# data[].attributes.body
Advocating for EM/ELL students—including undocumented immigrants, refugees, and asylees—requires knowing your students, their families, communities, and their specific needs. This knowledge should direct and prioritize your advocacy work as a teacher. For example, if many of your students and families are undocumented and you live/teach in an area with a strong ICE presence, your advocacy could center on "Know Your Rights" communication and safety planning in the case of a raid.

# data[].attributes.body
Translanguaging is a useful tool for the linguistic justice movement because its disruption of language hierarchies aligns with a core belief of the movement, that Standard American English monolingualism should not be seen as "correct" or "the norm".

# data[].attributes.body
Seeing EM/ELL students' strengths and assets is one of the tenets of linguistic justice. Linguistic justice values languages beyond Standard American English and views those who are multilingual (e.g., EM/ELL students) as assets to our society.

# data[].attributes.body
Translanguaging is a possible example of a strength or asset of EM/ELL students. It signals that students have a broader language repertoire to use and communicate from.

# data[].attributes.body
Developing appropriate and useful scaffolds for your classroom requires knowing your students and their specific needs. Specifically for your EM/ELL students, understanding their stages of English language development or learning preferences will inform scaffold creation and tailoring.

# data[].attributes.body
Scaffolding often provides instructional supports for teaching and developing students' disciplinary literacy skills. For example, the Social Studies discipline requires strong analysis and text-based evidence skills. Graphic organizers can be used as scaffolds to break down these discipline-specific skills for students.

# data[].attributes.body
While the specialized ways of reading, writing, talking, and thinking within a given discipline—disciplinary literacy—are often settled in Standard Academic English, explicitly teaching disciplinary literacy to BIPOC and other minoritized students can be an act of linguistic justice because students are gaining access (i.e., "insider status") to disciplines that have historically excluded them. Teaching students to "read like a historian" by modeling primary source analysis, for example, can allow BIPOC students to re envision who can become a historian and access positions of power.

# data[].attributes.body
Multimodal literacy is one of the goals of linguistic justice. The linguistic practices of Standard American English/Standard Academic English often value the written word over other modes of communication. When this standard is disrupted through linguistic justice, and students engage with texts that combine different languages and modes of communication, they develop their multimodal literacy skills. This can look like incorporating podcasts, videos, oral histories, images, song and dance into our content area classrooms and instruction.

# data[].attributes.body
Component parts:

Understanding that many EM/ELL students are part of immigrant, refugee, and asylee groups (documented and undocumented), which have unique resource and advocacy needs

Advocacy can take place within schools (e.g., challenging monolingual English school policies) and beyond schools (e.g., connecting students and families to DACA resources and immigration law help)

# data[].attributes.body
Component parts:

The recognition that there is so much diversity within the EM/ELL student group (e.g., their native languages, stage of English language development, prior life and schooling experiences, interest in content areas, learning preferences, and personalities) requires intentional teacher learning and understanding of these students

Knowing our EM/ELL students can be achieved through...

Positioning students as owners of the classroom

Being in the community

Doing research

Scheduling time to get to know your students

Intentionally collecting student information

Providing supports to see their abilities, knowledge, and readiness levels

# data[].attributes.body
Component parts:

The specialized ways of reading, writing, talking, and thinking within a given discipline

A way to gain "insider status" within a discipline (e.g., "read like a historian" or "write like a scientist")

Disciplinary literacy can be taught by teachers by engineering teachable moments, modeling expert practices, and by choosing discipline-specific texts

# data[].attributes.body
Component parts:

Encouraging students to use their full linguistic repertoire in communication

Transitioning between languages in communication

Values all language practices equally and and affirms students' language identities and ways of knowing

Eliminates language hierarchies

# data[].attributes.body
Component parts:

Students' ability to comprehend, make meaning, and produce texts that use combinations of two or more modes of communication (e.g., written language, spoken language, visual, audio, gestural, tactile, and spatial patterns of meaning)

# data[].attributes.headline
Seeing EM/ELL students' strengths and assets 

# data[].attributes.subject
Seeing EM/ELL students' strengths and assets 

# data[].attributes.body
Component parts:

A lens for viewing EM/ELL students' cultural and linguistic backgrounds

Understanding that EM/ELL students' "challenges" are created by institutions, these challenges are not inherent parts of EM/ELL students

Possible strengths and assets of EM/ELL students include multilingualism, their prior life and schooling experiences, roles and responsibilities outside of school, broad linguistic repertoires, cultural backgrounds, capacity for empathy across cultures, adaptability, resilience, and connection to family and community as a support network

# data[].attributes.body
Component parts:

Instructional supports for students' talking, reading, and writing tasks so that they can meet the lesson/unit objectives

Tailored to students' specific needs

Breaking down tasks into scaffolded steps, with the end goal being that though support, practice, and repetition, students will no longer need the scaffold to complete the task

# data[].attributes.body
Component parts:

Antithesis to linguistic racism and to the expectation that monolingual, white Standard American English speakers are "correct" or "the norm"

Disrupts the discrimination and marginalization experienced by BIPOC people who do not speak/use Standard American English or Standard Academic English (e.g., Black-English speakers, Spanglish speakers, Somali speakers)

Views linguistic plurality as an asset and a right

Encourages multilingualism (not just different languages, but different vernaculars and dialects within the same language as well) and advocates for a society where practicing multilingualism does not limit access to opportunities or positive outcomes