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How to use Technology to support ELLs in Your classroom

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How to use Technology to support ELLs in Your classroom

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English-language learners (ELLs) come into our classrooms with a wide variety of specific and unique needs for language acquisition. It's hard to talk about them all as one group -- ELLs represent a diverse range of students in every sense. It's needless to say: Working with ELLs is often challenging and also highly rewarding.

Because there are so many apps and edtech tools available today, you might expect to find lots of them made specifically for English language development (ELD), bilingual, or dual-immersion classrooms. Unfortunately, this isn't the case: Tools designed specifically for English-language learners are few and far between (though there are definitely some out there).

There are, nevertheless, a lot of great edtech tools and strategies you can use with your ELLs, even if the tools themselves aren't ELL-specific. Some might even be tools you've already heard of or used -- with an ELL-specific use case that's been hiding in plain sight.

So, what's the best way to find and use great digital tools with your ELLs? A lot will depend on your students' specific needs, but here are a few things to think about when finding the best tools for your classroom.

1. Look for ELL-friendly supports in the tools you're already using.

Lots of online tools have built-in features to support differentiated instruction for a variety of learners. Newsela offers texts at five variable Lexile levels, many in both English and Spanish. ThinkCERCA offers leveled texts with scaffolding for students reading at different levels, including audio versions of texts. Though ELA-focused tools are most likely to have the best English-learning supports, plenty of other tools support ELLs' learning in other subject areas. Khan Academy is one popular example; the site offers a translated version of its curriculum in 12 languages. As you search, keep in mind that these tools are usually aimed at a more general student audience, so they may be better suited to intermediate or advanced ELLs, and beginning-level ELLs may need more robust support.

2. Build basic online resources and productivity tools into daily routines.

From basic translation to productivity tools for consumers, a lot of everyday apps and websites can be great for supporting ELL-centered learning activities. A note-taking tool with recording features like Microsoft OneNote offers opportunities for speaking and listening practice. Simple English Wikipedia is just like it sounds: an adapted version of the standard Wikipedia site but for ELLs, younger students, or anyone else who might struggle with reading. A translation tool is an obvious choice, and Google Translate is generally thought to be the most accessible free option around.

3. Get creative and repurpose a digital-storytelling tool.

Storytelling is an excellent, interactive learning activity for ELLs and bilingual learners of all ages and language abilities. Even though these apps tend to be aimed at younger kids (and not specifically at ELLs), they still offer opportunities for kids to express themselves while they build new language skills. Don't be afraid to age these tools up; they're great even for older ELLs. And for beginning-level English-language learners, creative projects tend to offer opportunities for low-stakes (yet still high-concept) communication-based activities. Also, keep in mind that lots of other digital-creation mediums can offer fun language-building practice, from video production to podcasting and digital design. Find something that suits your students' ages, language abilities, and interests.

4. Find tools that specifically address your ELLs' needs.

As mentioned earlier, tools designed only for ELLs are somewhat scarce, but there are definitely some options. These ELL-centric tools run the gamut. BrainPOP ELL offers a comprehensive online curriculum aimed at improving kids' language skills from beginning to advanced levels. Read&Write is a helpful text-to-speech app for students with a variety of literacy needs, including English-language learners. On the flip side, a platform like Ellevation is designed for teachers and uses robust data to track and monitor students' progress and language growth. As time goes on, we're bound to see more edtech solutions specifically for ELLs. It will be interesting to see what the future holds in this space.

5. Supplement instruction with an online language-learning tool.

Language-learning tools for travelers and consumers are everywhere and easy to find. Although these tools should never replace quality classroom instruction, for some students they could be a helpful option for extra practice or out-of-class enrichment. Because they're often aimed at a general -- mostly adult -- audience, these won't all be the best choice for kids' learning. Nevertheless, in certain situations, some language-learning apps could be appropriate depending on your students' needs. If you do go this route, look for free options that offer adaptive features that challenge students as their language skills grow. If recommending out-of-class use, keep your students' devices and level of network access in mind.

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How to Use Technology to Support ELLs in Your Classroom | Common Sense Education

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Quality edtech for ELLs isn't easy to find, but great options do exist.

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Why Language Learning Apps Haven't helped Struggling ELL students

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Why Language Learning Apps Haven't helped Struggling ELL students

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When asked what technology he used while learning English, Bryan Estrada fidgeted nervously as he contemplated whether or not he should share a personal story with a stranger.

"There was this girl...," stammered Estrada, a native Spanish-speaking sophomore from Yes Prep High School in Texas. "My friends pushed me, even though I was really nervous, and we started texting," he continued. "That was the first thing I did to learn English."

Estrada fell for a girl who only spoke English his freshman year in high school but refused to let a language barrier divide them. After moving to the United States from Guatemala a little more than a year ago, love, not a new app or platform, propelled him to pick up a new language.

Ninety-two percent of fourth grade ELL students scored below proficiency on the 2015 National Assessment of Educational Progress reading exams.

Yet in recent years, technology developers focused their efforts on English Language Learners (ELL) like Estrada. Waves of language learning apps like Babbel and Duolingo have hit the market. But as the number of apps increases, academic achievement for ELL students remains staggeringly low. Ninety-two percent of fourth grade ELL students scored below proficiency on the 2015 National Assessment of Educational Progress reading exams. According to WestEd, a nonprofit research and development organization, older ELL students struggle more than younger ones and are significantly more likely to drop out of high school than their native English-speaking peers.

These students are a fast-growing population in America. According to the National Center for Education Statistics, over 4.9 million ELL students were enrolled in U.S. schools during the 2013-2014 school year, and the National Education Association predicts that number will increase to 10 million by 2025. (In other words, ELLs will make up one in every four students.)

These alarming demographic statistics, coupled with poor academic performance, are forcing educators to reassess the way they interact with ELL students in their classrooms. "A lot of our students come to the table with rich knowledge in their first language," says Anna Matis, an education consultant and former ELL student. She says one of the biggest mistakes teachers make is sending students away because they are not learning fast enough. "They make the assumption that because students are not writing in complete sentences right away, that teaching them is a lost cause, and they send them down the hallway to the study room," she explains. Matis believes that this response from teachers can damage a student's self-esteem or motivation to learn.

If you don't have a social or emotional connection, you can have all the software in the world but never move forward.

Anthony Barela, the principal at Vista High School in California, was searching for technology tools to help ELLs and their teachers when EdSurge interviewed him. "How can we give our students access to information, so it doesn't have to exhaust the teachers too?" asks Barela. Technology can help make differentiated classroom instruction easier for teachers, he says. But he also hopes to bring culturally relevant content that is relatable for students into classrooms. "The thing that is often hard to find is the cultural component," says Barela. "If you don't have a social or emotional connection, you can have all the software in the world but never move forward."

Estrada learned English by using it in a meaningful, personal way. His story stands out less for its teenage romantic element and more for what it reveals about how ELL students find incentives to embark on the process of successfully learning a new language. Estrada explained that some of his academic struggles stemmed from his teacher's lack of cultural understanding. "In my country, math was taught differently than it is taught here," he said. He pressed the need for educators to be patient and understand that ELL students were learning new cultures and teaching styles-along with a new language. "We need time, we don't learn zero to a hundred," he exclaimed.

Nonprofit organizations, including the Gates Foundation and the NewSchools Venture Fund (NSVF), aim to support this growing population of students by providing grants to entrepreneurs. Last fall NSVF launched an ELL Challenge after conducting market research that included over 50 publications and interviews with several ELL instructors, students and experts to identify what educators and ELLs need most. "One thing that pushed us to launch the ELL challenge was the knowledge that there is such a growing number of ELL students," says Esther Tricoche, an associate partner at NSVF.

What they found severely lacking in the edtech market were tools that provided access to rigorous academic content, social and emotional language learning support, authentic and culturally relevant experiences, and increased engagement opportunities with families and communities.

Thirteen companies and nonprofits received as much as $150,000 in grants from NSVF to fill those market needs. Among the 13 recipients were: Spotlight, a tool that uses video reporting to educate parents on school data; Storyworld, a platform where students can create and read stories in multiple languages; and Listenwise, which recently partnered with NPR to provide students with audio news programs for listening comprehension practice.

For students like Estrada, technologies like these may be the medium to learn English, but relationships with his peers and his teachers are indispensable. "I had a science teacher, and she was really helpful, she would explain things when I didn't understand," says Estrada. "I really miss my teacher. I really appreciate that she took her time and tried hard for us."

Editor's Note: The maximum grant funding total awarded by NSVF has been corrected.

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Why Language Learning Apps Haven't Helped Struggling ELL Students (EdSurge News)

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When asked what technology he used while learning English, Bryan Estrada fidgeted nervously as he contemplated whether or not he should share a personal story with a stranger. "There was this girl...," stammered Estrada, a native Spanish-speaking sophomore from Yes Prep High School in Tex

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Arts integration can help lower kids' affective filters and boost their confidence.

During my tenure as a teacher, I had the privilege of teaching English to non-native speakers -- both young people and adults. Those of you with English learners in your classroom (I'm guessing that's nearly everyone) are well aware of the challenges these students face. Beyond struggles with language and communication, many are grappling with their own identities as they learn to navigate two cultures.

A fantastic way to support English language learners both academically and emotionally is to integrate creativity and arts-based projects into your teaching. Art projects can help lower kids' affective filters, giving them more confidence to break out of their shells and get talking. From the classic arts such as painting and dance to newer forms like remix and digital storytelling, every classroom across the content areas should make room for creative expression. Here are three reasons why arts integration is essential for English language learners:

1. Art is a universal language.

Because we develop receptive language more quickly than expressive language, students often understand more than we realize. Project options that require less language production give English learners opportunities to show what they know. Provide students with limited English a chance to be successful and demonstrate learning through visual media projects -- drawing, animation, video, photography, collage, and more.

2. Art expresses culture.

Immigrant students can often feel pressured to assimilate into the dominant culture. Whether it's food, clothing, music, or language, kids sometimes get the message that their family's traditions are something to be ashamed of. Celebrate the diversity of your students' backgrounds, and give them opportunities to share their family's culture through arts-based projects.

3. Art experiments with identity.

Music, acting, visual arts, dance, and other art forms are terrific avenues for reflection and experimentation. Tweens and teens are hungry to try on different personas and often step in and out of various communities. Remember that your English language learners are figuring out how to become both bilingual and bicultural. Create a safe space for students to figure out who they are by encouraging creative expression in your classroom.

The Top Picks lists below can help you find the right tools for integrating the arts into your classroom today.

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3 Reasons Why Your ELLs Need Arts Integration | Common Sense Education

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During my tenure as a teacher, I had the privilege of teaching English to non-native speakers -- both young people and adults. Those of you with English learners in your classroom (I'm guessing that's nearly everyone) are well aware of the challenges these students face.

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Building an Inclusive Classroom With Universal Design for Learning

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Building an Inclusive Classroom With Universal Design for Learning

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Supporting All Learners: Building an Inclusive Classroom With Universal Design for Learning - EdSurge News

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Schools should provide a window through which all students can see the future they want for themselves. Students arrive in the classroom with a diverse…

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10 Ways ELL Coaches Can Support Student Success

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10 Ways ELL Coaches Can Support Student Success

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10 Ways ELL Coaches Can Support Student Success

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Erica Daniels and Lillian Zayas are instructional coaches in the Syracuse City School District in Syracuse, New York. Ms. Daniels is the English as a New Language (ENL) coach for the district, and Ms. Zayas supports both teachers and students in the dual-language program at Seymour Dual Language Academy in her role as a Multi-Classroom/Academic Instructional Support Leader.We asked Ms. Daniels and Ms. Zayas for their advice for coaches who specialize in English language learner (ELL) instruction and support educators in a variety of roles, including English as a Second Language (ESL) teachers or classroom teachers. Here is a summary of their coaching advice, based on their interviews with Colorín Colorado.Laying the Groundwork1. Build a relationship with the teachers you are coaching.First and foremost, both Ms. Daniels and Ms. Zayas strongly encourage coaches to build relationships with the teachers they will be coaching, especially before any observations take place. Ms. Zayas starts that process by getting to know teachers and their interests and letting them know she is someone they can come to with questions. She says, “We include them when we do social events outside of school and in our community so that they feel comfortable. A lot of our teachers in our dual-language program are not from Syracuse, so we try to build a family feeling together.“Ms. Daniels notes that this relationship is essential because it establishes trust within the context of what can be an intimidating situation. “A lot of new teachers have this idea that we’re there to critique,” she says, “but I think that developing a really trusting relationship with teachers is essential in getting to the goal of improving student outcomes.” This is especially important in building a non-evaluative relationship between the teacher and coach.2. Identify a checklist or rubric that helps establish shared expectations.In order to get everyone on the same page, Ms. Daniels and Ms. Zayas share rubrics and walkthrough tools with teachers they will be coaching from the beginning. These tools highlight the best practices of language instruction that the coaches will be looking for in their observations, which helps the teachers understand expectations and helps the coaches identify and keep track of what they are seeing. The tool gives them what Ms. Daniels describes as a “snapshot of what’s happening in the classroom, what the teacher’s doing well, what practices they’re incorporating, and then how we can start to see more of those best practices infused in their lessons.“Some sample tools include the following. (Please note that some of these documents may not reflect recent changes.)Dual-Language Walk-Through ToolMultilingual Learning Observation Checklist (SupportEd)Multilingual Learner (ML) and English Language Learner (ELL) Program Quality Review and Reflective Protocol Toolkit (New York State Department of Education)English Language Learners Walk Through and Program Review Tool (Colorado Department of Education)Promoting Success for Teachers of English Learners through Structured Observations (American Institutes for Research)**This tool was developed for a teacher evaluation context and aligns with widely used teacher evaluation rubrics to ELL criteria, which can also apply to coaching contexts.ELL Considerations3. Help teachers identify students’ strengths.One key area that Ms. Daniels and Ms. Zayas focus on is changing the “deficit mindset” regarding ELLs, encouraging teachers to identify what students can do rather than what they are still learning to do.Ms. Daniels says, “As a coach for English language learners, my primary responsibility is to be an advocate for our students. We want to make sure that all of their needs are being met, that our teachers are culturally responsive in their practices and holding ELLs to high standards. We want to make sure that we’re capitalizing on all of our students’ linguistic and cultural resources...their toolbox full of skills and competencies. I’m really trying to help teachers to identify the skills that our kids have and capitalize on them.“4. Increase student engagement and academic language development for ELLs.Another area that Ms. Daniels and Ms. Zayas focus on is student engagement and increasing “student talk time” while decreasing “teacher talk time.” Ms. Daniels notes that when teachers see themselves on video, they often note that they talk a lot more than the students do. This can lead to important conversations among the teachers and coaches about how to encourage students to talk more and engage with peers. “That’s where coaching will come in,” Ms. Daniels says, “eliciting teachers to identify where their areas of need are, and then how they can address them.“The coaches also suggest ways that teachers can increase students’ academic language production, such as using more peer interaction and scaffolds such as sentence frames with language that students can use in their classroom interactions. Ms. Daniels notes, “When you set those expectations, kids know exactly what you want them to do, and you can model that linguistic load. They will have a language frame that they can build off of each other, which increases the rigor of the activity.“In addition, when Ms. Zayas talks about using “turn and talk” activities with students, she encourages teachers to model what “turn and talk” conversations should look like and then ask students to report back on what their partner said to hold them accountable for that conversation they shared. Classroom Example: Changing a Teacher’s MindsetMs. Daniels shares the example of a math teacher who was having a hard time figuring out how to support an ELL. The initial conversations between Ms. Daniels and the teacher focused on what he couldn’t yet do, with the teacher noting, “He can’t read. He can’t add.” Together, however, they started to implement language strategies within the math lessons. She says, “First, we just started adding visuals to her lessons. Then we added sentence stems, manipulatives, peer conversation, and the use of heritage language. Eventually, all of those combined really helped to capitalize on what the child could do and help him bridge the gap that he had with language. The student just skyrocketed in terms of growth. And by the end of the year, he tested proficient on the New York State math test.” Collaborative Coaching ConversationsIn order to continue regular communication with the teachers they coach, Ms. Daniels and Ms. Zayas meet with teachers informally after observing them in the classroom. These are collaborative conversations that allow for a chance to discuss the lesson and how it went. Ms. Daniels says, “My goal is not to strong-arm teachers into decisions. My goal is to build on our joint expertise to have a positive impact on instruction.“Here are some of the tips that the coaches recommend for making the most of these conversations.5. Start conversations on a positive note.The coaches talk about the importance of starting conversations on a positive note. This helps build the teacher’s confidence while also letting the teacher know that the coaches are not just looking for areas of improvement. Ms. Zayas says, “I always start with a positive...The way you communicate the information to the teacher impacts how they’re going to take the feedback,” she says. “Being as positive as possible is important, so we’re framing this as, ‘Let’s do this together. We’re a team. How are we going to work on this?’“Something positive to highlight might be:something that went well in the lessona particular skill or strength the teacher exhibitedan area where a student is progressingsomething that has improved since the prior observation6. Share specific strategies for areas of growth.When it comes time to talk about areas of growth, the coaches take a few different approaches. For example, they offer very specific strategies instead of vague comments. They also ask the teacher for ideas and to provide feedback on what they would like to work on. Their recommended ideas may involve steps such as:ideas to help with classroom managementshowing the teacher how to provide more modelingworking towards more student-driven elements in lessons.The coaches also share that they use a lot of modeling. “Sometimes, we model the entire teaching sequence, but more often we model the kinds of conversations/feedback we want to hear with students. This helps teachers to regularly see implementation ideas or teaching concepts in action within the context of their own classroom and with their own students,” Ms. Daniels notes.7. Leave time for the teacher’s questions.During their collaborative conversations, Ms. Daniels and Ms. Zayas also allow time for questions. That way the teacher can address specific concerns and also take a turn guiding the conversation for a bit. For example, if a teacher has a question about classroom management, Ms. Daniels and Ms. Zayas will help the teacher break down what’s happening and then figure out which part of the challenge to address first. 8. Refer back to the teacher’s strengths in the course of the conversation.Ms. Daniels and Ms. Zayas also make a point to refer to the teacher’s strengths throughout their conversations. Ms. Daniels says, “Sometimes our teachers don’t know what their strengths are, and we have to help them to identify that. We’ll say, ‘Look what a great job you’re doing. Look at this data, and look at how you’ve helped your students to grow.’ We want to build their capacity by showing them what they are already doing well while supporting their growth.“Building a Network of Support9. Recommend mentor teachers.Ms. Daniels and Ms. Zayas also encourage the teachers they are coaching to observe other educators -- and they often will make recommendations on which teachers to observe based on a particular focus area. This expands the teacher’s repertoire of ideas and strategies while also building their network of support in the building.10. Consider offering more training and professional development for coaches.Finally, the coaching team in Syracuse has advocated for additional training and professional development for their ELL and bilingual coaches through local or national opportunities, such as those offered by Syracuse University, the local RBERN office (Regional Bilingual Education Resource Network) and the NYSABE conference.This advocacy was especially important in the early days of the district’s coaching program when the coaching team they worked with Dr. Diane Staehr Fenner and SupportEd for intensive training around some coaching cycles — training that helped their coaches develop their practice and develop shared expectations.Concluding ThoughtsFor both Ms. Daniels and Ms. Zayas, the goal is build a positive, constructive partnership that makes a difference for students — and makes teachers feel supported. “Without coaching, teachers can feel very isolated, like they’re on an island and they’re not sure which direction they’re supposed to head. Coaching helps to provide that direction,” says Ms. Daniels.Related ResourcesFor more ideas and resources, please see:ELL Teacher Leadership in Action: The SWEL ModelYou Are Already a Leader: Identifying Your Leadership Skills on Behalf of ELLsCo-Teaching ELLs: 8 Strategies for SuccessBest Practices for Evaluating ELL Educators: Lessons Learned in Syracuse, NYELL Strategy LibraryVideo: How Coaching Conversations Can Support New Teachers of ELLsThis video from Syracuse, NY highlights the coaching relationship between a first-year teacher, Alexandra Galán, and two coaches who specialize in ELL best practices, Erica Daniels and Lillian Zayas. Learn more about how coaching has supported Ms. Galán’s teaching and her perspective on the coaching experience at the end of her first year in the classroom.

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Teaching Bilingual learners in Rural Schools

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Teaching Bilingual learners in Rural Schools

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Teaching Bilingual Learners in Rural Schools - EdSurge News

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By developing a program with 50/50 language instruction and 50/50 student enrollment, students are able to not only learn both their native and target…