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Collaborative Annotation - SCED 461 Monday

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Multiple representations help MLL's because...

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Multiple representations help MLL's because...

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What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

Dialogue and shared activities can refine their ideas

Linguistic and non-linguistic

Help scaffold the necessary information for students

"Inequalities arise when information is presented to all learners through a single form of representation."

Important for Clarity, comprehension, and understanding

Project-based Learning, one-on-one time, graphic organizers, and translanguaging( allowing students to use multiple languages) address a lot of MLL needs

Debate, word processing, and student-led conferences are not the most effective

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Multiple representations help MLL's because...

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Multiple representations in different modalities helps MLL's because....

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Multiple representations in different modalities helps MLL's because....

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https://youtu.be/qcCtPgzlGTs?si=g0xSi5HFg2BlRVUY

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Multiple representations in different modalities helps MLL's because....

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Multiple representations in different modalities helps MLL's because....

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I learned that using different forms of media like visuals, text, and sound really supports MLLs because it gives them more than one way to understand the content. It helps them match language with meaning, especially if reading and writing in English are still developing.

Many MLLs are stronger in one language skill over another, so offering multiple modalities gives every student a fair chance to access the lesson. It also helps teachers like me better notice whether a student is struggling because of language or something else.

For example, I can include a picture next to a vocabulary word, show a short video before a reading, or explain a new term while pointing to a visual. Small supports like these can really help students who understand better when they can see or hear the information along with the text.

More examples:

Highlight or emphasize key elements in text, graphics, diagrams, or formulas.

Use outlines, graphic organizers, unit organizer routines, concept organizer routines, and concept mastery routines to emphasize key ideas and relationships.

Use multiple examples and non-examples to emphasize critical features.

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Advanced Organizers help MLLL's because....

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Advanced Organizers help MLLL's because....

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What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

AND - Add a graphic that seems to capture some aspect of what you discovered!

YOUR NAME!

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This image focuses on accessibility and what comes with that, I chose to align this image with vocabulary for the point of my notes but it could be applied in multiple ways for MLL's.

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Making vocabulary accessible helps MLL's because it helps them to have the base knowledge of words to improve total comprehension in the classroom and limit confusion. (Brielle Betit)

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Making vocabulary accessible helps MLL's because it helps them to have the base knowledge of words to improve total comprehension in the classroom and limit confusion. (Brielle Betit)

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When students do not have access to vocabulary that is regularly used in class they might find themselves confused on an assignment or during instruction. Making vocabulary through vocab sheets, consistent use of words, and other supports can help students have better comprehension of the subject matter. Vocabulary is a form of base knowledge that students need to have before critical thinking, so it is important for it to be accessible to all learners, not just MLL's.

The biggest way to support making vocab accessible to MLL's is to show and use vocab words regularly/repeatedly in class and in conversation so they can acquire the words.

Support can include linking key vocabulary words to definitions in both dominant and learned languages, defining vocabulary that may be specific to the class you teach, provide links to multilingual glossaries, and pre-teaching vocabulary and symbols that may come up in lessons.

A physical way you can support MLL's through accessible vocabulary is having vocab sheets that students keep with them at all times so they can constantly look back at words when they come up in lessons or assignments. This allows them to always have the definition the teacher wants them to have and not have to need access to a computer for definitions.

Good sources:

https://udlguidelines.cast.org/representation/language-symbols/vocabulary-symbols-structure/

https://www.readingrockets.org/topics/assistive-technology/articles/10-ways-use-technology-build-vocabulary

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Incorporating students' culture helps MLL's because...

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Incorporating students' culture helps MLL's because...

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https://www.naeyc.org/resources/pubs/tyc/summer2024/embracing-linguistic-diversity

Embracing lingustic diveristy to support multilingual learners can come in a variety of ways to help studnest feel suported in teh classroom. Some of these ways include:

Creating a language rich environment

Embrace multilingual conversations

Represent language with environmental print

Provide opportunities for storytelling and incorporation of language

Foster language support through cooking

These are a variety of ways for learners to feel represented in the classroom with material and classroom engagement centered on who they are as individuals and their culture

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Pictures/Visuals are helpful for MLL's learning because they provide concrete examples that supports understanding of new vocabulary and concepts, helping students make connections between language and meaning.

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Pictures/Visuals are helpful for MLL's learning because they provide concrete examples that supports understanding of new vocabulary and concepts, helping students make connections between language and meaning.

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Offering pictures and visuals in instruction can make the information in a text more relatable and comprehensible for MLL. Adding visual aids to instruction allows for more processing time and supports learning by breaking down content into more manageable parts. Visual aids can include pictures, diagrams and charts. Visual aids can help make the delivery of content more clear and lead to greater retention of key concepts in Long-term memory. students can use visual context clues to connect new English terms to prior knowledge in their first language. Visual supports also reduce cognitive load, allowing MLLs to focus on understanding concepts rather than decoding unfamiliar words.

An example I saw during my research was a teacher introducing vocabulary to students and using example sentences where the word could be used. To accompany those examples she used pictures. In the example the vocabulary word was parched and the sentence it was used in was “land in the desert is parched.” The teacher used an image of a dried desert to help students visualize the meaning of the vocabulary word. Then students are asked what they are looking for and to describe the image on the board. When introducing new vocabulary it can be helpful to include images that represent new terms. If students are learning a new language, having a visual representation helps students draw connections faster.

Alexandra H

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Visuals are powerful💥, especially for teaching  #MultilingualLearners. I'm delighted to share with you this VISUAL representation of the many types you can use to support MLs. 

*Created in collaboration with ideas💡from the fabulous @AndreaHonigsfel. https://t.co/77B7bIYNL6

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🌍 ναℓєηтιηα gσηzαℓєz

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Visuals are powerful💥, especially for teaching  #MultilingualLearners. I'm delighted to share with you this VISUAL representation of the many types you can use to support MLs. 

*Created in collaboration with ideas💡from the fabulous @AndreaHonigsfel. https://t.co/77B7bIYNL6

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Sentence Frames help MLL's visualize the progression of writing and differentiate between styles and purposes. These can demonstrate claim to evidence, evidence to reasoning, lead-ins for evidence, or countless other writing purposes. Sentence frames can differ across contents but they remain just as effective no matter the subject. MLL's often know the correct conceptual answer, so providing these frames offers them a greater opportunity to delve into content knowledge rather than getting hung up on grammatical structure. While there is a time and place for practicing writing, this shouldn't hinder them from participating in higher level thinking. Providing sentence frames can help boost MLL's confidence and lead to increased participation as well.

Sentence frames can be incorporated into graphic organizers, short essays, short answer questions, or any other writing based assignment. In English, you may offer frames such as, "The author uses persuasion by stating, ..." or as shown in the text, "A reason why X is true..... is because of...."

Some students may simply need a word bank or the first few words of a sentence, but other students may benefit from blanks with an assigned part of speech as a guide.

https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/strategies/sentence-frames-literacy-7-12/summary

https://www.hmhco.com/blog/sentence-frames-for-ell-students?srsltid=AfmBOopL9nwQm6gu4BP4MvOmIVbS3j2jSk88EKn6ft1viAVvS1TXKsOw

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Using a students home language fosters a sense of belonging in the classroom. Encourage the students to use their home language in their work as it may be their strongest. Teachers should include resources in the classroom for students home languages.

Teachers should use an asset-based approach where the teachers should view a student's home language as an asset not a hindrance. They can use the students home language to help them better understand the lesson and get more out of the students.

Teachers should not have an English only rule their classroom as it prohibit the students from using their home language and affects their learning. This can also affect the students as they feel they are not being welcomed into the classroom.

An example of this is giving a students a text in their home language so they are able to understand it.

Resources

Edutopia.org/Article/English-Language-Learners-Primary-School/

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Strengths-Based Approach (Assets-based) instruction is important for MLL's because...

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Strengths-Based Approach (Assets-based) instruction is important for MLL's because...

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Strengths-based instruction can increase student learning by focusing on what they already know and can do, using their skills, languages, and cultural experiences for new knowledge. This approach focuses on assets instead of deficiencies, making students more capable of learning while increasing their engagement and motivation to learn. Strengths-based instruction for MLLs can incorporate their home languages and cultural backgrounds to support English development. Strategies like connecting lessons to students’ lived experiences and using multiple languages support their academia while making their identities valued.

An example of a strengths-based approach I saw in my mentor teacher's classroom was how she created vocabulary charts that included translations in students’ home languages alongside English definitions. MLL students in the class found this very helpful because it let them make connections between what they already knew and new academic terms, building on their existing language skills. My mentor teacher also allowed students to speak in their home language during partner work or group discussions before coming together for a whole-class discussion in English. Interning at a school that is 74% Hispanic, this was necessary to help the many MLL students in my class build their confidence, collect their thoughts, and clarify their thinking.

https://www.branchingminds.com/blog/strength-based-instruction

https://www.tandfonline.com/doi/pdf/10.2202/1940-1639.1041

https://www.edutopia.org/article/many-benefits-strengths-based-ieps/

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Word sorts help MLL's because they allow learners to identify patterns and promote vocabulary development through a multi-sensory activity.

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Word sorts help MLL's because they allow learners to identify patterns and promote vocabulary development through a multi-sensory activity.

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Word sorts are a great way to introduce a unit or topic within the unit by having students categorize vocabulary terms into chosen (open sorts) or assigned categories (closed sorts). Word sorts can be paper-based, include visuals, or utilize drag and drop features to make the sorting more engaging and accessible for MLLs. They help all students and MLLs develop their inhibition, as they can focus their attention on essential vocabulary as opposed to "irrelevant input" (Digital Promise). They are especially accessible when visuals are used to allow MLLs to find commonalities within images as opposed to words. Word sorts are interactive models that help students explore content on their own, as they explore patterns and find relationships between vocabulary terms, concepts, images, etc. It also helps students connect prior knowledge to new learning, as their categories may be based on something that they explored in the past.

There are a variety of ways to do a word sort. Examples of categories students may sort words into include prefixes/suffixes, positive/negative connotation, goods/services, even/odd, character traits/emotions, proportional/non-proportional relationships, fiction/non-fiction, etc. There can be as many categories as you choose or as the student chooses. Students could categorize terms in terms they know and terms they don't, or make their own categories based on similarities they find among the words. Any categories are acceptable as long as students can justify their decisions.

The websites below are great resources to explore more about word sorts across different content areas.

https://strategiesforspecialinterventions.weebly.com/word-sort2.html

https://www.mrelementary.com/teaching-vocabulary-with-word-sorts/

https://nz.pinterest.com/pin/word-sorting-is-the-process-of-grouping-sounds-words-and-pictures-into-specific-categories-word-sorting-includes-teacherd--550142910732800032/

https://www.pinterest.com/pin/208080445270968656/

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Translanguaging helps MLL's because it allows them to process information in the language they are most comfortable with while also continuing to learn academic English. 

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Translanguaging helps MLL's because it allows them to process information in the language they are most comfortable with while also continuing to learn academic English. 

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Translanguaging is a classroom practice that allows students to listen, read, write, and speak across multiple languages, even if the teacher does not know these languages. It is a way that we can be more inclusive to students who speak more than one language, and may not be fully comfortable with their English skills yet. This is a way we can provide an accessible education to our MLLs. Students may not be able to tap into their full linguistic potential if they are limited to only using English. It also shows our students that we value their language, and it is valid for them to use it in the classroom.

For example, if two students in class share a home language, and they are stuck on a word problem in English, they can communicate in their home language to make sense of the problem, since it is easier for them to communicate in their home language. It could also look like allowing students who speak a different language at home to draw connections between their language and English, and how they used their home language to help them process the information, and then produce output in English.

Translanguaging is NOT translation, as it is not word-for-word. It is more about allowing students to understand language functions, such as the placement of adjectives. They are making sense of English in their home language, and then using their better understanding to create an output in English.

Resources:

https://www.edweek.org/teaching-learning/what-is-translanguaging-and-how-is-it-used-in-the-classroom/2023/07

https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/strategies/translanguaging-literacy-7-12/summary

https://udlguidelines.cast.org/representation/language-symbols/languages-dialects/

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Multimedia Representations help MLL's because they make content more accessible by combining visuals, audio, and text, which supports understanding even when language is a barrier.

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Multimedia Representations help MLL's because they make content more accessible by combining visuals, audio, and text, which supports understanding even when language is a barrier.

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Multimedia learning involves the use of technology to deliver multimodal content. Some examples include recorded videos, infographics, images, audio, social media posts, and animations. These formats engage multiple senses and support various learning styles.

Multilingual learners (MLLs) benefit from multimedia representations because they make meaning visible and accessible. MLLs often decode words without fully understanding them, so pairing visuals (like diagrams or images) with oral language and context helps bridge that gap. This supports the understanding of word meanings in context (semantic reasoning), learning and remembering words (vocabulary acquisition), and comprehension. Multimedia also reinforces learning for native English speakers by improving recall, engagement, and their grasp of big ideas (conceptual clarity). Research shows that multimodal instruction enhances understanding across age groups and aligns with evidence-based reading practices.

Multimedia representation also encourages student engagement by making learning more interactive and visually stimulating. For MLLs, this can reduce anxiety and build confidence, especially when language barriers might otherwise discourage participation. Tools like digital storytelling or captioned videos allow students to process information at their own pace and revisit content as needed.

Additional Resources:

Top 5 Benefits of Multimedia eLearning | DLI

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Multiple representations of vocabulary or symbols helps MLL's because...

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Multiple representations of vocabulary or symbols helps MLL's because...

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Students learn better and understand math more deeply using multiple representations, such as: objects, drawings, words and symbols. Representations allow for students to show, explore and communicate their mathematical thinking.

The multiple types are:

Physical - using hands-on tools like base ten blocks, counters, fingers, folded paper, or measurement tools.

Visual - Drawing models such as number lines, graphs, arrays, area models, or diagrams.

Symbolic - Using numbers and symbols in expressions, equations, or algorithms.

Verbal - Talking about math using informal and formal vocabulary.

Contextual - Connecting math to real-world situations that help give meaning to the numbers.

Multiple representations help MLL's as it provides accessible pathways into mathematical ideas, supports language development through representation translation and discourse, allows choice and flexibility, promotes deeper conceptual understanding, and aids in linking language and mathematics. Using the different types listed above gives a strong framework which aligns very well with supporting MLL's in mathematics.

I didn't find an example in this article but during my Professional Development week as my county wide PD, I learned that having a board or possible even a note card that has symbolic, visual, contextual and what they actually say on key things during the given unit is especially beneficial as sometimes they don't understand the word, but know what it looks like.

Additional Resources:

https://www.mixandmath.com/blog/teaching-with-multiple-representations

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Videos are helpful for MLL's learning because...

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Videos are helpful for MLL's learning because...

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Using videos helps students activate more cognitive processes because they are seeing as well as hearing the content

Videos capture the attention of learners and allow them to experience stories and scenes outside of the classroom

They give an opportunity for multiple perspectives and cultures to be represented, which fosters a sense of belonging and impactful learning opportunities

The transcripts can be translated into the home language and watching without sound to focus on imagery can help

https://help.discoveryeducation.com/hc/en-us/articles/360057867973-Using-Videos-with-English-Language-Learners

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Providing MLL's with authentic audiences and purposes for academic English production helps because....

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Providing MLL's with authentic audiences and purposes for academic English production helps because....

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What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

AND - Add a graphic that seems to capture some aspect of what you discovered!

YOUR NAME!

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Modeling academic skills and providing writing models helps MLL's because...

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Modeling academic skills and providing writing models helps MLL's because...

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It is important to be deliberate in your modeling by using relevant visuals and examples, thinking out loud, and clearly communicating the process for our students.

By effectively modeling, we help students be successful and take more responsibility in their own learning. Taking the time to work through the steps as a class supports our students in learning skills to complete work more independently.

One example would be modeling finding the meanings of words in a text. Teachers model breaking down the words by looking at the roots, prefixes, and suffixes so students can understand the thought process as they read on their own.

Providing writing models to help students identify the strengths and weaknesses of a sample response. They can look at models to improve their own writing and see what they need to add to their own responses.

Directly helps MLLs by providing visuals, scaffolding, and making content more accessible. This is critical for multi-language learners so they can better grasp directions, expectations, and follow along with the teacher.

https://www.edutopia.org/blog/modeling-essential-for-learning-karen-lea

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Multiple methods of assessment helps MLL's because...

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Multiple methods of assessment helps MLL's because...

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All students should have the opportunity to succeed by assessment regardless of their language proficiency. Teachers should offer assessments that are equitable for an MLL student's content knowledge over language comprehension.

When curating exams for MLL students, don't reduce the academic standards. Instead change the language to help students understand instructions and expectations with simple words. Using synonyms next to unfamiliar words to guide MLL students. Example: Students will identify (list) the pros (good) and cons (bad) of the Boston Tea Party (see image).

Guiding MLL students with the help of chronological sequenced questions, templates, or sentence starters can allow them to relay the content needed for their response. Using directive prompts will more likely yield appropriate details to the questions asked and the order in which they are asked.

Creating an equitable environment for MLL students inevitably helps them learn and reach learning goals. Maintain high standards, but give all students the opportunity to deliver.

References:

https://www.edutopia.org/article/making-assessments-equitable-multilingual-students/

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This wheel contains both things that are a part of Peer Teaching and other skills that it develops. A number of different skills and values are built up such as problem solving, team work, and self-confidence. 

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Peer Teaching is an extremely helpful strategy for MLLs and can be implemented in a number of ways. Students can teach in small groups with their peers, to the entire class, with the teacher, or simply post a recording of them reading through a project. Having to teach and communicate using subject-specific language can also help students grasp their meanings.

Peer Teaching improves upon or helps to build important skills for MLLs, such as oral fluency and overall comprehension, as they have to explain their topic or project in a way that other students will be able to grasp.

One simple way to support Peer Teaching for MLLs is by building groups with intention. Grouping students by their language groups or intentionally mixing them each provides different opportunities. When students of the same language work together in groups, they can better understand each other's interpretations. Mixing groups can also be helpful as more advanced students could be able to assist lower performing students with tasks they understand.

As little as 90 minutes a week (18 minutes a day) of Peer Teaching has been proven to improve MLLs' understanding of complex topics and improve oral reading fluency, vocab development, syntax, and comprehension.

References

https://www.colorincolorado.org/article/6-strategies-help-ells-succeed-peer-learning-and-collaboration

https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/strategies/peer-teaching-literacy-7-12/summary

https://www.readingrockets.org/topics/english-language-learners/articles/best-practice-ells-peer-assisted-learning

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Constructing Knowledge in Multiple Ways helps MLL's because...

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Constructing Knowledge in Multiple Ways helps MLL's because...

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What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

AND - Add a graphic that seems to capture some aspect of what you discovered!

YOUR NAME!

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Applying learning to new contexts help MLL's because....

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Applying learning to new contexts help MLL's because....

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What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

AND - Add a graphic that seems to capture some aspect of what you discovered!

YOUR NAME!

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Addressing cultural biases in language and symbols is important to MLL's because students should feel welcome in the academic environment. 

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Addressing cultural biases in language and symbols is important to MLL's because students should feel welcome in the academic environment. 

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Even if it is unintentional, using language or symbols that may have cultural biases can hurt MLL students if they are from somewhere that it means something different. This could hurt them either academically or emotionally, as they could misunderstand what the teacher is saying.

Oftentimes, students who speak a different language or dialect are seen as having a deficit in education.

Inequalities show when the teacher is using a single form of representation to teach students.

The best way to support MLL students is by using multiple languages and learning about the meaning of particular symbols to ensure everyone can understand what is being taught. Additionally, avoid using language or symbols that has its roots in oppression or discrimination.

Language is a huge part of one's culture and identity, and it is important that, as future educators, we embrace it rather than try to "fix" it.

Sources:

https://udlguidelines.cast.org/representation/language-symbols/biases/

https://udlguidelines.cast.org/representation/language-symbols/

https://courses.lumenlearning.com/suny-realworldcomm/chapter/3-4-language-society-and-culture/

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Multiple representations help MLL's because...

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Multiple representations help MLL's because...

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What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

AND - Add a graphic that seems to capture some aspect of what you discovered!

YOUR NAME!

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Guiding peer feedback for a supportive learning environment helps MLL's because...

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Guiding peer feedback for a supportive learning environment helps MLL's because...

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What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

AND - Add a graphic that seems to capture some aspect of what you discovered!

YOUR NAME!