# data[].attributes.body
A commonly used strategy is to give ample opportunities for visualization. This means that students are given the opportunity to observe images representing vocabulary, phrases, etc.

# data[].attributes.body
ESL stands for English as a Second Language. The purpose of the program is solely for helping students develop competence in comprehension, speaking, reading and writing in the English language. The student's native language has little to no influence in this program.

# data[].attributes.body
Any teacher who is certified as a teacher can test for ESL certification. Once certified as an ESL teacher, an ESL teacher does not have to be fluent in the students' native language. The reason for that allowance is that the ESL program will not focus on students' native languages; only English.

# data[].attributes.body
The amount of time students are pulled depends on the student's skill level in English. From personal experience, in my early childhood education, I was bussed to an ESL Resource center and then pulled out daily in elementary school until I phased out of the program. It all depends on the skill level and progress of each student.

# data[].attributes.body
Here is a word wall with images to help with sounding out common word endings.

# data[].attributes.body
An ESL program has six formats of implementation. All but one of these formats focus on developing English grammar, vocabulary, reading, speaking, and writing.

# data[].attributes.body
This format is mainly offered at elementary education level. In the Pull-Out Model, students are integrated in the Gen-Ed classroom, but are pulled out for specific amounts of time. When they are pulled out, students receive instruction using ESL methods.

# data[].attributes.body
This format is mainly offered at the middle school levels of education. Instead of pulling students out of a classroom, students have a class period in their schedules for instruction and course credit. For this method, students are grouped based on their English proficiency level.

# data[].attributes.body
The Resource Center format can be compared to the Pull-Out Model. In essence, students are pulled from various classrooms and/or schools and placed in a central location. There, teachers and students focus on ESL instruction.

# data[].attributes.body
A self-contained classroom is when one teacher teaches all core academic subjects. The student stays in one classroom for the duration of the school year. In an ESL self-contained classroom there can be various levels of ELL grouped together.

# data[].attributes.body
Another non-linguistic strategy is a word booklet. Below is a booklet a student can use to practice common words anywhere they can. It could also serve as a take-home booklet and help get parents involved. It is interactive and moves away from sole memorization of words.

# data[].attributes.body
Cooperative Learning Projects are projects where ESL students can work in groups and learn from each other. In these small groups, ESL students can guide one another in learning as well as building social and communication skills within the comfort of like leveled students.

# data[].attributes.body
In contrast, ESL Team Teaching is where there are two teachers teach in one classroom. Each teacher will specialize in specific subjects. In this model, only one teacher has to be ESL certified. This model is mostly practiced in the upper levels of elementary education.

# data[].attributes.body
This model does not focus on teaching English language skills like grammar, vocabulary, reading, speaking, and writing. Instead this model focuses on teaching core academics solely in English. It is self-contained and students learn English as they go. The goal is for the student to be able to immerse or phase into an English Gen-Ed classroom within 2-3 years.

# data[].attributes.body
Another great strategy is to incorporate technology into the daily learning of ESL students. Using apps like Charades Kids! and Lingo Kids are great for practicing English.

# data[].attributes.body
Cultivating meaningful relationships with parents opens opportunities for parents to become involved. Oftentimes, some parents are too afraid to engage with teachers because they don't feel empowered to speak up. Sometimes, it's the language barrier, other times it's fear of judgement. By establishing safe, welcoming and accepting environments, parents can overcome their fears and invest further into their child/children's education, and further support for their kids' teachers.

# data[].attributes.attachment_link.title
Building relationships between parents and teachers: Megan Olivia Hall at TEDxBurnsvilleED

# data[].attributes.body
Parents appreciate the dedication a teacher shows to their kids. To know that teachers care for them as much as teachers care for the students, parents can then enlist to volunteer, regardless of language barrier. Make ample translators available when parents volunteer to help.

# data[].attributes.body
Another part of establishing a welcoming environment is to dive into the native culture of students and their parents. Tactfully ask engaging questions in order to gain understanding of their background. This helps students and parents feel valued and teachers can develop scaffolding opportunities.

# data[].attributes.body
Often times parents of ELL students are not aware of the school's events or important alerts. By translating documents, you have a better chance of involving parents into school activities and allow them to ask questions.

# data[].attributes.attachment_link.title
Overcoming language barriers with ELL parents