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How to Create a Welcoming Classroom Environment for ELLs

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How to Create a Welcoming Classroom Environment for ELLs

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Colorin Colorado. (n.d.). How to create a welcoming classroom environment for ELLs. https://www.colorincolorado.org/article/how-create-welcoming-classroom-environment#:~:text=Be%20consistent%20and%20fair%20with,the%20structure%20of%20each%20day.

In this resource, teachers can find a range of information on what ELLs are experiencing as they immerse themselves within a new culture and ways that teachers can support them and help them feel accepted in the classroom. The resource provides a collection of articles, videos, and other ideas for implementing the strategies and information discussed.

Many of the ideas in this resource support bringing students' cultures and languages into the classroom and making connections to their assets. When students' own personal, community, or cultural assets are integrated in their learning, they are more engaged in their learning.

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An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom.

This will:

increase their confidence

make them feel more comfortable in the class

build a foundation for positive relationships with you and their peers.

Here's how you can get started!

The ELL student population includes students who were born in the U.S. and students who have immigrated from another country. For ELLs who have recently arrived in the U.S., they will face the challenge of learning a new language in addition to adjusting to an unfamiliar cultural setting and school system.

On a daily basis, ELLs are adjusting to new ways of saying and doing things. As their teacher, you are an important bridge to this unknown culture and school system.

In the same way that ELLs go through stages of English language learning, they may also pass through stages of cultural accommodation. These stages, however, may be less defined and more difficult to notice. Being aware of these stages may help you to better understand "unusual" actions and reactions that may just be part of adjusting to a new culture.

Euphoria: ELLs may experience an initial period of excitement about their new surroundings.

Culture shock: ELLs may then experience anger, hostility, frustration, homesickness, or resentment towards the new culture.

Acceptance: ELLs may gradually accept their different surroundings.

Assimilation/adaptation: ELLs may embrace and adapt to their surroundings and their "new" culture.

It is also common for students who are learning a new language to be 'silent' for a period of time, when they are listening to the language around them without speaking yet (much as a young child listens to language first before learning to talk). This is considered the first stage of language acquisition.

Patience and creating opportunities for small successes in speaking with you and peers can help build students' confidence. In addition, keep in mind that students' silence could also be a sign of respect for you as an authority - and not a sign of their inability or refusal to participate.

Students may also have experienced trauma or face different kinds of hardship in the U.S. You can better prepare yourself for this possibility by:

Learn more from the following:

This award-winning documentary highlights how the Dearborn, MI public school district is helping its immigrant students succeed. Learn more about this project and see related videos.

Getting to Know Students

Learn how to pronounce students' names correctly

Don't forget to smile and use positive body language!

A lot of communication happens through expressions, body language, and tone. Smiling and using positive body language can go a long way in making students feel welcome and comfortable, particularly if they are newcomers, as seen in the vignette shared by a teacher below.

Build relationships with students

Veteran teachers of ELLs always point to building relationships as the most important step in their work with ELLs. Not only does it increase engagement and support students' later academic success, it also provides invaluable information that can inform your instruction and family engagement.

In addition, it can help build bridges with students who may have particularly unique experiences, such as children in migrant farmwork families or Indigenous students.

See more ideas on how to build these relationships from the following:

Video: Showing students you care

Corpus Christi teacher Christine Price talks about the importance of showing students you care early on.

Identify students' strengths and interests

It's important to remember that ELLs bring lots of strengths, talents, and rich experiences to the classroom. Getting to know students' interests can help:

build rapport

engage students in learning

find connections with new friends.

Families are also an important source of information and are often happy to talk about the activities that their child enjoys. They may also appreciate the fact that their child's teacher is taking an interest in the child's strengths and talents. (This is especially true in special education settings.)

Teacher Omar Salem describes a student who not only sings and dances but manages her own YouTube channel and edits all of the video she posts of her performances.

Video: Using parent letters to get to know my students

Albuquerque teacher Clara Gonzales-Espinoza asks her parents to write her a letter at the beginning of each school year telling her about the child's personality, interests, strengths, and anything else they think she should know. In this interview, Clara speaks more about this strategy and its impact on her relationships with parents and students.

Ensure that students have information about activities and clubs

Make sure that students have information about extra-curricular activities, sports, and clubs related to their interests. You can also encourage them to start their own club within the school.

ELL educator Christine Rowland notes, "Many students find involvement in school clubs and teams to be extremely helpful, as they are often experts in these areas, and they can provide a space where they more easily feel they belong."

Welcoming Students' Language and Culture

Invite students' cultures into the classroom

Encourage ELLs and their families to share their culture with you and your class. Show-and-tell is a good opportunity for ELLs to bring in something representative of their culture, if they wish.

Invite students and families to:

share photographs, visuals, or meaningful artifacts such as flags or mementos

tell a popular story or folktale using words, pictures, gestures, and movements

share information about important holidays or celebrations.

Looking beyond the classroom

Imagine that you are walking into your school for the first time as a parent.

What do you see on the walls?

If your first language weren't English, would you see signs in your language?

Would you see flags, maps, or books representing your home country?

Would you see your child's work on display in the hallway?

If you think more could be done to make families feel welcome, consider:

sharing some ideas with colleagues or administrators and taking small steps that you can point to as successes

looking for opportunities to celebrate all families and their languages, customs, and cultures, whether in the classroom or at a school-wide event

keeping a lookout for a special part of their lives that other families might appreciate getting to know.

See more ideas in the following:

Video: What happened when the students realized the Yemeni flag wasn't on stage

ELD Specialist Diana Alqadhi tells the story of some students who realized that the Yemeni flag was not featured prominently enough on stage before a school show.

Invite students' languages into the classroom

Label classroom objects to allow ELLs to better understand their immediate surroundings. These labels will also assist you when explaining or giving directions, and it gives peers an additional opportunity to learn some words in their classmates' language.

Start with everyday items, such as "door/puerta," "book/libro," and "chair/silla."

You may wish to ask students who can write in their first language or family members to help you with this project.

You can also invite students to teach the class some words from their home language.

Learn more about the resources available in students' home languages

Students benefit from support in their home language - what Dr. Fred Genesee calls their " most valuable resource." You have may have access to learning material in students' languages, or you may be able to find resources that support those languages.

Language access for multilingual families

In addition, it's critical to understand what language access resources you have available through your school and district, particularly for communication with families. Keep in mind that all families have a legal right to information in their home language. Family liaisons, interpreters, ESL teachers, or administrators may have more information about what language access resources are available in your district.

Video: What Do School Districts Need to Know About Language Access?

This helpful overview about what language access means for school districts is a great introduction to the requirements, best practices, and funding streams related to language access in public education. This interview features Dr. Jennifer Love, the Supervisor of Language Access and Engagement in Prince George's County Public Schools, Maryland.

Video: Language Access for Multilingual Families

What does appropriate language access mean for multilingual families? This interview also features Dr. Jennifer Love.

Ensure your students see themselves reflected in the classroom

Ask yourself if students can see representations of their culture, race, gender, and other aspects of identity reflected in your:

classroom materials and library

lesson plans and activities

classroom visuals (both in-person and virtual).

In addition:

Success in the Classroom

Encourage your students

Some ELLs may not answer voluntarily in class or ask for your help even if they need it. ELLs may smile and nod, but this does not necessarily mean that they understand. Offer one-on-one support and encouragement as much as possible. For convenience, it may be helpful to seat ELLs near your desk.

Assign a buddy

Identify a classmate who will make a good buddy for new students - someone who is friendly, patient, and a good communicator to be a buddy. This student can make sure that the new student understands what he or she is supposed to do during class activities. It is helpful if the peer partner knows the ELL's first language, but not necessary. However, remember to never use another student as an interpreter in any situation.

Learn more about ways to increase peer interaction and collaboration in these related strategies.

Ask the class how they can help welcome new students

Ask students to brainstorm ways to help ELLs in particular. You may wish to make a list of ideas on how to welcome new students at the beginning of the year so that students have these strategies in mind if a student comes with little advance notice.

Be vigilant about health issues, dietary concerns, and allergies

Students may have specific health issues or dietary restrictions due to health, cultural, or religious reasons. Be sure that you learn all essential information you need to know about student health and diet from parents or guardians. For ELLs, be sure to confirm and clarify this information with the help of interpreters.

If you learn information about a student that would be helpful for other staff to know, particularly regarding health or food allergies, talk with administrators about how to keep the child safe. In addition, be sensitive to cultural or religious norms, such as fasting for religious reasons.

Keep an eye out for signs of culture shock

Moving to a new country and leaving a familiar life, relatives, friends, and language behind can be traumatic for children in the best of circumstances. Those challenges are compounded if children have experienced trauma, violence, or upheaval. Learn more about how culture shock can impact students in the classroom and affect student behavior so that you recognize signs if newcomers act out.

Encourage students to take ownership of the classroom culture

Ask students to answer the following questions through drawings or written responses.

How can I be a good classmate to others?

What are examples of unkind or disrespectful behavior in the classroom?

To support ELLs in their discussions of these questions:

Encourage students who speak the same language to discuss their ideas in groups.

Provide scaffolded materials such as graphic organizers, sentence stems, and sentence frames.

Use a picture book to talk about different kinds of behavior with students.

Create a shared set of classroom expectations together

Return to your earlier discussion of what a respectful classroom looks like.

Brainstorm ideas on possible class rules based on that discussion.

Streamline the list of class guidelines or rules.

Add any rules or guidelines that are missing.

In order to establish appropriate consequences for disrespectful behavior, you may wish to come up with ideas with the class or determine those consequences yourself.

Post the final list classroom rules in the classroom.

Translate the rules into ELLs' native languages so that they can keep the list handy and share it at home.

To see an example of this proces in action, take a look at ELL expert Carol Salva's process for developing a community contract each year.

Help your ELLs understand expectations for the classroom

ELLs may need some extra support in understanding expectations for classroom behavior. Helping them understand these expectations can avoid misunderstandings, discipline problems, and feelings of low self-esteem.

At the same time, it's important to remember that students bridging two cultures may need guidance which behaviors are appropriate in which setting (such as eye contact, physical proximity, etc.). If you have questions, talk with a cultural liaison in the school to learn more about appropriate responses and ideas for helping students navigate a new culture. You can also learn more about cultural norms of your students, particularly related to schooling, to help inform your approach.

Here are a few strategies that you can use in class:

Use visuals like pictures, symbols, and reward systems to communicate your expectations in a positive and direct manner.

Physically model language to ELLs in classroom routines and instructional activities. ELLs will need to see you or their peers model behavior when you want them to sit down, walk to the bulletin board, work with a partner, copy a word, etc.

Be consistent and fair with all students. Once ELLs clearly understand what is expected, hold them equally accountable for their behavior.

Post a daily schedule. Even if ELLs do not yet understand all of the words that you speak, it is possible for them to understand the structure of each day. Whether through chalkboard art or images on Velcro, you can post the daily schedule each morning. By writing down times and having pictures next to words like lunch, wash hands, math, and field trip, ELLs can have a general sense of the upcoming day.

Finally, remember ELLs can make unintentional "mistakes" as they are trying hard to adjust to a new cultural setting. They are constantly transferring what they know as acceptable behaviors from their own culture to the U.S. classroom and school. Be patient as ELLs learn English and adjust - and remember that you will learn a lot from this experience too!

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How to Create a Welcoming Classroom Environment for ELLs

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An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom. This will: increase their confidence make them feel more comfortable in the class build a foundation for positive relationships with you and their peers. Here's how you can get started!

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Edutopia. (2015, May 15). Practices to welcome and support ELLs. https://www.edutopia.org/blog/practices-to-welcome-and-support-ells-robyn-scott

Through four simple tips, Edutopia provides a good foundation for supporting ELLs in the classroom. This resource is helpful for any beginning teacher or a teacher having their first experience with an ELL.

Differentiation is a non-negotiable part of any student's education, especially an ELL. This resource suggests different strategies for differentiating an ELLs first steps in an English classroom.

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Through practices that incorporate tolerance, empathy, and perspective, you can engage your English-only students in appreciating and sharing with their ELL classmates.

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11 Essential Strategies for Teaching English Language Learners [For Any Teachers]

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11 Essential Strategies for Teaching English Language Learners [For Any Teachers]

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University of San Diego. (n.d.). 11 essential strategies for teaching English language learners [for any teachers]. https://pce.sandiego.edu/11-essential-strategies-for-teaching-english-language-learners-for-any-teacher/

This resource created by the University of San Diego highlights 11 practices of instruction that will help teachers support ELLs through their lesson planning, monitoring student progress, and connecting with those students. It informatively links how teachers can learn from ELLs while ELLs are learning from them.

These strategies are culturally aware and help give a lot of insight into the experience of an ELL. The University recognizes that the receptive language acquisition will most likely develop before the productive language acquisition and provides ideas for productive language implementation.

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University of San Diego - Professional & Continuing Education

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Imagine trying to learn a classroom lesson when you don't understand the language in which it is being presented. Teaching English language learners requires specialized strategies; and at the most basic level, one of those strategies is to "put yourself in their shoes."

More than 5 million children in U.S. schools are classified as English language learners (ELLs), according to the Department of Education. These students face the dual challenge of learning the material while also learning the language, as their teachers face the added challenge of using the right educational strategies to help them succeed.

Some of the most effective English language learner strategies start with common sense and respect for cultural differences. Simply getting to know the students is considered to be an essential part of the process.

For educators who teach English language learners, developing a deeper understanding of their unique needs and the best practices for teaching them has many benefits. These include:

Better and easier lesson planning

Improved ability to monitor student goals and achievements

The satisfaction of making a difference in the lives of young people learning to communicate in what can be a pretty confusing language

Here, we will review a range of time-tested English language teaching strategies that benefit students and educators alike.

How Can ELL Strategies Help Me as an Educator?

In addition to achieving better learning outcomes for students, embracing best practices and strategies for working with English language learners offers some fundamental, organizational benefits for educators as well.

For example, when you have a well-thought-out plan for engaging and teaching your ELLs, you are able to more effectively manage your lesson planning and monitor the progress of your students. You will also waste less time on strategies that don't work for your students.

Ultimately, an organized and focused approach to teaching non-native speakers is also the most effective way to create a solid foundation for them to become autonomous learners in English.

What About Using 'Scaffolding' for English Language Learners?

Scaffolding can mean a number of things when it comes to language development. First, it can refer to allowing students to continue limited use of their first language while learning English. Though the point is to train students to become independently proficient readers, writers and speakers of English, allowing native speech can help students figure things out, rather than go silent if they don't understand or know an answer.

According to CollaborativeClassroom.org, "A scaffold is a temporary framework that is put up for support and access to meaning and is taken away when the student feels success and masters tasks, concepts, and, in this case, language acquisition."

The use of sentence frames - partial sentences that include blank spaces where students fill in missing words or information - is another example of scaffolding-type techniques that can help students learn language. In a broader context, scaffolding refers to giving students the support, context and tools they need to learn new materials, ideas or skills.

11 Strategies for Teaching English Language Learners
1. Cultivate relationships
This one is a "no-brainer" no matter what language you speak. As a teacher, getting to know each student helps you understand who they are, where they come from and, perhaps, gain some insight into what teaching and learning styles are most effective for them.

For the students, knowing that your teacher cares enough to make the effort to get to know you as a person can have a motivating effect. It contributes to an atmosphere in which each student feels known and appreciated, and is therefore more likely to fully open themselves to the learning process rather than succumb to feelings of reticence or shyness that can often accompany a lack of language skills.
2. Be culturally aware
Since many English language learners come from outside the U.S., part of creating the ideal learning atmosphere may include cultivating an appreciation of diversity. Developing an awareness of each student's background, religious and cultural practices may also provide insights that affect how you interact with a particular student (for example, if they come from a cultural tradition where eye contact with adults is viewed as disrespectful).

At a very basic level, engaging in discussions about the different cultural backgrounds of students helps everyone get to know each other and reinforces the idea that different cultures include many similarities and differences - an important concept when some students are in the process of acquiring a new culture and language. Some educational advocates also suggest home visits as an effective "extracurricular" way for educators to invest in building rapport.
3. Teach language skills across all curriculum topics
In many cases, your English language learners may also be receiving specific English as a Second Language instruction from an ESL specialist. However, it is helpful for teachers of all curriculum topics in mainstream classrooms to understand and embrace the role of language teacher as well.
4. Speak slowly and be patient
You have a lot of material to cover, but there is no need to rush. In fact, teachers of ELLs are encouraged to consciously slow things down. This can mean:

Speaking in a slower, measured cadence

Being a bit more aware of your enunciation

Allowing extra time (an additional 3 to 5+ seconds) for students to respond

The extra seconds give all students a little extra time to think and formulate a response. "Researchers have found that typically most teachers give 1 to 2 seconds between asking a question and expecting a student response," Larry Ferlazzo, a teacher, education blogger and co-author of "The ESL/ELL Teacher's Survival Guide," told Edutopia. "The same researchers have shown that if you wait 3 to 5 seconds, the quality of responses is astronomically greater."
5. Prioritize "productive language"
Speaking and writing are sometimes characterized as "productive language" because they both literally require students to "produce" language output, in contrast with reading and listening, which are described as "receptive" skills.

Teachers who are not language specialists may not be aware that English language learners are likely to develop those receptive skills first. It is important to emphasize the fact that evidence that students are reading, listening or understanding does not necessarily equate to progress in expressing themselves through fluency in speaking or writing.
6. Use a variety of methods to engage learning
The idea here is to provide students with multiple options for taking in information, processing and making sense of ideas, and sharing what they are learning. This is often referred to as "differentiated instruction" - an educational practice that involves recognizing that "students each have their own unique gifts and challenges; interests, aptitudes and learning styles" and tailoring instruction to meet students' individual needs.

According to Edutopia, "All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier."
7. Utilize visual aids
The strategy of using visual aids also connects to the idea of differentiated instruction, which is considered central to teaching English language learners. In this case, it is understood that some students are "visual learners" whose ability to digest and process new concepts and material is enhanced by the use of pictures, diagrams, charts and other visual tools.

The belief is that combining "nonlinguistic representation" along with the linguistic component of each lesson benefits all students and not just English language learners - the operative strategy here is to "show" as well as "tell." In addition to pictures, diagrams, etc., teachers are encouraged to write everything on the board so students can see as well as hear the information.
8. Coordinate with the ESL teacher
Since ELLs are often receiving specific English as a Second Language instruction from an ESL specialist, it can be very helpful to check in with their ESL instructors. Doing so can help the educators involved develop a fuller understanding of how regular classroom work can support ESL instruction, and vice versa.

Such discussions can yield insights into individual students and their learning styles or challenges; they can also be helpful for sharing information about curriculum topics, potentially providing ESL teachers with ideas for highly relevant vocabulary words that can reinforce academic lessons.
9. Pre-teach new vocabulary words
When you have a challenging reading assignment coming up, some experts encourage you to preview or "pre-teach" new vocabulary words that may be unfamiliar to ELLs, or even to give them a copy of the article or link to the material ahead of time.
10. Build in some group work
Instructor-led, whole-class activities may make up most of your class period but it can also be very helpful to build in time for group work as well. This is because it affords additional opportunities for ELLs to practice their language skills with peers in a less formal, lower-risk setting.
11. Respect moments of silence
Many new language learners tend to be a little reticent and quiet, opting for silence over speaking up and saying something "wrong" in a language that is still unfamiliar. Therefore, teachers are encouraged to be mindful of this and not be too aggressive in forcing students to open up at the outset. Ongoing support and patience is preferable to pressure, since such initial silence is considered to be a normal stage in learning a second language.

Academic Support for Teaching English Language Learners

Teachers whose work involves supporting the language development of non-native speakers also have the opportunity to take courses that are focused on skills, techniques and best practices for teaching English language learners.

For example, the University of San Diego offers an online course titled "Teaching Strategies for ELLs" that is ideal for K-12 teachers. Participants earn 2 graduate-level extension credit units while focusing on:

Ways to integrate language acquisition and academic content learning

Assessment approaches that measure student achievement within a linguistically diverse classroom

Research-based strategies for differentiating instruction to promote student learning

To learn more about the curriculum, expected learner outcomes and cost, contact us today or review the "Teaching Strategies for ELLs" course page.

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University of San Diego - Professional & Continuing Education

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11 Essential Strategies for Teaching English Language Learners [For Any Teacher] - University of San Diego - Professional & Continuing Education

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11 Essential Strategies for Teaching English Language Learners [For Any Teacher]. Advance your career with professional and continuing education from the University of San Diego.

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How to Develop a Lesson Plan that Includes ELLs

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How to Develop a Lesson Plan that Includes ELLs

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Colorin Colorado. (n.d.). How to develop a lesson plan that includes ELLs. https://www.colorincolorado.org/article/how-develop-lesson-plan-includes-ells

Colorin Colorado provides a detailed outline complete with vocabulary, articles, and videos that help teachers be better aware of how their lessons can be geared toward supporting all students in their class, general students and ELLs included. There is a balance of including a student's assets from their native language and providing them scaffolding to access the new language.

The resource emphasizes the importance of building a lesson around the standards and requirements for ELLs. These standards will help guide and shape a teacher's lessons and ensure that ELL students are receiving what they need according to the state or district that they are in.

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In content-area classes, English language learners (ELLs) face a double challenge: they must learn language and content at the same time. In order to succeed in these classes, ELLs need the literacy, language skills, and background knowledge necessary to master that new content knowledge.

One way to address that challenge is through effective lesson planning. Depending on their different stages of English proficiency and literacy, ELLs will benefit from the skills that a well-designed lesson can address. For additional tips on language instruction, see our tips for mainstream teachers.

This video showcases a 5 th-grade team planning a science lesson. ESOL specialist Katy Padilla plays a key role in advocating for ELLs throughout the lesson planning process.

Lesson planning for the ELLs: Step by step

Effective lesson planning requires a number of steps from initial preparation to the final review of material. This blog post on lesson planning with sheltered instruction offers a general roadmap for that process.

Identify standards and objectives

First, identify your goals for the lesson. What are your target standards? It is helpful to post these clearly so that students know what they will be focused on learning and eliminate unnecessary information that does not meet your objective.

Next, identify your content objectives and language objectives:

The content objectives focus on the content you will be teaching, such as a math, Science, Social Studies, or language arts objective.

The language objectives focus on the academic language functions that students need to master in order to access grade-level content.

It is critical to teach language objectives explicitly so that ELLs (and their peers) can learn the content and language they need.

For example, Jennifer Himmel shares the following examples in her popular article about how to write language objectives for content-area lessons:

3rd grade Science, States of Matter

Content Area Standard

Content Objective

Language Objective

California: Students know that matter has three forms: solid, liquid, and gas.

Students will be able to distinguish between liquids, solids, and gases and provide an example of each.

Students will be able to orally describe characteristics of liquids, solids, and gases to a partner.

Build background knowledge

Background knowledge is the hook that students hang new information on. When planning lessons for ELLs, it is important to both:

access students' existing background knowledge

build background knowledge that students.

To start this process, you need to:

1. Identify key background knowledge needed for the lesson

2. Identify students' existing background knowledge

3. Build background knowledge students need

Teach key vocabulary

Selecting words to teach

Select key vocabulary that students need to understand the content. Dr. Diane August notes that there are different kinds of vocabulary words that may need to be taught across different content areas:

words that are critical to the meaning of the lesson or text

words with multiple meanings ("plot," "table," "key," and "yard")

homonyms ("son"/"sun")

general academic words

academic vocabulary in a particular content area.

You can see additional recommendations on how to choose which vocabulary words to teach in this overview of the ACCELL project that Dr. August led at the American Institutes for Research.

Strategies for instruction

Write an ELL-friendly definition for each and post them where students can see them throughout the lesson.

Try different strategies to teach each word. If there are five words to be pre-taught, use different ways of engaging the students to hear and produce each word in context.

Give students ample opportunities to practice each new word both in oral and written languages.

Look for cognates, or words from different languages that are related. For example, Spanish and English have many cognates ("information" /"información") and they are particularly common in terms related to academic content. Learning how to use cognates can bolster Spanish-speaking ELLs' comprehension significantly.

Discuss word families and how different forms of words are used. ELLs may need explicit instruction in which form of a word to use. Help students look for spelling and usage patterns, such as past tense verbs ending in "-ed." Since English has so many exceptions, this isn't always a foolproof strategy, but a basic knowledge of these patterns, rules, and spellings will help.

Related resources

Support academic language development

Academic language, or the language of schooling, is the language that students need to succeed in their content-area classes. It is important for educators and students alike to understand the differences between social and academic language and why textbooks, tests, assignments, or class presentations may be more challenging for students than social conversations.

There are a number of ways to support academic language development, such as:

previewing the text

teaching grammatical structures relevant to a particular content area ("greater than" and "less than" in math class)

showing how the targeted academic language is used in reading, writing, speaking, and listening in your content area.

For example, what is the difference between the language students use to write a science report vs. the language used in a class message board? Sharing examples and teaching specific phrases or structures, especially when they related to a specific content area, can be a helpful way to help students feel comfortable in multiple settings.

Dr. August also encourages educators to familiarize themselves with some features of academic language that may present challenges such as the following:

visual presenations of information, such as graphs, charts, diagrams, maps, and equations

figurative language

syntax, such as passive voice and complex sentences

nominalization, which refers to using a word that is not a noun as a noun or noun phrase (i.e., "the rich").

Collaborating with an ESL specialist can be a helpful way to start identifying areas of academic language where additional support would be helpful.

Related resources

Video: Instruction of Key Academic Vocabulary with High School ELLs

Video: Pre-teaching concepts and vocabulary before a lesson

ESOL specialist Katy Padilla shares more in-depth information about her "Super Secret Science Club," an informal lunch activity for 5th-grade ELLs where they see a preview of the afternoon's lesson.

Video: Bricks and mortar in language instruction

Dr. Cindy Lundgren discusses the concept of "bricks and mortar" when thinking about effective vocabulary instruction for ELLs.

Learn some additional strategies for scaffolding and differentiating instruction.

Scaffolding instruction means to put in place some supports that can help students access grade-level content. In addition, your students may be at varying levels of English language proficiency, and some differentiation might be necessary. It's ok to start small -- and remember that this is an area where an ESL teacher can provide some helpful ideas!

Some strategies for scaffolding and differentiating include:

If students are having trouble with an activity, try to identify whether a new concept, set of directions, vocabulary word, or other element is causing the difficulty. Identify some different ways that you can help students move beyond those obstacles. These might include providing a book about the topic in the student's native language or reviewing new vocabulary words together.

Video: Pre-teaching concepts and vocabulary before a lesson

Video: Using "realia" to build background

Use peer review and cooperative learning strategies

Using peer learning can be a powerful way to help students master content. Here are some ways to get students working together:

Use graphic organizers. Have students work in collaborative groups and use a graphic organizer as a scaffold for specific tasks, such as identifying main ideas or relationships between information, etc. It gives a purpose while reading while interacting and using the language.

Assign reading partners. Pair ELLs with friendly fluent readers. Ask partners to read aloud to each other, alternating sentences or pages. After partner reading, ask them to summarize what they read. For variety, use choral reading once in a while. Assign different sections to each team, ask them to rehearse, and then ask teams to read chorally.

Use Think-Pair-Share (TPS). TPS is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material. Read more in the following articles:

1. Increase Student Interaction with "Think-Pair-Shares" and "Circle Chats"

2. AdLit.org Classroom Strategy: Think-Pair-Share

You may also wish to look for ways to engage students through hands-on learning and project-based learning. Learn about other ways to effectively using cooperative learning strategies in these articles:

Consider how to incorporate different language skills into the lesson

When learning a new language, students need to master four key skills:

(Drs. Andrea Honigsfeld and Maria Dove note that they like the acronym SWIRL, which includes "interaction" in the list.)

You can learn more about these skills in What Language Skills Do ELLs Need?, as well as ideas for teaching these skills both in person and online in Teaching ELLs Online: How to Develop Students' Language Skills.

For example, you can support ELLs' writing skills by modeling the kinds of writing used frequently in your particular content area, such as lab reports in chemistry class, or a persuasive essay in social studies. Help students understand what the purpose of different kinds of writing are, and review vocabulary that would be typically used in these kinds of assignments. Be sure to provide examples of the different kinds of writing to your students so they can learn and compare models.

Review and assess what students have learned

There are many ways to review and assess content following instruction. For example, graphic organizers are a helpful way for students to demonstrate that they understood the concepts and content, even if they only use a symbol or write one or two words for each category. Graphic organizers can also be used as a pre-teaching or post-teaching strategy for introducing or reinforcing key concepts and how they are related. The more connections ELLs make to the overall content and organization of the content before reading, the easier it will be to focus on and understand what is important. When teachers and/or students use graphic organizers at the end of a lesson, this helps to reinforce and synthesize lesson content.

For example:

Related resources

Video: Using informal assessment with ELLs

In this video, Ms. Samantha Kirch demonstrates the ways she uses informal assessment to gauge student understanding, as well as the kinds of support offered to ELLs who need some extra practice with the concept of drawing conclusions.

Examples from the Content Areas

For examples of content-related lesson plans and strategies for ELLs, take a look at the following:

Closing Thoughts

Finally, we want to close with some thoughts from expert ELL educator and administrator Kristina Robertson. First, she encourages educators to only introduce one new thing at a time when teaching ELLs. And she reminds educators not to be afraid to go back to the drawing board if it doesn't go well the first time! While your lesson planning process may involve some trial and error, you will start to see positive results when you take ELLs into account in your planning. You will soon be on your way to planning lessons that engage, include, and support the ELLs in your class.

Video: Try one new thing at a time

Video: When new things don't work

Kristina Robertson shares her advice for dealing with strategies that just don't work.

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How to Develop a Lesson Plan that Includes ELLs

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In content-area classes, English language learners (ELLs) face a double challenge: they must learn language and content at the same time. In order to succeed in these classes, ELLs need the literacy, language skills, and background knowledge necessary to master that new content knowledge. One way to address that challenge is through effective lesson planning.

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Educator Toolkit | Using Educational Technology — 21st Century Supports for English Learners

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Educator Toolkit | Using Educational Technology — 21st Century Supports for English Learners

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Office of Educational Technology. (n.d.). Educator toolkit: Using educational technology - 21st century supports for English learners. https://tech.ed.gov/edtech-english-learner-toolkits/educators/

In this resource, the U.S. Department of Education outlines what ELL teachers should know about ELL students and technology, what to do to implement it, and what to ask oneself in order to make it effective and beneficial to ELLs.

The Department's toolkit aligns with what the U.S. Department of Education is expecting of ELL teachers and students. They understand that technology, with the right implementation, can be a powerful tool in shaping and ELL's education and future.

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Share this Report

This toolkit and a companion Developer's Toolkit are based on insights from the findings of the National Study of English Learners and Digital Learning Resources conducted by the U.S. Department of Education, Policy and Program Studies Service, on behalf of the Office of English Language Acquisition and the Office of Educational Technology. Both toolkits focus on use of technology that is software or "digital learning resources," that is, the apps, programs, or websites that engage students in learning activities and support students' learning goals. The toolkits do not focus on the use of hardware (such as laptops, computers, tablets, or other devices).The study provides the first national data on how districts and teachers of English learners (including general education teachers and English learner specialists) use educational technology in instructing English learners. The study conducted surveys, case studies, and meetings with experts in the field, including educational technology publishers, researchers, and educators. To learn more about the study and the toolkits, you can read a brief description on page 22.

The study's final report describes how districts and teachers identify and use technology in instructing English learners as well as related supports and barriers. This toolkit builds awareness of the role technology can play and notes areas where educators can improve the use of technology and related supports for their English learners, based on needs suggested by the study.

Guiding Principles

1. Understand what educational technology offers for instructing English learners

2. Discover the types of educational technology available

3. Maximize the supports that educational technology offers English learners

4. Seek out hands-on, instruction-focused professional development

5. Learn more about English learners and educational technology

Principle I: Understand what educational technology offers for instructing English learners

As we've entered the 21st century, the landscape for students in kindergarten through grade 12 (K-12) has changed, and developments in the world of instruction and instructional resources continue. Key changes for educators in many schools and classrooms include enrollments of new English learners and rapid increases in educational technology use. The technology offers important new ways for English learners to access learning academic content and language.

What to know

English learners bring significant assets of language and culture to enrich their classrooms and schools, and their backgrounds and experiences will inform different instructional needs. For example, English learners who will use educational technology may:

Have had very different experiences before coming into their K-12 classrooms. Many will have been born in the United States, but others will have just entered the United States for the first time, perhaps after difficult experiences as refugees;

Have grade-level skills and knowledge based on a high-quality education in their country of origin but not yet have proficiency in English;

Have had little or no formal education, or some years of interrupted education, prior to entering schools in the United States;

Appear proficient in English based on their fluency in everyday conversations but not yet have the level of academic English proficiency they will need to succeed in learning academic content;

Differ in their level of acquisition and use of their home language, and some may not be literate in that language. This has implications for their path to English literacy;

Have had little or no experience using technology, and may not understand many of the basics about using computers or navigating in a website or software program;

Come from cultures with very different norms and expectations around education. For example, some may expect collaboration to be the norm, while others may expect that students work alone; and

Have disabilities, and some may require the use of assistive technology, including software to support their accessibility needs.

Educational technology opens up a new breadth and depth of resources for instruction and learning. These resources can be particularly valuable for supporting English learners' engagement in instruction and access to content in many ways. For example, technology resources can:

Offer multi-modal means of presenting information. Visual images, short videos, and interactive features can expand English learners' ability to understand academic content.

Present examples and images of events, daily life, and other cultural information from many countries and population groups. These can help students share languages, cultures, and experiences to understand one another's backgrounds.

Offer important supports to assist students to more fully participate in learning activities. Embedded support features, such as short videos or images used to define new vocabulary, can assist English learner (and other) students in understanding content. In addition to these supports, there are audio recordings and translation functions that can help English learners in communicating content as they collaborate with their peers. When such embedded support features comply with accessibility requirements, English learners with disabilities also may be able to benefit from these supports in addition to, or in conjunction with, any assistive technologies, including accessible software, that they may use.

Offer instruction that is differentiated to the English learner's level of proficiency and academic learning needs.

Many educators are using educational technology in their classrooms, but they are really just beginning to understand how best to use these new resources effectively with English learners.

What to do

Consider the needs of your English learners. What are the instructional goals necessary to meet each student's needs? You'll want your choices of technology to always be based on these.

Learn about the range of English learners, their acquisition of a second language, and what we know about promising and effective instructional practices for English learners. A recent summary developed by a committee of experts can guide you to understanding what we know thus far: Promoting the Educational Success of Children and Youth Learning English: Promising Futures (https://www.nap.edu/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english). The summary includes an overview of what the field knows about promising and effective instructional practices for English learners in grades Pre-K to 12. Note that you don't need to purchase the book: You can read the whole book online or download a free pdf. Also, scroll down to the list of "Resources at a Glance," which includes blogposts and webinars on several key topics.

Explore visions for the future of educational technology in instruction, such as through the National Educational Technology Plan. See: Reimagining the Role of Technology in Education: National Educational Technology Plan (https://tech.ed.gov/netp/). The plan includes discussions on several aspects of technology use that educators will find of interest and applicable to instructing all students, including English learners. Note that pages 21-23 focus on ways in which technology can support all learners, addressing their different needs, through a Universal Design for Learning (UDL) approach to designing new resources. While UDL initially focused on designing for accessibility for students with disabilities, it applies to resources for all students and their needs (e.g., see the box on page 23). This includes English learners, for whom multiple modes of understanding and communicating offer important supports.

What to ask

General Education Teachers and English Learner Specialists

How can educational technology:

Help me engage and support English learners in learning grade-level academic content and academic language skills? In what ways does it assist in scaffolding language learning?

Assist English learners to collaborate and work with their peers, including English-proficient peers?

Help differentiate instruction to better meet English learners' needs?

Administrators

How can our selection of educational technology resources best support English learners in learning academic content and making gains in English language proficiency?

What will best support our teachers in planning for and using educational technology in instructing English learners?

Principle 2: Discover the types of educational technology available

There are thousands of educational technology options. As an educator, you will want to know where to begin in determining which resources best fit your English learners' needs and your instructional goals for students.

Whether a teacher or an administrator, the challenge is the same: How do you begin to choose the right educational technology for your English learners from among the thousands available? To help you make those choices, it may help to first think about the following broad categories of technology resources available and to explore the different types within each.

Digital Academic Content Tools offer academic content resources or engage students in activities to learn academic content or skills including, but not limited to, language and literacy content or skills. Examples are a tutorial on a new math skill, a simulation of a physics concept, or visual resources such as a short video that describes a geographic formation.

Digital Productivity Tools offer resources to help students plan, document, organize, and analyze content. These tools don't contain academic content; examples include a slide presentation tool, a timeline tool, or a concept-mapping tool.

Digital Communication Tools offer resources students can use to communicate, collaborate, network, or share information. These tools don't contain academic content; examples include document-sharing tools to support joint work, or a journal or blog tool.

Explore the different types of educational technology within each of the three categories of resources. These are outlined in the Digital Learning Resources Matrix, a summary matrix showing three categories and types of technology resources that was developed for the study. Are you aware of the wide range of resources available?

Consider new types of resources to try with your English learners to meet their language and content goals. Reflect on how you might use them in the future as part of your lesson plans to help English learners-as well as other students-meet their learning goals.

Share the Digital Learning Resources Matrix in discussions with other teachers. Can the categories and types be useful as a common reference for talking about the technology resources you use?

Explore a wide range of educational technology. Look online to sites that offer collections of educational technology and examine the reviews many offer, talk with other teachers, and look at publishers' websites.

Find examples of educational technology that will help your individual English learners to gain English proficiency, learn grade-level academic content, and collaborate with peers on academic tasks. Consider whether these tools provide content and images that reflect your English learners' languages, backgrounds, and experiences.

Be alert to protecting student information, especially when you are selecting tools that help you tailor instruction to individual students. Be aware of the individual student information that the resource gathers and ensure that it adequately protects students' personally identifiable information. You can learn more at: https://studentprivacy.ed.gov/Apps and at: https://www2.ed.gov/policy/gen/guid/ptac/pdf/idea-ferpa.pdf.

As you explore the types of educational resources in the Digital Learning Resources Matrix, ask yourself the following questions:

General Education Teachers

Are English learners able to fully participate when the class uses educational technology during academic instruction?

Are there digital resources that will help my English learners gain English proficiency while working on academic content with their English learner and English-proficient peers?

English Learner Specialists

Are there types of educational technology that my English learners don't use but I should explore? What might these offer for them?

When I discuss educational technology with general education teachers, do we discuss ways we can use technology to support English learners in learning content and in using language to communicate about grade-level content?

Administrators

Do our English learners use and benefit from the educational technology provided by the district? In what ways? How do we know?

Are there other types of educational technology that our district doesn't provide but could consider using to better support our English learners?

Principle in Action
Mr. Ruiz, a high school math teacher The day of the lesson, Mr. Ruiz begins non-digitally, showing a shoebox, first whole, and then cut through at an angle, showing the resulting 2D shapes. Next, he uses the app to show cuts through a cylinder, using different angles, and does the same with other 3D shapes, such as rectangular and triangular pyramids. Later, as they work in groups, all of the students, including the English learners Ms. Shore's kindergarten class In circle time, students make predictions as the teacher reads the story and they talk together about it. They are excited as they break into groups to draw pictures of the story: each group draws the first, middle, or last part. When they finish, Ms. Shore creates new groups of three to include students from all three story parts. The groups create digital videos, with each student in the group telling his or her part of the story, holding a drawing to illustrate. The groups view and redo their videos. They save the videos in digital portfolios (e.g., Seesaw, FreshGrade) and share with each other. Ms. Shore shares the videos with the students' families. Ms. Sayed's seventh-grade earth science class is studying geologic processes and learning about plate tectonics, earthquakes, and volcanoes. She assigns groups of students to research an earthquake or volcanic eruption that has occurred in the past 30 years, and to provide their explanation of factors leading to the event they have chosen. One group includes Monica, an English learner from a Spanish language background, who is a high beginner English learner. Ms. Sayed encourages Monica to make use of the support features in the research resource they use, which she introduced to Monica earlier. As the students do their research, Monica does her part, too, working with her English-proficient peers to search within an online science curriculum resource their class uses. She joins them in identifying information about the earthquake they have selected. She finds and clicks on an embedded video tutorial that accompanies the text they are reading to understand the event overall. The text about the earthquake is still a bit difficult for her, and so when she returns to reading it, she sometimes accesses the translation feature that shows her the Spanish word or definition of an English term she doesn't recognize. As the group works, they use an embedded document-sharing function, and she and the other students edit and mark up the group product. includes Mr. Sato In the lesson, the English learners read in pairs and look engaged as they access the supports. But Mr. Sato also notices that some who are new to working with computers are having trouble with the multi-step navigation needed to use the support features. The students keep losing their place. Mr. Sato plans to work more individually to guide them in using the supports. He makes a mental note to look for resources with more direct interfaces for his students. is eager to give his third-grade English learners more independence in reading about their social studies topics. He finds an academic content resource that includes digital texts on several topics aligned with the curriculum. He is glad to see several support features that his English learners can use. There are definitions of key terms that are both visual and in text, so that the students can understand visually and connect with the new terms. There is an auditory, text-to-speech feature that lets them hear the new vocabulary so they can connect the sounds with the written words and phrases. This will help them to build their reading skills. When he introduces the resource, he shows students how the features can work and gives guidelines for using them. English learners from many different language backgrounds. She wants to plan a lesson where they talk about and retell a story they are reading. Her local English learner specialist helps with the lesson plan, suggesting that using digital productivity tools such as slides or videos could give the students chances to practice and improve their English. As they discuss, Ms. Shore also notes that students can use digital communication tools such as shared portfolios or workspaces to let one another know what they created. , look fully engaged as they predict and confirm the resulting 2D shapes. , wants to be sure that all of his students, including his four English learners, understand 2D and 3D geometry concepts. To find the right resource for his lesson plan, he talks with other math teachers, who suggest various digital academic content tools Mr. Ruiz goes online to check out the fit of the suggestions with his plan and searches technology sites he knows. He looks at what several tools offer and reads online reviews. He wants his students to understand the relationship between the 2D planes that result from different cuts through 3D objects. Realizing that his students will "get it" better if they can actively engage with a number of examples, he selects an open source dynamic modeling geometry app (e.g., GeoGebra, Geometer's Sketchpad).
Principle in Action

Resources

The Digital Learning Resources Matrix describes three categories of resources and lists several types of educational technology within each. You may find it useful as a tool for thinking about different types of technology or for organizing your thinking about technology you might use in instructing your English learners.

There are online sites that offer links to many different technology resources, and many offer the ability to filter for resources, for example, in specific subject areas or for English learners or other students. Two examples of sites that offer collections of educational technology are:

For further information on protecting student privacy, you can access several webinars at: https://studentprivacy.ed.gov/content/recorded-webinars.

Principle 3: Maximize the supports that educational technology offers English learners

In the digital world, teachers and students have access to a range and number of supports that can mean important new opportunities for English learners in engaging with academic content.

Digital Support Features are specific embedded features in educational technology that assist students in understanding or communicating the content and/or activities presented in a resource. There are many types of Digital Supports, and you can see examples listed in the Digital Support Features Matrix. It includes four categories of support features that can be important for English learners in particular.

Visual Support Features provide visual images or other visual support to assist a student in understanding and/or communicating a concept or idea. The visual content replaces or lessens the language proficiency that would otherwise be required. Examples are images, graphics, or short videos to explain a concept to students.

Auditory Support Features provide speech and/or other use of sound to assist a student in understanding or communicating a concept or idea. Examples are a text-to-speech or "read-aloud" function and a record and playback function. These features allow students to hear text or hear their own speech played back to them for review before sharing the recording.

Translation Support Features provide embedded functions to translate from one language to provide a word, phrase, or longer text in another language, either spoken or in print. For example, an embedded translation function could let a student hear the Spanish version of a sentence in English.

Collaboration Support Features provide functions to help students communicate, collaborate, work, or share information about academic content. For example, collaboration support features might offer students functions that assist them in sharing and jointly working on a document or

Look for embedded support features in resources. Determine if resources include supports to assist your English learners when you review any educational technology for possible use or purchase.

Ask vendors to provide information on the types of digital support features a resource includes that may be particularly helpful for English learners. For example, does the resource include auditory supports such as text-to-speech ("read aloud") functions? Does it offer visual tutorials to help explain concepts?

Assess how easily students can access and use specific support features. Keep in mind, some English learners may be just learning to use computers. For example, observe whether they have difficulty in following the navigational steps needed to access the features.

Plan how you will guide your students in using support features. Plan ways to facilitate students' use of the support features so that they can use them productively-especially if they are working on their own.

General Education Teachers and English Learner Specialists

What support features are there in the resources I already use? Are there any that I was not aware of but that may help my English learners to more fully participate in and benefit from instruction?

What languages do the resources I use offer? How well do these match with the languages of my English learners?

Are the supports such as those that provide images, content, or other examples appropriate to my English learners' backgrounds and experiences?

Can my English learners easily access and make use of the support features in the educational technology we use in class? Do they use the features productively and appropriately?

Administrators

What support features does our district (or school) look for when we make educational technology purchase decisions? Do we consider our English learners, including those with disabilities, when we review the support features available?

Do we consider the languages, backgrounds, and experiences of our English learners as we review the supports provided?

Are the teachers in our district (or school) familiar with the support features in the resources they are using, and are they comfortable in using them in instructing English learners? Do we provide professional development to assist teachers in using and facilitating students' use of support features? Does the resource provide implementation support for teachers-perhaps as embedded modules on how to access and use the supports in instruction?

Principle in Action

Principle in Action

The Digital Support Features Matrix describes the four categories of supports: visual, auditory, translation, and collaboration supports. It also lists and describes examples of the different types of supports within each category.

Principle 4: Seek out hands-on, instruction-focused professional development

You'll want to be sure that professional development leads to appropriate choices of educational technology and that it helps to build capacity to use technology in instructing English learners as well as other students.

Many teachers-English learner specialists in particular-receive very little professional development (PD) related to educational technology.

Teachers request PD that shows them examples of instructional practice with English learners and not just the descriptions of the "nuts and bolts" of a resource.

Teachers often turn to local technology leaders-that is, other teachers whom they view as experts in technology and who are willing to share what they know. Teachers value these technology leaders because they are embedded in the local context and so they give very practical suggestions that fit the teachers' goals and their students' needs.

Both formal and informal collaboration are important to teachers in learning how to use educational technology. Collaboration gives ongoing support in trying new resources and practices.

General Education Teachers and English Learner Specialists

Request PD sessions on educational technology that are hands-on and relevant to your classroom instruction.

Let administrators know that you want to receive information on all PD on educational technology that the district offers. This may be especially important if you are an English learner specialist.

Ask about embedded supports for English learners and how to use them effectively whenever you participate in PD on a specific resource. For example, ask what visual or auditory supports are located within the resource that will assist English learners. Are these appropriate to the languages, cultures, and experiences of your students? Ask whether it includes translation supports in the languages of your students and/or if there are other functions that will help English learners to collaborate in their work.

Reach out to other teachers. Work as a pair with another teacher and/or work with a group of teachers. Meet face to face with others in your school, or collaborate remotely with teachers in other schools or districts. Share with one another examples of how you are using educational technology with your English learners.

Join online communities of practice that can connect you with a wide range of other teachers of English learners. Use social media to find other teachers who are using technology outside of your local community. Share your approach to identifying and using technology and learn from their experiences. Online communities of practice can bring you in contact with many teachers and opportunities that will align with your interests and challenges.

Be sure to connect with other teachers who work with your same English learners. It is particularly important for general education teachers and English learner specialists of the same English learners to collaborate on instruction and the use of technology.

Administrators

Provide support for all teachers of English learners to collaborate in discussing their planning, selection, and use of educational technology in instructional activities with their students.

When providing PD on specific technology resources, ensure that it goes beyond the "nuts and bolts." Teachers want guidance on instructional use and best practices for English learners, as well as opportunities for ongoing support for using the technology with their English learners.

Be aware of the local technology leaders to whom teachers turn for guidance. However, recognize that these technology leaders--whether formally designated technology specialists or teachers recognized by their peers as having technology expertise-may not be aware of English learners' needs. It will be important to ensure that they receive ongoing PD on promising and effective practices for English learners.

General Education Teachers and English Learner Specialists

Do I talk with other teachers to share what we've learned in using technology with our English learners?

Have I explored connecting with teachers in online communities of practice to draw upon the experiences of participants from other regions and with similar challenges and goals?

When I participate in PD on a specific technology resource, do I ask about how it can contribute to supporting my English learners?

ADMINISTRATORS

Are teachers receiving PD that will guide them in using technology so that their English learners participate in and benefit from instruction?

Do I ensure that English learner specialists, including those who are itinerant across schools, receive information about and participate in PD on using educational technology?

Principle 5: Learn more about English learners and educational technology

Educators can visit a number of online resource sites to learn more about English learners and the use of educational technology in instruction-and to find educational technology for instructing their English learners. Explore these sites to learn more.

The National Clearinghouse on English Language Acquisition (NCELA) disseminates information on education of English learner students. NCELA disseminates data on the numbers and language backgrounds of English learners nationally and by state. It also provides links to information and publications on English learners published through the U.S. Department of Education, Office of English Language Acquisition, and maintains a resource library of over 20,000 items on English learners. For example, searching on the term "digital" will pull up documents that describe use of digital technology relevant to English learners.

There are several online sites that offer collections of educational technology. Many include descriptions and reviews of resources by teachers and/or site reviewers. In several of these sites, there is a filtering function that allows users to search by keywords, including terms such as English learner and English language learner. (However, note that the sites may vary in how the site defines and manages criteria for search keywords and for English learner-related keywords.) You may also be able to search by content area and/or grade levels, depending on the site.

Explore online sites that offer descriptions of educational technology products and resources, and try out searches for those that will meet your English learners' needs. Be aware, however, that these resources may vary in their value for your English learners.

Read reviews of specific educational technology products and look for discussions of actual instructional practice using these with English learners.

Am I keeping the needs of English learners in mind as I seek out and explore educational technology, including searches focused on resources for general education instruction? For example, do I ask whether the resource will support the specific languages of my English learners or their levels of English language proficiency? Are the resources culturally appropriate?

Resources for Searches of Educational Technology

There are a number of educational technology collection sites to explore. The list below includes the two sites presented earlier and some additional sites. All provide access to many different resources. Several include Open Educational Resources (OER), which are free, openly licensed resources that you can use, reuse, adapt, and share. Some offer user and/or expert reviews. The lists provide collections of available resources and are not lists of research-based resources. Also, they offer a wide range of resources that are not specific to English learners.

The sites vary in how users are able to search. Some allow several different filters; others have less functionality. As you use the filters to search, be aware that the criteria for meeting the definition of a resource that is for English learners will vary.

Common Sense Education (https://www.commonsense.org/education/). The Common Sense Education product review site allows browsing of educational technology products, using filters to sort by grade level, subject, platform, and more. In-depth editorial reviews by educators provide detailed information on educational apps and teaching tips to help educators decide what is best for their students.

My Digital Chalkboard (https://www.mydigitalchalkboard.org/). My Digital Chalkboard is an interactive online environment that allows educators to search for teaching resources and participate in an online community of teaching professionals.

OER Commons (https://www.oercommons.org/). OER Commons is a public digital library of open educational resources. It is a site where educators from around the world explore, create, and collaborate. The site provides curated collections of technology, and users can search by keywords and refine the search results with filters.

The EdSurge Product Index (https://www.edsurge.com/). EdSurge is "an independent information resource and community for everyone involved in education technology." The EdSurge Product Index site lists and organizes a number of educational technology products from various sources, and provides users with a means of searching for needed educational technology. Educators can select subcategories and browse through the options currently listed, filtering by age and learner, curriculum type, tech and requirements, cost, and usage.

Resources for General Information

The National Clearinghouse for English Language Acquisition (NCELA) website (https://ncela.ed.gov) provides a range of resources, including current demographic data on English learners, and information on federal grant programs and policy. NCELA also publishes NCELA Nexus (https://ncela.ed.gov/ncela-nexus), a semimonthly e-newsletter. It shares new resources, upcoming events, and other announcements, and provides links to opportunities for jobs, education, and funding related to the education of English learners. Nexus subscribers may also receive occasional, time-sensitive announcements from OELA and NCELA.

The Office of Educational Technology (OET) website (https://tech.ed.gov/) provides links to recent reports on professional development and instructional practices using educational technology, among other resources. Explore the website for additional information that, while not specific to English learners, can inform your thinking about technology use.

Learn About the Study

The National Study of English Learners and Digital Learning Resources is a national descriptive study conducted in the 2016-17 school year by the U.S. Department of Education, Policy and Program Studies Service, on behalf of the Office of English Language Acquisition and the Office of Educational Technology under contract number ED-PEP-11-O-0088/TO27. The study included a nationally representative survey of districts, a survey of teachers, and six case studies, and meetings with experts to examine what digital learning resources are used in instructing English learners and how they are used. The study provided findings that describe the use of digital learning resources in instructing English learners in grades K-12 in U.S. public schools.

The study provided descriptive data to identify current uses of digital learning resources, needs for additional information and/or supports in their uses, professional development on use of technology in instructing English learners, and areas in which educators wished to see improvements in the digital learning resources available to them for instructing English learners.

The full study report is posted on the Department's website at: https://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#ells.

Disclaimer

Examples Are Not Endorsements

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Educator Toolkit | Using Educational Technology - 21st Century Supports for English Learners - Office of Educational Technology

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Introduction U.S. Department of Education data show that English learners in grades K-12 in U.S. public schools in the 2015-16 school year numbered over five million students-about 10 percent of all enrolled students-and that roughly three-fourths of public school districts included students who are English learners.

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Tech Can Open Doors for English-Language Learners to Express Themselves

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Tech Can Open Doors for English-Language Learners to Express Themselves

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Klein, A. (2022, June 28). Tech can open doors for English-language learners to express themselves. Education Week. https://www.edweek.org/technology/tech-can-open-doors-for-english-language-learners-to-express-themselves/2022/06

Klein discusses the benefits to implementing technology into ELL education. ELL technology programs can provide students with the chance to have more one-on-one instruction and relieve pressure of having to practice productive language in front of a group of their English speaking peers. A collection of different programs are included for more exploration.

This implementation aligns with nationwide standards for including ELLs in technology education and helps support differentiation for individual students. Teachers can provide scaffolding for their students while giving them the tools to access the instructional materials.

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When Meaghan Martin first started teaching in 2007, her classroom had just a few desktop computers. But she still found that tech could be an effective way to help her English language learners. For instance, it was easier for kids who didn't know the word "volcano" to grasp the concept by watching a video of an eruption on screen.

These days, Martin has become even more convinced of the power of tech to help kids who are still working to master English. That belief informs her work as a technology instructional coach at Coles Elementary School in Prince William County, Va., where a little more than a third of the students are classified as English learners.

English learners "especially as they get older, can be kind of timid about talking in a classroom," said Martin in an interview following her presentation at the International Society for Technology in Education. That's partly because they might feel self-conscious about a heavy foreign accent.

"What we found is when you give them the opportunity to talk [via a video platform], you can get a lot more response because basically now they're just talking to one person, they're talking to the computer. It reduces that social pressure of having to respond in a class with 20 other students."

Using tech can also offer kids the opportunity for what she calls "wait time," Martin said, a chance to really think through how they want to say something.

Here are some of Martin's favorite digital tools, shared during her presentation, and examples of how they can be used with English language learners:

Wixie,which requires a district subscription, allows kids to create presentations or projects using templates for things like travel brochures, newscasts, posters, and flyers. Kids in Martin's school used the program to create postcards from different regions of their home state of Virginia. One student who was relatively new to learning English used it to create a poster for Earth Day. The poster primarily showed pictures of things like people picking up trash or cleaning a beach. But it "got across that we should save the Earth," Martin said.

Book creator offers both free and paid options, and gives kids the chance to create their own newspapers, and comic books. One great feature for older English learners: Teachers can give feedback on the book in writing, including adding a text box that might say something like "check your capitalization here."

Flipgrid includes both free and paid versions, and provides students with a way to create their own videos. Students can add in a whiteboard. That's a great way for ELLs to demonstrate their understanding of math-they can show on the whiteboard how they solved a problem, and then explain their work orally in a video, Martin said. English learners also like having the power to delete anything they created that they don't like and try again. "A do-over [is] a lot easier to do with technology," Martin said.

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Tech Can Open Doors for English-Language Learners to Express Themselves

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Students feel less pressure when using video to practice their speaking skills.

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Robertson, K. & Ford, K. (n.d.). Language acquisition: An overview. Colorin Colorado. https://www.colorincolorado.org/article/language-acquisition-overview

This comprehensive, informative resource provides an overview of the six stages of the second language acquisition theory and follows with different instructional strategies that will help teachers prepare for and best compliment each stage. The authors also include recommendations and resources that support their theories of practice.

Second language acquisition effects every aspect of an ELL's education as they move through each stage. The instructional strategies provided follow each of these stages and emphasize the importance of adjusting differentiation, curriculum, and assessment as the student moves through the stages.

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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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Second Language Acquisition Theories and What it Means for Teacher Instruction

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Second Language Acquisition Theories and What it Means for Teacher Instruction

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Friedrichsen, A. (2020). Second language acquisition theories and what it means for teacher instruction. [Education Master’s thesis and capstone project, Northwestern College]. NW Commons. https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1200&context=education_masters

Friedrichsen reviews different models, theories, and applications of second language acquisitions and opens up discussion for how research can be furthered within this topic. This resource provides a general overview of ways that second language acquisition can be applied and how research has driven positive change and being more knowledgable on how ELLs can benefit.

This resource reviews research and how it has evolved within the topic. A teacher would benefit from being familiar with the history and research of second language acquisition in order to better implement it.

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Social Emotional Wellness Considerations for English Learners

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Social Emotional Wellness Considerations for English Learners

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Virginia Department of Education. (n.d.). Social emotional wellness considerations for English learners. [Infographic]. Best Practices Clearing House. https://bestpracticesclearinghouse.ed.gov/docs/ResourcesLibrary_PDF/ED23-39h.pdf

The infographic provides clear, key information on what could possibly be affecting ELLs and the social-emotional needs they possess before academic learning can begin. It also outlines ways that teachers can support those ELLs students who are struggling and gives examples of questions that a teacher can ask oneself to determine what support a specific student needs.

This supports an ELLs need to feel safe, respected, and supported first before academic and learning needs can be met. ELLs often learn the "social" language first before learning the "academic" language. This can cause social and emotional distress and hardship as an ELL is trying to navigate their new social environment.

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Social and Emotional Learning for English Learners

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Social and Emotional Learning for English Learners

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Hanna, T. (2017, August 2). Social and emotional learning for English learners. New America. https://www.newamerica.org/education-policy/edcentral/english-learners-social-emotional-learning/

This discussion from a peer educator explores different lessons Leticia Ingram has learned in her experience teaching ELLs. She believes that social-emotional learning benefits students socially as well as academically. It explores why this learning is important and should be a consistent part of a student's education.

In order for ELLs to be able to succeed academically, they need to have their social and emotional needs met through confidence, companionship, and acceptance. SEL learning builds a foundation for academics to be successful.

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At a recent Learning Policy Institute event, Colorado's 2016 Teacher of the Year, Leticia Ingram, reflected on the need to support students' development more holistically.

"So many times we forget about social and emotional learning, and it's crucial to academic learning," she said. "You need to have that foundation for kids to learn."

Ingram's comments highlight an important reality for the field of PreK-12 education. It is crucial to examine how schools promote social and emotional learning (SEL) in their students as these skills are becoming increasingly necessary for employment in the modern economy.

So what exactly is SEL? The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines it as "the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

A new report by the Learning Policy Institute outlines several benefits to integrating SEL with academic learning, including higher graduation rates, fewer instances of bullying, and lower teacher stress. Other studies note the economic benefits of SEL, while others outline the positive impact of it on the mindset, social behaviors, and academics of students. Data presented by the International Association for K-12 Online Learning (iNACOL) also point to the overwhelmingly positive effects of SEL on the academic achievement of English learners (ELs).

This growing body of research suggests that the use of SEL in classrooms has positive impacts on all students, teachers, and society at large. The needs of ELs, however, are not the same as those of other students.

According to the affective filter hypothesis, high anxiety and low self-confidence can cause an English learner to filter out language inputs and make it extremely difficult to acquire another language. All of the studies cited above note the importance of SEL in reducing student anxiety and promoting a safe learning environment. As such, SEL and its positive effects are of critical importance to EL instruction.

But how can teachers successfully integrate SEL into classroom teaching? Specifically, what does SEL instruction look like when it is geared toward EL students?

One suggestion for promoting SEL in these classrooms is to help ELs take pride in their cultures. Teachers can do this by integrating cultural aspects into curricula, labeling classroom objects in other languages, and encouraging parents to promote cultural affirmation at home. These techniques can reduce the sense of "otherness" that English learners often feel in classrooms. Another effective technique is to pair ELs with non-ELs in a buddy system. This encourages collaboration, mutual respect, and teamwork.

Finally, and perhaps most crucially, teachers must provide realistic practice for students to test out acquired social and emotional skills. Providing opportunities for ELs to manage stressful situations using their learned skills prepares students to tackle them in the real world.

Several of these SEL practices are ones that Ingram, the Colorado Teacher of the Year, utilizes in creative ways at Basalt High School. The school is located about twenty miles north of Aspen, and 58 percent of students speak a native language other than English.

In a recent interview, Ingram described to me the stressful situations her EL students encounter when they buy groceries in a store where a certain level of English proficiency is required. So, in her class, she sets out to teach them what she refers to as "survival language." In the classroom, students study grocery terms in reading, writing, speaking, and listening. After they have learned these terms, Ingram takes them to the local grocery store in Basalt.

Once there, students must find everything on the teacher's grocery list in a scavenger hunt. They can also practice their social skills by asking store employees for help. In this way, not only are these EL students learning to manage a potentially stressful situation, but they are also learning English and engaging with members of their small community. The class also participates in similar field trips to banks and hospitals.

Attempts by teachers like Ingram at supporting EL-specific social and emotional learning are crucial. Equally important is the need to track the impact of efforts to continuously improve SEL practices. As an example of this, Ingram visits each of her students' homes at least twice a year to assess their social and emotional needs. She also relies on classroom observations along with student and family surveys, mindful to use multiple methods of evaluation. In this way, Ingram is constantly reflecting on the impacts of her SEL methods and looking to adjust when needed.

Ingram's example illustrates what initiative and leadership for SEL with English learners can look like at the classroom level. But systemwide, in a new era of accountability under the federal Every Student Succeeds Act, scaling and ensuring accountability in SEL instruction will not be an easy lift. Since SEL is not a required accountability measure, it is possible that SEL may be seen as a lesser priority in the minds of state and local policymakers.

Nonetheless, given the overwhelmingly positive results of incorporating SEL into academic content, schools and districts should strive to integrate SEL into curricula and create methods to gauge the impact on student outcomes. All students, and ELs in particular, stand to benefit immensely.

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Social and Emotional Learning for English Learners

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A look at how Colorado's Teacher of the Year leverages social and emotional learning to improve outcomes for her English learner students