# data[].attributes.headline
Language Across the Content Areas (INST 363)

# data[].attributes.subject
Language Across the Content Areas (INST 363)

# data[].attributes.body
This website on "What is Translanguaging?" is beneficial for teachers because it provides a clear and concise breakdown of the concept, making it easier to understand and implement effectively in the classroom. Translanguaging allows students to use their full linguistic repertoire, which supports deeper comprehension and engagement. By understanding translanguaging, teachers can create more inclusive learning environments where students can draw on their first language while acquiring English, ultimately enhancing their overall learning experience. This resource helps demystify the approach, ensuring teachers can apply it efficiently to support language development.

# data[].attributes.body
https://www.txel.org/Educators

I think this is a good link to us because it provides help for students and teachers. Through this link there are resources on how to help EB students with programs and it also has links for professional development for teachers.

# data[].attributes.body
LPAC is a group that helps determine the best instructional program for English learners (ELs). Important for access to proper ESL/bilingual resources in the classroom.

# data[].attributes.attachment_link.readable_text
Chapter 89 Crosswalk
The Commissioners Rules in Chapter 89 Subchapter BB became effective August 9, 2023. For a detailed review of the changes, review the Chapter 89 Crosswalk page.
8/29/23

Published - Statewide Home Language Survey
As part of the adopted revisions to Adopted Revisions to 19 Texas Administrative Code (TAC) Chapter 89, Subchapter BB effective August 9, 2023 includes a Statewide HLS Letter that will be given to all students across the state of Texas upon initial enrollment to Texas public schools. You can find the Home Language Survey under the LPAC forms tab.

8/11/23

Published - Summer School Guidance
As you begin planning for summer school, use the updated Summer School Guidance document.You can find this document under the Frequently Used Resources menu option.
3/1/23

Published - End of Year LPAC Checklist
Make sure to use the End-of-year LPAC Checklist.You can find this document under the Frequently Used Resources menu option.
1/12/23

LPAC Website Update
To meet the needs of LPAC members, the website will be updated with improved organization.
5/31/22

# data[].attributes.attachment_link.description
Supporting Emergent Bilingual Students in Texas

# data[].attributes.body
Teachers design lessons around practical tasks that require students to use language in meaningful ways. For example, students might work on tasks like conducting surveys, giving presentations, or solving problems, rather than focusing solely on grammar drills.

# data[].attributes.body
English Language Proficiency Standards - these are important to include in the language objectives when lesson planning and for determining which language domains are begin addressed with the lesson.

# data[].attributes.body
Proficiency Level Descriptors - these are important to refer to when monitoring the progress of the English learners. They also serve as reminders of what students can do at each level of proficiency within each domain of language.

# data[].attributes.body
The TEKS (Texas Essential Knowledge and Skills) are the most important resource because they outline the required standards for what students need to learn. As teachers, it is essential that our lesson plans revolve around the TEKS to ensure we are meeting the required educational expectations. By aligning our teaching with these standards, we can effectively guide student progress and ensure they are mastering the necessary skills and knowledge.

# data[].attributes.attachment_link.readable_text
This site will provide you with information on the Texas Essential Knowledge and Skills (TEKS), which are the state standards for what students should know and be able to do.

TEKS Review and Revision

The State Board of Education (SBOE) has legislative authority to adopt the TEKS for each subject of the required curriculum. SBOE members nominate educators, parents, business and industry representatives, and employers to serve on TEKS review committees. The Texas Essential Knowledge and Skills Review by Subject area web page provides information regarding the SBOE's process and current and previous reviews. Subscribe to updates from TEA.

The following link will provide information for the TEKS by subject area review:

Texas Essential Knowledge and Skills by Chapter

The Texas Essential Knowledge and Skills (TEKS) are listed below in two different formats, a web-based version of the standards and a PDF version of the standards. Click on the link below to access the web version (Web) of the standards or a PDF version (PDF) of the standards. Please note that the web-version of the standards may contain more than one page.

TEKS-Related Documents

The following links provide access to TEKS-related documents:

Texas Essential Knowledge and Skills by Grade Level (Elementary)

The following documents provide the elementary TEKS compiled by grade level:

# data[].attributes.attachment_link.description
This site will provide you with information on the Texas Essential Knowledge and Skills (TEKS), which are the state standards for what students should know and be able to do. The State Board of Education (SBOE) has legislative authority to adopt the TEKS for each subject of the required curriculum.

# data[].attributes.body
I selected this resource because it provides practical strategies for correcting errors in a way that encourages oral language development without discouraging students. It’s especially useful for building confidence in English learners while helping them improve their speaking skills.

# data[].attributes.body
I believe this is a valuable resource because it provides strategies to encourage student participation and break the ice during discussions, making it easier for students to engage in meaningful conversations. By using structured prompts, it creates a safe space for students to express their ideas, build confidence, and practice both language and critical thinking skills.

# data[].attributes.attachment_link.title
Encouraging Academic Conversations With Talk Moves

# data[].attributes.headline
Strategies for Writing Development (INST 363)

# data[].attributes.subject
Strategies for Writing Development (INST 363)

# data[].attributes.body
I think this strategy is very useful, especially when times can get boring in class during writing development. It keeps students engaged by allowing them to collaborate and contribute to a shared piece of writing. It also adds an element of fun and creativity, which can help maintain focus and enthusiasm for writing tasks. I can't wait to use it in my classroom!

# data[].attributes.attachment_link.readable_text
Have you ever played a game where someone begins a story then the next person adds to it, the next adds a little more and so on?

Add and pass is a fun collaborative writing activity. Students must take what their classmates created and add something to it. It's almost like improv, where actors must depend on each other to create.

Looking for something to spark student creativity?

Want to get your students working - and creating - together?

This may be the answer. And the best part - it's easy to set up! You can do this activity in Google Docs, Google Slides, Google Drawings and even Flipgrid!
(Are you a Microsoft school? You can use Word or PowerPoint online to do the same activities.)
Add and pass with Google Docs
1. Begin with an image at the top of a blank document (perhaps a picture of a spooky house, a historical figure, a scene from a story or anything you want!).
You can either make a copy of one of the "Add and Pass" activities in this Google Drive folder. Or create your own by downloading a picture that will prompt a story. You can find royalty free images on Pixabay.com, Unsplash.com, or Photosforclass.com. Create a blank document (go to docs.new) and paste the image at the top. Be sure to change the share settings to "anyone with link can edit".

And have students add some text then pass it on!
2. Assign to your class through Google Classroom or a shortened url (try bit.ly or TinyURL).
Share the document with groups of about 4-6 students. You can share the same prompt with each group or give each group the same prompt and have them compare their stories when finished.
3. Have students complete the activity.
Number students off. Student 1 writes the first part of the story. Student 2 begins where they left off adding to the story but giving it their own spin. This continues until you have a completed story. You can give students a certain number of words or sentences they need to add or just let them go. Note: younger students can use the voice typing feature in docs to add to the story.

Add and pass with Google Slides

1. Create a single slide presentation with enough slides for each student. Share the slide presentation with the class with the "anyone can edit" option. Click here for step-by-step instructions on how to do that.

2. Each student claims a slide. (Have students write their names in the slide title or the speaker notes.)

3. Students begin writing - or creating an image - on their slide. Give them a number of minutes or sentences to write.

4. When they're done writing, students jump down to the next slide below theirs. They read what the previous student created and add something to it.

5. Students continue until time has run out or you're done having them turns.

6. Students go back to their original slide and see what has been created by the class!

Optional add-on exercises:

Students look at the stories and highlight their favorite passages, adding comments to explain why they liked them.

Each student goes back to his/her own slide and writes a separate prompt about how he/she would have finished the story.

Add and pass with Google Drawings

Get the whole class working together in this activity.
1. Assign a blank Google Drawings to each student.
You can assign a blank drawing through Google Classroom making a copy for each student or have them create their own drawing by going to drawings.google.com/create.
2. Have each student work on their own drawing for a couple of minutes.
They can be free to create anything they like or you can specify which tools or colors or design elements they may use. You can even ask them to create something specific like a story scene or type of art.
3. Rotate!
Have students rotate to a different desk and work on someone else's activity. After a few minutes rotate, then rotate again and rotate again.

Eventually, the activities get completed. It's fun to see what the rest of the class did with what you started off with!

BONUS: Add and pass with Flipgrid!

Collaborative storytelling takes on a new dynamic when you add video to the mix!

Flipgrid ( flipgrid.com) is a video response tool. Students respond to a prompt with short video clips. (If you'd like to learn how to use Flipgrid, this ebook created by Sean Fahey, Karly Moura and Jen Saarinen will help!)

To have students create video stories - and put their storytelling skills to work - make these adjustments:

1. Create a grid for this activity. (A grid is where all the topics students respond to live.)

2. Create as many topics in that grid as you have students. Number them. If you have 25 students, number them 1-25.

3. Create small numbered papers (in this example, 1-25) and give each student a paper with a number.

4. Share the Flipgrid grid with your students. Have them go to the topic that correlates with their number.

5. Students record a video to the story. When they're done, they pass their paper to someone else (the person to their right, to the front, a random person, etc.)

NOTE: Flipgrid topics are sorted with the most recent video at the top, so to watch the story start to finish, work your way backward.

Looking for more "ready to use" activities like this? Check out our 10 Digital bell-ringer activities you can use tomorrow! FREE ebook. Each activity comes with step-by-step instructions, a template, and ideas to take the activities even further.
Click here to download that ebook - for FREE!

# data[].attributes.attachment_link.title
Add and pass: A fun activity to get them moving AND creating

# data[].attributes.attachment_link.description
Have you ever played a game where someone begins a story then the next person adds to it, the next adds a little more and so on? Add and pass is a fun collaborative writing activity. Students must take what their classmates created and add something to it.

# data[].attributes.body
I chose this resource because it provides important scaffolding strategies that break down complex tasks, making learning more accessible. This is especially important in science, where hands-on learning is key, and these strategies help ensure students can understand challenging concepts. By using tools like vocabulary previews, visual aids, and structured discussions, I can create a supportive environment where students feel confident in their learning. These methods help students engage with the material without becoming overwhelmed, which is crucial for their success.

# data[].attributes.attachment_link.title
6 Scaffolding Strategies to Use With Your Students

# data[].attributes.attachment_link.description
Support every student by breaking learning up into chunks and providing a concrete structure for each.

# data[].attributes.headline
Social Studies Methods for EBs/ELs (INST 363)

# data[].attributes.subject
Social Studies Methods for EBs/ELs (INST 363)

# data[].attributes.body
This resource provides strategies for teaching Social Studies and History to English language learners by focusing on background knowledge, academic language, vocabulary, and student engagement. Key approaches include assessing students’ prior knowledge through tools like K-W-L charts and concept maps, identifying key concepts and skills, and addressing both content and language objectives. To build language and literacy, teachers should emphasize academic vocabulary, use visuals and realia, incorporate students' home languages, and preview texts. Strategies to enhance engagement include multimedia resources, graphic organizers, flashcards, group work, and project-based learning. These methods help ELLs access grade-level content and actively participate in the classroom.

# data[].attributes.attachment_link.readable_text
There are many ways to engage English language learners (ELLs) in Social Studies and History instruction, as well as in related subjects, such as Geography, Civics, and Economics. Many of these strategies can also support students' access of grade-level content while drawing on their own unique background knowledge and perspectives. Here are some ways to get started!

Background Knowledge and Key Concepts

1. Assess students' background knowledge

One of the most important areas to prioritize in Social Studies and History instruction for ELLs is the role of background knowledge. ELLs bring their own valuable experiences to the classroom, and their background knowledge may differ than their peers. Students may also still be learning to show and share that knowledge in English.

You may find the following:

Students have relevant experiences and/or knowledge related to the content you are studying - even if the context is different from their peers. For example, students may have experienced elections in their home countries, and that experience may be different from U.S. elections. These differences provide an important opportunity for class discussion and learning as long as they are handled in a sensitive and respectful ways.

Students have limited background knowledge on the content you are studying, including on topics that might seem well-known to their peers.

Note: For students with interrupted schooling, knowledge on certain academic topcis may be limited; however, these students are likely to have important " funds of knowledge" and strengths, such as resourcefulness and resilience.

First and foremost, it's important to determine what your students know about a topic. How? There are several ways, including:

These steps will give you an idea of the connections your students may be already making, as well as areas that you need to fill in.

How To Build Social Studies Background Knowledge

Teacher Amber Prentice Jimenez explains how she builds her ELLs' background knowledge in a lesson about the 50 states.

2. Identify key concepts necessary for understanding the lesson

When choosing your key concepts, keep in mind the following:

What are the key objectives for this lesson?

What are the key concepts and points they need to learn?

How might you connect this topic to students' experiences?

What references or concepts to history, pop culture, or other topics may need to be explicitly explained?

Are there any tough topics or controversies that might come up in your discussions? If so, prepare for these topics with our in-depth guide, Navigating Tough Topics in the Classroom: Tips for ELL Educators.

Content and language objectives

Another way to focus your instruction is through objectives. Content objectives focus on the material, while language objectives focus on vocabulary or language structures that students should be able to use throughout the lesson (Haynes and Zacarian, 28).

Think about how you are going to:

Introduce these concepts using simple language

Break the concepts down into the most basic elements

Keep the objectives visible to students during the unit (i.e., post them on the board or provide a simple outline to keep in binders)

Translate them if possible into students' languages

Here is an example of content and language objectives together:

4th History-Social Sciences, California

Content Area Standard

Content Objective

Language Objective

Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations.

Students will be able to identify key points on a map or globe.

Students will be able to verbally use key vocabulary to identify specific points on a map or globe.

3. Identify key skills needed to complete the lesson

Think about what students will be asked to do in order to meet their learning objectives. Will they need to read a timeline or a map? Will they need to compare two pieces of text? Will they need to examine a primary source? These skills may need to be taught explicitly in order for students to be successful.

See more ideas in the following:

Language and Literacy

4. Identify key vocabulary and academic vocabulary

Another important element of Social Studies and History instruction is academic language and vocabulary. ELLs must learn the academic language and vocabulary needed to comprehend and produce new content - all while learning the new content and concepts at the same time!

Start by identifying key terms, words, idioms and phrases - TWIPS, according to Dr. Zacarian (19). Choose the vocabulary that your students need to know in order to support their reading development and content-area learning, in addition to key content vocabulary. Remember to prepare student-friendly definitions for TWIPS ahead of time. It may be helpful to look at other Social Studies vocabulary lists as well. (This is also an area where content-area teaches and ELL specialists can work together!)

On the 4th-grade standard above, that might include examples such as the following:

Terms: pole, Equator, meridian, hemisphere, latitude, longitude

Words: map, globe, North, South, East, West

Idioms: on the Equator

Phrases: Degrees North, Degrees South, Degrees East, Degrees West

In addition, look for words that have multiple meanings or homonyms:

Word with multiple meanings: prime, pole, plot, key, degree

Homonyms: pole/poll

Other tips include the following:

Include signal and directional words: Remember that students may also need explicit instruction in signal or directional words ("because" and "explain"), especially since those words that are likely to appear frequently in the content materials or activities.

Don't overlook the basic words: There may be many words used through a lesson that native English-speaking students will understand but that ELLs don't know. Keep an eye out for these words, no matter how basic, and make a list of words that your students have questions about so that you can refer back to it when teaching the lesson in the future.

Use visuals and realia when possible: Having a reference for new words is particularly helpful for ELLs, whether through visuals or (real objects).

Keep words visible and accessible to students: Post words on a word wall, or try using a "portable word wall" chart that students can put in their binder. The chart might include categories such as new words, old words, people, everyday words, words to review, etc. (Haynes and Zacarian, 59-60).

Remember to include lots of student practice: For students to really know a word, they must use it - or they will lose it. Use new words in class discussions or outside of class in other contexts if appropriate, such as on field trips. Give the students as many opportunities to use and master the new vocabulary as possible, both in writing and speaking activities. You may find this six-step process for teaching academic vocabulary from Dr. Robert Marzano helpful.

5. Draw upon students' home languages

Students' home languages are a valuable resource that you can tap into, even if you don't speak those languages. Using students' home language can give them an opportunity to identify content they already know or master new concepts before transferring those ideas and learning how to express them in English. Ideas include the following:

Use bilingual glossaries, such as these content-focused glossaries from New York University.

Draw on cognates, words that are related in two languages. They have a similar pronunciation, spelling, and meaning. Many academic English and Spanish words are cognates, such as geography/geographía.

Plan group work in which students can use their language with peers to discuss main ideas or vocabulary words, brainstorm ideas, or write summaries.

Look for related content materials in the students' native language from publishers like Scholastic or National Geographic/Cengage.

Collaborate with a bilingual paraprofessional and identify areas where bilingual language support will be most helpful.

6. Prepare to preview the text

It can be helpful to preview the text with students before diving in. Here are some strategies:

Chapter Walk: In a "chapter walk", students predict what the chapter will be about based on pictures and highlighted features of the textbook. An activity like this may take some time at first, but if you use it with regularity, however, it will become easier and quicker, and students will be able to do this on their own at the beginning of a new chapter.

Navigating Textbooks: In addition, at the beginning of the school year, teach your students how to navigate a textbook effectively so that students can pick out and use textbook tools throughout the year.

You may also consider pre-teaching vocabulary or content in mini lessons or small group work before introducing the lesson to the whole class.

Student Engagement

7. Prepare multimedia, visuals, and related readings

These resources can be used to build background knowledge and provide context for ELLs, especially when students are learning new concepts and words. Ideas include:

Using visuals, such as photos from books, magazines, or the Internet to supplement textbooks.

Showing brief, focused video clips of history or social studies programs.

Listening to a short podcast or radio clip of an interview or speech.

Discussing additional readings such as related articles, poems, letters, and graphic novels.

8. Plan plenty of opportunities for students to interact with the content

Give students lots of opportunities to engage with and review the material in different ways:

Graphic organizers: Use graphic organizersto review key concepts and vocabulary words.

Flash cards: Have students make their own flash cards with pictures, definitions, key facts, etc.

Working with the text: Teach students to underline, highlight, and make notes. You may also find that sticky notes, Wikki Stix, and highlighting tape are a big hit with students (68). According to Haynes, some school districts order extra textbooks for their ELL classes so that teachers can keep a highlighted copy on hand as a student reference.

Use acting: Have the students write skits about the material they are learning, or create an activity in which students provide a physical representation of a particular event or vocabulary word.

Samantha describes her approach for checking understanding and offering some differentiated assignments in a third-grade Social Studies lesson about different types of economic resources: natural, capital, and human.

9. Plan to include group work throughout the unit

Peer learning activities such as Reciprocal Teaching and Think-Pair-Share can be powerful tools for engaging ELLs with content learning.

In peer work, use modeling and clear instructions to ensure students understand:

How the activity works

Their role in group work

The objective of the activity

Any key vocabulary or phrases they should be using.

Here are some other tips on group work for ELLs from Haynes and Zacarian:

Assign students group roles that match their language ability (37).

Promote students to new roles as their language skills improve (42).

Make sure that mainstream students understand that they will be working in diverse groups, and that everyone's contributions are important (41).

Keep an eye on the balance of student participation; if some students are speaking more than others, ask them to think of some ways to even participation out (42).

Ask students to reflect on their group work after they have finished an activity. Haynes and Zacarian include a chart in their book with some guiding statements for student reflection (48).

10. Use inquiry- and project-based learning

Look for ways to make learning hands-on through project-based learning (PBL) and inquiry-driven assignments. These avenues can give ELLs different kinds of opportunities to explore a topic that interests them in different modalities and formats.

Assignments and Assessments

11. Be creative and flexible with writing assignments

Writing can be an important way for students to show what they've learned:

Be creative and flexible: When choosing writing activities for students, be creative and open to different ways for students to express their new knowledge. I have seen students successfully convey what they learned by writing letters, poems, news articles and mosaics with vocabulary key points. Writing an essay may be more difficult for ELLs, and although they will need to learn to write an essay, they should be allowed to demonstrate their learning through a variety of writing activities.

Look for writing exercises that relate to the topic at hand: This may include a biography or autobiography, a letter from the point of view of a historical figure, or a short news article about a famous event.

Provide models: Give ELLs explicit structures and sentence frames to follow. Frames may vary in complexity and specificity, but they will help students to model correct structures and usage from the beginning.

12. Plan to adapt homework and assessment as needed

While it's important to have high expectations of ELLs, it is also important to have realistic expectations of the amount of work they can do. Haynes and Zacarian note, "The teacher's goal should be to making learning accessible and meaningful for every student without lowering expectations or sacrificing rigor" (104-105).

They continue in Chapter 7 of their book to provide a number of helpful rubrics and step-by-step procedures for evaluating your homework and assessment activities with ELLs in mind. And Haynes also suggests that teachers "adjust homework assignment to your ELLs' English language proficiency (and) modify assessment so that your ELLs have an opportunity to show what they have learned."

As you look for ways to help your students learn this new content, remember that you aren't just teaching them required social studies standards - you are helping your students adjust to a new life and country. That preparation has a potentially significant ripple effect because your students may be helping their own parents navigate this new country as well, and they may need to prepare for a U.S. Citizenship exam one day in the future.

Through social studies lessons, you also can prepare your students to be engaged and well-informed participants in our society and democracy, an opportunity they might not have had in their own country due to their religion, gender, or ethnicity. When you think about it that way, teaching ELLs to master new social studies content is so much more than adapting a lesson plan - it's a chance to prepare a new generation of young people to lead us into the future.

In addition, I recommend taking a look at the following resources:

Note: Lesson Planning to Ensure Optimal Engagement of ELLs (Chapter 2 of Teaching English Language Learners Across the Content Areas) provides a number of helpful resources, including a checklist for modifying lesson plans for ELLs. In addition, Appendix Two of the book (not available online) provides a lesson modification worksheet.

# data[].attributes.attachment_link.title
Preparing an Engaging Social Studies Lesson for ELLs: 12 Tips for Educators

# data[].attributes.attachment_link.description
There are many ways to engage English language learners (ELLs) in Social Studies and History instruction, as well as in related subjects, such as Geography, Civics, and Economics. Many of these strategies can also support students' access of grade-level content while drawing on their own unique background knowledge and perspectives.

# data[].attributes.headline
Social Studies Methods for EBs/ELs (INST 363)

# data[].attributes.subject
Social Studies Methods for EBs/ELs (INST 363)

# data[].attributes.body
I chose this resource because it provides a great model for teaching social studies to diverse learners. It demonstrates how to scaffold literacy instruction while working with complex texts, which is something I can apply in my own social studies teaching. The video also highlights strategies for engaging students with compelling topics and progressively challenging texts, helping them build the skills needed to analyze and understand historical and social concepts.

# data[].attributes.attachment_link.title
Scaffolding Literacy Instruction for English Language Learners

# data[].attributes.attachment_link.description
Caitlin LeClair, seventh-grade social studies teacher at King Middle School in Portland, Maine, supports her students to read complex texts—fiction and nonfiction—about South Sudan. LeClair supports her diverse group of learners by choosing compelling topics; working through a progression of increasingly complex texts; and providing scaffolding and support to build their skills as close readers.

# data[].attributes.headline
Strategies for Writing Development (INST 363)

# data[].attributes.subject
Strategies for Writing Development (INST 363)

# data[].attributes.body
I think this resource is very beneficial because it offers practical, clear strategies that can be immediately implemented in the classroom. Modeling provides English learners with concrete examples, which helps them understand expectations without feeling overwhelmed. I appreciate how the resource emphasizes the importance of visual aids and language frames, which can make writing tasks less intimidating. By breaking down complex processes and providing templates, students are given a structured way to approach their writing, leading to greater confidence and success. This resource highlights strategies that support both language development and content mastery, making it valuable for creating an inclusive and effective learning environment.

# data[].attributes.attachment_link.readable_text
English Language Learners

Providing English learners-and all students-with examples of how to do learning tasks is particularly useful during distance learning.

Despite the huge shifts in pedagogical practice caused by the move to online learning, some tried-and-true strategies, such as modeling for English learners, remain crucial. Since teachers often can't intervene in real time these days, effective modeling-in which the teacher's expectations for student performance are made explicit through an example-is a lifeline for English learners because of the clarity they provide.

In our experience observing K-12 classrooms-including classrooms with only English learners as well as classrooms that contain a mix of ELs and fluent English speakers-modeling is consistently underutilized despite being an easy, high-leverage strategy. It's helpful to remember that providing effective models saves time in the end, since it both provides clear examples of expectations for a given assignment and reduces the verbiage a teacher needs to explain a task.

5 Types of Effective Models

Effective modeling can take many different forms. In all cases, modeling should clarify the expectations of the task without giving away the answer, and should remain available for students to access throughout the task. The following are examples of effective models.

1. Completing the first one in a set as an example: This is the simplest form of modeling, yet we've found that it's not used enough. Click here to see an example. In any kind of exercise in which students are working through multiple examples of the same type of question or problem, it's helpful to model one or two examples so students see exactly what is expected of them.

2. Providing explicit guidance on the expectations of the assignment through visual models: Click here for a humanities example and here for a math one. These embedded models clearly show the teacher's expectations for performance with visuals instead of many words, without giving away the answers.

3. Using language frames as models for conversational moves: Providing sentence frames models the kinds of conversations students should be having. ELs can engage in conversations more fluidly when they can focus on what they want to express instead of how to express it. See a See Think Wonder activity with language frames and contrast it with a standard version of this same activity.

4. Demonstrating how to complete the steps of the task through video: This video example by Megan Berdugo at Brooklyn International High School models how to solve an equation by showing students each step with an analogous problem. Students can rewatch it as many times as they want and pause where necessary to catch words and ideas they missed.

5. Chunking the steps of a complex process and using a corresponding template for students to complete: ELs can easily get overwhelmed by models of a paragraph, essay, or solution when there is a lot of language to wade through and it's unclear which part of the model corresponds to which part of the assignment. Breaking the model into smaller chunks, and providing space next to each chunk, enables students to focus on one aspect at a time, reducing the cognitive and linguistic loads. Click here for a writing example and here for a math example.

We've heard concerns that providing a model reduces the rigor of an assignment. We would counter that while demystifying a teacher's expectations does make the task less difficult for a student, it in no way makes it less complex as long as the model cannot be copied. In fact, great models enable students to jump to the heart of the work instead of spending precious mental energy and time on figuring out what a teacher is asking them to do.

Effective modeling is arguably the most straightforward of scaffolds and requires the least amount of customization for individual students. And like many scaffolds, effective modeling helps all students-not just ELs. For any students who struggle, it provides crucial access that can make the difference between frustration and success.

# data[].attributes.attachment_link.title
5 Effective Modeling Strategies for English Learners

# data[].attributes.attachment_link.description
Providing English learners-and all students-with examples of how to do learning tasks is particularly useful during distance learning.

# data[].attributes.body
This resource is helpful because it highlights how traditional tests can create stress and anxiety for students, especially English learners, and suggests using projects as an alternative. Projects allow for more engaging and fun ways to assess knowledge, helping students demonstrate their understanding in a less stressful environment. This is especially true in science, where students learn best through hands-on experiences. I really like this approach because it's like a look into real-world examples, showing how learning can be applied beyond the classroom. For English learners, this type of assessment is especially useful since it provides a more authentic representation of their abilities.

# data[].attributes.attachment_link.title
Teaching science: we're doing it wrong | Danny Doucette | TEDxRiga

# data[].attributes.body
I really liked this video because the teacher gave me ideas I never would’ve thought of myself, especially since I enjoy math. The strategies for reinforcing math skills in an engaging way are something I can definitely see myself using in my classroom. It’s a resource that many teachers will benefit from as well. I can’t wait to apply these strategies and see how they work with my students!

# data[].attributes.attachment_link.title
Expert Math Teacher explains his Math Classroom teaching strategies using Get More Math!

# data[].attributes.attachment_caption
Effectively Use Sentence Frames in Math to Help Students Explain their Thinking

# data[].attributes.body
This resource is extremely beneficial because it highlights how crucial vocabulary development and sentence frames are for helping students, especially English learners, express their thinking in math. It emphasizes giving students the tools they need to succeed, which is essential for both language and math learning. I really like this approach because it integrates language practice with math, ensuring that students are not only learning the content but also developing the language skills necessary to explain their thinking.

# data[].attributes.headline
Strategies for Reading Development for EBs/ELs (INST 363)

# data[].attributes.subject
Strategies for Reading Development for EBs/ELs (INST 363)

# data[].attributes.body
I believe close reading is a wonderful strategy for supporting reading development by helping students engage deeply with texts and enhance their comprehension skills. This resource is valuable because it provides practical approaches for scaffolding, using multiple readings for specific purposes, and gradually increasing text complexity to build confidence and proficiency. It also emphasizes the importance of balancing enjoyment with rigor, allowing students to develop critical reading skills while fostering a genuine interest in texts. By focusing on clear goals, structured activities, and appropriate text selection, this strategy ensures that students steadily improve their ability to analyze and understand increasingly challenging material.

# data[].attributes.attachment_link.readable_text
In our new book Navigating the Common Core with English Language Learners, we use two analogies to help our students gain an understanding of what close reading means.

Though they may practice some plays they'll use in a league contest, they are generally playing for the enjoyment of the game, while at the same time wanting to improve their overall skills and build their self-confidence.
These pick-up games are the equivalent of people checking out text messages, newspapers, emails, or books they choose for pleasure reading.
They are enjoying the league play as much as their pick-up games, but at a higher level. Here they experience a sense of teamwork, the satisfaction of playing at their best and meeting the challenge of following a set of rules. They can put the moves they've practiced to work in a game played against an unfamiliar team.
What goes on in these league games could be the equivalent of using close reading tools and strategies to gain an understanding of complex texts.
Slow down and pay more attention

We also like the metaphor that educator and author Amy Benjamin uses. She describes close reading as "driving in bad weather, at night, on unfamiliar roads." You feel motivated to reach your destination, but you have to slow down and use "extra tools" like high beams and windshield wipers. You minimize distractions by turning down the radio. You remember "rules" that you've learned, like how to turn into a skid.

Most important, you adjust your speed to fit the circumstances. It's different from when we might be on "automatic pilot" driving around town on a summer day with few extra demands on our driving skills.

This kind of "slowing down" often means students having opportunities for what our friend Kelly Young, a highly respected educator and consultant, calls "multiple touches" on the same text with different purposes for each one. Perhaps one time it's to analyze the central idea, another time it's about word choice and structure, and still another it's to find evidence in order to respond to an interpretative prompt. Often times, these "touches" include written annotation of the text in the margins or on sticky notes.

To reverse and modify an analogy suggested by psychologist Riccardo Manzotti (Parks, 2015), we can look at texts as a house with a series of locked rooms, and every time we reread the text with a specific purpose, our mind creates a key to open a different door.

These re-readings of texts, of course, must be done within reason (close reading is done with short texts to teach strategies that students can then use periodically and independently in their reading of longer ones - a class should not "close-read" an entire novel) and with engaging lessons, which we will be shortly sharing. In addition, we will be reviewing the specific scaffolding required for English Language Learners to be successful in developing the close reading skills.

What is text complexity?

The Common Core Standards and their originators say that we must create a "staircase of text complexity" in K-12 to prepare students for college and career demands. According to the standards, "complexity" is determined by three factors:

Quantitative, which CCSS defines as an analysis of its sentence length, word use and "text cohesion," which it says is best defined by a computer analysis. The Standards recommend specific tools to use that are free of charge where text can be copied and pasted or specific books can be searched to determine their grade-level.

Qualitative, which CCSS describes as components that educators can judge, like

* Structure: Laying out events chronologically versus sophisticated use of devices like flashbacks, graphics that are supplemental or ones that are critical for understanding, sticking to the standard conventions of a particular genre or "mixing it up."

* Language: Is it conversational versus academic, does it include literary devices like figurative language?

* Knowledge Demands: What kind of background knowledge is required for understanding the text?

* Levels of Meaning/Purpose: Are there multiple themes and purposes or a single one? Is the purpose clear, hidden, or vague?

Reader and Task Considerations, which emphasize teacher judgment in scaffolding, purpose of the learning task, and ways to build on student motivation. In other words, matching the theory of text complexity to the reality of your classroom.

This passage from Appendix A of the standards is particularly important for teachers of English Language Learners:
Teachers who have had success using particular texts that are easier than those required for a given grade band should feel free to continue to use them so long as the general movement during a given school year is toward texts of higher levels of complexity.
It goes on to add:

...with the goal of students reading independently and proficiently within a given grade band by the end of the band's final year. (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, n.d., p. 9)
"The Three Bears Approach: Not too easy, Not too hard, Just right, but we want to make sure that as we're finding that just right kind of sweet spot for our students that we're always dialing it up just a tiny bit so that over the course of the year, over the course of the semester, over the course of the experience, students will be able to constantly grow in that way."
Our interpretation of these guidelines is that we should do whatever we can to help to increase the reading proficiency of our ELL students. And our goal should be to help them reach their official grade-level by the end of the year.

At the same time, we must be realistic - a Beginner or Intermediate in secondary school is unlikely to get to that goal during their first year or two in the United States (researchers have found that it takes 4-7 years for an ELL to reach academic English proficiency). The key indicator of success is if he/she is reading increasingly complex text and applying reading comprehension strategies in more sophisticated ways.

7 things teachers should be sure to do

When we combine all the elements of the Reading strands in the Common Core Standards, then what might it mean for teachers of English Language Learners? We would suggest that it means to:

► Make sure that nonfiction text, as well as fiction, is well-represented in the reading material you use with, and is available to, your students.

► Teach students to annotate text, no matter how simple or "complex" it might be, using key reading strategies like summarizing, asking questions, and identifying the main idea. Focus on only one or two reading strategies during each rereading of the text. In addition, teach students to use metacognition to self-monitor their comprehension so they know what strategies can help them in what situations. Remember: the end-goal of close reading is to prepare students to transfer their skills to situations when you, the teacher, are not providing guidance.

► Recognize that the common teaching process of "I do, We do, You do" is probably not sufficient for English Language Learners and that additional scaffolding steps will likely be required.

► Ask text-dependent questions that require students to look for evidence in what they are reading.

► Use the common, but not text-dependent, strategy known as "text-to-self" selectively. Asking students to connect the text to their own experiences can increase student motivation, but doesn't necessarily improve comprehension and understanding. However, if carefully constructed and monitored, text-to-self questions can provide one way to engage hesitant readers and writers as a prelude to answering more challenging text-dependent questions.

► Be strategic when spending time in prereading activities to provide background knowledge. In other words, make sure that it is a necessary tool to help students access the text, and not providing excess information and acting a substitute for what could be learned from the text itself.

► Plan to gradually increase the complexity of texts you use with students during the year. This doesn't mean that it must be an uninterrupted incline.

An additional suggestion is that teachers should not do close reading of a text in isolation - it should be done in the context of a broader unit that includes numerous other learning activities.

Serve your vegetables in moderation

Professor Timothy Shanahan writes:
The idea is not to have students reading challenging texts exclusively. Students should have an array of reading experiences in the same way that a long-distance runner has a varied training schedule that intersperses different distances and speeds. These varied schedules enable the runner to build muscle, speed, and endurance... This means that students would, over the course of a school year (and even a school day), confront texts they could read easily with little teacher input as well as those in those upper bands specified by the standards (Shanahan, 2012-2013). Bonus resource: ELL Students & Reading for Pleasure
As educator Laurie Elish-Piper has said, "Close reading is like broccoli. It's good for you, but only in moderation."
Larry Ferlazzo and Katie Sypnieski are co-authors of Navigating the Common Core with English Language Learners: Developing Higher-Order Thinking Skills (Jossey-Bass/Wiley, 2016) from which this article is adapted.
___________________

Larry Ferlazzo (@larryferlazzo) has taught English and social studies to English Language Learners and mainstream students at Luther Burbank High School in Sacramento, California, for eleven years. His widely followed blog site for educators includes many resources related to teaching ELLs in the context of the Common Core.

Katie Hull Sypnieski has worked with English Language Learners at the secondary level for twenty years and has taught English and English Language Development at Luther Burbank High School in Sacramento, California, for the last thirteen years. She is the co-author, with Larry Ferlazzo, of The ESL/ELL Teacher's Survival Guide (Jossey-Bass, 2012). Find out more about her in this Kaplan interview.

# data[].attributes.attachment_link.title
Ideas to Help ELL Students Succeed at Close Reading

# data[].attributes.attachment_link.description
What should ELL teachers keep in mind as they help students "close read" complex texts and meet standards? Larry Ferlazzo & Katie Sypnieski share their ideas.

# data[].attributes.headline
INTEGRATING THE ARTS WITH ESL (INST 363)

# data[].attributes.subject
INTEGRATING THE ARTS WITH ESL (INST 363)

# data[].attributes.body
This resource explains the importance of integrating the arts into education, highlighting how arts experiences can enhance critical thinking, creativity, and engagement. It emphasizes that using art to teach difficult concepts can make learning more accessible for all students, including ESL learners, by providing visual and hands-on learning opportunities that support language development and academic achievement. Additionally, arts integration fosters a more inclusive and engaging classroom environment, helping students connect with content in a meaningful way, build social and motor skills, and increase their overall confidence in learning. I believe this approach will be invaluable in my future classroom, creating a space where students are not only academically successful but also creatively empowered.

# data[].attributes.attachment_link.title
Arts Integration In School: 10 Reasons Why It’s Important - Seneca Academy

# data[].attributes.attachment_link.description
At Seneca Academy, arts integration has always been part of our curriculum, whether fine arts, music, drama, or movement.

# data[].attributes.headline
Strategies for Reading Development for EBs/ELs (INST 363)

# data[].attributes.subject
Strategies for Reading Development for EBs/ELs (INST 363)

# data[].attributes.body
I believe using graphic organizers with English language learners is an excellent strategy for enhancing comprehension and supporting reading development. This resource is valuable because it provides practical strategies for using visual tools like K-W-L charts to help ELLs organize and understand new information. The visual nature of graphic organizers aids in vocabulary development and concept understanding while allowing students to engage with the material in a more accessible way. Additionally, graphic organizers promote active participation, collaboration, and the connection of new material to prior knowledge, which are essential for language learners' success.

# data[].attributes.attachment_link.readable_text
Graphic organizers are a great tool to use when teaching English language learners (ELLs). Visual illustrations allow ELLs to better understand the material while learning important vocabulary.

Graphic organizers are most useful to ELLs when presented in small group activities. During the activities ELLs benefit from opportunities to work cooperatively - students are able to discuss and share their thoughts as they begin to contribute to the group effort. When ELLs use graphic organizers, they show achievement benefits across a variety of content areas, in all grade levels.

Ideas for Graphic Organizers

When teachers begin to use graphic organizers they need to follow some simple steps to make sure ELLs gain knowledge from such a simple yet reliable tool (Merkley & Jefferies, 2001). For example as a teacher begins to present a new topic, such as the solar system, an organizer can assist introducing the new idea.

Teachers should also begin to verbalize the relationship between the ideas, and the information that will be taught. Students or adults can write/draw the information provided by other students using a K-W-L chart. Graphic organizers should be tailored to reinforce the relationships between concepts, reminding students that this is just a quick preview of the material that will be taught next.

Secondly, teachers need to provide the opportunity for students to participate in discussions. ELLs need to have numerous pauses to process language in order to participate. For instance, classroom activities can be tailored to let students create graphs such as a concept definition map. Students can create a list of familiar terms to these maps.

Once students had the opportunity to share their thoughts and understand the topic that it is to follow, teachers can start to connect new material to their prior knowledge. Lessons need to guide ELLs to activate prior knowledge as they recollect earlier taught content to be able to retain new material (Merkley & Jefferies, 2001). In other words, graphic organizers provide a visual summary as they describe information - introducing ELLs to new technical vocabulary as they reinforce decoding skills of key words for an upcoming lesson.

Graphic organizers facilitate ELLs' comprehension through visual illustrations of key terms, vocabulary, ideas, and the relationship among them. Improving student's reading comprehension can be challenging, but such progress is necessary when focusing on students who are learning English (Kim, Vaughn, Wanzek, & Wei, 2004).

Note: When using graphic organizers with ELLs, be sure to explain how to use them and check back to ensure their understanding.

Strategy: K-W-L Chart

K-W-L charts are graphic organizers where students can share:

Here are some examples:

Video: Using a K-W-L Chart for background knowledge

ELL high school teacher Christine Rowland explains how to use a KWL chart to identify students' existing background knowledge.

Recommended Resources

# data[].attributes.attachment_link.description
Graphic organizers are a great tool to use when teaching English language learners (ELLs). Visual illustrations allow ELLs to better understand the material while learning important vocabulary. Graphic organizers are most useful to ELLs when presented in small group activities.

# data[].attributes.body
The video is a valuable tool for lesson planning because it emphasizes the importance of integrating content and language objectives. For teachers, including these objectives in lesson plans is essential for ensuring that English language learners not only understand the subject matter but also develop the academic language they need to succeed. It helps make language expectations clear and provides focused instruction to support both language and content learning. By aligning lesson objectives with both content and language goals, teachers can provide ELLs with the necessary scaffolds to understand complex concepts while also improving their academic vocabulary and communication skills. This makes the learning process more accessible and effective for ELLs.

# data[].attributes.attachment_link.title
Tip: How to help ELLs develop academic language

# data[].attributes.headline
Language Across the Content Areas (INST 363)

# data[].attributes.subject
Language Across the Content Areas (INST 363)

# data[].attributes.body
Tiered vocabulary is important because it helps students, especially English learners, build their vocabulary progressively across content areas. By categorizing words into three tiers such as basic words (Tier 1), high-frequency academic words (Tier 2), and domain-specific terms (Tier 3), students can focus on learning words that support their understanding of different subjects. Tier 2 words, for instance, are essential for academic language and are used across various disciplines, while Tier 3 words help students grasp subject-specific content. This approach ensures that students develop a deeper understanding of both everyday language and the specialized vocabulary necessary for academic success.

# data[].attributes.headline
Effective Language Objectives for English Learners (INST 363)

# data[].attributes.subject
Effective Language Objectives for English Learners (INST 363)

# data[].attributes.body
This resource is valuable for educators working with English learners (ELs) because it explains what language objectives are, how to create them, and how to integrate them into content instruction. It provides clear guidance for supporting ELs in learning academic content while developing language skills. The resource includes examples across grade levels and subjects, making it adaptable for different teaching settings, whether in-person or virtual.

# data[].attributes.attachment_link.readable_text
This article provides an overview of how to use language objectives in content-area instruction for English learners and offers classroom-based examples from different grade and subject levels.

This article written for Colorín Colorado provides an overview of how to use language objectives in content-area instruction for English learners and includes:

what a language objective is

steps that teachers can take to create language objectives

how to implement language objectives in a general education classroom

how to align objectives to content and language standards

ideas and resources on how to support teachers as they become familiar with this practice

how to use language objectives in distance learning environments.

Language Objectives: An Overview
Mrs. Shell has been teaching eighth grade math for twelve years. She has deep content area knowledge and wants to provide all of her students with authentic activities and tasks to relate the significance of the mathematical concepts that she teaches to their lives. Mrs. Shell has always felt successful at teaching her classes but this year has been different. Her sections include students with more diverse backgrounds than previous years, particularly more English learners. As Mrs. Shell was beginning to feel frustrated with her inability to reach all her students because of their needs, she learned about one way to make her content more comprehensible to all her students - creating and posting objectives that tell the students not just what content concepts they will learn in each lesson, but also the academic language they will need to learn and use to meet the state's math standards. With this knowledge, Mrs. Shell is now confident that she not only knows what to teach, but also how to teach it so that all her students can be successful.

Generally speaking, academic English is the language of schooling and the language that helps students acquire and use the content area knowledge taught in schools (Anstrom, DiCerbo, Butler, Katz, Millet, & Rivera, 2010).

Teaching content to ELs: The challenge

In my work supporting general education and ESL/bilingual teachers who provide sheltered instruction for English learners (ELs), I have met many teachers like Mrs. Shell. While these teachers want to provide effective instruction for their ELs, often they don't see themselves as language teachers and so they aren't sure where to begin with their students.

These teachers aren't alone, however, and they are facing a challenge shared by teachers across the country. We know that for school-age students, academic language is crucial for school success (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). In addition, research allows us to state with a fair degree of confidence that English learners best acquire English when language forms are explicitly taught and when they have many opportunities to use the language in meaningful contexts (Goldenberg, 2008).

Yet while the explicit instructional support that ESL and bilingual teachers provide is essential to English learners' academic language development, English learners receive a majority of their instruction from general education and content area teachers who may not have experience teaching academic language development.

The question becomes then: What do general education classroom teachers need to do in order to support the academic English development of language learners in both face-to-face and virtual environments, especially when English learners are one of many types of students they serve?

Teaching content to ELs: The solution

One principle that teachers of English learners can begin to apply immediately is creating and posting language objectives for their lessons (whether in the classroom or online in a virtual space. Many teachers are familiar with using content objectives to identify what students will learn and be able to do in the lesson. However, they are less likely to include language objectives that support the linguistic development of their students.

Implementing language objectives can be a powerful first step in ensuring that English learners have equal access to the curriculum even though they may not be fully proficient in the language. This is because the second language acquisition process requires opportunities for the language learner to be exposed to, practice with, and then be assessed on their language skills (Echevarria, Short, & Vogt, 2008).

To this end, language objectives:

articulate for learners the academic language functions and skills that they need to master to fully participate in the lesson and meet the grade-level content standards (Echevarria, Short, & Vogt, 2008).

are beneficial not only for language learners but for all students in a class, as everyone can benefit from the clarity that comes with a teacher outlining the requisite academic language to be learned and mastered in each lesson.

Now let's take a closer look at some examples and how to write language objectives.

Back to top

Writing Language Objectives

Interview with Dr. Jennifer Himmel

Learn more about language objectives in this podcast interview with Dr. Himmel from Teaching Multilingual Learners, produced by Tan Huynh.

What is a language objective?

Language objectives are lesson objectives that specifically outline the type of language that students will need to learn and use in order to accomplish the goals of the lesson. Quality language objectives complement the content knowledge and skills identified in content area standards and address the aspects of academic language that will be developed or reinforced during the teaching of grade-level content concepts (Echevarria & Short, 2010).

These objectives involve the four language skills (speaking, listening, reading, and writing), but they can also include:

Below are examples of language objectives for different content areas and grade levels. They come from the Common Core State Standards for Math and English Language Arts (2012) and state standards in New York and California.
Sources:
How do I create effective language objectives?

Dr. Cindy Lundgren discusses the process of writing language objectives in this excerpt from her Meet the Expert interview.

Language objectives are directly correlated to content objectives. Once a teacher determines the lesson topic from the appropriate content standards, the teacher will want to begin thinking about the academic language necessary for English learners to complete the tasks that support the content objectives. This identification of the academic language embedded in the lesson's content will become the basis for the lesson's language objectives.

You can use the following guidelines to start thinking about appropriate language objectives for the lesson:

1. Decide what key vocabulary, concept words, and other academic words students will need to know in order to talk, read, and write about the topic of the lesson. Those words might be taught as a language objective. They should include technical terms, such as ecosystem, and terms like distribution that have different meanings across content areas. Other terms to highlight are those that language learners may know in one context, such as family (as in parents, siblings, etc.), but that have a different use in science (e.g., family of elements in the periodic table).

2. Consider the language functions related to the topic of the lesson (e.g, will the students describe, explain, compare, or chart information). See your state English Language Proficiency (ELP) standards for examples of these functions for English language arts, math, science, and social studies for all English proficiency levels and grade-level clusters.

3. Think about the language skills necessary for students to accomplish the lesson's activities. Will the students be reading a textbook passage to identify the stages of mitosis? Are they able to read a text passage to find specific information? Will they be reporting what they observe during a scientific demonstration to a peer? Do they know how to report observations orally? Acquiring the skills needed to carry out these tasks might be the focus of a language objective.

4. Identify grammar or language structures common to the content area. For example, many science textbooks use the passive voice to describe processes. Additionally, students may have to use comparative language to analyze two related concepts. Writing with the passive voice or using comparative phrases might be a language objective.

5. Consider the tasks that the students will complete and the language that will be embedded in those assignments. If students are working on a scientific investigation together, will they need to explain the steps of the procedure to one another? The language objective might focus on how to explain procedures aloud.

6. Explore language learning strategies that lend themselves to the topic of the lesson. For example, if students are starting a new chapter in the textbook, the strategy of previewing the text might be an appropriate language objective.

(Adapted from Short, Himmel, Gutierrez, & Hudec, 2012. Used with permission.)

Aligning Language Objectives and Standards

English Language Proficiency (ELP) standards

Developing appropriate language objectives for lessons involves becoming familiar with a state's content area and ELP standards. Whereas the content standards will provide the topic of the lesson and what exactly the students should be doing with that topic (e.g., solving problems, creating models, ranking ideas), the English language proficiency or development standards help to identify language skills and functions that students should be working on to achieve academic language fluency. These ELP standards can help to identify:

English Language Arts (ELA) standards

Other resources in addition to the ELP standards are a state's English Language Arts standards or the Common Core State Standards for English Language Arts and Literacy in History, Social Studies, Science, and Technical Subjects (CCSS). The English Language Arts and Literacy CCSS might be especially useful to teachers of English learners due to its attention to literacy across the content areas.

Additional resources to consult, especially if a state is a member of the WIDA consortium, are the Model Proficiency Indicators (MPIs) outlined in their ELP standards. The MPIs outline what an English learner at a specific level of English language proficiency can do in a language domain (e.g., listening) by addressing the language functions embedded in an example topic for that content area with appropriate scaffolds or support (Gottlieb, Cranley, & Cammileri, 2007). Classroom texts and other materials (e.g., science investigations, primary source documents) are other good sources to consult when preparing a lesson.

Getting Started

How can I get started?

Careful lesson planning

In creating measureable and student-friendly language objectives that support the content objectives, it is important that learner tasks in the lesson are aligned with the objectives. It is not enough to have well-written objectives that promote language acquisition if the lesson is lacking in tasks that support the objectives. If the language objective for a middle school social studies lesson is for the students to orally retell the key characteristics in a historical event using sequential language, it is important that the teacher previews sequential language with the students, such as providing sentence stems or frames, and builds into the lesson some structured pair work so the students have an opportunity to retell the event to a peer. Therefore, careful lesson planning is another essential step in preparing effective language objectives.

Collaboration

It is also useful for content area and ESL/bilingual teachers to plan lessons together, as we saw with the 7th grade science lesson scenario involving Mr. Zhang and Mr. Lewis. In this co-planning scenario, each teacher used his expertise to better integrate content and language instruction for the language learners. This type of collaboration can help a teacher like Mr. Zhang learn more about the second language acquisition process of his students and can help a teacher like Mr. Lewis become more familiar with the grade-level content expectations that his English learners encounter in content area classes.

How do I know which language objectives are best for my students?

The language objective that the teacher selects will depend on what the English learners in the class need most at that point in the year and what language is most important to understanding the content concepts. If the students have already spent a good deal of time working with new vocabulary, then the teacher might consider having students use that vocabulary to develop their writing skill by writing a summary of the process they followed.

Conversely, the teacher might want to help students become more proficient with a particular type of graphic organizer in order to develop more strategic language learning. As all teachers know, teaching is a dynamic and complex process that requires a multitude of decisions to be made. However, the advance planning required in creating language objectives allows teachers to better anticipate the academic English needs of all students thus increasing the comprehensibility of the lessons.

It is important for teachers to realize that even though their lesson may include all four language skills (it is good if they do, since the language skills reinforce one another), they do not need to post a language objective for every language-related item addressed in the lesson. Teachers address many instructional needs in a 50- or 60-minute class period. Rather than highlighting all language uses in a particular lesson, it is important for the teacher to think about what is non-negotiable in that lesson.

In other words, the teacher should keep the perspective of the English learner in mind and ask, "Of all of the skills and functions addressed in my lesson, which is most important for helping students meet the grade-level standard and develop their language proficiency?" These objectives then must be measureable (i.e., can you see or assess the student's mastery of that objective?) and written in language that accounts for the linguistic and cognitive development of the students.

How can I make language objectives "student-friendly"?

Both of the above objectives are measurable, but both also take into account appropriate developmental stages of the students. Teachers of young students (e.g., PK or K) may even want to consider further adapting the objectives. For example, we have seen kindergarten teachers use symbols such as a pencil to symbolize "write" and a mouth to symbolize "talk" when they post their objectives for the children to see. We have also seen teachers of young learners rely on pictures to show the key terms they want the students to use or to convey the topic of the lesson (e.g., a picture of a ruler and of hands to discuss standard and non-standard measurement).

One way that teachers can ensure that their language objectives are measureable and student-friendly is by using appropriate verbs. Because language objectives should provide students with practice in the four language skills of reading, writing, listening, and speaking, verbs related to those skills might include, but are not limited to, the following:

List

Retell

Summarize in writing

Record

Read

It is also important to not equate low language proficiency with limited cognitive ability. Therefore, teachers will want to make sure that the language objectives they create also reflect tasks that fall on the higher end of Bloom's Taxonomy and use verbs (e.g., orally justify) accordingly.

As noted above in the guidelines to creating language objectives, language functions are also a potential source for language objectives. Verbs related to language functions might include:

When should I share language objectives with students?

To help students take ownership of their learning and provide explicit direction to students, especially the English learners who are processing content in a new language, it is important that objectives be stated at the beginning of the lesson and reviewed with the students at the end of the lesson to allow them to assess if they have met the objectives (Echevarria, Vogt & Short, 2008).

How this happens may differ according to the grade level and content area of the class. Some teachers like to have the students choral read the objectives, while teachers of older students sometimes have them record the language objectives in their journal in addition to asking an individual student to read them aloud. Some teachers, such as those who teach science, like to reveal the objectives later in the lesson, perhaps after the warm up or exploratory activity, so that they can maintain an inquiry-based approach (Echevarria & Colburn, 2006).

Should I differentiate language objectives based on my students' language proficiency?

Although all teachers have students of varying language proficiency and skill levels in their classes, it is not necessary to differentiate language objectives by creating and posting multiple language objectives that reflect these proficiency levels. Rather, teachers should have one language objective that is appropriate for all students to meet. To provide the appropriate differentiation, the teacher would provide different scaffolds (e.g., adapted text, visuals, sentence frames) for students to use in order to reach the objectives.

For example, an appropriate language objective for an upper elementary language arts class might be for the students to be able to orally list text features found in a non-fiction book. For lower proficiency language learners, the teacher may give them a word bank from which to choose the text features; therefore, the students are meeting the same objective but with the appropriate amount of linguistic support from the teacher.

Back to top

Using language objectives in a distance learning environment

While teachers like Ms. Shell understand that the characteristics of good teaching for English learners does not change in a virtual environment, they do understand that instruction will necessarily need to look different in order to account for the challenges that distance learning presents for many learners.

Accordingly, teachers will need to think through how to:

Presenting language objectives

Many different ways exist for teachers to present language objectives in remote learning. For example, teachers might:

begin every virtual class by orally reading and presenting the content and language objectives in their Google slides and then asking students to briefly summarize in the chat box the activities they will be doing in that lesson to meet those objectives.

post the objectives at the top of a shared digital document that serves as a capture sheet for the lesson. A teacher might then ask learners to self-assess their progress towards meeting those objectives at the end of the document.

use live or recorded videos, especially when working with English learners with lower English proficiency. These videos can include props, for example ears to signify a listening objective.

use realia, such as rocks, if one of the lesson's language aims is for students to orally describe different types of sedimentary rocks.

Monitoring student understanding and engagement

Teachers in distance learning environments must also carefully consider how they will assess learner understanding and engagement throughout the lesson. Given the challenges virtual learning platforms present towards capturing data on learner comprehension (e.g., paralinguistic cues such as facial expressions, gestures, posture) teachers working in virtual environments know that it is more important than ever to ensure that students clearly understand the content and linguistic aims for each lesson.

Using comprehension checks and assessing progress

It is also essential that students understand how teachers will measure their progress towards meeting each objective. Towards this aim, teachers must build in multiple comprehension checks throughout the lesson that align to the lesson's objectives. Teachers can:

At the conclusion of a lesson, teachers can assess student progress towards meeting objectives via:

tickets out that are submitted digitally

the recording of a Flipgrid or use of another video platform where learners respond to a prompt that requires learners to use the academic language highlighted in the lesson's objectives.

Teachers can respond to the submitted tickets out or video with feedback that explicitly targets the students use of the language. When appropriate, teacher can provide learners with additional resources and/or support towards mastering that particular language skill or function. Teachers might also use that linguistic data to inform mini-lessons conducted to small groups of English learners during office hours or intervention time.

Next Steps

How can I learn more?

For more information on the SIOP Model, see Making Content Comprehensible for English Learners: The SIOP Model (Echevarria, Short, & Vogt, 2008).

Although language objectives can be implemented in any lesson design approach, they are especially congruent with sheltered instruction and the SIOP Model. Since language objectives ensure that teachers meet the unique linguistic needs of English learners, they are sometimes easier to implement in the context of instructional practices espoused by the SIOP Model.

Practices that focus on explicit academic language teaching include:

Below are other resources that can help you learn more about creating language objectives and about integrating academic language into content area classes.

Back to top

Final Thoughts

We realize that it takes teachers some time to become very comfortable with creating language objectives, but our experience has shown that the implementation of language objectives can bring immediate benefits to instruction. Some immediate benefits include teachers understanding more concretely that they are both a content area and language teacher - as one teacher said in a CAL SIOP Model workshop, "I now see myself as a math teacher AND a language teacher".

We have also observed that when teachers consciously plan to meet the academic English needs of their learners, they end up with better planned learner tasks, and students begin to have more ownership of their content area and language learning. When it comes to building proficiency in academic English, as many teachers in our workshops remind us, "If you want to see it, you have to teach it." Therefore, if teachers want to see language development, language objectives are a great first step in helping teachers explicitly teach it.

Back to top

Recommended Resources

Further reading

Short, D., Himmel, J., Gutierrez, S., & Hudec, J. (2012). Using the SIOP Model: Professional development for sheltered instruction. Washington, DC: Center for Applied Linguistics.

Echevarria, J., Vogt, M.E., & Short, D. (2010). The SIOP Model for teaching mathematics to English learners. Boston: Allyn & Bacon.

Echevarria, J., & Short, D. (2011). The SIOP Model: A professional development framework for a comprehensive school-wide intervention. Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) Brief. http://www.cal.org/create/resources/pubs/professional-development-framework.html

Himmel, J., Short, D., Richards, C., & Echevarria, J. (2009). Using the SIOP Model to improve middle school science instruction. Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) Brief. http://www.cal.org/create/resources/pubs/siopscience.html

Short, D., Vogt, M., & Echevarria, J. (2010a). The SIOP Model for teaching history-social studies to English learners. Boston: Pearson/Allyn & Bacon.

Short, D., Vogt, M., & Echevarria, J. (2010b). The SIOP Model for teaching science to English learners. Boston: Pearson/Allyn & Bacon.

Vogt, M.E., Echevarria, J., & Short, D. (2010). The SIOP Model for teaching English language arts to English learners. Boston: Pearson/Allyn & Bacon.

Jennifer Himmel is the Project Director for the National Center for English Language Acquisition at the Manhattan Strategy Group. She previously served as the SIOP Manager at the Center for Applied Linguistics, a non-profit organization for language education research, policy, and practice in Washington, DC. She has served as a curriculum developer and research associate for the U.S. Department of Education funded project, Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) that is investigating academic achievement of ELLs in grades 4th-8th, and as a language testing specialist for the WIDA ACCESS for ELLs® language proficiency test. She currently manages the SIOP Model professional development service line and provides technical assistance and professional development in sheltered instruction to districts and schools.

Video Clips: Language Objectives

How to Write Language Objectives: Tips for ELL Educators

In this video from Syracuse, NY, Jesus Ortiz, a bilingual teacher, learns how to write a language objective from Areli Schermerhorn, a peer evaluator with expertise in ELL and bilingual education.

Dr. Cynthia Lundgren explains language objectives

In this excerpt from her Meet the Expert interview, Dr. Cynthia Lundgren explains the value of writing language objectives when teaching English learners.

Anstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., & Rivera, C. (2010). A review of the literature on academic English: Implications for K-12 English language learners. Arlington, VA: The George Washington University Center for Equity and Excellence. Education.www.ceee.gwu.edu.

Echevarria, J., & Colburn, A. (2006). Designing lessons: Inquiry approach to science using the SIOP Model. In A. Lathman & D. Crowther (Eds.), Science for English language learners (pp.95-108). Arlington, VA: National Science Teachers Association Press.

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP Model. Boston: Pearson/Allyn & Bacon.

Echevarria, J., & Short, D. ( 2010). Programs and practices for effective sheltered content instruction. In California Department of Education (Ed), Improving education for English learners: Research-based approaches. Sacramento, CA: CDE Press.

Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Portsmouth, NH: RMC Research Corporation, Center on Instruction. www.centeroninstruction.org/files/ELL1-Interventions.pdf

Goldenberg, C. (2008). Teaching English language learners: What the research does-and does not-say. American Educator, Summer 2008, pp. 13-44.

Gottlieb, M., Cranley, E., & Cammilleri, A. (2007). Understanding the WIDA English Language Proficiency Standards: A resource guide. Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium.

Short, D., Himmel, J., Gutierrez, S., & Hudec, J. (2012). Using the SIOP Model: Professional development for sheltered instruction. Washington, DC: Center for Applied Linguistics.

World-Class Instructional Design and Assessment (2007). WIDA English Language Proficiency Standards. Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium http://www.wida.us/standards/elp.asp

You are welcome to print copies or republish materials for non-commercial use as long as credit is given to Colorín Colorado and the author(s). For commercial use, please contact [email protected] .

# data[].attributes.attachment_link.title
Language Objectives: The Key to Effective Content Area Instruction for English Learners

# data[].attributes.attachment_link.description
This article provides an overview of how to use language objectives in content-area instruction for English learners and offers classroom-based examples from different grade and subject levels.

# data[].attributes.headline
Understanding Summative Assessments (INST 363)

# data[].attributes.subject
Understanding Summative Assessments (INST 363)

# data[].attributes.body
This resource is useful because it provides a clear, concise explanation of what summative assessments are, how they are used to evaluate student learning at the end of a unit, and their role in measuring overall achievement. The brief format makes it accessible for educators who need a quick overview, helping them understand key concepts and how to effectively integrate summative assessments into their teaching practices.

# data[].attributes.attachment_link.title
Summative Assessment (Explained for Beginners in 3 Minutes)

# data[].attributes.headline
Creative Summative Assessments for Elementary Education (INST 363)

# data[].attributes.subject
Creative Summative Assessments for Elementary Education (INST 363)

# data[].attributes.body
This resource is beneficial for me because it provides summative assessments that are perfect for elementary grades, which is the age group I want to teach. It also offers great examples that are very creative, helping me see how to assess students in engaging and effective ways while tracking their progress.

# data[].attributes.attachment_link.title
15 Summative Assessment Examples for Elementary Students | Chloe Campbell Education

# data[].attributes.attachment_link.description
We can make the learning process exciting and comprehensive. Here are 15 creative summative assessment examples for your elementary classroom.

# data[].attributes.headline
Creative Formative Assessments for Engaging Young Learners (INST 363)

# data[].attributes.subject
Creative Formative Assessments for Engaging Young Learners (INST 363)

# data[].attributes.body
This resource provides a variety of formative assessment strategies that I can definitely see myself using in the future, especially in lower grades. Many of the creative approaches, like having students create comic strips, perform dramatic readings, or even write letters explaining concepts, align perfectly with my goal of making learning engaging and interactive for young students. I particularly like the idea of using sketchnoting to help students process vocabulary, as it would not only encourage creativity but also deepen their understanding. I plan to incorporate some of these activities into my own teaching, as they not only assess learning but also foster a fun and dynamic classroom environment.

# data[].attributes.attachment_link.readable_text
It's always better to know if a student is struggling before a big test is in the rearview mirror. But students often lack the self-awareness to monitor their own learning, and may struggle to work up the courage to ask for help. Others may overestimate their mastery of important ideas and concepts, tricking their brains into thinking they're prepared for a test when they're not.

So when it comes to student learning, how can you tell what's sticking-and where additional instruction or review could make a difference?

Formative assessments are typically short, gradeless ways to evaluate what students know while they're still in the process of learning it. When used early and often, they can shine a light on individual student progress, serve as general indicators of how the class is doing as a whole, and inform subsequent instruction. This process of actively checking in with students on their journey toward mastery is "especially effective when students are given tactical feedback, immediately followed by time to practice the skill," says Todd Finley, a tenured professor of English education at East Carolina University.

Quick checks for understanding aren't new, of course, but when time allows, occasionally injecting an element of creativity into formative assessments can deliver unexpected benefits. For example-regardless of a student's artistic talent-research suggests that drawing the information they're learning can increase student recall by nearly double. And when kids are encouraged to tap into their imagination to show what they know, they tend to ask more innovative questions of themselves, brainstorm fresh solutions to problems, and synthesize material in original and surprising ways.

Here are 13 formative assessment strategies that lean into creativity-inspired by the work of several Edutopia contributors, and from Finley's handy list of quick checks for understanding.

Simple Symbols: Sketchnoting-simple, hand-drawn renderings of things like facts, dates, or abstract concepts-can be a great way to help students process vocabulary. Educator Wendi Pillars has her students co-create a symbolic language library, working together to visually represent important terms from a unit. After choosing 10 terms, students develop an icon or character to correspond with each one. For example, a drawing of a sun can represent energy or a tree can represent life.

Write a Letter: On a sheet of paper or an index card, ask students to explain a new concept they've learned in the form of a short letter to a friend or family member, pretending the other person is new to the information. This process of explanation can open students' eyes to what they know and what they don't, explains Woo-Kyoung Ahn, a psychology professor at Yale University who uses a similar strategy with college students before exams.

Tweet Like a Historian: Challenge students to enter the minds of popular historical figures, tweeting about major events in the figure's life as that person would have, suggests former educator Matthew Lynch. To get a firm grasp on how well students understand their chosen figure, ask who their figure might be following on social media, as well as topics that would be "trending" on their feed at the time. Educator Jill Fletcher prefers to use a paper template so that students can engage in the exercise without going online.

Playful Pamphlets: An effective brochure is easy and engaging to read, and offers eye-catching design. Ask students to create their own brochures that describe the key features of a concept, or to explain a historical event or scientific discovery. This can be done using paper and art materials, or digitally using applications like Canva or Google Slides.

Do It Yourself TED Talks: Most students are familiar with TED Talks, this strategy provides them with the opportunity to give their own. Educator Katy Farber describes them as "one person's short presentation of an idea worth spreading." After showing an example that students can model, ask them to find an idea worthy of spreading from the day's lesson and create their own speeches to present the information. Those who feel comfortable can share with the class.

Comic Creators: Using digital creation tools like Canva, kids can create their own comic strips to connect new material and information from past units. The comics shouldn't be a "regurgitation of knowledge," explains Andrew Miller, director of teaching and learning at the Singapore American School. Instead, they should have an authentic purpose, making it a fulfilling exercise where students create products that are informative and useful to peers. After a lesson on nutrition, for example, students could make comics that explain the major nutrients-as well as the role they play in how bodies function-that could be displayed in hallways for classmates to learn from.

Build-a-Billboard: Have small groups work together to create an advertisement, with visuals and text, to highlight a newly learned concept like Manifest Destiny or the scientific method. Students in San Francisco Unified School District health classrooms learn about tools advertisers use to convince people to buy their products, then create their own billboards. "If you were going to make an ad for your favorite fruit or vegetable, what techniques would you use?" asks health ed content specialist Christopher Pepper.

Sing It Out: Asking students to sing or rap about a lesson can be a fun change of pace-and rack up a few giggles. First, students identify the main concept of a lesson and list related keywords. In a rap about the order of operations, for example, educator Alex Kajitani lists "operations, order, parenthesis, exponent, multiply, divide, add, and subtract." Using the website RhymeZone.com helps identify what words rhyme with each key term, then students can begin writing their rap, song, or even spoken word poem.

Illustrate Connections: "A student who draws as they learn considers the following: How should I represent the relationship between these parts? How large/small should I draw these parts? What shape should they be? Where do I place each part?," explains instructional leader Shveta Miller. Invite students to draw a picture that illustrates a relationship between terms from the lesson or recreates a scene from their reading. Providing reflection questions like "How well did I recall the material after having represented it in my drawings?" or "When would drawing as I learn be useful? When is it not useful?" can be a useful add-on to the exercise.

60 Minutes: Students pair up and pretend they're a guest expert on the television program 60 Minutes or their local news broadcast. During their segment, they'll need to answer a few of their partner's interview-style questions-"What is the purpose of feudalism in a society?," for example.

Laughable Lists: At the end of a lesson or once students have finished assigned reading, ask them to enumerate what they think are the top ten most important takeaways. The twist? Students will have to try to infuse humor into their list of observations. Sharing a few examples before they begin can help students who might struggle with the exercise at first.

Cut and Paste: Encourage students-on their own, in pairs, or in groups-to make either digital or paper collages to demonstrate their understanding of the lesson's major themes and concepts: anything from matter and energy, to fractions and decimals. If time allows, have a few kids present their collages to the rest of the class and explain their thinking.

3-2-1 Action!: Choose a selection of excerpts from a recently read text-like a poem, play, or a short story-for students to dramatically interpret and perform. Without the use of props, costuming, or sets, students must not only have read the text but understood it enough to convey an insightful character analysis, as well as the mood and tone of the scene. These 5-minute performances can be recorded and submitted to the teacher to review, or shared in class for peers to see.

# data[].attributes.attachment_link.title
13 Formative Assessments That Inspire Creativity

# data[].attributes.attachment_link.description
Sometimes mixing in formative assessments that go a step beyond exit slips and low-stakes quizzes can inject some fun-and creativity-into learning.

# data[].attributes.headline
Using Technology to Promote Language Acquisition (INST 363)

# data[].attributes.subject
Using Technology to Promote Language Acquisition (INST 363)

# data[].attributes.body
This resource is excellent because it provides multiple other resources that cater to different aspects of language learning. It offers free technology tools, online courses, and materials for both teachers and students, ensuring a diverse range of options for language acquisition. By including resources like interactive tools, pronunciation links, and apps, it supports various learning styles and helps educators integrate technology into their teaching effectively. The wide variety of accessible options ensures that both teachers and students have the tools they need to enhance language learning.

# data[].attributes.attachment_link.readable_text
Audacity:

software for recording and editing sounds

http://audacity.sourceforge.net

Online Courses, Communities, and Materials

E-Teacher Scholarship Program:

Online courses for which EFL teachers may receive scholarships
http://exchanges.state.gov/non-us/program/e-teacher-scholarship-program/details

Kahn Academy:

Over 1200 videos lessons covering everything from basic arithmetic and algebra to differential equations, physics, chemistry, and biology.

http://www.khanacademy.org/exercisedashboard

Choose from multiple topics and take a course or listen to a lecture from top universities across the U.S.

http://www.apple.com/in/itunes/download/

Dave's ESL Café:

comprehensive site with discussion boards, jobs, activities for students
http://www.eslcafe.com/

Discovery Education Puzzlemaker:

Make word searches, crossword puzzles, etc using your own word lists
http://www.discoveryeducation.com/free-puzzlemaker/?CFID=3224607&CFTOKEN=23131798

Graphic Organizers:

over 20 free graphic organizer templates

http://www.eduplace.com/graphicorganizer/

Glogster:

Creates online media posters. You can embed your own videos, images, and sounds.

Voicethread 4 Education:

Interactive tool for having conversations around media, either photos,illustrations, and video, or a combination of all 3

http://voicethread4education.wikispaces.com

Visuwords:

online Graphical Dictionary

Word Processing-based Activities
for a Language Class

Suggestions for communicative uses of word processing

http://edvista.com/claire/wp.html

General information about CALL:

links to organizations, journals, websites
http://edvista.com/claire/call.html

An Invitation to CALL: Foundations of Computer-Assisted Language Learning, by Phil Hubbard

free e-book
https://www.apacall.org/research/books/6/An_Invitation_to_CALL_2021.pdf

professional and personal links
http://edvista.com/claire/index.html

# data[].attributes.attachment_link.description
Audacity: software for recording and editing sounds http://audacity.sourceforge.net Online Courses, Communities, and Materials E-Teacher Scholarship Program: Online courses for which EFL teachers may receive scholarships http://exchanges.state.gov/non-us/program/e-teacher-scholarship-program/ details Kahn Academy: Over 1200 videos lessons covering everything from basic arithmetic and algebra to differential equations, physics, chemistry, and biology.

# data[].attributes.headline
Empowering ELLs With Digital Stories (INST 363)

# data[].attributes.subject
Empowering ELLs With Digital Stories (INST 363)

# data[].attributes.body
This resource is excellent because it highlights the power of digital storytelling in enhancing communication skills for English language learners. It provides a way for students to express themselves creatively and effectively without the pressure of extensive writing. By using digital media such as images, audio, and video, students can convey their thoughts and emotions in a more engaging and accessible way. This process not only aids in language development but also fosters critical thinking, creativity, and reflection. Moreover, it promotes a positive classroom culture where students gain confidence and a sense of pride in sharing their unique stories.

# data[].attributes.attachment_link.readable_text
Last year, I took a big risk by including blogging as part of the curriculum for my first-year college English course. Around half of my students were English language learners (ELLs), and I wasn't sure that they would be comfortable with this medium. (Read about blogging in my ELL classroom here). I started to think of ways they could contribute to their blogs that did not necessarily require an overwhelming amount of writing. A conversation with our college's librarian led me to digital storytelling. Students would still write, but by using another medium too, I aimed to keep them motivated and engaged in writing blogs.
What Is Digital Storytelling?
Digital storytelling is the concept of using digital media (photos, audio, video) to create a story. It's a tool that can be used for a variety of communication purposes, from marketing and advertising to documentary videos. In the classroom, digital storytelling allows students to apply tools that are relevant to 21st-century learning and to extend their communication and interaction to another level.
Benefits of Digital Storytelling for ELLs
Digital storytelling has profound benefits for students' communication, critical thinking, creative and writing skills. For ELLs, those are three particularly important areas to focus on since learning a new language adds a layer of difficulty to overcome.

Communication:For many ELLs, communicating an idea, a narrative or a story is the most difficult aspect of learning English. Digital storytelling allows students to communicate an experience or an idea-and the meaning and feelings behind it-in a short timeframe and to express themselves in ways they might not be able to while writing an essay or report. For example, a digital story can be three minutes long, but the tools used to tell it help convey a deeper meaning and builds a connection with the audience. Images, music, audio recordings and family photos are just a few of the possible tools.

Critical Thinking and Creativity:Often, ELLs get so caught up with learning and trying to speak and write English that critical thinking and creativity become lost in translation. The process of creating a digital story guides students to think about why an idea, an experience or a story is important to them. This allows students to practice analyzing their own narratives, which fosters reflection and critical thinking.

In addition to critical thinking, students will be able to learn in a way that supports and encourages creativity. Many students, if asked, would tell me they're not creative. However, students use their creativity throughout the process of developing digital stories, even when they're using technical or other skills (e.g., digital media tools) that don't conjure up "creativity" in their minds.

Writing:Writing is a pretty daunting task for most ELLs, but I found that, after being introduced to digital storytelling, my students became more comfortable with sharing their thoughts and experiences. Digital stories allow them to express themselves with fewer words. Still, creating a digital story takes students through a process that is very similar to the writing process. Students have to brainstorm, plan, outline, draft, edit and share. If you use digital storytelling with your students, periodically remind students to make connections between the two processes. This will help familiarize them with the writing process and help them see that writing is a doable task.

Here is an eight-step digital storytelling process, as explained byeducator and ed-tech expertSamantha Morra:

1. Generate an idea and go from there.

2. Research to learn about the topic.

3. Write out a script.

4. Create a storyboard.

5. Compile or create digital media (images, audio, video, etc.).

6. Assemble all the parts into a digital story.

7. Share with others.

8. Reflect on the experience and give feedback.

Digital Storytelling and Classroom Culture
As a class, we went through the process of creating digital stories together, but students also worked independently. I thought it would be great for them to share with each other their final products. Many students were reluctant at first, so I only chose volunteers. But as they saw their peers' work, many students changed their minds and shared their own stories.

Digital storytelling not only contributed to a safe environment for students to share their cultural experiences and personal stories, but it also created a classroom where students gained confidence. They realized that it's valuable for all of us to be proud of who we are.
One Student's Digital Story
Oleksii, an ELL student from Ukraine, had come to Canada a year before he attended my class. He was very self-conscious about writing and speaking in English and sought out extra help from me whenever he had the chance. When I introduced digital storytelling, he was very hesitant because of his accent-he even mentions it in the beginning of his video. However, after experimenting with digital storytelling, he saw it as an opportunity to share with his classmates a bit about Ukraine and his cultural background. After seeing his classmates' reactions to his story, Oleksii beamed with pride: He made a powerful digital story that he can share with others.
Resources How to Incorporate Digital Storytelling to Empower Student Voice
Digital Storytelling on Seneca College's Sandbox
A Guide to Producing Student Digital Storytellers
Alrubail is a writer on education, teaching and learning. She is also the editor of Medium's The Synapse publication on learning, teaching and education.

# data[].attributes.attachment_link.description
Expressing themselves clearly in English can be challenging for English language learners, but digital storytelling can enhance their communication skills and learning in a fun, relevant way.

# data[].attributes.headline
 Family and Community Partnerships for Supporting EBs/ELs 

# data[].attributes.subject
 Family and Community Partnerships for Supporting EBs/ELs 

# data[].attributes.body
I really like this video because it emphasizes the importance of family involvement in the educational success of English learners. It highlights how strong partnerships between educators and families can lead to improved academic outcomes, social-emotional development, and overall well-being for students. The video provides practical strategies for building these partnerships, making it relevant and impactful for anyone working with emergent bilinguals.

# data[].attributes.attachment_link.title
Family Engagement: Strengthening Family Involvement to Improve Outcomes for Children

# data[].attributes.headline
Types of Parent Involvement in Supporting EBs/ELs

# data[].attributes.subject
Types of Parent Involvement in Supporting EBs/ELs

# data[].attributes.body
I really like this chart because it clearly outlines the various ways parents can be involved in supporting their children’s education, providing valuable insights into how different types of involvement can contribute to improved outcomes for English learners and bilingual students. It highlights the importance of both academic and non-academic support, offering practical examples for teachers to encourage family engagement.

# data[].attributes.headline
Family Engagement and Literacy Programs for English Learners

# data[].attributes.subject
Family Engagement and Literacy Programs for English Learners

# data[].attributes.body
The Latino Family Literacy Project will be useful for when I have the opportunity to support family engagement in my future classroom. It offers resources that help parents improve their English and engage in reading activities with their children, which can strengthen the learning environment at home. This would be especially helpful for English learners, as it promotes language development for both students and their families.

# data[].attributes.attachment_link.readable_text
The State of Texas has the second largest ELL enrollment at 773,732 students in the public school system as of years 2012-2013. The state is second only to California with a 15% ELL share among all students enrolled in grades K-12, but first in the nation with respect to the percentage of ELL students who speak Spanish at 90%. Spanish followed by Vietnamese, Arabic, Chinese, and Urdu make up the majority of those most commonly spoken languages by families throughout the state.

The following is a list of useful resources and programs for ELL students living in Texas.

State of Texas Informational Resources:

Educational Programs and Learning Resources:

Texas Association for Bilingual Education - An organization of education professionals advocating for educational policies and bilingual and multicultural programs that encourage equal educational opportunity and academic excellence for Bilingual/ESL students: http://tabe.org/index.cfm

Mi Escuelita Preschool - This program offers early education courses to children ages 2-5 from low-income households : http://www.itbe.org/

TexTESOL - A multi-regional organization representing ELL teachers and instructors throughout the state of Texas and setting competency standards for ELLs in grades K-12: http://www.textesol.org/

The Latino Family Literacy Project - A program that teaches parents how to read with their children, establish a reading routine, and promote learning of the English vocabulary together as a family. https://www.lecturabooks.com/parent-programs/

The Latino Family Literacy Project 2016 Workshops (Illinois): https://www.latinoliteracy.com/workshops/schedule/

Family Phonics Workbooks: An English vocabulary program for parents and children learning English that uses a simple method to teach parents strong English vocabulary and proper pronunciation through the use of phonics: https://www.lecturabooks.com/family-phonics-workbooks/

Lectura Books - Publisher of award-winning English and Spanish language development books for children of all ages ranging from infants to teenagers, including 2014 Moonbeam Award winner for Best Children's Book (Spanish), Boy Zorro and the Bully.

References
http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state

# data[].attributes.attachment_link.title
Support for Programs with English Learner Students in Texas

# data[].attributes.attachment_link.description
The State of Texas has the second largest ELL enrollment at 773,732 students in the public school system as of years 2012-2013. The state is second only to California with a 15% ELL share among all students enrolled in grades K-12, but first in the nation with respect to the percentage of ELL students who speak Spanish at 90%.

# data[].attributes.body
This resource from Texas City ISD provides useful bilingual/ESL programs, along with valuable tools and links for both educators and parents. It's helpful for me as a future educator because it gives a variety of accessible resources in both English and Spanish. These resources support students’ language development while also guiding families in engaging with their children’s education. When I have the opportunity, I will make use of these tools to better assist bilingual/ESL students and their families.

# data[].attributes.attachment_link.title
Bilingual/ESL Program - Texas City Independent School District

# data[].attributes.attachment_link.description
Bilingual/ESL Program - Texas City Independent School District

# data[].attributes.headline
Inclusive Assessment Strategies for Multilingual and Multicultural Learners

# data[].attributes.subject
Inclusive Assessment Strategies for Multilingual and Multicultural Learners

# data[].attributes.body
This resource by Dr. Erin Furtak outlines strategies to better support multilingual and multicultural learners in classroom assessments. It emphasizes creating a safe environment, making assessments relevant to students' lives, ensuring accessibility by allowing students to use all their linguistic resources, using multiple assessment formats (e.g., drawings or oral responses), and focusing on building bridges for student growth rather than barriers. It highlights the importance of designing assessments that are inclusive and reflective of diverse student backgrounds to foster a more supportive learning environment.

# data[].attributes.attachment_link.readable_text
Linden Global Learning

By Dr Erin Furtak

In recent years, schools have increasingly moved to student-centered classroom environments. In these settings, students and their ideas and questions drive learning and teaching. Students have the chance to create ways of showing what they know that align with these ways of teaching; portfolios, performances, and other ways of doing things that are aligned with/more authentic to students' experiences in their lives/future work.

We also know that the ways that we assess what students know - both while their learning is still in progress, and at the end of instructional units - doesn't always align with these student-centered ways of knowing. Modern approaches to assessment are based on efforts to sort, rank, and measure students in ways that provided access to further opportunities, or excluded students from these opportunities . These outmoded ways of doing assessment can constrain the curriculum in ways that limit students' access to learning & opportunities. In addition, we know from research that language and culture influence how learners take assessments (Arbuthnot, 2020; Solano-Flores, 2016). We also know that the traditional 'canon' of knowledge taught in schools comes from White, Western ways of knowing. This makes it more important than ever that we take the time to rethink how we design and use subject assessments in schools with kids - particularly in multilingual and multicultural settings.

As a visiting scholar with Linden Global Learning and Support during March 2022, I visited many teachers, school leaders, parents and students working and learning at International Schools. They shared their experiences, which align with many research-based findings, to identify several ways to better support learners across linguistic and cultural differences through the ways we design and enact classroom assessments.

Five ways to support learners in classroom assessment

1. Make it safe

Perhaps the most important place to start is to help students know they are safe to share their ideas. A complication of classroom assessment is that teachers have the dual role of both supporting and evaluating students' learning. In order to help students learn, teachers need to let students know that it is safe to talk with them and let them know where they need support. Students might need more encouragement to ask for help or will need support to bridge different cultural or linguistic differences. In turn, teachers can also let students know that their ideas, their experiences, and their questions all have a place in the classroom. Building on a foundation of trust - which means opening up classroom space for student ideas, rather than shutting students down - can help students feel comfortable to take risks and ask questions.

2. Make it relevant

We all know that when we are planning lessons for students, it's important to make connections with students' ideas and experiences. The same is also true for assessment - rather than switching into unfamiliar contexts, we want to build on what students know and invite them to apply their learning to questions, scenarios, and problems that are relevant to their lives. Mandy Watson, science teacher and Vice Principal of Teaching and Learning at Berlin Metropolitan School, invites students to study human demographics in a community they connect with, and then places students in pairs to share their presentations. This creates a low-stakes learning environment where a student from Costa Rica can connect with a student from Sweden, and Ms. Watson drops in to find out what students learned. This can help to motivate the students to share what they know, and to make connections with other learners in class.

3. Make it accessible

International schools serve a wide spectrum of students from various linguistic backgrounds, but are not designed/intended to assess students in all these languages. As students develop competency in English, we need to be aware that assessing them in this language will require design features of those assessments so that all students can show what they know. Fortunately, we know a lot about how assessments can be designed to be more accessible by bi/multilingual learners (Fine & Furtak, 2020). You can find a sample of a modified middle school science assessment with annotations here .

Allow students to use all their linguistic resources, not just English. This means that they might occasionally mix a word from their home or other language into a sentence with English words; this is a natural way of communicating at the hybrid space between languages, and doesn't limit students as much. You can also invite students to share relevant vocabulary words in their own languages, so that they can draw on (and celebrate) their expertise in their own language to inform what they're learning about at home.

Avoid complicated sentence structure/words in assessment questions and instructions. Over complicated sentences and vocabulary can hold students back from sharing everything they know. If there's a simpler way to ask a question, use it!

Using graphics to support the text. When possible, use graphical representations, pictures, and other visuals to support the text. Students can use these together with the words they know to interpret what's being asked.

Provide support not just around vocabulary, but also the 'action' words in assessment questions. While students might be able to figure out the meaning of science vocabulary, the other words in the instructions - like compare, describe, deduce - might be less familiar. You can pre-teach these words or, like Ms. Watson does, use brackets after the word to describe what the word means in simpler terms. Students who already know the word will skip over the bracketed text, but it will provide crucial support to others who need it.

4. Use multiple modalities

While our default method of assessment is often to ask students to write down their responses, there are many ways to capture all they know and are able to do. As the ways we think about learning shift to be more inclusive of students' varying knowledge and experiences, the kinds of assessments we use in schools should also reflect ways of learning and doing that mirror the most important ideas and competencies we hope students will learn. We can create multiple kinds of spaces where students can show what they know; this means they should be able not just to write their responses but to draw, diagram, and otherwise represent their thinking. Teachers I spoke with use whiteboards, tables, posters - all sorts of ways for students to capture these ideas. These representations can serve as a way for students to show teachers their ideas, and then talk about them.

5. Build bridges, not gates

Christine Orkisz Lang, A former elementary international school teacher and principal, encourages us to think about where we "meet in the middle" between the summative assessment that students experience in schools, and what we do in our own classrooms at the start of and throughout the learning process to support improved understanding.

At the end of the day, we want to provide all learners with opportunities to build on their current ideas and to grow in new directions in school. In order to do this, we need to help students make many connections between those ideas and the goals for their learning. This means we seek to use assessment in classrooms in ways that build bridges, not gates that can close out learning opportunities for some students.

What can school leaders do?

While these shifts may seem small, they can make huge differences in students' ability to learn through classroom assessment. School leaders can create spaces for teachers to come together and talk about how to make these changes in small, grade-level or content-specific groups. In this way, ongoing conversations about diversity and inclusion at international schools can extend to assessment as well.

We might think about assessments as something that is curriculum-based or administered by an external authority, but teachers actually have a lot to do with how students access learning - and particularly how they experience assessment - in their classrooms. Our own histories and identities influence the way we see and hear students. We need to be aware of how our own instructional decisions and responses to students in assessments can open up their opportunities to learn. As teachers, we ask students questions and respond to them in ways intended to support their learning; we must be aware of the filters of our own ideas and experiences, and how those intersect with the ideas and identities of the learners in our classes.

In regular meetings - think weekly or monthly - teachers can talk about learning goals, their own identities as teachers conducting assessment, and their students' interests and what assets they bring to the classroom. Then teachers can select and adapt assessments together that better encapsulate these changes, and come together to look at student responses to determine next steps for instruction.

About the author:

Erin Marie Furtak is Professor of STEM Education at the University of Colorado Boulder . A former high school science teacher, she studies the design and practice of classroom assessments; her recent research has sought to determine ways to design assessments that better support multilingual students in sharing what they know, as well as in supporting teachers in listening to and supporting students through formative assessment. Her partnership with Linden Global Learning and Support is supported by the Alexander von Humboldt Foundation .

References

Arbuthnot, K. (2020). Reimagining Assessments in the Postpandemic Era: Creating a Blueprint for the Future. Educational Measurement: Issues and Practice, 39(3), 97-99. https://doi.org/10.1111/emip.12376

Fine, C. G. M. C., & Furtak, E. M. (2020). A framework for science classroom assessment task design for emergent bilingual learners. Science Education, 104(3), 393-420. https://doi.org/10.1002/sce.21565

Solano-Flores, G. (2016). Assessing English language learners: Theory and practice. Routledge.

By Dr Erin Furtak

In recent years, schools have increasingly moved to student-centered classroom environments. In these settings, students and their ideas and questions drive learning and teaching. Students have the chance to create ways of showing what they know that align with these ways of teaching; portfolios, performances, and other ways of doing things that are aligned with/more authentic to students' experiences in their lives/future work.

We also know that the ways that we assess what students know - both while their learning is still in progress, and at the end of instructional units - doesn't always align with these student-centered ways of knowing. Modern approaches to assessment are based on efforts to sort, rank, and measure students in ways that provided access to further opportunities, or excluded students from these opportunities . These outmoded ways of doing assessment can constrain the curriculum in ways that limit students' access to learning & opportunities. In addition, we know from research that language and culture influence how learners take assessments (Arbuthnot, 2020; Solano-Flores, 2016). We also know that the traditional 'canon' of knowledge taught in schools comes from White, Western ways of knowing. This makes it more important than ever that we take the time to rethink how we design and use subject assessments in schools with kids - particularly in multilingual and multicultural settings.

As a visiting scholar with Linden Global Learning and Support during March 2022, I visited many teachers, school leaders, parents and students working and learning at International Schools. They shared their experiences, which align with many research-based findings, to identify several ways to better support learners across linguistic and cultural differences through the ways we design and enact classroom assessments.

Five ways to support learners in classroom assessment

1. Make it safe

Perhaps the most important place to start is to help students know they are safe to share their ideas. A complication of classroom assessment is that teachers have the dual role of both supporting and evaluating students' learning. In order to help students learn, teachers need to let students know that it is safe to talk with them and let them know where they need support. Students might need more encouragement to ask for help or will need support to bridge different cultural or linguistic differences. In turn, teachers can also let students know that their ideas, their experiences, and their questions all have a place in the classroom. Building on a foundation of trust - which means opening up classroom space for student ideas, rather than shutting students down - can help students feel comfortable to take risks and ask questions.

2. Make it relevant

We all know that when we are planning lessons for students, it's important to make connections with students' ideas and experiences. The same is also true for assessment - rather than switching into unfamiliar contexts, we want to build on what students know and invite them to apply their learning to questions, scenarios, and problems that are relevant to their lives. Mandy Watson, science teacher and Vice Principal of Teaching and Learning at Berlin Metropolitan School, invites students to study human demographics in a community they connect with, and then places students in pairs to share their presentations. This creates a low-stakes learning environment where a student from Costa Rica can connect with a student from Sweden, and Ms. Watson drops in to find out what students learned. This can help to motivate the students to share what they know, and to make connections with other learners in class.

3. Make it accessible

International schools serve a wide spectrum of students from various linguistic backgrounds, but are not designed/intended to assess students in all these languages. As students develop competency in English, we need to be aware that assessing them in this language will require design features of those assessments so that all students can show what they know. Fortunately, we know a lot about how assessments can be designed to be more accessible by bi/multilingual learners (Fine & Furtak, 2020). You can find a sample of a modified middle school science assessment with annotations here .

Allow students to use all their linguistic resources, not just English. This means that they might occasionally mix a word from their home or other language into a sentence with English words; this is a natural way of communicating at the hybrid space between languages, and doesn't limit students as much. You can also invite students to share relevant vocabulary words in their own languages, so that they can draw on (and celebrate) their expertise in their own language to inform what they're learning about at home.

Avoid complicated sentence structure/words in assessment questions and instructions. Over complicated sentences and vocabulary can hold students back from sharing everything they know. If there's a simpler way to ask a question, use it!

Using graphics to support the text. When possible, use graphical representations, pictures, and other visuals to support the text. Students can use these together with the words they know to interpret what's being asked.

Provide support not just around vocabulary, but also the 'action' words in assessment questions. While students might be able to figure out the meaning of science vocabulary, the other words in the instructions - like compare, describe, deduce - might be less familiar. You can pre-teach these words or, like Ms. Watson does, use brackets after the word to describe what the word means in simpler terms. Students who already know the word will skip over the bracketed text, but it will provide crucial support to others who need it.

4. Use multiple modalities

While our default method of assessment is often to ask students to write down their responses, there are many ways to capture all they know and are able to do. As the ways we think about learning shift to be more inclusive of students' varying knowledge and experiences, the kinds of assessments we use in schools should also reflect ways of learning and doing that mirror the most important ideas and competencies we hope students will learn. We can create multiple kinds of spaces where students can show what they know; this means they should be able not just to write their responses but to draw, diagram, and otherwise represent their thinking. Teachers I spoke with use whiteboards, tables, posters - all sorts of ways for students to capture these ideas. These representations can serve as a way for students to show teachers their ideas, and then talk about them.

5. Build bridges, not gates

Christine Orkisz Lang, A former elementary international school teacher and principal, encourages us to think about where we "meet in the middle" between the summative assessment that students experience in schools, and what we do in our own classrooms at the start of and throughout the learning process to support improved understanding.

At the end of the day, we want to provide all learners with opportunities to build on their current ideas and to grow in new directions in school. In order to do this, we need to help students make many connections between those ideas and the goals for their learning. This means we seek to use assessment in classrooms in ways that build bridges, not gates that can close out learning opportunities for some students.

What can school leaders do?

While these shifts may seem small, they can make huge differences in students' ability to learn through classroom assessment. School leaders can create spaces for teachers to come together and talk about how to make these changes in small, grade-level or content-specific groups. In this way, ongoing conversations about diversity and inclusion at international schools can extend to assessment as well.

We might think about assessments as something that is curriculum-based or administered by an external authority, but teachers actually have a lot to do with how students access learning - and particularly how they experience assessment - in their classrooms. Our own histories and identities influence the way we see and hear students. We need to be aware of how our own instructional decisions and responses to students in assessments can open up their opportunities to learn. As teachers, we ask students questions and respond to them in ways intended to support their learning; we must be aware of the filters of our own ideas and experiences, and how those intersect with the ideas and identities of the learners in our classes.

In regular meetings - think weekly or monthly - teachers can talk about learning goals, their own identities as teachers conducting assessment, and their students' interests and what assets they bring to the classroom. Then teachers can select and adapt assessments together that better encapsulate these changes, and come together to look at student responses to determine next steps for instruction.

About the author:

Erin Marie Furtak is Professor of STEM Education at the University of Colorado Boulder . A former high school science teacher, she studies the design and practice of classroom assessments; her recent research has sought to determine ways to design assessments that better support multilingual students in sharing what they know, as well as in supporting teachers in listening to and supporting students through formative assessment. Her partnership with Linden Global Learning and Support is supported by the Alexander von Humboldt Foundation .

References

Arbuthnot, K. (2020). Reimagining Assessments in the Postpandemic Era: Creating a Blueprint for the Future. Educational Measurement: Issues and Practice, 39(3), 97-99. https://doi.org/10.1111/emip.12376

Fine, C. G. M. C., & Furtak, E. M. (2020). A framework for science classroom assessment task design for emergent bilingual learners. Science Education, 104(3), 393-420. https://doi.org/10.1002/sce.21565

Solano-Flores, G. (2016). Assessing English language learners: Theory and practice. Routledge.

# data[].attributes.attachment_link.title
Five ways teachers can engage multilingual & multicultural learners in classroom assessment

# data[].attributes.attachment_link.description
As a visiting scholar with Linden Global Learning and Support during March 2022, Dr Erin Furtak visited many teachers, school leaders, parents and students working and learning at International Schools. They shared their experiences, which align with many research-based findings, to identify several ways to better support learners across linguistic and cultural differences through the ways we design and enact classroom assessments.

# data[].attributes.headline
In-Depth Insights into Multicultural Education: Goals and Dimensions

# data[].attributes.subject
In-Depth Insights into Multicultural Education: Goals and Dimensions

# data[].attributes.body
This video is a bit lengthy, but it goes into great depth, providing a comprehensive overview of multicultural education. It explains the key definitions, goals, and dimensions of the approach, offering valuable insights for educators seeking to understand and implement multicultural education in their classrooms. The detailed explanation makes it a worthwhile resource for anyone looking to deepen their knowledge in this area.

# data[].attributes.attachment_link.title
1-1 Multicultural Education: Definition, Goals and Dimensions

# data[].attributes.headline
Advocating for English Learners: Strategies from the NEA

# data[].attributes.subject
Advocating for English Learners: Strategies from the NEA

# data[].attributes.body
The "All In! How Educators Can Advocate for English Language Learners" guide from the National Education Association is an invaluable resource for educators seeking to better support English learners. It offers practical strategies, real-life stories from educators, and step-by-step instructions to address challenges that ELs face in the classroom. The guide emphasizes the importance of advocacy and provides educators with tools to actively support language-minority students. Additionally, the NEA website includes a video that further explains the guide’s strategies, making it a comprehensive and helpful resource for anyone looking to strengthen their approach to advocating for ELs.

# data[].attributes.attachment_link.title
All In! How Educators Can Advocate for English Language Learners

# data[].attributes.attachment_link.description
Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation’s capital, and receives major funding from the American Federation of Teachers and National Education Association. © Copyright 2023 WETA Public Broadcasting.

# data[].attributes.headline
Empowering Advocacy for Multilingual Learners

# data[].attributes.subject
Empowering Advocacy for Multilingual Learners

# data[].attributes.body
The "8 Ways to Advocate for Bilingual & Multilingual Learners" outlines actionable steps for educators to support multilingual students. These steps include advocating for bilingual education, raising awareness of its benefits, building bridges between school and multilingual families, and promoting inclusive practices. The guide emphasizes fostering cultural diversity, providing quality resources, and ensuring professional development for staff to enhance support for multilingual learners. This resource highlights that advocacy can be small or large actions and can make a meaningful impact in educational settings.

# data[].attributes.attachment_link.provider_name
Rooted Linguistics: Serving Teachers of Multilingual Learners

# data[].attributes.attachment_link.readable_text
What is advocacy? Am I doing it?
Many educators find themselves asking these questions.

Advocacy sometimes sounds big and scary and many educators think they can't do it. But actually, advocacy is incorporated in daily actions sometimes big and other times small.

Advocacy encompasses increasing awareness about multilingual education, initiating change for multilingual education, educating colleagues and others about multilingual education, supporting and defending multilingual education, taking action to create change in an effort to increase success for multilingual learners and their families, and more. Educators reading this are likely advocates for MLs (multilingual learners).
You might be an advocate for MLs if you...
​
8. encourage all stakeholders to embrace cultural diversity. Foster cultural understanding and respect for all people by including families, posting languages on the school walls, providing books and materials in languages families speak, and inviting and embracing all learners from an asset-based perspective.

Advocacy for MLs is vital to their success. When we advocate we help to provide equity and access to multilingual learners and their families. In many cases, MLs and their families feel pushed aside or marginalized. Many feel they are left out of important decisions in school making it harder to achieve success. For these reasons, advocacy benefits MLs. When we help to center MLs and multilingual programs, we provide these learners with what they need to achieve success.

Join the Advocating for ELLs Facebook Group: https://www.facebook.com/groups/AdvocatingforELLs/

https://www.nea.org/professional-excellence/student-engagement/tools-tips/advocacy-english-language-learners

# data[].attributes.attachment_link.description
What is advocacy? Am I doing it? Many educators find themselves asking these questions. Advocacy sometimes sounds big and scary and many educators think they can't do it. But actually, advocacy...

# data[].attributes.body
This resource provides clear definitions for key components such as phonetics, morphology, syntax, semantics, pragmatics, grammar, and discourse. It also includes a visual representation that ties all these elements together, helping to better understand how each part contributes to the overall structure of language.

# data[].attributes.attachment_link.title
Structure of Language - Prep With Harshita

# data[].attributes.attachment_link.description
The structure of language refers to the organization and arrangement of linguistic elements, such as sounds, words, and sentences.

# data[].attributes.headline
Effective Strategies for Teaching Sentence Structure to Kids

# data[].attributes.subject
Effective Strategies for Teaching Sentence Structure to Kids

# data[].attributes.body
This resource offers practical tips for teaching children sentence structure, starting with simple sentences and gradually progressing to more complex structures. It emphasizes using visual aids, creative storytelling, sentence-building games, and varied sentence structures to engage students. The resource also highlights the importance of editing, revising, and fostering a reading habit to improve writing skills and comprehension. Through these strategies, children can develop a strong foundation in sentence construction and enhance their ability to express ideas effectively.

# data[].attributes.attachment_link.title
7 Tips For Teaching Sentence Structure To Kids - NFC Academy

# data[].attributes.attachment_link.description
Teaching sentence structure to kids can be fun and engaging. Discover practical tips to help children understand and master the art of crafting sentences.

# data[].attributes.headline
Exploring World Englishes: Global Perspectives in the Classroom

# data[].attributes.subject
Exploring World Englishes: Global Perspectives in the Classroom

# data[].attributes.body
This resource highlights how teachers can incorporate the concept of World Englishes into their classrooms by promoting an understanding of diverse English varieties. It emphasizes the importance of pluralizing students’ perceptions of language and culture, acknowledging different English forms, and creating an inclusive learning environment. The five principles provided by Matsuda and Matsuda guide educators in teaching both dominant and non-dominant language forms, focusing on discourse negotiation and understanding the risks of using deviational features. The resource also suggests specific activities, discussion questions, and writing prompts that encourage students to engage with the global context of English usage, including sociolinguistic profiles, variety exposure, and contrastive pragmatics. By exploring these ideas, students gain a deeper understanding of the global implications of English and its use in diverse cultural and professional contexts.

# data[].attributes.attachment_link.readable_text
Suggested Resources
Style Guide Overview MLA Guide APA Guide Chicago Guide OWL Exercises

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The theoretical frameworks developed by scholars of World Englishes can be used to augment classroom instruction. This resource provides general principles for implementing these frameworks in the classroom, then gives specific ideas for in-class activities.

Note that the sources cited in this resource are catalogued on the World Englishes: Suggested Readings page.

How to Incorporate World Englishes in the Classroom

There is not a single definite answer to this question, as there is no "one size fits all" approach for incorporating the different varieties of English in the classroom. However, generally, teachers can take a World Englishes approach in their lessons by working to pluralize students' perceptions. This can be accomplished, for example, by accepting cultural, rhetorical, and stylistic variations as well as by treating students fairly when they use different English varieties in the classroom.

Matsuda and Matsuda (2010) offer five principles that can guide teachers to incorporate World Englishes in a writing classroom:

Teach the dominant language forms and functions.

Teach the nondominant language forms and functions.

Teach the boundary between what works and what does not.

Teach the principles and strategies of discourse negotiation.

Teach the risks involved in using deviational features.

The other strategy Matsuda and Matsuda mention is teacher collaboration. This focuses on designing opportunities for students to interact in socially-diverse activities and reflect deeply on their communication experiences. It also requires teachers to identify key concepts students can use to make sense of the complex communication experiences in their particular contexts.

Activities, Discussion Questions, and Writing Prompts

Kachru (1992) argues that teachers can initiate an attitudinal and methodological paradigm shift in the classroom. He suggests the following points for teaching advanced students:

Sociolinguistic profile: an overview of English in its world context with discussion of selected major varieties, their users and uses. A clear distinction is to be made between the use of English in a monolingual society, as opposed to a multilingual society, and its implications.

Variety exposure: an exposition of the repertoire of major varieties of English, native and non-native: their uses and users, specific text related to various interactional contexts, shared and non-shared features at different linguistic levels.

Attitudinal neutrality: for teaching purposes, one might focus on one specific variety and at the same time emphasize awareness and functional validity of other varieties.

Range of uses: the functional appropriateness of the lectal range of varieties within a specific variety (e.g., from educated varieties to the pidgins and basilects).

Contrastive pragmatics: the relationships of discoursal and stylistic innovations and their relationships to the local conventions of culture (e.g., strategies used for persuasion, phatic communion, apologies, condolences, and regrets).

Multidimensionality of functions: the linguistic implications of the functional range, as in, for example, the media, in literary creativity, in administration, in the legal system. (p. 360-261)

Here are a few prompts for classroom activities, discussions, and writing projects incorporating a World Englishes aspect:

How can we decide whether a non-standard English usage is an "error" or an "innovation?" Does it depend entirely on whether the speaker is native or non-native, or are there other criteria, such as frequency of use, number of users, and so on (Jenkins, 2003)?

What are the positive and negative consequences of the spread of English to an Outer Circle country like China (Mesthrie & Bhatt, 2008)?

Do you believe it is possible to retain your L1 (first language) accent in other language(s) and still be intelligible to native speakers of that language? Have you had any personal experiences that support your view (Jenkins, 2003)?

Find out as much you can about Indian English. What social and/or regional dialects of English are spoken in India? What sorts of attitudes to English pronunciation and/or usage can be found among Indians? What do Indians think of other Expanding Circle varieties of English?

Investigate aspects of the role of English or the learning and teaching of English in any country of the Expanding Circle (E.g., Russia, China, Sweden, Nepal) (Davies, 2005).

Using a library or the Internet, try to find two texts in English, preferably from a single domain (e.g., newspaper editorials), but written about 50 years apart. Compare them to see how aspects of English usage have changed in the course of the period separating them (Davies, 2005).

Using the Internet, compare reports from a range of international newspapers in English. What differences, if any, can you find between them in terms of their lexis, grammar, and spelling (Davies, 2005)?

Find two or three texts (e.g. advertisements) which combine dialects in various ways and discuss the linguistic and stylistic effects produced by this combination. Consider the aims of the texts and how the use of more than one dialect contributes to these aims.

Discuss, giving examples, whether or not the cultural context impacts the production of a new variety of English, and how (if so). What does the mixing of local languages with English accomplish for users of that English variety?

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The theoretical frameworks developed by scholars of World Englishes can be used to augment classroom instruction. This resource provides general principles for implementing these frameworks in the classroom, then gives specific ideas for in-class activities.

Note that the sources cited in this resource are catalogued on the World Englishes: Suggested Readings page.

How to Incorporate World Englishes in the Classroom

There is not a single definite answer to this question, as there is no "one size fits all" approach for incorporating the different varieties of English in the classroom. However, generally, teachers can take a World Englishes approach in their lessons by working to pluralize students' perceptions. This can be accomplished, for example, by accepting cultural, rhetorical, and stylistic variations as well as by treating students fairly when they use different English varieties in the classroom.

Matsuda and Matsuda (2010) offer five principles that can guide teachers to incorporate World Englishes in a writing classroom:

Teach the dominant language forms and functions.

Teach the nondominant language forms and functions.

Teach the boundary between what works and what does not.

Teach the principles and strategies of discourse negotiation.

Teach the risks involved in using deviational features.

The other strategy Matsuda and Matsuda mention is teacher collaboration. This focuses on designing opportunities for students to interact in socially-diverse activities and reflect deeply on their communication experiences. It also requires teachers to identify key concepts students can use to make sense of the complex communication experiences in their particular contexts.

Activities, Discussion Questions, and Writing Prompts

Kachru (1992) argues that teachers can initiate an attitudinal and methodological paradigm shift in the classroom. He suggests the following points for teaching advanced students:

Sociolinguistic profile: an overview of English in its world context with discussion of selected major varieties, their users and uses. A clear distinction is to be made between the use of English in a monolingual society, as opposed to a multilingual society, and its implications.

Variety exposure: an exposition of the repertoire of major varieties of English, native and non-native: their uses and users, specific text related to various interactional contexts, shared and non-shared features at different linguistic levels.

Attitudinal neutrality: for teaching purposes, one might focus on one specific variety and at the same time emphasize awareness and functional validity of other varieties.

Range of uses: the functional appropriateness of the lectal range of varieties within a specific variety (e.g., from educated varieties to the pidgins and basilects).

Contrastive pragmatics: the relationships of discoursal and stylistic innovations and their relationships to the local conventions of culture (e.g., strategies used for persuasion, phatic communion, apologies, condolences, and regrets).

Multidimensionality of functions: the linguistic implications of the functional range, as in, for example, the media, in literary creativity, in administration, in the legal system. (p. 360-261)

Here are a few prompts for classroom activities, discussions, and writing projects incorporating a World Englishes aspect:

How can we decide whether a non-standard English usage is an "error" or an "innovation?" Does it depend entirely on whether the speaker is native or non-native, or are there other criteria, such as frequency of use, number of users, and so on (Jenkins, 2003)?

What are the positive and negative consequences of the spread of English to an Outer Circle country like China (Mesthrie & Bhatt, 2008)?

Do you believe it is possible to retain your L1 (first language) accent in other language(s) and still be intelligible to native speakers of that language? Have you had any personal experiences that support your view (Jenkins, 2003)?

Find out as much you can about Indian English. What social and/or regional dialects of English are spoken in India? What sorts of attitudes to English pronunciation and/or usage can be found among Indians? What do Indians think of other Expanding Circle varieties of English?

Investigate aspects of the role of English or the learning and teaching of English in any country of the Expanding Circle (E.g., Russia, China, Sweden, Nepal) (Davies, 2005).

Using a library or the Internet, try to find two texts in English, preferably from a single domain (e.g., newspaper editorials), but written about 50 years apart. Compare them to see how aspects of English usage have changed in the course of the period separating them (Davies, 2005).

Using the Internet, compare reports from a range of international newspapers in English. What differences, if any, can you find between them in terms of their lexis, grammar, and spelling (Davies, 2005)?

Find two or three texts (e.g. advertisements) which combine dialects in various ways and discuss the linguistic and stylistic effects produced by this combination. Consider the aims of the texts and how the use of more than one dialect contributes to these aims.

Discuss, giving examples, whether or not the cultural context impacts the production of a new variety of English, and how (if so). What does the mixing of local languages with English accomplish for users of that English variety?

# data[].attributes.attachment_link.title
Classroom Applications and Activities - Purdue OWL® - Purdue University

# data[].attributes.attachment_link.description
Style Guide Overview MLA Guide APA Guide Chicago Guide OWL Exercises This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved.

# data[].attributes.headline
Honoring Dialects: Creating Inclusive Classrooms for Diverse English Speakers

# data[].attributes.subject
Honoring Dialects: Creating Inclusive Classrooms for Diverse English Speakers

# data[].attributes.body
This resource emphasizes understanding and respecting students' dialects in the classroom. Dr. Julie Washington explains that dialects are valid language forms with their own rules, and teachers should avoid shaming students for using them. Educators should learn about the language variations students use, respond constructively to community language, use culturally responsive materials, and recognize the value of being bidialectal. By giving students more time to read and practice, educators can help bridge the gap between home and school language systems and support students' academic success.

# data[].attributes.attachment_link.title
Creating Inclusive Classrooms for Students Who Speak Varieties of English - edWeb

# data[].attributes.attachment_link.description
Everyone in the United States speaks a dialect—not a different language, but a variation of American English.