, this allows for tremendous choice on time, place, path, and/or pace. "Discuss" could be synchronous and/or asynchronous. Sometimes concepts are discussed in person, sometimes in an online discussion board or a Flipgrid because synchronous time is too limited and/or more time is needed for thoughtful responses. Cycles of inquiry are not linear, and "demonstrate" is not something that happens at the end. We are demonstrating growth throughout our continuous improvement.

4. Embed social and emotional learning (SEL) for all: We often hear about the importance of SEL in the classroom, but what about the adults? Consider how social and emotional practices can be intentionally and explicitly integrated throughout professional learning in meaningful ways. Welcoming rituals, engaging strategies, and optimistic closures are three practices that don't take a lot of time and can have a big impact. For some examples, see the Collaborative for Academic, Social, and Emotional Learning's video " SEL: 3 Signature Practices for Adults."

5. Spiral learning: We don't want any one-hit wonders in professional learning. If the goals are important, articulate how they will spiral throughout the year. For example, in addition to having professional learning events, what is the plan to continue to support goals and measure progress through a variety of faculty meetings, PLCs, educator evaluation, book clubs, instructional rounds, etc.? It will go a long way to share with staff, "This is important, and this is how we are going to prioritize this throughout the year."

Staying focused is critical for efficacy (and avoiding initiative fatigue). As we learn, refine, and reflect, we will certainly iterate and fine-tune, but we can't jump from initiative to initiative and expect any real impact on teaching and learning.

Growing forward, keep this five-dollar word in mind: equifinality. This is the concept of multiple paths having the same effect, leading to a common end state. In other words, we can all arrive at the same destination even though we took different paths to get there. We believe the items above are essential tools to get to your destination, and there are also a variety of paths that will get you and your team there. Said another way, using these powerful mindsets and practices like a compass, we can have firm goals and flexible means to transform professional learning, meeting the needs of all adult learners.

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5 Essential Strategies for Planning Effective Professional Learning

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Teachers should have a say in how they'll meet learning goals, and schools need a clear way to determine that these goals are being met.

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It is important that educators self-reflect and better understand their biases before working with students. Educators can hold on to bias without being aware and it could harm their teaching. Through self-reflection educators can become culturally aware.

Here are some tips to help with self-reflection...

Set a specific time to complete self-reflection. Determining a specific time will help you stay on track and help you be more intentional.

Use Journaling and different tools to write down thoughts at the moment. We can often get busy and not be able to capture what we were feeling at that moment if we chose to wait to document our observation.

Try to take a moment at the end of the day to reflect on what went well and what could be improved upon.

Collaborate with others to share experiences and get new ideas with the assistance of others.

Take the time to reflect on who your student is. What makes them respond the way they do, what aspects of their culture do you need to know, and are you representing their culture in the classroom?

Look at this infographic to learn about how to best be a culturally responsive teacher...

https://infograph.venngage.com/pl/vttzlaTwqfI

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If an assessment allows for accommodations and they do not impact the results of the assessment, accommodations can be beneficial for ELLs. This gives them a fair testing environment compared to their English-speaking peers. Here are a few accommodations that can be used...

Pre-teaching Vocabulary can help an ELL better understand the content if they are already familiar with the vocabulary.

Giving additional time to complete the assessment can help ELLs who take longer to read and write when they are still developing this skill. This allows them more time to process the information.

Changing the setting for the student like assessing in a quiet room away from other students can help ELLs focus more when they are working on additional skills that their peers may already possess.

Providing visual aids can help an ELL better understand the content when they are still developing their reading skills.

Allowing translation when allowed can help the ELL better understand the content when there is a language barrier but will depend on what is being assessed.

Using dictionaries/glossaries, etc. when allowed can also help bridge the language gap for students and help them better understand the content.

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It is important to find professional growth opportunities to stay up to date on how to support ELLs. Here are a few ways to find those opportunities...

Reach out to the Curriculum Instructor or ELL Director to learn about available training opportunities.

Follow the Illinois State Board of Education website for upcoming professional development training.

Follow organizations like ASCD (Association for Supervision and Curriculum Development) and Elevate that provide conferences and sessions that focus on many topics including working with ELLs.