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One strategy I would use a teacher teaching ELL students is to do a teacher-student letter exchange as soon as they come into my classroom. For ELL students, they might feel overwhelmed and shy but by getting to tell their teacher all about them and for me to tell them about myself creates a sense of familiarity and friendship. I feel this way they will know me better and allow themselves to trust me! This also can be done to where I write them my letter first, and then they model my format to write their own letter. (Ferlazzo and Sypnieski, 2022, p. 28)

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When reading a text, students can create their own word charts. (Ferlazzo and Sypnieski, 2022, p.173) When coming across a new or unfamiliar word, they can write it in their word chart. Then, they can look up the meaning, similar words, and draw a picture! This can be used for any text and they can keep their word charts to study snd share with classmates. This allows the students to have a broad vocabulary and possibly learn knew words by looking up similar words.

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Research shows that teaching students to analyze and mimic mentor texts is a key element of effective writing instruction for adolescents. (Ferlazzo and Sypnieski, 2022, p. 186) Having students look at a mentor text gives them knowledge of how they're expected to organize and structure their own essay and what kind of style they're expected to use. This gives students clear expectations.

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Making connections through use of a K-W-L chart what students already know about the lesson, want to know, and will learn. (Ferlazzo and Sypnieski, 2022, p. 268-269) Some ELLs may not know much about a specific topic or lesson like other students in the class but by doing a K-W-L chart throughout the lesson, students can be informed and stay on track.

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Researchers have identified four elements that can help create the conditions where student intrinsic motivation can flourish. (Ferlazzo and Sypnieski, 2022, p.270-271) The 4 elements are autonomy (giving students control), competence (feeling of being capable), relatedness (relationships that are respectful), and relevance (learning about important things). By incorporating these elements into the classroom, students will feel more motivated in their everyday work.

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Cognates can be a powerful tool to use with vocabulary previously learned in other languages. (Ferlazzo and Sypnieski, 2022, p. 318) There are many words in English that are also words in other languages that the ELL might not realize. By pointing out the cognates, the student could have a better understanding of the word if they previously heard it or learned it in their native language.

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Many educators view positive relationships with students as a classroom management tool. (Ferlazzo and Sypnieski, 2022, p. 381) Building strong relationships with students and especially your ELL's can lead to a more productive and positive classroom setting. It makes students feel safe and comfortable which leads to them succeeding in their study's.

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Another way that home languages can serve students is through the annotation of texts. (Ferlazzo and Sypnieski, 2022, p.437) By allowing students to annotate any unfamiliar words in a text, they can try to understand the word in their native language and then convert that to their English vocabulary. Students might think a word is unfamiliar to them when written in English but when seen in their language, it might make it easier to understand.

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One way for educators to help students feel less anxiety and to do their best on these tests is to make sure ELL's have access to testing accommodations. (Ferlazzo and Sypnieski, 2022, p. 476) By giving ELL's accommodations, it allows them to show how much they truly know and what they are capable of. These accommodations can be as simple as extra time, instruction in home language, or simplified instruction.

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Language is very diverse, even in specific languages like English. People who "speak English" can have different interpretations, sayings, and uses of words depending on where they are from and how they learned it, from family, friends, and teachers. One strategy that could be used in the classroom is a semantics chart. After reading a book, listening to an interview/video, or watching a movie, students can use this chart to put different words or phrases. Then, they can list all the different ways people might interpret or use these words/phrases. This can give students a better understanding of different people's use of language and give them a tool to help them communicate better. (Howard, 2024)

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Ferlazzo, L., & Hull-Sypnieski, K. (2022). The ESL/ell teacher’s survival guide:

Ready-to-use strategies, tools, & activities for teaching all levels. Jossey-Bass.

Howard, J. (n.d.). 381 lecture 1.MP4. Google Drive.