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Reading tips for families--downloadable handouts in 16 languages

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Reading tips for families--downloadable handouts in 16 languages

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There are many ways that families of English language learners (ELLs) can support language and literacy at home! Colorín Colorado's new series of 8 tips for families is available in 16 languages. Share these tips with your families in two ways:

1) A tip sheet: One single page with all 8 tips
2) One tip at a time
If you see any issues with translations, please email us at: [email protected] Artwork by award-winning illustrator Rafael López is used with permission.

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Share 8 Great Reading Tips with Families (in 16 languages)

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There are many ways that families of English language learners (ELLs) can support language and literacy at home! Colorín Colorado's new series of 8 tips for families is available in 16 languages.

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You can learn a lot about your students' abilities from prior work, testing, and records. But records alone aren't the best way to learn who your students are. Getting to know your students in a way that builds meaningful connections and authentic relationships comes from gathering information directly from primary sources - students and their families.

Sometimes it's hard to find the right questions to ask about students who learn and think differently. That's where student and family questionnaires come in handy. If you think of yourself as an investigator, these questionnaires are tools to help you crack the case. They give you an opportunity to ask and learn about a students' strengths, interests, and challenges.

Interviewing students' families can help you gather clues and begin a healthy partnership in support of your students. They know what brings their child joy, what causes frustration, and how the child reacts in different settings. These are insights you don't have access to without asking. As educators, we know families are the foremost experts on their kids. It's critical to get their unique perspective before a student starts to struggle.

For teachers of English language learners: The Spanish version of the questionnaire can help you better understand Spanish-speaking families. This way, you can find more effective ways to teach English language learners in school. No matter the home language, keep in mind that families from some cultures may be more comfortable speaking with you than others, especially when discussing disabilities. You may want to use a word like challenges when referring to disabilities to allow families to be more open to discussing their kids' issues. Also, if the family prefers to speak in person or by phone, arrange to use translation services (such as a colleague or a translation tool), if necessary.

Administering the questionnaires

The best time to give out the questionnaires is at the beginning of the school year. This way you can start the year with as much information as possible. The questionnaires are also handy in advance of parent-teacher conferences, back-to-school night, or other meetings. No matter when you use them, be sure to let students and families know that the information will be kept private.

You can administer the questionnaires in one of two ways: First, you can invite students and families to write their responses. Be sure to explain the purpose of the exercise. Invite them to ask about the wording or intent of the questions. In this case, you can also offer to have a follow-up meeting or phone call to discuss the responses.

Or you can schedule a time to ask the questions in face-to-face conversations. These discussions often provide you with better information. They also give you a chance to read the questionnaire with struggling students.

The questions will help you focus on gathering specific pieces of information. That said, be open to going off script so students and family members can elaborate on responses or raise other issues. Sometimes the most important information comes not from the answer to a question, but from the moments you pause to allow others to share what's on their mind.

"In administering the questionnaire about likes and interests, it may be beneficial for the student's understanding to have a checklist or a list of examples, because there may be some students who struggle with vocabulary or idea formulation. My student did not know the word for trampoline, so he just reported that he likes to jump. When I clarified this with the caregiver, she told me that he meant trampoline - and I made the connection that this student was enrolled in our afterschool program." - Denise Panaligan, middle school teacher in California and Understood Teacher Fellow

"I told my student I wanted his honest opinion about everything before we started and I sat with him. When he had difficulty, I could prompt him with other questions so that he could think about them a little deeper. I could also see and feel his emotions when responding to the questions. Having this conversation did a lot for our relationship. I am also planning on following up on the parent survey during parent-teacher conferences." - Ashlee Upp, third-grade teacher in Delaware and Understood Teacher Fellow

Putting the information to work

The questionnaires are only as useful as what you do with the responses. After using them in her classroom, Melissa Sandler, a third-grade teacher in Maryland and an Understood Teacher Fellow, shared the following tips about how to maximize the information you gather:

Let students and families know you reviewed their responses carefully.

Refer to the questionnaires as talking points during parent-teacher conferences and other communication.

Offer ideas for how you'll act on the information.

Translate those ideas into classroom practice as soon as possible.

Reflect on your practice: In what other ways do you gather information from students and families? Which methods have been the most successful, and why?

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Rayma Griffin, MA, MEd has spent 40 years working with children with learning and thinking differences in the classroom and as an administrator.

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Printable Questionnaires for Connecting With Students and Families

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You can learn a lot about your students' abilities from prior work, testing, and records. But records alone aren't the best way to learn who your students are. Getting to know your students in a way that builds meaningful connections and authentic relationships comes from gathering information directly from primary sources - students and their families.

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A handout for parents about what to expect from parent-teacher conferences

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A handout for parents about what to expect from parent-teacher conferences

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Tips for Parents: Parent-Teacher Conferences

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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.

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Strategies for supporting ELLs across many subjects and grade levels

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Strategies for supporting ELLs across many subjects and grade levels

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English Language Learners

Teachers of any subject can use these tips to help English language learners be more engaged and at ease in class.

While we bring the mental health needs of our students into laser focus this year, it's still crucial that we keep the social and emotional world of our English language learners (ELLs) front and center. Just like their peers, ELL students come to our classrooms with the burning need to be seen and acknowledged for their unique personalities, life experiences, and talents. But language challenges can obstruct all these amazing facets of their personalities. Additionally, the social pressures of suddenly being in person again and needing to communicate may make them feel anxious, isolated, and embarrassed.

Because of the often-obvious communication difficulties, grade-level and subject-area teachers understandably often rely on ESL (English as a Second Language) teachers to step in and help these students. However, even if you aren't an ESL teacher, there's a plethora of strategies you can use to help these incredible students feel comfortable sharing their strengths and unique perspectives on the world.

Helping ELL Students Across All Subjects

1. Closed captioning isn't just for the hearing impaired. If you're showing video content, turning on closed captioning supports ELL students' comprehension as well as everyone's literacy skills. According to a 2017 study, the simple act of using closed captioning improves learning, even for students without learning challenges.

2. Voice typing in Google Docs (under the Tools menu) provides students with a voice-to-text option that can help learners who have some oral language but struggle with spelling and writing. By clicking the arrow next to the language, students can even dictate a text in their native language, if need be, and then use Google Translate to translate it.

For older students, or for those who are somewhat more advanced in English but need material translated immediately, the Google Translate app also lets you hold your camera (on a smartphone/iPad, etc.) up to a document and instantly see it in another language, no typing required.

3. Offer choices of what students can say if they're called on and aren't sure how to respond. This helpful anchor chart, for example, offers students options other than the ubiquitous "I don't know."

4. Add gestures to reinforce communication.Remember that in order to communicate, we need to ensure that the sounds coming out of our mouth create a mental image or concept in our listener's mind. You can increase comprehensible input (the amount of language that's understood) by using good, old-fashioned gestures. If you want to take it a step further, TPR (Total Physical Response) is a method of teaching vocabulary that uses physical movements to react to verbal input, similar to how young children naturally learn language at home.

5. Draw or write key words frequently as they come up during instruction to help students further decode what you're saying. You can also use Google Image search to help students visualize what your words refer to and share the images.

6. Utilize a chart: A PECS (Pictorial Exchange Communication System) chart can help individuals with communication challenges to express themselves. By pointing to an image on a classroom-themed PECS chart, students can let you know, for example, that they need to go to the bathroom by pointing to an image of a lavatory or that they are thirsty, sad, or confused, need a pencil, and so on. You can give them a laminated copy to tuck into their desk or hang one up on the wall for little learners. You may want to encourage students to say the words aloud as they point to the images to decrease their dependence on the chart. Try searching Google for "PECS chart for classroom" to find a chart that fits your needs.

7. Add images: A picture is truly worth a thousand words, but for ELLs, images are worth exponentially more. Document cameras provide ELL students with much-needed visual input of texts, worksheets, books, and other printed materials or realia. Project pages from a novel or picture book as the students follow along, display handouts and student writing samples, or use math manipulatives to solve a problem together. Document cameras make a world of difference in showing ELL students exactly what you're talking about rather than trying to explain it.

8. Pair up: If you want to pair an ELL newcomer with a bilingual student to help them, ask the ELL student to choose a student or two whom they'd prefer to work with, if possible. This prevents you from inadvertently pairing them up with someone they don't feel comfortable asking for help or with whom they really don't get along.

9. Give students a "language toolbox," a notebook full of pages of illustrated vocabulary words organized by theme that students can use as a reference. This is like a simplified version of an illustrated dictionary that younger ELLs can look through by theme to see vocabulary related to the colors, days of the week, classroom items, family members, and so on. In my classroom, I put these pages in plastic page protectors inside a binder for each student to flip through quickly. They can pull it out to help them fill in missing vocabulary when they write or as an easy reference whenever they need it.

10. Use a microphone or voice amplification system, which can help ELL students hear the nuances of your voice more clearly and understand you better. Record the lesson (if permitted), and digitally share the resulting video or audio with ELL students who might benefit from hearing/watching a replay. Similarly, ELLs have a hard time producing sounds correctly when the speaker's mouth is covered by a mask. Consider sharing posters of mouth formations or videos of you unmasked, creating some of these sounds.

Think about trying these strategies to help alleviate the communication difficulties that can prevent ELL students from becoming fully engaged in their learning and sharing who they are and what they can bring to the classroom.

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10 Strategies That Support English Language Learners Across All Subjects

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Teachers of any subject can use these tips to help English language learners be more engaged and at ease in class.

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English Language Learners

Schools can better support students who are still learning English by working to involve their families in their education.

Marmaduke St. John / Alamy Stock Photo

The most impactful plans for student growth engage not only the learner but also his or her family. In fact, research points to parents and caretakers as invaluable stakeholders in students' academic achievement. Unfortunately, parents who are new to English are often left out of family engagement at the school level to some degree. How can we do a better job of appealing to and including the parents of English language learners (ELLs) as valuable members of the school community?

Here are six keys to successfully engaging ELL parents and families.

1. Make It Reciprocal

Engagement is a partnership between the parents and the school to serve the best interests of students. The school is responsible for meeting certain expectations, some of which are legally mandated through the Every Student Succeeds Act, such as provisions for translation of vital school information into students' home languages.

Parents also have specific obligations, which aren't always clear, especially when there are cultural differences-we cannot assume that the American idea of doing school is shared by all families in our community. Teachers can help by explicitly communicating parents' key responsibilities, such as taking an active role in helping their child learn to organize his or her study time. Parents can also be encouraged to monitor engagement, limit distractions, build consistency, and celebrate periods of concentration.

Parents can also set aside a quiet place for their child to learn and read at home, and be available to answer questions. They should utilize school-based technological and translation resources, including bilingual dictionaries, home anchor charts, and web-based language translation applications, if needed. They should also take time to discuss school matters with their child, asking questions about the school day: friends, concepts learned, struggles and discomforts, successes and achievements.

2. Aim for Authenticity

Efforts to engage diverse parent groups must be authentic and meaningful. Begin with a deep dive of your school's unique demographics. What values, interests, and funds of knowledge are represented on campus? Is the school's interest in students' home lives perceived as genuine?

Support authenticity by intentionally fostering a welcoming, inclusive environment where families see reflections of themselves. Work to engage firsthand resources to your school, including bilingual staff members. Champion relationship building through collaboration. Authenticity breeds connection.

3. Use a Culturally Responsive Approach

Where do families' deeply rooted cultural values show up in the school? How do parents' cultural perspectives drive expectations for parent engagement? Do we use these references to ignore, diminish, or empower our families as members of our school community?

To make the shift toward empowerment, be mindful of culturally relevant dates and holidays, and avoid scheduling important events on these days. Ensure that school-based activities, language, and school menus reflect cultural considerations. Be critical of trivial displays of culture. Openly communicate norms for parent engagement, and work to share this information in a variety of ways. Invite student and parent input, and make a point of reframing cultural or linguistic misconceptions as teachable moments.

4. Keep It Simple

Communication is essential to successful parent engagement efforts. We should aim for clarity in all of our exchanges with parents, especially those who are still new to English.

Explore your school's registration paperwork and parent communications from a fresh perspective. What can be streamlined, condensed, or eliminated? Be particularly mindful of acronyms, educational jargon, and terms that may be unfamiliar to parents, including ones related to mental health like trauma.

Look for ways to provide appropriate support for language learning parents. Many of the strategies we use to make content comprehensible for ELLs are also helpful in working with linguistically diverse parent populations. Think: visuals, graphic organizers, and translated or icon-based cheat sheets for potentially unfamiliar terminology (for example, immunizations, English language development services).

Actively facilitate advisory, advocacy, and mentorship roles that are inclusive of caretakers who are learning English.

Intentionally craft and promote volunteer opportunities and teacher aide positions that appeal to diverse parent groups.

Host a variety of parent-school partnership events.

Offer outreach partnerships and community liaison roles that require cross-cultural or multilingual expertise.

Create an accessible bank of relevant tools and resources based on parent interest.

Organize parent-created learning sessions.

Collect input via English-learner parent focus groups, advisory committees, suggestion boxes, surveys, and interviews.

Consistently utilize parent feedback to inform decision making at the classroom, school, and district levels.

5. Increase Capacity

Grow English learner caretakers as leaders in the school community by providing a range of low-risk opportunities for parent input, feedback, and cultural sharing. Here are some ideas:

6. Find Your Way Home

In building and nurturing relationships with ELL families, the value of teacher home visits cannot be understated: They provide essential insight into a student's home life and unique learning needs, and "support academic gains and positive social integration for ELLs." They are linked to improved academic progress and attendance rates. Perhaps most importantly, teacher home visits lay a foundation of trust as the frontrunner to school-based parent engagement.

In the vast majority of cases, our English learner parents have high hopes for their children's scholastic well-being and wish to contribute to that success. When parents feel that they are a part of an inclusive learning culture and have a clear awareness of their role in their child's learning, true partnerships can occur.

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6 Tips for Engaging the Families of English Language Learners

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Schools can better support students who are still learning English by working to involve their families in their education.

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Welcoming immigrant newcomers to the classroom

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Welcoming immigrant newcomers to the classroom

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You Are Welcome Here: Supporting the Social and Emotional Health of Newcomer Immigrant Students

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Before, during, and after strategies for effective parent-teacher conferences with ELL families

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Before, during, and after strategies for effective parent-teacher conferences with ELL families

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Teacher tips for parent-teacher conferences with bilingual families

Before the conference

Encourage parent attendance
To prepare for a successful conference night, encourage bilingual family involvement and consider bilingual invitations, child care, and other steps to encourage parent attendance.

Make personal contact
After sending the conference invitations home, call the parents or greet the families at school and ask them if they will be able to meet with you.

Make an appointment with the parents
Take a tip from sales people: give parents an appointment time. When you offer the appointment time, ask the parent if they will be able to come at that time or to suggest a time that is more convenient for them. Then describe the parent-teacher conference and what they should expect.

Give parents a reminder call
Another tip from sales people: The day before the conference, make a reminder call. Be aware that families may have children in other grades or in other schools, and do your best to coordinate with all staff involved on the appointment times for the family. If possible, be flexible if a family can't make the appointment on conference day, and arrange to meet the family on another day after school.

Arrange for an interpreter
It is very important that students are not the interpreters. Students may not feel comfortable interpreting for their parents. They may not know the appropriate vocabulary to interpret the educational information. And they may not necessarily be forthcoming if they do not like the information being presented. (Some teachers have reported that a few of their Spanish-speaking students told their parents that 'F' stood for "Fantástico".)

Enlist help to find an interpreter if necessary
If you do not have an official interpreter available at your school, talk to your principal and/or school district about the need to get one. If in-person interpreters are not available (and you may not be able to get one for a low-incidence language such as Urdu or Farsi), there are companies that provide interpreters over the phone so that you could set up a phone conference with your student's parents. If another bilingual parent offers to serve as an interpreter, make sure that the conference parent is comfortable with this. Also make sure that this does not violate privacy policies in your school district.

Consider training parents to become interpreters
If interpreters are not readily available at your school, consider offering an "interpreters' training" for bilingual parents, and enlist the support of those parents who have become familiar with the school and educational environment. Offer the training they need so that they feel comfortable and confident with their skills in a new role as an interpreter for other parents. Again, make sure that this does not violate privacy policies in your school district.

Create an interpreters' schedule with other teachers
Be aware that interpreters may have many classrooms to assist. If possible, collaborate with other teachers to establish an "interpreters' schedule."

Train interpreters and staff
Before conference night, have a training session for interpreters and staff in order to make the process successful and ensure that all people involved have the skills and understanding necessary to support the families.

Meet with the interpreter
Meet with the interpreter before the conference to go over the meeting schedule and agenda, and to address any questions or concerns. Be sure to define the kind of information that will be shared and to reinforce the fact that the interpreter is translating the information, not offering advice or opinions.

Review educational terms and vocabulary with the interpreter
Make sure that the interpreter feels comfortable interpreting certain vocabulary words that may not exist in their own language such as "special education," "state standards," or "curriculum."

Allow more time for translations
Conferences that include an interpreter will take more time while you, the interpreter, and the parents exchange information.

Be aware of cultural differences
If possible, get some background information about your students' cultures and educational expectations that their parents may have. The following true anecdote illustrates the importance of this: a kindergarten teacher held a conference with parents who were from an African country. The kindergarten teacher was very concerned about their child's excessive talking, activity, and inability to pay attention or play quietly with the other children. The parents beamed at the teacher and described how happy they were that their child was displaying such inquisitive and active intelligent behavior. They had a very different perspective on the behaviors of a successful learner.

During the conference

Speak with the parents, not the interpreter
During the conference, always make eye contact with and talk directly to the parent (as opposed to speaking with the interpreter).

Speak evenly and pause frequently
Speak at a measured pace (not slowly or more loudly), and pause often so the interpreter can translate a manageable amount of information.

Use simple documents in your explanations
Use documents for visual support, but keep them simple. For example, don't offer a full-page single-spaced description of the curriculum. Offer an example of the student's work and a bullet list or rubric to show how it is evaluated, or a simple calendar with curriculum projects filled in.

Discuss educational plans and the parents' expectations
Some schools develop educational plans with the parents, and this may be a new concept for ELL parents. Simplify the process by asking the parent, "What do you hope your child will learn this year?" or "What do you want your child to get better at?"

Offer translated information if possible
Many schools now offer basic student progress forms in two languages - English on one side and a second language on the other. Teachers fill in the appropriate information for each student and then give the parents the form, showing them the translated explanation of the form on the back. Some forms include classroom schedules and an area for grades and test scores, while others use very basic symbols such as smiley faces. While the teacher's remarks themselves may not be translated, the parents will have an explanation in their language of how their child is being evaluated, and will be able to get a good sense of their child's progress from the form. If your school offers such forms, they can be a highly useful tool in communicating with parents.

Offer information about local support resources
Parents may not know about resources such as the public library's homework-help program or a tutoring support program offered in the school or community.

Encourage reading at home
Emphasize the importance of reading at home in the student's native language and/or English. The important thing is to encourage the joy of reading and to continue to support the development of both languages.

Leave time for parent questions
Underscore the importance of ongoing communication between the home and the school. Provide the parents with ways that they can contact you and communicate their questions and concerns with the necessary bilingual support.

After the conference

Send a thank-you note
One of the most important results a parent-teacher conference can yield is the development of a partnership between the teacher and the parents. Once the conference has been completed, send a note home to the parents and tell them how much you enjoyed meeting them and talking about their child, or make a call to the family within a few weeks of the conference to inform them about the positive progress you have noticed in their child.

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How can you hold an effective parent-teacher conference with the parents of English language learners if they can't communicate comfortably in English? This article provides a number of tips to help you bridge the language gap, take cultural expectations about education into account, and provide your students' parents with the information they need about their children's progress in school.

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A guide for supporting ELLs in special education

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A guide for supporting ELLs in special education

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As teachers, we know that some of our most powerful allies are students' families. This is especially true of English language learners (ELLs) who learn and think differently. Establishing a strong partnership is a win for students, families, and teachers alike. We can all benefit from the rich cultural and linguistic experiences these families bring to the school community.

Sometimes barriers can get in the way of family engagement. That can leave families' expertise and contributions unrecognized and untapped by schools.

So how can you tap into this rich resource, especially when it comes to conversations about special education? Here are some things to keep in mind about culture, language, and immigration - plus some strategies to help you get started.

In Understood's resources, we use the term "English language learners" (or ELLs) to talk about students who are learning English. You may use this term or others in your school. Many educators are beginning to use "emergent bilinguals" (EBs) to acknowledge students' bilingual skills.

Factor 1: Expectations of schools

How a family participates in a child's education, including special education services, can depend on what the family understands their role in their child's education to be. It can also have to do with how the family feels at the school.

For example, in many Latin American countries, public education calls for a family's participation in terms of providing school uniforms and materials. Families are also expected to prepare children for school by teaching social, behavioral, and emotional life skills. Often, public schools in Latin America do not invite families to teach academics, partner with the teacher, or provide information on the child's learning like they do in the United States, according to research.

As educators, it's our job to communicate to all families that we want to draw on their valuable assets. Those assets can greatly contribute to their child's development and learning, especially if a child is struggling in school.

Take, for instance, first-generation immigrants who may not have had access to education past primary school or who may not yet speak fluent or academic English. Those family members may assume they can't contribute to their child's academic development. Here again, schools can help them understand the important contributions they are already making and can continue making as experts of their children.

Start with these general strategies for partnering with families of English language learners (both in and outside of special education settings).

If your school is holding parent-teacher conferences, send home a letter explaining what conferences are. That way, you can clarify the purpose of the conferences (as some families may think that they or their child did something wrong). Encourage families to prepare questions to ask at the conferences. This can be particularly helpful if they're concerned about their child's progress.

Consider activities that allow families to participate regardless of language, like painting a mural or helping in the school garden.

Find ways for families to share their perspective on what matters most to them about their child's education. You might use this questionnaire (available in English and Spanish).

For Spanish-speaking families, share a resource in Spanish about the importance of family involvement in U.S. schooling.

Engage students in creating an artifact (like a drawing or a letter) for their family members using their home language or cultural depictions, telling what they want to share about school.

Factor 2: Cultural perspectives about disability

Different cultures may have different perceptions, definitions, and expectations about disabilities. Those cultural associations or stigmas can impact how families view their child's disability.

Some families may blame themselves for their children's disabilities. Others may believe a curse is to blame for the disability, rather than there being a biologically based cause. Of course, be careful not to make assumptions about families' preferences or perspectives based on their culture or language.

As one example of a cultural view, people in many Latin American countries use the term "disabilities" to mean a visible disability. Learning disabilities that are not immediately obvious may not be considered disabilities.

Also, many Latin American families think of kindness, good behavior, a strong work ethic, and collective responsibility to family as "being educated." So the idea that a child may have a learning disability may conflict with the family's perception that their child is an active and able part of their community. They may disagree with or feel discouraged by the news of their child's disability.

On the other hand, some of the Native American families I've collaborated with have viewed disabilities more holistically. They have shared that their communities tend to focus on supporting the strengths of people with disabilities.

Clearly, different cultures respond differently to the concept of "disabilities." But no matter the culture, families may also have questions about whether a disability is something the child will "grow out of" or whether the struggle is actually related to learning English. It's important to be prepared for these questions with updated information about the child's evaluation andabout instruction and progress in English.

Talk with families to frame the term "disability" by focusing on the child's strengths and needs. Here are three important messages to communicate:

A child's learning or thinking difference is not a deficit.

The child has many strengths from which to build.

There are specific supports the child can receive to build on those strengths.

Most families want to make sure their child has access to the supports they need to learn and thrive. When we frame special education supports this way, the conversation shifts from focusing on deficits to finding opportunities for better learning experiences.

To learn more about cultural perspectives on disability, talk with colleagues, like ESL teachers, family liaisons, or interpreters. Other families with experience in special education can also provide insights.

Share with the family your insights about the student's strengths and interests, as well as examples of personal interactions with the student. This will help families understand that you care and that you see the child's strengths - not just the disability.

Allow the family to share information about the child's strengths at home and in the community, especially non-academic strengths. Include the family members' strengths, too.

Ensure that families understand the services that their child is receiving or is eligible to receive.

Families of English language learners have a legal right to access school documents and meetings in their home language. That includes special education paperwork and communication. Both oral and written translation of special education information requires expertise in the services and terminology.

Ideally, the translation and interpretation will also take cultural factors and nuances into account, especially given the different cultural perspectives on disability. It also should be provided in a format that is accessible and user-friendly.

After the information is translated, it's critical that families understand the terms - and the implications of those terms. For example, a translator may use the Spanish term "problema de aprendizaje," which translates to "learning problem." This term may not convey to families that this "problem" is a disability that needs to be addressed by special services. Watch the video below from Colorín Colorado to learn more.

Explain to families that they have a right to access information in their home language. Be clear that you value their language and see it as an asset for their child.

Learn more about your school's or district's translation services to make sure families have full access to information they need to participate meaningfully in this process. For example, the school district may provide a translation hotline. In addition, community members or other parents can be trained as volunteer interpreters. (Students should not serve as interpreters in these situations.)

If you are working with an interpreter, sit down before family meetings to talk through any areas of concern. Ask about particular issues, cultural factors, or perspectives you should understand.

If adequate language support is not being provided to families, raise your concern with colleagues or administrators. Look for additional information and resources from ESL/bilingual colleagues, family liaisons, district departments, or your state ELL department.

Factor 4: Immigration concerns

Some immigrant families may have mixed immigration status, meaning that not all family members are documented U.S. residents or citizens. Family members may feel uneasy about participating in formal school meetings, filling out paperwork, or sharing personal information with the school. Perhaps families are unsure of their rights or those of their children. They could also be concerned about immigration enforcement.

You should approach families with empathy when talking about the complexities that immigrant families face. Take the time to understand a family's concerns that might come up when discussing services available and legal paperwork. Educators like you can put practices into place that help build a culture of caring and safety at your school.

Communicate clearly with families and colleagues that all students in the United States have a right to a free appropriate education, regardless of immigration status. The immigration status of a child or family member has no impact on eligibility for special education services.

Keep in mind that families may be wary of signing documents (related to the special education process or otherwise), especially if they have experience with detention or deportation. (Read more about my experience with one of my students' families.) By building trust, you should be able to partner with families to obtain services that make a significant difference.

For similar reasons, families may also be worried about coming to school or sharing personal information. Schools are still considered "sensitive locations" where immigration enforcement should not take place. Students also have certain legal protections regarding personal information and privacy, regardless of immigration status. If families have questions about these topics, direct them to accurate, updated information from administrators or school district personnel.

Draw on strategies to work around barriers to communication with families. Know that family members who are working and do not have work visas may be more vulnerable at work. This could mean that they are unable to answer their phones during work hours or take time off of work for school meetings.

Partnerships that promote growth

For English language learners who learn and think differently - and their families - navigating school can be complex. As an educator, you can draw on a student's and family's assets to lay the foundation for genuine, solid partnership. By doing so with an open mind and empathy, you will begin building a trusting relationship that will benefit your students, often in life-changing ways.

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English language learners in special education: 4 things to know about partnering with families

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Learn the factors to consider when partnering with families of English language learners in special education.

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A comprehensive toolkit for supporting ELLs

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A comprehensive toolkit for supporting ELLs

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Follow us and connect with Colorín Colorado on the following channels:

Veteran teacher Larry Ferlazzo and some of his colleagues answer the question: How do I teach a newcomer, with next-to-zero English proficiency, who is placed in my mainstream classroom without any additional outside support being provided?

This report from Education Northwest outlines 14 key principles that will help guide classroom and content-area teachers in their planning for ELL instruction and provides instructional implications for each principle.

TESOL (Teachers of English to Speakers of Other Languages) International Association has defined a core set of principles for the exemplary teaching of English learners based on decades of research in language pedagogy and language acquisition theory.

This brief produced by the National Council of Teachers of English gives an excellent quick overview of ELL issues, including population statistics, recent ELL policy, and recommendations for effective instruction. There is also an extensive reference list where you can find other great resources.

This toolkit offers great ideas on a wide range of topics, including ways to promote literacy and math learning, fair assessment and evaluation practices, and suggestions for getting ELLs' parents actively involved in school. You'll find lots of "grab and go" resources like games, lesson plans, and graphic organizers, as well as step-by-step descriptions of effective classroom strategies, such as total physical response and cooperative learning.

Miscommunication between ELLs and native speakers can result from cultural differences, as well as language differences. This article describes how ESL teachers can help colleagues understand the role culture plays in their ELL students' interactions with others, and includes specific examples of cultural differences that sometimes cause misunderstandings.

Video Bonus: Advice for New ELL Teachers

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Follow us and connect with Colorín Colorado on the following channels: Veteran teacher Larry Ferlazzo and some of his colleagues answer the question: How do I teach a newcomer, with next-to-zero English proficiency, who is placed in my mainstream classroom without any additional outside support being provided?

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Diagnosing Dyslexia in English Language Learners

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How to distinguish between "normal" phases of language acquisition and language-related disabilities

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How to distinguish between "normal" phases of language acquisition and language-related disabilities

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What's 'Normal,' What's Not: Acquiring English as a Second Language

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Campbell, L.R. (1996). Issues in service delivery to African American children. In Kamhi, A.G., Pollock, K.E., & Harris, J.L. (Eds.), Communication development an disorders in African American children (pp.73-94). Baltimore: Paul H. Brookes Publishing Company. Thomas, W.P., & Collier, V.P. (1998). Two languages are better than one. Educational Leadership, 12/97-1/98, 23-26.

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A variety of resources focused on literacy

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A variety of resources focused on literacy

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The population of English language learners (ELLs) in U.S. public schools is on the rise. Learn about the most effective ways to teach ELL students (or ESL students), how to create a welcoming classroom, and ways to promote family involvement.

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Links on why diverse literature matters and a variety of suggested titles

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Links on why diverse literature matters and a variety of suggested titles

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What you'll find here:

The importance of diverse books

"I think the thing I try to do as a writer is to bring worlds to the page.
What happens with readers is they step inside those worlds,
and they experience them in a way that they might not in their real life,
and it gives them a chance to think about a bigger society
and the greater good."

- MacArthur Foundation Fellow (2020), Jaqueline Woodson, author,
and National Ambassador for Young People's Literature (2018)

Tell Me Another Story: Diversity in Children's Literature

"Tell Me Another Story," a 30-minute documentary, is a portrait of the giants, past and present, who have advanced diversity in picture books. The film reveals why multicultural literature is critical to our children's quality of life and the health of our society overall. Participants include Andrea Davis Pinkney, Meg Medina, Grace Lin, and Christopher Myers. Watch the trailer below and register to watch the full film here. Learn more at the Ezra Jack Keats Foundation website.

Authors and literature experts on diversity in children's books

Hear from some of your favorite authors on why diversity in children's books matters. From our video series, Video Interviews with Top Children's Authors and Illustrators.

We asked children's authors to complete the phrase "We need diverse books because ...."

Diverse books: booklists from Reading Rockets

Multicultural Books

Asian and Pacific American Heritage books

APA Authors: Diversity in Children's Books

Black History and Culture Books

Black Authors: Diversity in Children's Books

Hispanic Heritage Books

Hispanic Authors: Diversity in Children's Books

Native American/Alaska Native Books

Native American Authors: Diversity in Children's Books

Books Featuring Characters with Learning Differences and Neurodiversity

Learning Differences and Neurodiversity in Children's Books

"I think that the more we read and the more widely we read,
the more diverse authors we read, the more we understand the world.
And to me that's a really powerful aspect of literature -
that it can create empathy in us in a way that's really safe
where we're not always able to go out in the world and meet people
who are having wildly different experiences than we are ..."

- Kekla Magoon, author

Finding diverse books

In addition to the booklists on Reading Rockets, there are many other great online resources to help you find diverse books for children of all ages. The Cooperative Children's Book Center, School of Education, University of Wisconsin-Madison has compiled data on children's and young adult books by and about Black, Indigenous, and People of Color (BIPOC) published since 1985.

Free and Low-Cost Book Programs

Choosing Culturally Relevant Books

Reading Rockets' Book Finder

Create your own customized list of fiction and nonfiction books! Search through more than 5,000 books on Reading Rockets - by author, illustrator, age, reading level, genre, format, topic, and country or region. Browse Book Finder ›

Book Recommendations from Colorín Colorado

Book Recommendations from the National Education Association

Award-Winning Books

Using diverse books in the classroom

At a school in Oakland, California, students see themselves-and the broader world-in the books they read. When teachers provide diversity in classroom materials, students connect to the experiences of others-and have their own reflected and valued. Also see the article, Why Diverse Classroom Libraries Matter, from Edutopia.

Classroom and library resources from Reading Rockets

Resources from Colorín Colorado

Author Jaqueline Woodson talks about the benefits of reading "beyond ourselves." Multicultural books are a powerful way to introduce kids to different kinds of people, even if their own community is not diverse.

As you bring diverse, inclusive, and culturally relevant materials into children's reading experiences, this diverse books toolkit from Teaching Books can help analyze collections, identify and bring to life diverse texts, and encourage reflection on cultural representation. Registration required.

More Resources on Teaching with Diverse Books

Author Carole Boston Weatherford meets teachers who use her books in the classroom to introduce historical figures or historical events to their students. For example, Birmingham, 1963 might be the jumping off point for a discussion of the Civil Rights Movement. "My poems have such a powerful punch that they automatically make kids want to know more," she says.

Education professor and author Dr. Rudine Sims Bishop talks about the importance of using diverse books in the classroom throughout the school year.

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What you'll find here: The importance of diverse books Authors and literature experts on diversity in children's books Diverse books: booklists from Reading Rockets Finding diverse books Using diverse books in the classroom The importance of diverse books Why Diverse Books Matter: Mirrors and Windows from Colorín Colorado Mirrors, Windows, and Sliding Glass Doors by Rudine Sims Bishop Why We Need Diverse Books from the National Education Association Where Are the People of Color in Children's Books?

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It's been 155 years since neurologist Jean-Martin Charcot gave the first lecture on a mysterious progressive illness he called "multiple sclerosis." Since then, we've learned a lot. We know MS causes the immune system to attack healthy tissue, including damaging the brain and spinal cord. Resulting symptoms can be debilitating and include fatigue, blurred vision, memory problems and weakness. Huge advancements in our understanding of MS and its underlying causes, as well as treatment advances, have been made in the past few decades, but MS remains a complex and unpredictable reality for the 2.8 million+ people diagnosed around the world.

Ironically, the only real constant for people living with MS is change. There's no set pattern or standard progression of the disease, so each person's experience is unique. Some people with MS have mild symptoms that worsen slowly but sometimes improve, while others can have severe symptoms that drastically alter their daily lives.

All people with MS share some things in common, however, such as the need to stay informed on the ever-evolving research, find various lines of support and try to remain hopeful as they continue living with the disease.

To better understand what navigating life with MS really looks like, three women shared their MS stories with us. Their journeys demonstrate how MS can look different for different people and interestingly, how the language used to talk about the disease can greatly impact how people understand their realities.
Courtesy of Sanofi
Gina-Hamburg, Germany (diagnosed with relapsing multiple sclerosis in 2017)

When her youngest son was 4 months old, Gina started having problems with her eye. She'd soon learn she was experiencing optic neuritis-her first symptom of MS.

"Immediately after the diagnosis, I looked up facts on MS because I didn't know anything about it," Gina says. "And as soon as I knew what could really happen with this disease, I actually got scared."

As her family's primary income provider, she worried about how MS would impact her ability to work as a writer and editor. Her family was afraid she was going to end up in a wheelchair. However, for now, Gina's MS is managed well enough that she still works full-time and is able to be active.

"When I tell somebody that I have MS, they often don't believe me the first time because I don't fulfill any stereotypes," she says.

Overwhelmed by negative perspectives on living with MS, Gina sought support in the online MS community, which she found to be much more positive.

"I think it's important to use as many positive words as you can when talking about MS." It's important to be realistic while also conveying hope, she says. "MS is an insidious disease that can cause many bad symptoms...that can be frightening, and you can't gloss over it, either."

To give back to the online community that helped her so much, Gina started a blog to share her story and help others trying to learn about their diagnosis.

Though she deals with fatigue and cognitive dysfunction sometimes, Gina stays active swimming, biking, riding horses and playing with her sons, who are now 11 and 6.

Cognitive dysfunction is common in MS, with over half of people affected. It can impact memory, attention, planning, and word-finding. As with many aspects of MS, some people experience mild changes, while others face more challenges.

Gina says that while there's still a lot of education about MS needed, she feels positive about the future of MS because there's so much research being done.
Courtesy of Sanofi
Nathalie - Pennes Mirabeau, France (diagnosed with relapsing-remitting multiple sclerosis in 2002)

Nathalie was a teenager and a competitive athlete when she noticed her first symptoms of MS, but it would take four years of "limbo" before she was diagnosed.

"Ultimately, the diagnosis was more of a relief, than a shock," she says. "Because when you have signs and you don't know why, it's worse than knowing, in the end, what you have."

However, learning more about the disease-and the realities of disease progression-scared her.

"That glimpse of the future was direct and traumatic," she says. Her neurologist explained that the disease evolves differently for everyone, and her situation might end up being serious or very mild. So, she decided to stop comparing herself to others with MS.

She said to herself, "We'll see what happens, and you'll manage it bit by bit."

By 2005, Nathalie's MS had progressed to the point of needing a wheelchair. However, that has not dampened her competitive spirit.

Nathalie began her international rowing career in 2009 and has won multiple world titles, including two Paralympic medals-silver in London and bronze in Tokyo. Now, at 42, she still trains 11 times a week. Fatigue can be a problem, and sometimes hard workouts leave her with muscle stiffness and shaking, but she credits her ongoing sports career for helping her feel in tune with her body's signals.

"Over the years, I've learned to listen to my body, letting my body guide when I need to stop and take breaks," she says.

Nathalie explains that she used to only look backwards because of the initial shock of her diagnosis. In time, she stopped thinking about what she couldn't do anymore and focused on her future. She now lives in the following mindset: "Even when doors close, don't miss out on those that open." Instead of focusing on what she can't do, she focuses on the opportunities she still has. Right now, this includes her training for the 2024 Paralympic Games in Paris, where she will compete for another rowing medal.

"I only go forward," she says. "Well, I try, anyway...It's easy to say, it's not always easy to do. But that's what I try to do."
Courtesy of Sanofi
Helga-Johannesburg, South Africa (diagnosed with relapsing multiple sclerosis in 2010)

When Helga first started having balance issues and numbness in her feet, she chalked it up to her training as a runner. But when the numbness moved to her face, she knew something was wrong. She never guessed it was MS.

"When I was diagnosed, I felt completely overwhelmed and clueless," Helga says. "I felt that I had nowhere near enough information. I did not know anything about the disease...I had no idea that it was going to be a process of continually monitoring and adjusting your lifestyle."

In the beginning, Helga's symptoms developed slowly, and she didn't appear ill to others. She was even able to run for a few years after her diagnosis, but she couldn't do marathons anymore, and she began to fall frequently due to balance issues and right-foot dragging. Then her cognition issues became more problematic, especially in her job as a trainer in a printing company.

"My executive function, decision-making and short-term memory were affected to the point that I was eventually medically unfit for work," she says. She stopped working in 2017.

However, she didn't stop living life. Even though she could no longer run, she continued to swim competitively. She got a Great Dane puppy and trained him as a service dog to help her walk. She also serves as vice chair of the patient support organization Multiple Sclerosis South Africa, and she advises others who have been diagnosed to join a patient advocacy group as soon as possible to get reliable information and meet others with MS.

Helga says she is "hopeful" about the future of MS. "I must say that I am so grateful that we have all the new medications available, because my life would not be the same if it wasn't for that," she adds.

Part of how she manages her MS is by looking at the positives.

"If I could tell the world one thing about MS, it would be that MS is an incurable disease of the nervous system, but it's also the greatest teacher of valuing your health, family, friends, and managing change in your life," she says. "My life is diversified in a way that I never, ever thought it would, and MS has been honestly the greatest teacher."

Each MS journey is unique - with each person impacted experiencing different struggles, successes, and feelings as they manage this unpredictable disease. But the common thread is clear - there is a critical need for information, support, and hope. We are proud to participate in World MS Day and share these incredible stories of living life while living with MS. To learn more about MS, go to https://www.sanofi.com/why-words-really-matter-when-it-comes-to-multiple-sclerosis.
MAT-GLB-2301642-v1.0-05/2023 This article was sponsored by Sanofi. Participants were compensated when applicable.

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A short comic gives the simplest, most perfect explanation of privilege I've ever seen

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It's been 155 years since neurologist Jean-Martin Charcot gave the first lecture on a mysterious progressive illness he called "multiple sclerosis." Since then, we've learned a lot. We know MS causes the immune system to attack healthy tissue, including damaging the brain and spinal cord.

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In a vibrant, multicultural society, representing the richness of students' lives in a class or school library takes a conscious effort. Including writers and fictional characters with a variety of backgrounds, beliefs, and life circumstances is a way to increase the chances that students will find, to use the metaphor that Rudine Sims Bishop popularized, both windows and mirrors in the library-books that reflect their lives, and ones that give them insight into the lives and experiences of people who aren't like them.

No book shelf is going to represent the fullness of this nation. From the descendants of people who arrived here more than 15,000 years ago to the newest immigrants, we're simply too much. But the inclusive set of books below-many of which were recommended by multiple teachers-span all grade and Lexile levels up to 1140L, and include award winners and best sellers, books that have stood the test of time and newer options. We hope they reflect human diversity in the broadest sense, addressing race and ethnicity, religion, sexual identity, socioeconomic status, and other special circumstances.

Grades pre-K to 2

Deena Misses Her Mom
Deena is a formerly well-behaved girl who has been lashing out in school ever since her mom was sent to jail. Deena's story-sensitively illustrated by Leslie Jindalay Pyo-was written by high school students Jonae Haynesworth, Jesse Holmes, Layonnie Jones, and Kahliya Ruffin to reflect the lives of the children they were tutoring in Washington, DC. Parental imprisonment is a shockingly common occurrence in America: More than 5 million children in the U.S. have had at least one parent in jail.

Grades 3 to 5

Grades 6 to 8

The Arrival
A sepia-toned marvel, The Arrival conveys in images-there is no dialogue-a man's journey from his troubled home country to a new one. Artist Shaun Tan places the reader in the immigrant's shoes by using an invented alphabet on the signs in the strange new world he enters-the language is as impenetrable to the reader as it is to the protagonist.

Ghost
A National Book Award finalist, Jason Reynolds's Ghost is the story of an African American middle school runner with the talent to qualify for the Junior Olympics-if he can learn to control his temper. Money is tight and his father is in jail, and Ghost has been having a lot of what he calls "altercations." This is the first in a series of books about the members of a track team.

George
George is a transgender fourth grader who wants to try out for the lead role in the school production of Charlotte's Web so that her mother will see her as a girl. Alex Gino presents George's struggles with both bullying and the painful reassurance that she will "turn into a fine young man." George won a Stonewall Book Award-and made the American Library Association's 10 Most Challenged Books list in 2016 and 2017.

Grades 9 to 12

Bless Me, Ultima
A classic of Latino literature, Rudolfo Anaya's coming-of-age tale is an exploration of faith-Antonio, the young protagonist, makes his First Communion in the Catholic Church but also finds a spiritual guide in Ultima, an elderly curandera, or healer, who helps him explore indigenous traditions of New Mexico.

The Hate U Give
Angie Thomas's debut novel was a sensation when it was published in 2017, remaining on The New York Times best-seller list for 50 weeks. It centers on the killing of an unarmed black teen by a white police officer, a shooting witnessed by 16-year-old Starr, whose days are split between her black neighborhood and mostly white suburban school. The killing of her friend Khalil drives those two worlds farther apart than ever.

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22 Diverse Book Choices for All Grade Levels

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Suggestions from teachers who are working to offer students at every grade level book choices that represent their lives.

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A variety of fabulous resources for teaching about immigration and diversity in the U.S. from National Geographic. Broad range of grade levels and content area applications.

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A variety of fabulous resources for teaching about immigration and diversity in the U.S. from National Geographic. Broad range of grade levels and content area applications.

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Education Search | National Geographic Society

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Search educational experiences to engage with National Geographic Explorers through live events, free maps, videos, interactives, and other resources.

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Academic Discussions: Analyzing Complex Texts

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Middle School ELD teacher Tamica Groves supports her English Language Learners to have academic discussions about nonfiction texts. Class begins with a review of how students can participate in academic discussions. As small groups discuss a text, they use talk moves and a "talking rocks" strategy.

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Using Pair and Group Work to Develop ELLs’ Oral Language Skills

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In our last post, we shared information about the new Teaching Channel ELL series based on Academic Conversations (2011) by Jeff Zwiers and Marie Crawford featuring related classroom videos developed in partnership with the Oakland Unified School District. This week we'd like to delve deeper into these resources and provide strategies for building the oral language skills of ELLs across content areas that are framed around four practices.

Most teachers understand that pair and group work provide excellent opportunities for ELLs' oral language development because each student has more time to talk than in a large group discussion, and students often feel more comfortable sharing their ideas in a small group environment. However, in order to build on the skills described in the CCSS, it may be necessary to re-envision pair and group work and provide additional supports for ELLs. ELLs may find group work challenging if they do not understand their expected role in the task they are working on, or if they do not feel confident in using the language required for the task.

In this blog post we will first examine two speaking and listening standards that can be used to help frame group work. Next, we will highlight four student practices based on recommendations from Zwiers & Crawford (2011) and the practices demonstrated in the Teaching Channel classroom video clips. These four student practices will foster oral language development and support ELLs in meeting the standards. For each of the practices, we will provide an explanation and share some Teaching Channel video clips that show the practices in action.

Four Practices for Fostering ELLs' Oral Language Development

These four practices are:

1. Coming to the discussion prepared

2. Using appropriate body language for discussions

3. Participating by taking turns

4. Making connections to what others have said

Guiding Common Core State Standards

First, let's take a look at two standards that are part of the Speaking and Listening Anchor Standards for K-12 that are most relevant for our purpose.

Comprehension and Collaboration

Presentation of Knowledge and Ideas

CCSS.ELA-LITERACY.CCRA.SL.1 CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

According to the standards listed above, all students (including ELLs) will need practice in holding discussions with varied partners, learning to effectively express their ideas with supporting evidence, and learning to build on the ideas of other students. Teachers can help ELLs meet those standards with the following practices.

Come to the discussion prepared

As we discussed in our Socratic Circles blog post, it is important for students to have sufficient preparation in the content they will be discussing. To view a model of ways teachers can help students prepare and engage in academic discussions through small group work, take a look at the video of Ms. Groves' class discussion of Siddhartha's Journey. In the video, Ms. Groves described having students do several close reading of the Siddhartha's text and answer text-dependent questions that are open-ended, are not only limited to questions with one right response, and require students to answer using evidence from the text. Students then shared their responses to the text-dependent questions in small groups.

In making recommendations for the types of questions and prompts teachers can develop to help students plan for think-pair-share activities, Zwiers (2010) makes some suggestions in the table below. Teachers can provide these types of prompts in a graphic organizer or a journal prompt prior to classroom discussions. It is important to note that these types of questions and prompts can be used across content areas and academic conversations should not be limited only English language arts.

Types of Questions and Examples

Create Questions That...;

Examples

Focus students on key content concepts.

What was the Magna Carta and why was it important?

Explain how the author uses metaphor to enhance the story.

Draw a picture of the water cycle and explain how it works.

Allow for divergent and personalized responses, as long as they connect back to evidence in the text.

If you were a colonist at this time, would you have chosen to fight against the British? Why or why not?

How does our school community deal with waste?

Describe how acids and bases are used at your house.

Emphasize one or more thinking skills being developed in the lesson and unit. Thinking skills that come from standards include: questioning, interpreting, classifying, persuading, evaluating, analyzing, comparing, and synthesizing.

What were the results of the Industrial Revolution?

Come up with two questions about electronic motors.

What can you infer about the character's feelings from her actions?

Deepen understandings and focus students back to the essential standards of the text, lesson, and unit.

What does this have to do with our goal of learning the many ways in which different people helped in the war?

Adapted from: ALDNetwork.org (2013). Think pair share tips. Retrieved from http://www.jeffzwiers.org
In structuring group and pair discussions, it is helpful for ELLs to have their written ideas or notes for reference. However, it is also important to help students transition to being able to speak without the use of notes. As you saw in the video of Ms. Groves' class, she suggested that her students not always read from their notes. Similarly, this video clip of Ms. Brewer's class shows how sticky notes can be used to support student discussion. Sticky notes will help students hold on to their ideas without allowing them to rely too heavily on written notes in a discussion.

Use appropriate body language for discussions

It is important that students learn the body language associated with academic discussions. Zwiers and Crawford (2011) identify behaviors that are valued in school:

Appropriate eye contact (which can mean not constantly staring at the other person but also not always looking down, away, or past the other person)

Facing each other with the entire body

Leaning toward the partner

Showing understanding through head nodding

Appropriate gesturing (not rolling eyes, sighing, or folding arms)

ELLs may need some direct instruction in what is considered culturally appropriate body language for discussions in U.S. classrooms. All the while, teachers of ELLs should recognize and respect how ELLs might show respect and engage in discussions in their cultures. This video of Ms. Nguyen's 6th grade less provides an example of a participation protocol that demonstrates one way to teach students how to appropriately use body language to engage in a discussion. She includes the following criteria in her class' participation protocol: look at your partner, lean towards your partner, lower your voice, listen attentively, and use evidence and examples. As students are having discussions, she uses a checklist to monitor how well they are meeting these criteria.

Participate by taking turns

It is important for students to take turns speaking. In pairs, it is likely that turn taking will occur naturally. However, in a small or large group, a tool such as a talking rock or talking stick (a rock or a stick that students hold to "give them the floor" to talk) can encourage all members of the group to take part in the discussion. Students can pass the talking rock or talking stick around in a circle, and the student who has the rock or stick can take the opportunity to say something or pass. The rock or stick can also be placed in the center of the group and students can take it as they have something to say. In the video of Ms. Groves' class, we saw students pass around a talking rock as a way to support students taking turns and to encourage all members of the group to participate.

An additional way to encourage turn taking is to teach and model strategies for inviting someone into the conversation (e.g., Manuel, what do you predict the girl in the story will do next?)

Make connections to what others have said

Not only do students need to be able to share their own opinions by using evidence from texts or content material being studied, they also need to interact with the ideas of others. Modeling and providing ELs with key phrases can support them in their efforts to build on the ideas of others.

More specifically, Talk moves are the discourse behaviors that students need to practice in order to effectively engage in a discussion. Such behaviors include: restating what was said, agreeing and disagreeing, asking clarifying questions, adding to or piggybacking on what someone has said, and making connections between ideas.

In this video clip, the students in Ms. Simpson's class practice using talk moves in a whole group discussion during a math lesson. Students will need practice with talk moves before they are able to use them on their own in small groups or pairs.

In the video of Ms. Groves classroom, we saw that she had sentence stems that were easily accessible to support students' use of talk moves, and when monitoring the small groups she referred students back to these stems. Another idea for using talk moves would be for each student to have a handout or index card with sentence stems that can be used that students could have in front of them during discussions. The table below provides some possible sentence stems for specific types of talk moves.

Talk Moves Sentence Stems

Restating

So you are saying...;

Put another way, you are saying ...;

What I understood you to say is ...;...;

Asking a clarifying question

Is it your position that...;?

Could you give an example of...;?

I'm confused when you say...;

Could you elaborate?

Zwiers and Crawford (2011) also propose conversation mini-lessons that provide teachers opportunities to introduce a conversation skill to students and then have them practice it in a relatively short time period. Examples of possible mini lessons could include asking each other for supporting examples, building on a partner's idea, and paraphrasing conversations themes. Mini lessons should include opportunities to analyze strong conversation skills, teacher or student modeling, some type of scaffolded support (e.g., graphic organizers, sentence stems), and opportunities to practice and build independent skills.

Summary

We have shared a lot of information with you in this blog post! To help you keep it all straight, the following table provides a summary of the four student practices that support ELLs' participation in pair and small group work. We also define each practice and share the accompanying Teaching Channel videos that show you what the practice looks like in action. Most of the videos are the same as were mentioned above. However, there are also a couple of additional videos added that model the student practices.

Student Oral Language Practice, Definition of Practice, and Video Examples of Practice

More Resources on Building ELLs' Oral Language

For additional resources and videos on this topic, take a look at the following:

We hope these suggestions and supporting video clips give you some new ideas for group work in your classroom. Let us know what works well for your class!

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Using Pair and Group Work to Develop ELLs' Oral Language Skills

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In our last post, we shared information about the new Teaching Channel ELL video series based on Academic Conversations (2011) by Jeff Zwiers and Marie Crawford. This week we'd like to delve deeper into these resources and provide strategies for building the oral language skills of ELLs across content areas that are framed around four practices.

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Learning for Justice, from the Southern Poverty Law Center, offers many educational materials focused on social justice. Be sure to check out the Immigration section. 

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Learning for Justice, from the Southern Poverty Law Center, offers many educational materials focused on social justice. Be sure to check out the Immigration section. 

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Learning for Justice is a community education program of the Southern Poverty Law Center (SPLC) that centers civic and political action education for everyone.

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What do teachers of English language learners (ELLs) in middle and high school need to know to support their students' success? Take a look at these resources, as well as additional information from our sister site, Colorín Colorado .

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Later this month, this blog will be celebrating its ten-year anniversary! Last August, I re-started a series I tried to do in the past called "A Look Back." Each week, I've been posting a few of my favorite posts from the past ten years. Here are some compilations from past years: A Look Back: Best Posts From 2007 To 2009 A Look Back: 2010's Best Posts From This Blog A Look Back: 2011's Best Posts From This Blog A Look Back: 2012's Best Posts From This Blog A Look Back: 2013's Best Posts From This Blog A Look Back: 2014's Best Posts From This Blog A Look Back: 2015's Best Posts From This Blog This post originally appeared in 2016:
In addition to teaching full-time in high school during the day, I'm on the adjunct faculty in the teacher education programs at California State University, Sacramento and the University of California, Davis. I'm finding an important question keeps on cropping up:
How do I teach a newcomer, with next-to-zero English proficiency, who is placed in my mainstream classroom without any additional outside support being provided?
Unfortunately, I suspect that this is a very common issue for teachers across the United States - a newcomer is "parachuted" into their classes and they're just told to "integrate" the student into their instruction.

Here are some suggestions - from readers and from me:

MY NUMBER ONE PIECE OF ADVICE: Remember, your newcomer student is as intelligent as any native-English speaker you have in your classroom. He/she is just new to the English language. Start off by reading this piece that Katie Hull and I have written: Do's & Don'ts for Teaching English-Language Learners. And, please, don't make the mistakes of speaking loudly in English to them or giving them a seat at the very back of the room.
PROVIDE EMOTIONAL SUPPORT
* Learn their story - why their family came here, what their interests are, goals they might have for their life. If you cannot speak their home language and/or can't find another staffperson or student who can, using Google Translate is a very viable option. Using the audio translation mode, it will automatically provide verbal interpretation. It's not perfect by any means, but you should be able to have a basic conversation. Just last month, Google announced a breakthrough in improving their Translate tool for some languages and expects to apply a similar tech upgrade to all of them.

Start with continued kindness, from teacher and all students classmates... https://t.co/1bb52KDfcX

- KMDartandarch (@KMDartandarch) November 16, 2016

PROVIDE ACADEMIC SUPPORT
* Provide access to a computer or tablet (I often will let a student use my "teacher" computer). If a student has zero or next-to-zero English, the best help any teacher - no matter what subject they are teaching - can provide is support to students in developing basic English communication skills. Duolingo, LingoHut, USA Learns and English Central are the four best online tools for that kind of support (here are other language-learning sites, too). Doing this - for a short time, at least - can help them begin to develop self-confidence, get them familiar with online tools they can also use at home (if they have Internet access there) and give you some time to develop a longer-term plan on how you are going to teach them your content matter and pull together needed resources.

* If the newcomer is literate in his/her home language, you can also provide access to online materials in their language that are comparable to what you are teaching in English to the rest of your students. Many such resources can be found at The Best Multilingual & Bilingual Sites For Math, Social Studies, & Science.

*If you are fortunate enough to speak your newcomer's language, using the Preview, View and Review method is an option (preview the lesson in the home language, then the main lesson in English, and then review it in the home language). I've also used the bilingual resources listed in the previous suggestion in the same way - previewing and reviewing with those materials.

*There are many sites that provide similar high-quality materials on multiple subjects using different "levels" of text. For example, an article on the Electoral College might be edited for three or four different reading levels. Using a high English level version of one for most of your students and a simplified version for your newcomer is a fairly easy way to make content accessible. In fact, there are tools that let you do the same for any text you copy and paste into them. You can find links to all these options at The Best Places To Get The "Same" Text Written For Different "Levels."

*There are a number of content-specific books that are designed to be particularly accessible to ELLs - you can see a list of a few of them at The Best Books For Teaching & Learning ESL/EFL. I use some of the books listed in my history and English classes (note that, though the book titles are all accurate, the links where to purchase them might be out-of-date). You can find other content-specific books at The Best Places To Buy ESL/EFL Books. Software & Multimedia. Providing these textbook alternatives, which likely cover similar subjects to the ones you use with the majority of your students, could be a useful scaffold.

*At the very least, make sure you have a bilingual dictionary in your newcomer's student language.

*At our high school, seniors often get a class period when they are T.A.'s (teaching assistants) or "Peer Tutors." With support and minimal training from me, a student who doesn't even speak the newcomer's home language can provide invaluable support to them. In addition, having the title "peer tutor" can look better on a senior's transcript when applying to college.

*Inductive teaching emphasizes pattern-seeking, which is a skill found to be particularly important to those learning a new language (and it's important for everybody else, too!). If you presently employ inductive methods in your instruction, creating more simple versions for your newcomer should be fairly easy, though would take a little extra time. If you are not using them now, I'd encourage you to consider experimenting with it. You can learn more at The Best Resources About Inductive Learning & Teaching. In particular, you might want to read how I use it: Get Organized Around Assets and The Picture Word Inductive Model.

*If your newcomer does not have Internet access at home (or even if he/she does), providing him/her with accessible books they can read at home can be a big help - plenty of research documents the importance of home libraries. Our local Friends of the Library has provided hundreds of free books for our newcomer students, and you can also print out many online (see The Best Sources For Free & Accessible Printable Books).

*If your school has a specialized class where the newcomer is learning English, regularly talk with their teacher to learn more about the student and to both listen to - and offer - ideas how you can both support the student in their classes.
Karen MacKenzie: Prioritize - choose two or three concepts from the unit you are teacher and work hard to get those across to your newcomers. Trying to ensure the student understands every little last thing will be overwhelming for you both. PROVIDE SOCIAL SUPPORT
*Provide a peer mentor to your newcomer - ideally, someone who speaks their home language. At our school, peer mentors leave one of their classes for fifteen minutes each week and chats with their "mentee." You can read more about what we do at Here Are The Instructions I Give Mentors To Our ELLs - Help Me Make Them Better.

* Talk privately to individual students who have demonstrated empathy in the past about their reaching out to your newcomer. Perhaps share with them this story:

Must read: Girl Uses #GoogleTranslate to ask classmate to sit with her https://t.co/zgbxds2qDf #ELLs #WIDA #education #language #caring pic.twitter.com/q8OhIw7fbb

- WIDA™ (@WIDAConsortium) November 7, 2016

What do you think is missing from this list?

ADDENDUM:

Since I originally published this post, I realized I forgot to include a few other strategies:

Though I discus Google Translate, I forgot to mention its relatively new ability to "read" text, including print textbooks and PowerPoint slides, by using its camera function (see Video: "How Google Translate Makes Signs Instantly Readable").

In fact, Google just published this video that highlights that feature and the features I mentioned in the earlier post:

In addition, I neglected to mention the obvious strategy of showing English subtitled with any videos you show.

Finally, this was an idea suggested by one of the credential candidates at my California State University, Sacramento, course: if you are teaching whole novels in your class, why not get a version of it in your ELL's home language, if available?

Also, see The Best Online Resources For Teachers of Pre-Literate ELL's & Those Not Literate In Their Home Language.

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A Look Back: "Ways A Mainstream Teacher Can Support An ELL Newcomer In Class"

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Later this month, this blog will be celebrating its ten-year anniversary! Last August, I re-started a series I tried to do in the past called "A Look Back." Each week, I've been posting a few of my favorite posts from the past ten years.

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Best practices for serving ELLs and their families, from Learning for Justice

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Best practices for serving ELLs and their families, from Learning for Justice

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ELL 101: Quiz about the rights of English language learners

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ELL 101: Quiz about the rights of English language learners

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How much do you know about the rights of English language learners?