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In the Nash text, the translanguaging strategy is when two or more languages are being taught or spoken, simultaneously. This means that the teacher is able to switch between languages all in the same sentence. This helps ELL students, because they do not feel left out. Even if you cannot speak two different languages, there are videos to show your students or even bring in a guest speaker who has the abilities and is willing to help.

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Graphic Organizers are a visual or picture that represents the text, ideas, or connections between two topics. These are great organizers for students to use for comprehension purposes, because they allow students to keep track of their thoughts on paper. These are helpful tools for ELL students, because it keeps every thought in an organized format in which they understand. Some of the most common graphic organizers are Venn Diagrams, Flow Charts, KWL Charts, and Concept Maps, all of which are used daily in educating.

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Total Physical Response (TPR) is a method built around the coordination of speech and action. In this strategy, teachers build on the natural sequence of language acquisition. They act out commands when they are first introduced, and students will follow and do the same. After some time, the motions are removed and students will be able to respond to only verbal commands. This can also be used for storytelling by enhancing language fluency and helps the students gain confidence in the classroom.

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This was an important strategy that I pulled from the Nash textbook. This gets students excited because they get to pick a topic that interests them, research it and then present their findings to the class. This helps students develop writing skills and apply previous knowledge, such as sequencing, cause and effect, and fact versus fiction. Students also practice their oral skills when presenting the topic to the class. This is a great way for ELL students to gain confidence, because they are researching something they enjoy and can rehearse what they are going to say before they present to the class.

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This allows students to see the relationship of elements within a sentence that might be confusing to understand. ELL students often struggle to comprehend an English sentence because it greatly differs from their own. Syntax Surgery has students write a sentence and then rearrange it in a way that makes sense to them. This helps refine their English so others are able to understand what they are saying and gives them something to be confident about, because they will be able to carry on conversations with other people.

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Contrastive Analysis (CA) compares different languages in order to find similarities and differences. It is used often for teachers who are teaching ELL students to ensure they are getting the help they need that will benefit them the most. L1, a speaker's first language, L2, a speaker's second language, L3, a speaker's third language, etc. are the terms used when comparing the languages. This allows educators to find the similarities and differences between each one. The result of this strategy creates connections between each language that will benefit the speaker.

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This strategy was another one I pulled from the Nash text. It involves understanding and finding out the background of the students in the classroom to teach and guide the lessons. As most can see, curriculum revolves around White American families which makes students from different backgrounds feel excluded. For students to have their heritage represented they can ask their parents questions to get them involved, create presentations about their family, or have their parents volunteer in the classroom.

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Modeled talk is a strategy where a teacher will physically demonstrate the directions, using gestures, visuals, demonstrations, etc. This is said to be one of the simplest, but most effective strategies for ELL students, because of the physical demonstration. This strategy is also known as scaffolded instruction. Although it may require planning for some teachers, it can eventually become natural for teachers later on. Along with the physical demonstration, it is also important to post visual instructions for the students.

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Close reading has students carefully read a text several times to gain a full understanding and a deeper meaning of the text. For this strategy to be effective, it is important to know how it differs from past instruction. It is most helpful to use small text, so students aren't overwhelmed to reread the text. Shorter texts are also important to use at the beginning so the students are encouraged to ask themselves questions, but do not forget about longer texts. This strategy not only helps the students who are struggling with reading comprehension, but also the ELL students and the gifted ones.

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This is a great strategy to use after reading a book with my class. This encourages students to act out stories after they have read them. Creating props will help the students connect that prop and the words they already know to correct word in the new language. Story reenactment provides opportunities for multiple rereading's, discussion, clarification, and oral and physical story recreation. The effectiveness is being able to discuss the story that was read and create needed props based on the story.

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Secret Stories Phonics Superhero Vowel® kids

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Students are introduced to new vocabulary daily, and using role play is a great way for students to discover new meanings of the words. Showing students all the new words from the lesson will give them the opportunity to describe how they have seen these words used in the past. Giving students a group of these new vocabulary words allows them to demonstrate what they think the meaning is. Chances are, they will not all perform the same skit in the same way, which will show the students that even though they are the same words, they have several different meanings to them. This allows ELL students to see the words in context as well as demonstrations to gain knowledge of these words.

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Cooperative learning is designed to make sure everyone in a group has a role to fulfill, which is different than regular group work. This ensures that everyone in the group does their duty and does not sit around doing nothing. It is also helpful for ELL students, because they are working in a smaller group and there is more verbal interaction. It is important to do team building before activities, so everyone in the group knows each other's strengths. During working time, it is beneficial for the teacher to go around and assess each group to make sure nobody in the group is left out and is fulfilling his/her part. At the end, allowing the group to debrief and fill out a group report is beneficial for not only the teacher, but the group. It allows them to see who did what and they accomplished.

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Manipulatives are used to provide another form of learning, rather than the teacher talking through something and can be used at all grade levels. These can be helpful for hands-on learners, and even help ELL students relate abstract concepts and concrete experiences. However, for manipulatives to be successful, the teacher must exemplify how to use them while relating them to academic language. When guiding students, it is important to walk through the steps and then allow the students to practice using them individually.

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Learning centers are areas within the classroom that provide hands-on activities for the students with exciting and interesting experiences. These help students enhance their learning, and is especially helpful for students learning a new language, because it helps them develop their written and oral skills. However, for learning centers to be successful, there are several steps that need to take place. The first step is identifying the skills that need to be practiced. Introducing the centers is next, which is where you have to go over the rules, followed by documenting the work of the center (having a way to track each student at learning centers), keep students up-to-date (inform and repeat previous steps if centers change), assess students progress and understanding, and add technology to provide extra skills. Having centers set up around my future classroom is a way I would enhance my students' learning.

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Having the same routine every day allows students to recognize what is expected. These routines are used more than just the order of the day; they can also be a place where students will turn in their daily homework. Routines are especially important for ELL students, because they won't have to worry about the order of the day or what they will do next, but instead, can focus on the instruction of the lessons.  It is not only the teachers job to tell the students, but also to model the instructions given consistently, so the students can get a visual understanding as well.

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Herrell, A. L. & Jordan, M. (2019). 50 Strategies for teaching English Language Learners. Indianapolis, IN: Pearson.

Nash, K. A., Glover, C.P., & Polson, B (2020). Toward Culturally Sustaining Teaching Early Childhood Educators Honor Children with Practices for Equity and Change. New York: Routledge.