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

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

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Colorín Colorado's article on academic language and ELLs is highly regarded due to its expert advice grounded in research, providing practical strategies for educators to support English language learners effectively. It fosters a supportive community and addresses cultural diversity, making it a valuable resource for enhancing ELL education in classrooms.

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This article helps educators understand the role that academic language plays in their classrooms and in ELL student success.

The article also includes information on social vs. academic language, as well as numerous examples of the different kinds of academic language needed for all students to fully participate in classroom activities and assignments. Additional articles, books, and videos can be found in our Academic Language and ELLs Resource Section.

Academic Language: An Overview

Why is academic language important?

Perhaps you or your colleagues have taught a student, who, like Carlos, gave every sign of being fully "fluent" in English, only to find that the student struggled on more academic kinds of assignments.

Many students, including English language learners (ELLs), have difficulty mastering the kinds of academic language needed to succeed in school, especially if they have never been explicitly taught how to use it. These students include long-term ELLs, students who have attended U.S. schools for much or all of their education but have not yet mastered the language of school.

At the same time, many educators have never learned how to teach academic language since language has traditionally been considered the domain of English as a Second Language (ESL) or English language arts teachers. Yet the use of academic language is more important than ever in preparing students for academic and professional success, particularly in the era of rigorous college- and career-ready standards (such as the Common Core State Standards) that require an increased use of academic language in and across all disciplines.

What is your role?

It may seem daunting at first, but you have an important role to play in supporting your students' academic language development. You do not need an in-depth background in linguistics or ESL methods to do so; rather, you need some guidance and practice in learning how to recognize the role academic language plays in your subject area and classroom, as well as support from colleagues who can guide you in your efforts. Many ESL and bilingual colleagues have extensive experience in identifying students' academic language needs and collaborating with colleagues and will be more than happy to do so if asked!

In this article

To get you started, this article shares three things you need to know about academic language:

The difference between social and academic language

The importance of looking beyond vocabulary

How academic language will be used in your classroom

The article will also share recommended resources for further review. For specific instructional strategies on increasing the use of academic language in your classroom, see these ideas from ELL expert Kristina Robertson, as well as the resources at the end of the article, and check in with your ESL/bilingual colleagues for additional suggestions!

The difference between social and academic language

As the example of Carlos above suggests, teachers may be most familiar with the level of students' social language - the language they hear students using with their friends in the hallways or on the playground. Students typically achieve proficiency in social language long before they have mastered a grade-appropriate level of academic language. As a result, a student's ability to use language in social settings is not necessarily an accurate indicator of their mastery of academic language.

What is academic language?

Academic language is the language of school and it is used in textbooks, essays, assignments, class presentations, and assessments. Academic language is used at all grade levels, although its frequency increases as students get older.

It is also the language of the workplace - for example, the language used to write a business letter as opposed to a casual e-mail to a co-worker.

Examples

One strategy that academic language expert Dr. Robin Scarcella uses to help her college students understand the difference between social and academic language is to provide them with similar sentences or passages that convey the same meaning but that are written in different styles, such as the following:

I like this book more.

This story is more exciting than the first one we read.

Because they were brave.

The soldiers received the medal because of their courage.

If you were to compare other kinds of passages or documents, some examples might include:

A business letter vs. a personal e-mail (noted above)

A newspaper's summary of a research report vs. the actual abstract of the report

A customer review of a book vs. the publisher's description of the book

As your students become more familiar with the differences between social and academic language, it will be easier to identify which is which and what is most appropriate for a certain setting. Kristina Roberston notes in her video clip on our academic language playlist that her students call this "sounding smart" - and they know it when they hear it. When they hear themselves "sounding smart," it is a source of excitement and motivation in the classroom.

Additional resources

To learn more about the distinctions between social and academic language, take a look at the following resources from Colorín Colorado:
Discussion questions:

Have you had any students who were proficient in social language but struggled with academic language?

If so, how did their social and academic language use differ?

Did anything in their language abilities surprise you?

What are some examples that could be used to compare social and academic language in your classroom?

Beyond vocabulary

Many people think of vocabulary first when it comes to academic language. While content-area vocabulary words and terms are certainly an important component, academic language also refers to the words and phrases used to connect these key words and to communicate concepts. Here are two different ways to understand a broader interpretation of academic language.

"Bricks and mortar"

Dr. Cindy Lundgren explains the idea of " bricks and mortar" in our academic language video playlist, where "bricks" are the key vocabulary words and concepts in a sentence, and "mortar" is the language (such as signal words and phrases) holding the bricks together. Here is the example she explains in the video:

Even though bats have wings, they are not birds.

In this sentence, the bricks are the key vocabulary words in bold:

Yet to fully understand the sentence, students must understand the meaning of "even though." Here is a sample definition:

"Even though" means that two items are similar, but they are not the same. In this case, bats and birds both share a similar feature (having wings), but they are not the same animal.

Understanding signal words and phrases is a key step in a student's ability to "unlock" the academic language they encounter, as well as to start using it correctly themselves.

Video: Bricks and mortar in language instruction

Dr. Cindy Lundgren discusses the concept of "bricks and mortar" when thinking about effective vocabulary instruction for ELLs.

TWIPs

Debbie Zacarian and Judie Haynes (2010) also look beyond discrete vocabulary words in their academic language definition, including a range of structures they call TWIPs ( Terms, Words, Idioms, and P hrases). Here are some examples:

Note that, in the second example, the "Declaration" is a single word standing in for the official name of a specific document (the Declaration of Independence). Many textbooks used abbreviated terms in the interest of space, which requires students not only to track the references back to the original term but to build on existing background knowledge about the subject being discussesd. ELLs may need some extra preparation to draw upon or build background knowledge in order to fully understand the academic language being used.

Same Word, Different Meaning

Keep in mind that some key words or terms may have different meanings across disciplines and may be used as different parts of speech in different contexts (i.e., noun vs. verbs):

Lunch table (Social language)
Periodic Table of Elements (Science)
Table of Contents (ELA)
Multiplication tables (Math)
To table (delay) the discussion (Social Studies)

Plot of a story (ELA)
Plot of land (Geography)
Plot ordered pairs on a graph (Math)
To plot a government coup (History)

Branch of government (Social Studies)
Branch of a river (Geography)
To branch out (Idiom)

Your foot (Health)
One foot in length (Math)
Foot in your mouth (Idiom)
Foot of the mountain (Geography)
To foot the bill (Idiom)

As you identify the academic language you will be focusing on in a particular lesson, take a moment to think about whether any of the words or phrases may have another definition so that you can anticipate any possible confusion. You may wish to share your list with your ESL colleagues for input as well.

Cognates

Finally, there is a great tool you can use to bolster academic language for students who speak a language related to English. This is the use of cognates - words that have a similar spelling and meaning in both languages. More than a one third of words in English have a Spanish-language cognate! These often include technical or content-specific words that can help students make a connection between both languages, such as the following:

You can see many more in our list of Spanish-English cognates, and your ESL or bilingual colleagues may be able to think of other related examples as well. Once students know how that a connection exists, they will start noticing more words that are related and they will be able to apply their own existing background knowledge about those words to the vocabulary they encounter. They may need some guidance initially, and we provide some tips on how to use cognates in this Colorín Colorado article to help you get started.

Note: There is such a thing as a false cognate, the most famous one being that embarazada in Spanish is not "embarrassed" - it means "pregnant"! It is not a 100% foolproof strategy - but it is generally a very useful tool.
Discussion questions:

What are examples of key vocabulary words, terms, idioms, and phrases that are useful to know in your subject area?

Can you think of some phrases or signal words that are not content specific but are commonly used in your area (such as "In comparison...")?

Looking at the list of cognates from Colorín Colorado, find 10 words related to your subject area.

Planning for purpose and products

Now that you have some more background on what academic language is, it's time to think about how it is used in your subject area. Academic language is used for a variety of purposes across disciplines:

Students may write a lab report in science class.

Students may orally explain their reasoning in math class.

Students may listen to and compare two famous speeches in history class.

Students may compare a scene from a novel and a movie in an English language arts class.

Domains of language

As you can see in these examples, academic language is used in all four domains of language (reading, writing, speaking, and listening), and all four domains are needed to achieve the above tasks. While the uses of academic language may be more obvious for reading and writing, academic language is also necessary for listening to class discussion, lectures, and debates, as well as delivering speeches, presentations, and oral arguments. Students may need just as much help using academic language in their speaking as in their writing, and they may be at different levels across different domains. Carlos, for example, has strong academic listening and speaking skills, but weaker writing skills.

Students may also need help moving from the word level to the sentence, paragraph, or essay/project level in these sophisticated assignments. The most important thing you can do is to provide examples and model the kinds of language you expect students to use on a regular basis. By doing so, you will help familiarize students with the kinds of academic language needed to succeed in your classroom, as well as the purpose of the language they are using. Our Academic Language booklist and webcast include a number of subject-specific strategies for helping students master the kinds of language needed in different content areas.

This is also another area where ESL/bilingual colleagues can help you; they may have tried and true strategies, graphic organizers, and suggestions for modeling academic language and for helping students transition into more sophisticated assignments. One great example is the process that high school ESL teacher Michelle Lawrence uses to help her students transition from sentences and paragraphs to essays. (See Playlist: Writing Process 2.)

Note: Another helpful tool for communicating expectations about academic language is the use of language objectives , which you can learn more about from Colorín Colorado.
Discussion Questions:

As you consider how academic language is used in your discipline, what kinds of assignments are students expected to produce in your classroom and in higher grades?

What are some examples of academic language that are needed for each of these activities?

How are different language domains used at different steps of the process? (For example, a lab may require spoken language to be used in discussions between partners, and then writing to be used for the final written lab report.)

Based on what you now know about academic language, what kinds of support do you think Carlos needs in his chemistry class?

Do you have any ideas on how Mrs. Wilson can support his written academic language?

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Academic Language and ELLs: What Teachers Need to Know

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This article helps educators understand the role that academic language plays in their classrooms and in ELL student success. The article also includes information on social vs. academic language, as well as numerous examples of the different kinds of academic language needed for all students to fully participate in classroom activities and assignments.

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This webcast from Colorín Colorado is a fantastic resource for educators because it dives deep into the vital topic of academic language for English language learners (ELLs). It's hosted by Delia Pompa and features Dr. Robin Scarcella, who brings personal stories and practical advice to help educators understand and support ELLs in mastering the language needed for academic success. They discuss how academic language differs from everyday English, share anecdotes of student progress, and offer hands-on strategies that teachers can use to empower ELLs beyond basic language skills!

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ELL Strategies: Accountable Talk in Classroom Discussions

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The Ellevation Education blog is a great resource for educators because it offers practical advice and examples on crafting language objectives specifically designed to support English language learners (ELLs). It's clear and easy to navigate, providing insights from experts in ELL education that can be directly applied in classrooms. This makes it a valuable tool for educators looking to enhance their strategies for effectively teaching and supporting ELLs in their learning journey!

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Ellevation: ML Program Management Tools for K-12

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The introduction of new standards for English Language Learners has resulted in an increase in rigor and a focus on academic language. With this shift, language service models that isolate language objectives from content, such as pull-out or ESL classes, are becoming less common as school districts refocus on language instruction that is embedded within high-quality, well-scaffolded content instruction.

When creating content-based language instruction, educators must develop unit and lesson content that allows ELs to access the same rigorous, standards-based, grade-level content. In particular, educators need to develop content-based language objectives, which clarify how students will develop language within content instruction.

Alison Balter, an EL leader from Lawrence Public Schools in Massachusetts, worked with Jordan Meranus to share effective strategies that she uses to develop language objectives and integrate them into lessons and units. Below we have outlined some of these key strategies.

What are language objectives?

Language objectives clarify how language instruction is integrated with content, and specifically identify:

1. The way ELL students will use language objectives to engage with the content of the lesson and accomplish the content objectives

2. The specific components of academic language (vocabulary, language structures, etc.) that students will need to learn to accomplish the language objectives

With advanced planning, language objectives help to identify the scaffolds that teachers must have ready to support differentiated instruction for their ELs.

How do I create language objectives?

When creating language objectives you should begin by clarifying and identifying the following:

Content objective - identify the content objective that you plan to supplement with language objectives. While you may not create a language objective for every content objective, Alison recommends that you identify the "power objectives", or essential objectives, within a broader unit and use those to create language objectives.

Knowledge of ELL Student Levels - build an understanding of students' language proficiency levels so that you know how to adjust the language objectives, differentiate instruction, and apply accommodations for multilingual learners.

Domain - identify the domain (Listening, Speaking, Reading, Writing) that you plan to focus on. It often helps to think about what you are asking students to do (e.g., a debate-focused content objective would lend itself to a Speaking language objective).

Next, you will use this key information to craft a language objective composed of the following three components:

1. Language function - the purpose of the language or linguistic processes required in conveying a message, which includes a verb or action that describes what a student should do (e.g., identify, interpret, evaluate, describe)

2. Support - identifies the supports and scaffolds (sensory, graphic, interactive) that the students will need (e.g., vocabulary sheets, visuals, etc.)

3. Link to Content - the link to the content topic

Within this structure you will be able to adjust the language function and supports to match students' different language proficiency levels.

Content Objectives

SWBAT solve word problems involving unit rates

SWBAT justify their decisions based on unit rates in real-life scenarios (e.g., choosing which car to buy based on gas mileage in miles/gallon)

Language Objective -Levels 4-5
Create multiple paragraphs analyzing the effect of figurative language in a poem.

* Support was not provided, as most of the advanced students in this group were working at grade level.

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Crafting Language Objectives for English Language Learners (ELLs)

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The introduction of new standards for English Language Learners has resulted in an increase in rigor and a focus on academic language. With this shift, language service models that isolate language objectives from content, such as pull-out or ESL classes, are becoming less common as school districts refocus on language instruction that is embedded within high-quality, well-scaffolded content instruction.

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I selected this podcast because it's not only entertaining but also incredibly insightful. I appreciate its direct approach, getting right to the heart of the topics without unnecessary fluff. It's a refreshing change to find content that is both engaging and informative in such a concise manner.

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Lesson planning for ESL/ELL: how to write content and language objectives | Episode 71

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The HMHCO blog on teaching math to English language learners (ELLs) is a great resource for educators. It provides practical strategies specifically designed to help ELLs succeed in math. The advice is based on solid research and expertise in ELL education and math instruction. It's easy to understand and apply in classrooms, making it a valuable tool for supporting ELLs and ensuring they grasp mathematical concepts effectively.

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Mathematics is sometimes regarded as a "universal language," as it is grounded in abstract concepts such as numbers and shapes. And there is some truth to that! After all, two people who speak different languages may still be able to solve the same math problem and get the same solution. However, language is nevertheless essential for teaching math, as mathematics is inextricably linked to the language in which it is taught.

Proficiency in any language relies on two factors: language comprehension and language production. When it comes to teaching math to ELL students, we can look closely across lessons and consider, "What is the language load at this moment? Comprehension or production?" Then we can leverage targeted strategies to promote academic language development while also deepening mathematical understanding.

Students learning English carry a different cognitive load when they are also learning mathematics. What follows are ELL strategies for math that lighten the students' cognitive load so that they can show mathematical understanding while you maintain rigor in the lesson.

A note on language: we employ the common phrase English language learner, along with the acronym ELL, but we also recognize that this is imperfect nomenclature. Students who are learning English do not fit neatly into a single label.

ELL Strategies for Math: Language Comprehension

1: Use Routines That Break Down Word Problems

Word problems present an especially tough problem to students learning English. They're hard enough for students who are further along in their English language development! Word problems demand that the reader parse plenty of non-mathematical vocabulary such as names, objects, jobs, and places.

Mathematics instruction will always include word problems, as that is how to articulate complex mathematical situations. Strategies like Three Reads, Stronger and Clearer Each Time, and Compare and Connect help break down the context of a problem and guide students in focusing on one aspect of the language at a time.

2: Focus on Mathematical Vocabulary

Learning mathematics is so much more than learning mathematical vocabulary. Spend time on the words.

For multilingual learners, vocabulary can sometimes be an entryway into the math. Students may have existing notions about words such as product, times, and one, for example, and by discussing them, you are connecting about ideas on both language and mathematics. Your students will help you learn other languages as you help them learn math, a symbiotic relationship.

Provide vocabulary instruction upfront both for mathematical vocabulary and non-mathematical vocabulary that appears in word problems students will confront in the lesson. Vocabulary instruction involves more than just reviewing definitions. It can include playing vocabulary games, reading math readers, and using tools such as word banks.

What would engage your students, regardless of language? Think about what sports they play, music they listen to, TV shows they watch, food they eat, or holidays they celebrate (to name a few). If you can draw on your students' cultural knowledge, you can open paths to engage them even when language serves as a temporary barrier.

Look for ways to modify contexts of word problems and possible bridges between math that they understand and the content you're trying to teach. Position your students as mathematically competent regardless of how well they can articulate their reasoning in English. If you can, let them make up their own word problems! Then you learn more about what is familiar to them.

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7 Strategies for Teaching Math to Students Who Are Learning English

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These ELL strategies for math instruction will help you with teaching math to English language learners and supporting math learning for multilingual students.

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I find this resource to be incredibly beneficial for quick access due to its accessibility and ease of readability. It's designed for fast comprehension, making it ideal for quick reference and rapid understanding, which is particularly valuable when needing to gather information efficiently.

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What are the strategies that help ells learn

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This tool is fantastic because it leverages the power of songs and visuals to enhance learning for English language learners (ELLs). The engaging video format not only captivates their attention but also effectively uses music as a teaching tool. This combination of auditory and visual stimuli makes complex concepts more accessible and memorable for ELLs, fostering deeper understanding and retention of content in a way that is enjoyable and effective.

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The Scientific Method | Songs For Kids | Sing Along | GoNoodle

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This article from Edutopia offers practical strategies that are specifically designed to support English language learners (ELLs) in science classrooms. It provides clear and accessible guidance based on research and best practices in ELL education, making it easier for educators to implement these strategies effectively. By using these approaches, teachers can create a more inclusive learning environment where ELLs can actively participate and succeed in understanding scientific concepts. Ultimately, the article aims to improve learning outcomes for ELLs in science by enhancing both their language skills and their grasp of scientific principles in a supportive educational setting.

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How science teachers can use ELL strategies to help students have a better grasp of the vocabulary of science.

Middle school science students filter into the classroom, gradually transitioning to speaking English as they finish conversations in their first language, Korean or Chinese. One of a series of slides is up on the board, each cuing an activity to get them talking about the subject in the target language, preparing them for the challenge of the vocabulary-dense content area of science.

The volume of science terms discourages many students early on, especially students who don't often see themselves reflected in the content, particularly girls and students of color. To address the needs of the large language learner population at our school, the two of us-English language learner teacher Kent and science teacher Gina-teamed up to create resources to support students as they grow as both scientists and English speakers.

While these resources were designed with language learners in mind, the activities have proven highly effective in increasing confidence with science vocabulary for native English speakers as well.

Teachers can easily modify each of the resources below to fit different science units or even different content areas and support learners as they transition away from figuring out what to do and instead focus on content, skills, and vocabulary, reducing the amount of time needed for instructions. For example, when students see a vocabulary puzzle in class, they discuss with a partner or small group (in English or their first language) the multiple ways to approach it and then immediately get to work.

Supporting English Language Learners in Science Classes

Interactive student-to-student talk: Using the target language for frequent student vocalizations and student-to-student interactions is a primary goal and the main area we focused on when we developed these resources. Each class starts with an opportunity for students to warm up their science vocabulary, activate schema relevant to the day's lesson, or retrieve previously learned content, all while practicing their academic interpersonal English skills. We have slides and activities to engage students in partner talk using unit vocabulary, and teachers can easily adapt them for a range of content.

Vocabulary puzzles: Vocabulary puzzles tap visual, kinesthetic, and interpersonal modalities and can be differentiated with little difficulty. Teachers can scaffold the puzzles for different linguistic levels by cutting them into fewer larger pieces before tackling all the pieces separately. Students can also lay pieces on top of the completed puzzle, using it as a key. Once students are confident with the vocabulary, they can use the cards in a dominoes-style game where students make connections between different terms to build an interconnecting board.

Student roles in jigsaw discussions: Dividing up content using a jigsaw strategy gives students the chance to dig in more deeply with a smaller amount of information and offers all learners the opportunity to feel more like an expert about specific content material. This also allows for the leveling of source material to give every student an entry point into the topic. Clear student roles in the discussion ensure that every student is contributing and is engaged during the interactive portion of the jigsaw.

These tools also support effective collaborative talk as students are tasked with asking questions, summarizing main ideas, and using a recording tool to offer a window into their conversations. The teacher can easily change the roles to meet the needs of the students, content, or task.

Fishbowl discussions: Once students feel comfortable with the content vocabulary, it's important that they get an opportunity to apply it. Fishbowl discussions consist of a small group of students conversing about a unit-related topic while another group of students observes the discussion. Topics are designed to prompt debate, deep thinking, and connections to student experiences, as well as promote the application of unit content and vocabulary.

Tailoring both the student preparation sheet and the observation sheet gives the teacher the opportunity to guide students toward the right content and discussion norms. For example, after noticing that girls were often excluded from discussions involving groups that had a majority of boys, we added an "invites quieter member to share" section to the observations sheet.

The fishbowl format facilitates high-level discussions in the target language and supports students in developing academic and collaborative discussion skills. In classroom reflections, students often point to fishbowl discussions as the activity that really pushes them and helps them learn.

Students thrive in learning spaces where they can be engaged and successful-where they can feel themselves learning. Integrating activities like those above into a science or other content class gives every student entry points for success and the tools to support them in making progress. We encourage teachers to give these strategies a try, measure how classroom interactions shift, and plan their next steps in supporting all learners in communicating about scientific topics.

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Using ELL Strategies in the Science Classroom

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How science teachers can use ELL strategies to help students have a better grasp of the vocabulary of science.

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I'm particularly fond of this podcast because it features an experienced teacher who dives into her own classroom experiences and offers practical guidance on supporting English language learners (ELLs) in the realm of social studies. Her insights are both enlightening and reassuring, providing real-world strategies that educators can readily apply. The podcast strikes a great balance between being informative and entertaining, making it a delightful and insightful listen that doesn't just educate but also engages listeners with stories and practical advice from the field.

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EP90: Social Studies Teaching Strategies

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This resource from Monroe 2-Orleans BOCES offers practical support for educators teaching social studies to English language learners (ELLs). It includes differentiated instruction strategies and culturally relevant content to help ELLs engage and understand concepts effectively. By integrating language development with social studies lessons, educators can enhance academic language skills while promoting cultural understanding among ELL students. It's a valuable tool for creating inclusive and engaging social studies education tailored to the needs of diverse learners!

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This video provides a thorough exploration of summative assessments and their effectiveness in supporting English language learners (ELLs). It delves into the specifics of different types of summative assessments, explaining how each one benefits ELL students in evaluating their understanding and progress. The detailed analysis not only highlights the importance of using these assessments but also offers practical insights into how educators can implement them effectively in diverse classroom settings.

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This ERIC resource is a gem for educators because it gives us practical strategies based on solid research to support English language learners (ELLs) in our classrooms. It covers everything from how to teach effectively to assessing their progress and helping them develop language skills. It's written in a way that's easy to understand and apply, which is perfect for busy teachers looking to make a real difference in their students' learning journeys. This resource really empowers us to create inclusive and effective teaching environments for all our students, especially those who are learning English.

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I really appreciate this resource because it dives deep into strategies for developing oral skills in English language learners (ELLs) while keeping it interesting and engaging. It goes beyond just basic tips, offering detailed insights that educators can apply directly in their teaching. The way it presents the information makes learning about oral development enjoyable and easy to grasp. It's the kind of resource that not only informs but also inspires educators to effectively support their ELL students in improving their speaking abilities.

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What is Oral Language and How Do I Support the Development of it?

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This article from Colorín Colorado is really helpful for educators because it focuses on the specific challenges that English language learners (ELLs) face when developing their oral language skills. It discusses issues like limited vocabulary and cultural differences in a way that's easy to understand. What makes it so practical is that it doesn't just highlight the problems; it also provides realistic solutions backed by research and proven methods. By offering these strategies, it gives teachers actionable ways to support their ELL students and create a more inclusive learning environment. It's a great resource for anyone looking to improve how they teach oral language to ELLs.

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In this article written for Colorín Colorado, Dr. Lindsey Moses Guccione shares five key challenges related to the oral language development of ELLs, as well as tips for addressing each of the challenges.

Dr. Moses Guccione is the co-author of Comprehension and English Language Learners: 25 Oral Reading Strategies That Cross Proficiency Levels ( Heinemann, 2009).

Getting Started

As a former elementary teacher in a bilingual school, I developed a love and passion for finding effective ways to support oral language and oral reading development of emerging English language learners (ELLs). I discovered this passion when I began my first year of teaching in a second-grade classroom, where I encountered a handful of challenges related to my students' oral language development.

Many students were transitioning from a classroom with Spanish instruction into my classroom with instruction provided in English. I had students ranging from monolingual English speakers to students who had just recently moved to the U.S. from a Spanish-speaking country. The range of language proficiency levels crossed the entire spectrum. Having minimal experience with this range of diverse students and needs, I began reading, researching, and implementing new instructional ideas into my classroom. With each challenge I encountered, I gained new information about my students and their parents. I also began learning more about my own methods of instruction, and I learned a great deal each year about new challenges and successes.

Currently, I am fortunate to work with many teachers who have the opportunity to impact the lives of children and families who speak more than one language. As I work with these teachers and families, I have found five common and reoccurring challenges that they seem to face in the area of oral language development that parallel my own experiences. I detail these challenges and questions below, as well as suggestions for addressing each challenges based on strategies I used in my classroom.

Questions and Classroom Scenarios

1. What do I do if they don't know ANY English?

Understanding the characteristics of language learners at different proficiency levels helps to think about how we can best support students in their oral language and reading development. Below is a chart that gives a description of the first two levels of language proficiency as well as implications for using oral reading. This is a nice place to start when thinking about how to interact with and support our Starting and Emerging English speakers.

Levels of Language Proficiency

Description

Implications For Using Oral Reading

Level 1: Starting
Students are in a silent period in which they listen, but do not speak in English. They may respond using nonverbal cues in attempt to communicate basic needs.

The teacher and other more advanced students should model oral reading. Students in the silent period should not be forced to speak, but should be given the opportunity to participate in a group activity where they won't be singled out.

Level 2: Emerging
Students are beginning to understand more oral language. They respond using one- or two-word phrases and start to produce simple sentences for basic social interactions and to meet basic needs.

Teacher and students should continue to model oral reading. Students should be encouraged to begin taking risks with simple, rehearsed oral reading in non-threatening situations.

Opitz & Guccione (2009). Comprehension and English Language Learners: 25 Oral Reading Strategies that Cross Proficiency Levels.

2. How do I provide instruction and support for the ELLs without holding back the students who are fluent in English?

Differentiation is the key to effective instruction for all students. Students of varying proficiency levels can learn the same content when the teacher provides a wide range of learning opportunities for students with different academic and linguistic needs. Three key strategies for this approach include differentiating or modifying the texts, creating grouping structures, and targeting the amount and nature of support based on students' needs (Opitz & Ford, 2008).

Modifying the text: Teachers can differentiate the text by selecting various levels of text difficulty on similar content, or they can also divide the text up into smaller portions appropriate for certain groups/individuals for a jigsaw activity. Another idea is to summarize text that might be too difficult and provide ways to make the text more accessible (such as vocabulary support, visual support, connecting to background knowledge, etc.).

Creating grouping structures that set students up for success: While some grouping structures can be established according to language or literacy skill levels and needs, it is also important to think about providing students exposure to interact with peers who demonstrate a wide range of different language and literacy skills. Additionally, teachers can improve engagement and motivation by creating choice/interest groups where students gather, read, discuss and work together on topics of common interest.

Targeting the amount and nature of student support: It is important to think about scaffolding the experience and using comprehensible input to make it accessible for all students. Comprehensible input means that students should be able to understand the gist of what is being said or presented. There are many ways to do this, such as selecting key vocabulary, using context or visual cues, building background knowledge, building on experiences the students have had, using consistent language, and providing images or visual representations to support vocabulary and content. Teachers can support their students by embedding comprehensible input into their whole-group instruction, but this also becomes particularly effective when used in the different grouping structures. Teachers can also modify the amount of support and interaction between teachers and students depending on their individual and group needs.

3. This student knows English - I hear him talking to his friends and on the playground. He just doesn't want to try in class.

I have heard many teachers discussing variations of this same idea. However, I would caution teachers and parents about jumping to this conclusion. Academic language (or the language specifically related to school and/or academic content) can be complicated to acquire. Students often first develop social language and demonstrate near proficiency or proficiency in English in social settings. A student may be demonstrating sophisticated use of social language, but they may have difficulty using language in more formal settings such as school.

Much of the academic language required to be successful in school - everything from instructions to expectations to content-specific vocabulary - requires assistance in acquiring. Students hear and use their social language in various settings from home, community, and school, but academic language is often only used in the school setting. These students need specific instruction and support surrounding their language development in this area.

The same children who appear to be functioning at a high level of English proficiency in social settings may actually be functioning at a beginning stage in other settings, depending on how they are called on to use language. The students need to feel safe and in a low-anxiety environment in order to begin to feel comfortable taking risks with their oral language. When they have less exposure and instruction related to academic language, this can often cause students to feel intimidated and less likely to be willing to share in class.

One idea for reducing anxiety and encouraging students to experiment with language might include allowing students to read, practice, and discuss their responses in partners and small groups before sharing out to the entire group. This allows students an opportunity to hear language modeled by peers, practice what they want to say, and possibly revise their original thought and/or language before sharing it in a public way. As students find more success with their language production and classroom participation, they will be more likely to share and take risks, and in turn continue building their confidence.

4. How is the child ever going to learn English if they don't speak it at home?

It is important to celebrate being bilingual and biliterate. Research has shown that development of a students' first language can facilitate development in the second language (Genessee, Geva, Dressler, and Kamil, 2007). Understanding this helps parents, teachers, and children to encourage the use and development of the students' home language while they are at home. All of the home literacy activities that we recommend for English speakers, such as reading aloud, making lists, discussing books, reading environmental print, etc., should also be encouraged for the English language learners in their home language. Students can begin to use more English as they feel comfortable in different settings, but it is important to note that speaking two languages will not hinder their English development.

Another important idea to remember is that we want to invite parents to feel confident in their interactions with their children regardless of their English proficiency level. As they begin to read or retell stories and discuss them at home, they are developing vital oral language and comprehension skills, and these skills will transfer over into their school language.

5. What kinds of activities should I be doing to help the student develop their oral language and oral reading?

McCauley and McCauley (1992) report four factors as necessary for acquiring a second language: a low-anxiety environment, repeated practice, comprehensible input, and drama. These are all important components of setting children up for success and language development.

A low-anxiety environment includes a setting where students feel nurtured and supported by their teacher and peers, and in turn, they feel safe to take risks without the fear of being laughed at or made fun of.

Repeated practice is just like what it sounds! Students need repeated practice hearing and using a new language. They need multiple opportunities to comprehend and express their ideas in a new language. Like with anything new that we learn, practice helps us get better.

Comprehensible input, as explained above, means finding different ways to make what is being said comprehensible and easier to understand. Things to consider with comprehensible input might include using speech that is appropriate for students' language proficiency, providing a clear, step-by-step explanation of tasks, and using a variety of techniques to support their understanding.

Drama, or a sense of excitement and engagement, can be found in activities like Reader's Theatre, dramatic play, puppetry, narrating wordless picture books, etc. All of these activities also have the other three factors embedded within them. These activities assist in the development of oral language in addition to introducing students to oral reading and rich literacy experiences and responses in a classroom setting.

Closing Thoughts

As you can see from these questions and examples, there are a lot of different approaches to helping ELLs build their oral language development skills, and you may have to try different activities until you find what works for your students. The most important thing, however, is to build your students' confidence while giving them new words and phrases to practice. Don't be afraid to try something new - and most of all, don't be afraid to have fun doing it!

About the Author

Dr. Lindsey Moses Guccione is a coauthor of Comprehension and English Language Learners: 25 Oral Reading Strategies that Cross Proficiency Levels. She is an assistant professor at the University of Northern Colorado and teaches courses in Early Childhood Education, Literacy, and Culturally and Linguistically Diverse Education. She is a former elementary teacher of English language learners and is currently researching how ELLs make sense of texts.

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Oral Language Development and ELLs: 5 Challenges and Solutions

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In this article written for Colorín Colorado, Dr. Lindsey Moses Guccione shares five key challenges related to the oral language development of ELLs, as well as tips for addressing each of the challenges. Dr. Moses Guccione is the co-author of Comprehension and English Language Learners: 25 Oral Reading Strategies That Cross Proficiency Levels ( Heinemann, 2009).

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I find this video really valuable because it offers straightforward methods to adjust lessons that can significantly benefit our ELL students. It's something I'll keep handy for future reference, as it provides practical strategies that can make a real difference in supporting their learning.

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How to modify your writing lessons for English Language Learners / ESOL Strategies

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This article from Continental Press is a great resource for educators because it provides practical writing strategies designed specifically for English language learners (ELLs). It tackles the challenges ELLs often encounter in writing and offers straightforward techniques that teachers can easily implement in their classrooms. By focusing on these effective strategies, the article helps educators enhance their approach to teaching writing and supports ELL students in improving their skills with confidence. It's a valuable tool that offers clear guidance and practical solutions to benefit both educators and their ELL students alike.

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Why is writing so hard? This is a question that teachers hear on a daily basis from students. There is no denying that writing is difficult. However, for English Language Learners (ELLs), writing is made even harder because they are doing a task outside of their native language.

We have compiled a list of the best activities and writing strategies for ELL students that are designed to alleviate your ESL students' struggles.

Before You Begin

To determine which strategies will work best for your students, ask these four questions before they start writing:

1. Do they already know how to read in their first language?

2. How similar is the student's home language to the English alphabet and syntax?

3. How often does the student have the opportunity to practice reading and writing in English?

4. How much background knowledge does the student have about the writing topic?

The Importance of Scaffolding Writing for ELLs

In education, scaffolding is a teaching method where teachers help students complete tasks just beyond the point that they could achieve by themselves. It was developed by Russian psychologist Lev Vygotsky, who theorized that children learn best when an adult helps them expand upon what they already know and can do.

His theory birthed the concept of a Zone of Proximal Development (ZPD)-the area between what is known and unknown where students can achieve a task with guidance from a knowledgeable teacher. Over time, teachers gradually reduce support until the students can do the task themselves.

There are many benefits to scaffolding instruction for students:

Tasks are simplified to make them more manageable.

Student frustration is reduced.

Students are better able to focus on learning objectives.

Students build confidence in their abilities.

Scaffolding your instruction is key to the success of all students-especially ELLs. When you make connections to what students already know, learning becomes more meaningful. Determining where and when scaffolding techniques are to be used (and later removed) is crucial in helping students reach their learning goals.

ELL Writing Strategies for Scaffolding

ELLs benefit from scaffolding throughout the writing process. Below are a few types of scaffolding writing strategies for ELL students that can be used at any grade or language level.

1. Model Texts
All ELL students need to see plenty of examples of the kind of writing you want them to produce. Model texts could be selected from high-quality literature, teacher-generated, or student-authored pieces. Whatever text you select, make sure that it clearly demonstrates your learning objective.

2. Sentence Frames
Sentence frames are sentences with strategically placed blanks for students to fill in. These are helpful for newcomers who are in the earlier stages of language proficiency, or for introducing a new type of sentence structure.

3. Sentence Stems
Similar to sentence frames, sentence stems provide a prompt for students to begin writing. Sentence stems are more open-ended than sentence frames, but still offer structure and guidance for the writing activity.

4. Word Walls
Word walls are an excellent scaffolding technique, as they can be customized to your language objectives. You may utilize a word wall for academic vocabulary terms or other important writing elements like signal words. You can make your word wall a more powerful teaching tool by making it interactive.

5. Graphic Organizers
Beginning a writing task can be daunting for ELLs. Graphic organizers are effective teaching tools that help students visually organize information and break down writing into more manageable steps. Consider pre-filling parts of graphic organizers to scaffold for your ELLs.

Writing Activities for ELL Students

When teaching writing to English language learners, it's important to use authentic writing activities that allow them to write about their experiences. We've compiled a list of engaging writing activities along with scaffolding techniques to help each of your ELLs build their writing skills.

Journaling
How to Journal with ELLs

Student journaling can be an effective activity to help ELL students build confidence and develop writing skills. There are many different ways that teachers can use journaling in the classroom. Personal journals, dialogue journals, and content-specific journals such as science or math notebooks are all helpful teaching tools. For a more in-depth look at how journaling can benefit ELL students, read our article here.
Benefits for ELLs

Journals can be used by ELLs of any proficiency level.

Students have the opportunity to write in their native language.

When used intentionally, journals can expand students' vocabulary and higher-order thinking skills.

Strategies for ELLs

For newcomers or those who have limited proficiency, consider allowing them to draw in their journals and label their pictures.

Use picture dictionaries or other visuals to help students bridge their understanding between words that they know in their native language and English words.

Provide sentence starters or writing prompts to help students get started with their writing.

Sequential Writing
How to do Sequential Writing with ELLs

Have the students write the steps to do a familiar task like getting ready for school or making breakfast. Students can practice using new and unfamiliar words along with a routine activity.
Benefits for ELLs

Sequencing is an important skill for reading comprehension and scientific inquiry.

By selecting a familiar activity, you will ensure that ELL students have the background knowledge necessary for the activity.

Students' home cultures can be incorporated by including the activity as homework for ESL students-have students ask their parents to tell them the steps for making their favorite meal.

Strategies for ELLs

Provide pictures for students to put in the correct order for a familiar activity. Have students practice labeling or matching words with the pictures. Reinforce keywords like "first," "next," "then," etc.

For students with progressing language skills, divide a paper into four sections. Have the students draw and label pictures for each step.

Provide a sequence graphic organizer for ELL students to write the steps to the activity.

Creative Writing
How to Use Creative Writing with ELLs

Short, creative writing activities can provide ELLs with engaging written expression examples and ideas.

Have students write a social media post, like a tweet, about a current event or even as a book review.

As part of a social studies unit, give ELL students an assignment to write a postcard from a country that they have been learning about in class or their native country.

For students with more advanced language skills, have them create a fictional ad to introduce and practice persuasive writing.

Benefits for ELLs

Incorporating social media activities can enhance ESL students' digital literacy.

Short, engaging activities reduce the cognitive load for ELL students while increasing their motivation.

Strategies for ELLs

Use model texts so that students are familiar with the type of writing you assign.

Create a word bank or personal word wall for students to reference relevant vocabulary words.

Poetry
How to Use Poetry with ELLs

Begin by discussing the difference between stories and poems. Read many different types of poetry to familiarize students with the genre, and include poetry across the curriculum where relevant. Consider the best type of poem for your instructional needs:
Benefits for ELLs

The text in poetry is both purposeful and brief, so ELL students can understand the main point without becoming overwhelmed.

Poetry offers opportunities for students to engage with language in a playful way.

Poems are an excellent way to incorporate your students' native cultures into your classroom.

Strategies for ELLs

To scaffold, first create a poem as a group, then have students work in smaller groups or pairs to write independently.

Have students create word maps to help them generate relevant vocabulary or varying adjectives to make their poetry more interesting.

Writing Programs for ELLs from Continental

Continental understands there are many different writing programs to choose from when teaching writing to English language learners. Our ELL writing programs are developed with the latest research and teacher-backed activities and feature the best writing strategies to support language development.

My Language Journal

My Language Journal is a series of personal journals that provides ELLs with opportunities to practice their writing skills and develop their vocabulary through visual learning activities. My Language Journal can be used for grades K-12.

Uses personal writing prompts to engage ELLs

Customizable word logs help make learning meaningful

Topics for social-emotional learning (SEL) and content areas

Tier 2 and Tier 3 vocabulary support

The Write Track for English Learners

The Write Track for English Learners focuses on writing development to help ELLs develop their written communication skills. It also helps students gain confidence with classroom writing assignments and state testing requirements. It's designed for grades K-12 and English language proficiency levels 2-5.

Provides complete instruction for a variety of writing areas

Step-by-step instruction with guided practice and peer review

Correlated to English language development (ELD) standards

Interactive eBooks with online answering, instant scoring for immediate feedback, and performance reports

Writing can be difficult even for native English speakers. Thankfully there are many ways to help ESL students not feel overwhelmed and discouraged. By using these writing strategies, you can help your students begin to feel more confident in their English language skills.

Looking for more writing or teaching strategies to support your ELL students? Visit Continental's ESL Resource Center for ideas and free downloads.
Thank you to Ellen Richardson, our ELL contributor, for consulting on this blog post.

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Writing Strategies for ELL Students | Continental Educational Publisher

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We have created a list of the best activities & writing strategies for ELL students that are designed to alleviate their writing struggles.

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I find this video particularly appealing because it strikes a perfect balance: it's short and to the point while still managing to cover all the main aspects comprehensively. Its engaging presentation style not only holds my attention but also ensures that I absorb the information effectively. It's a great resource for quickly grasping the key points without feeling overwhelmed, making it ideal for both learning and refreshing my understanding of the topic.

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Varieties of English | English Language Learning Tips | Cambridge English

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I really appreciate this paper because it provides a thorough exploration of the different varieties of English. I especially like how it discusses various curriculum approaches and offers practical insights on how to apply them effectively in the classroom. It's insightful and offers valuable guidance for educators looking to enhance their understanding and teaching of English language variations.

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The website from Linden Education offers educators practical strategies on engaging multilingual and multicultural learners in classroom assessment. It provides insights into creating inclusive assessment methods that consider diverse cultural backgrounds and languages. Aims to enhance educators' ability to conduct fair and effective assessments while supporting equitable learning outcomes for all students, regardless of their linguistic or cultural backgrounds.

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Linden Global Learning

By Dr Erin Furtak

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

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

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

Five ways to support learners in classroom assessment

1. Make it safe

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

2. Make it relevant

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

3. Make it accessible

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

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

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

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

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

4. Use multiple modalities

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

5. Build bridges, not gates

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

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

What can school leaders do?

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

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

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

About the author:

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

References

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

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

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

By Dr Erin Furtak

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

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

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

Five ways to support learners in classroom assessment

1. Make it safe

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

2. Make it relevant

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

3. Make it accessible

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

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

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

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

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

4. Use multiple modalities

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

5. Build bridges, not gates

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

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

What can school leaders do?

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

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

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

About the author:

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

References

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

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

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

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Five ways teachers can engage multilingual & multicultural learners in classroom assessment

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

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I found this video particularly engaging and insightful because it offers a firsthand account from a real teacher discussing her classroom experiences. She provides concrete examples and practical insights into how she actively promotes important aspects within her teaching environment. By sharing her authentic experiences and strategies, the video not only resonates with educators but also serves as a valuable resource for learning effective teaching methods in action. It's refreshing to hear directly from a teacher implementing these approaches and seeing their impact on student learning firsthand.

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English Language Learners: Culture, Equity and Language

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I appreciate this visual because it presents the evolution of various methods over the past century in a clear layout. It's fascinating to observe the progress and changes that have occurred over time in education.

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Please click here if you are not redirected within a few seconds.

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The Best Method to Learn English | Language Teaching Methodology

blog.tjtaylor.net

Images may be subject to copyright.

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Please click here if you are not redirected within a few seconds. Images The Best Method to Learn English | Language Teaching Methodology blog.tjtaylor.net Images may be subject to copyright.

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This article from EFL Cafe offers a comprehensive historical overview of English language teaching methods. It traces the evolution of teaching approaches over time, providing educators with insights into the development, trends, and shifts in pedagogical practices. By exploring different methodologies used throughout history, the article helps educators understand the origins of current teaching strategies and encourages reflection on how past practices can inform and enhance modern language education. It serves as a valuable resource for professional development, fostering a deeper understanding of the theoretical foundations and practical applications of English language teaching methods.

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The Journey Through Time: A Historical Overview of English Language Teaching Methods – EFLCafe.net

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This concise video covers the 10 principles of teaching English effectively. I appreciate how it provides comprehensive information and uses clear examples that help me understand the principles and their significance better.

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Top 10 Principles of Teaching English | Teaching English Language Learners

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This article helps expand my knowledge of the stages of language acquisition for English Language Learners (ELLs) is essential for educators because it guides how we teach. It helps us understand where each student is in their language learning journey, so we can provide the right support and choose the best teaching materials. By recognizing these stages, we can set realistic goals, tailor our lessons to meet individual needs, and create a welcoming classroom environment that supports both academic progress and personal development for ELL students.

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Language acquisition is a key educational goal of any English language learner (ELL). In order to ensure ELLs are on track, it's crucial that parents and teachers understand the stages of language acquisition for ELLs and how they differ from the stages of first language acquisition. Let's take a deeper look at the stages as well as techniques for teaching at every step of the way.

Stages of First Language Acquisition

When we talk about ELL stages of language acquisition, a common point of reference is the stages of first language acquisition that nearly all babies go through. While the two processes differ significantly, having an understanding of how children learn a language is key to ELL success.

Pre-Talking

This stage takes place from birth to around six months of age. During this time, the child does not speak but is beginning to understand short words and phrases that are central to their needs and interests.

Babbling

The babbling phase occurs from around six to eight months old. In this phase, the infant begins to "babble" and makes noises and syllables that are not yet words. Physically, teeth begin to appear and the muscles in the mouth required for speech begin to develop.

Holophrastic

The holophrastic stage is significantly longer, occurring between nine and eighteen months old. During this phase, the infant begins to learn and speak single words. In the beginning, these words are strongly centered around basic needs and interests as well as names or identifiers like "mama" and "dada."

Two-Word

This stage takes place from eighteen to twenty-four months old. Once children have developed single-word speech, they begin to pair groups of words together into mini-sentences and phrases like "I want" or "give me."

Telegraphic

The telegraphic stage takes place from two to three years old. Over time, children begin to expand their two-word phrases into short sentences. They also begin to utilize lexical morphemes to make the words they use fit the sentence. For example, they understand to use the plural form of "boys" instead of "boy" when referring to a group of boys.

Multiword

Past the age of three, most children fall into the multiword stage. In this final stage of language acquisition, children now learn to use functional morphemes to change the meaning of the words they use. Examples include the words but, in, the, and that.

The Stages of Second Language Acquisition

Now that we've reviewed the basic structure of first language acquisition, let's take a look at the stages of language acquisition for ELL students. Much like with first language acquisition, there are general time periods associated with each stage.

However, these guidelines are much looser than those for first language acquisition and can differ greatly based on a variety of factors. Every student is different and depending on these factors, some stages may take longer or shorter than expected.

Pre-Production

For ELLs, the pre-production stage or "silent period" occurs during the first six months of exposure to the language. During this stage, students have no spoken English skills. They have minimal comprehension and listening skills and often utilize gestures like nodding, pointing, and drawing to explain themselves. This stage is somewhat comparable to the pre-talking and babbling stages of first language acquisition.

Teaching ELLs in their early English acquisition stages can be tricky. Here are a few tips to maximize learning and comprehension during the early days:

Use simple prompts and questions, like "Point to..." or "Show me...".

Provide visuals and/or realia to communicate whenever possible.

Demonstrate and practice classroom routines. Don't assume that ELLs know the cultural norms or procedures for asking for help, using classroom materials, or going to the bathroom.

Limit the amount of technology students are exposed to early on (and ask other teachers to do the same to provide consistency) until students have an adequate understanding of procedures and policies for using computers and other platforms.

Focus on repetition, especially with new vocabulary and concepts.

Get to know your students, the culture they come from, and the norms associated with their culture (e.g., in some cultures it is inappropriate to make eye contact with a teacher).

Early Production

Around six to twelve months after ELLs are regularly exposed to English, they will begin to use one- and two-word English phrases. Depending on age, immersion, and the specific student, this stage can occur much sooner or take longer. This is why it's important to see the stages of language acquisition for ELLs as guidelines, not a hard and fast set of benchmarks for students to follow precisely.

At this point, the ELL has absorbed thousands of words and has gained limited comprehension of the key words they hear most and that are most important to them. As their comprehension increases, students begin to speak more and will likely use only present tense nouns - a grammatical trademark of this phase.

Our tips for teaching ELLs in the early production stage include:

Build on strategies from the pre-production stage.

Ask yes/no questions and questions asking who, what, where, and when.

Provide sentence starters and framed sentences to encourage more complete thoughts.

Use students' errors to better understand their learning and identify skills they have mastered and are struggling with.

Remind students that making mistakes is a part of learning and totally okay.

Speech Emergence

After one to three years of exposure to English, ELLs have developed significant comprehension and can read, write, and understand simple sentences. They will continue to make new grammatical and pronunciation errors and will still struggle with homophones, jokes, and cultural slang in conversation.

During the speech emergence stage, teachers should:

Ask longer-form questions with prompts like "why" and "how."

Simplify language when teaching new concepts to allow students to focus on learning one thing at a time.

Explicitly teach language and writing structures alongside content and vocabulary.

Teach text organization and explore the similarities and differences between how your students' cultures organize sentences and thoughts.

Understand the difference between oral fluency and proficiency. ELLs may have mastered conversational English but acquiring academic language can take far longer.

Begin to expose students to higher-order thinking and model appropriate language.

Fluency

Fluency can occur as early as three years but may take upwards of ten years or a lifetime depending on various factors. However, most students eventually reach fluency or near-fluency with ongoing education. Students will also progress through a spectrum of fluency, from beginning to advanced.

At this stage, they have excellent comprehension, speech, and writing skills. They may still struggle with pronunciation depending on the age of their initial exposure to English. However, it's important to keep in mind that difficulty with pronunciation does not equate to a lack of language comprehension.

While teaching ELLs during this stage may begin to feel like teaching native speakers, here are a few tactics and strategies to keep in mind:

Language acquisition can vary across content areas. Be intentional about developing your students' fluency in all content areas and provide additional support where needed.

Continue using visuals and strategies from earlier stages where possible for increased consistency.

ELLs still need extra support, like explicit instructions for navigating difficult texts and organizing thoughts and ideas according to the content area.

Provide ELLs with opportunities to teach others and prove full understanding of the content in question.

What Are the Similarities Between First and Second Language Acquisition?

While there are significant differences between the stages of first language acquisition and the stages of language acquisition for ELLs, there are also notable similarities.

1. In both, there are predictable stages. Not every student will progress at the same rate, but all ELLs will go through the stages in the same order.

2. In both first and second language acquisition, there is a delay between comprehension and speech. In both processes, children understand more than they can say or explain.

3. In both types of language acquisition, children may speak or comprehend better in low-pressure situations than in front of the class. This is something we typically associate with ELLs but can be true for native speakers as well. Be sure to provide students with a variety of ways to show their knowledge, rather than assuming they don't understand because they can't communicate it in a specific way.

4. In both first and second language acquisition, children learn largely through making mistakes. Teaching a growth mindset is crucial to encourage students to continue to write and speak often despite the mistakes they make. Try modeling resilience by making an effort to learn a few words from your students' languages and demonstrating perseverance and how you move forward after making a mistake.

What Are the Differences Between First and Second Language Acquisition?

In addition to the similarities above, there are a number of significant differences seen in the stages of language acquisition for ELLs. It is paramount that teachers understand these differences and how they impact learning.

1. Depending on their native language proficiency, ELLs may have already built a foundation for language learning, whereas first-language learners have not. This means ELLs will likely pick up speech, reading, and writing faster if they are already competent at these skills in their native language. Research has shown that strong first language skills have a positive impact on second language acquisition.

2. ELLs are also expected to learn their second language much faster than their first. When acquiring a first language, children have nearly twenty-four months before they are expected to speak two-word phrases. This timeline shrinks to just twelve months for ELLs. For many students, especially those getting used to a new home in a new country, twelve months simply isn't enough time to digest and comprehend a completely new language. Patience, compassion, and focusing on your students' strengths rather than their weaknesses will create a more positive learning environment for ELLs.

3. Second language learning requires explicit instruction whereas first language learning is generally a more passive process. ELL students may have more limited opportunities to practice English skills with native speakers, as their parents are likely ELLs as well. They need direct, intentional instruction to develop their second language skills.

Factors that Affect the Stages of Language Acquisition for ELLs

So, how do students develop proficiency in a new language? Can they learn at any age and in any setting? The bottom line is that any student can learn English in time with the proper resources. Here are some of the foremost factors that affect the timeline and stages of language acquisition for ELLs.

Age

Age is a major factor in how fast ELLs learn and at what point they reach fluency. Learning a second language early while the brain is still actively forming connections can help students learn more quickly. However, older ELLs have the advantage of understanding grammar and how language works. They will likely learn grammar and pronunciation more efficiently but will struggle with retention and vocabulary more than a younger ELL would.

Immersion Level

Immersion level has a significant impact on the stages of language acquisition for ELLs. Students who have opportunities to speak English not only at school but also at home will typically learn more efficiently than those only speaking English at school.

This can especially affect speech over listening and comprehension. Nearly all ELLs will be exposed to six or seven hours of listening to English each school day. But, for many ELLs, this can be mentally and emotionally exhausting, and they may go in and out of active listening. Furthermore, they may only spend an hour actively speaking and conversing. In these cases, speaking English in a comfortable environment at home (in manageable amounts) is crucial to their language acquisition.

Setting

Alongside immersion level, the settings in which ELLs learn matter greatly to their long-term fluency. Especially for older learners, speaking and writing only in a classroom setting can limit their ability to achieve fluency.

Consider a world where you learned English only in a semi-formal classroom setting. You likely would never learn slang, jokes, or more casual language. You might miss out on the finer details of speech like timing and tone of voice. Learning in the classroom, at home, and out in the world is the best way for ELLs to achieve near-native fluency.

First Language Proficiency

As previously mentioned, there is a positive correlation between native language proficiency and second language acquisition. Students who have strong first language skills are generally able to learn a second language more easily because of language transfer.

Mara Salmona Madrinan writes, "Research has shown that writers will transfer their writing abilities and strategies, whether good or deficient, from their first language to the second (Friedlander, 1997)...In addition, writing, speaking, reading or listening in the first or the second language helps the entire cognitive system to develop...(Baker, 2001)."

A growing body of evidence suggests that a student's first language is an asset to their learning.

When teachers have an understanding of the process of second language acquisition, they can better support their ELLs' language development.

Interested in more ways to support your ELLs? Check out our wide variety of ESL, ELD, and ELL instructional materials for grades PreK-12.
Thank you to Ellen Richardson, an ELL teacher at Abraham Lincoln Middle School in Lancaster, PA for consulting on this blog post. This blog was originally published on April 1, 2021. It was updated on May 2, 2023.

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The Stages of Language Acquisition for ELLs | Continental

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Take a deeper look at how the stages of language acquisition for ELLs differ from the stages of first language acquisition.

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I found this slideshow to be incredibly valuable because of its interactive nature and how effectively it presented information slide by slide. The visuals were particularly engaging and helped simplify complex concepts. It's definitely something I want to keep for future reference, as it not only enhances my understanding of the topic but also serves as a practical resource for planning and teaching.

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First and Second Language: Theories of Language Learning & Theories

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First and Second Language: Theories of Language Learning & Theories - Download as a PDF or view online for free

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I appreciate this photo because they juxtapose two subjects side by side, effectively highlighting their major points of comparison. This visual approach not only makes it easier to grasp the differences and similarities between the subjects but also provides a clear reference for further analysis and discussion. It's a valuable resource that deepens understanding and aids in comprehensive learning and teaching.

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I find this section on the TEA website particularly valuable because it provides a comprehensive perspective on EBs/ELs. It offers a detailed analysis and insights that help clarify and deepen understanding. This resource not only broadens my knowledge but also provides practical applications that I can incorporate into my work or teaching.

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Individuals with Disabilities Education Act

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OSEP Fast Facts: Students with Disabilities Who Are English Learners Served Under IDEA Part B

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These OSEP Fast Facts look at students with disabilities who are English learners served under IDEA Part B.

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This resource from Colorín Colorado is really helpful because it focuses on supporting English Language Learners (ELLs) who also have special education needs. It provides practical advice and strategies for educators on how to navigate the intersection between language barriers and disabilities. It also emphasizes the importance of understanding both cultural factors and educational policies to ensure these students receive the right support. Overall, it's a valuable resource that helps educators create inclusive learning environments where all students can thrive.

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Special Education and English Language Learners

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Learn more about how schools and families can collaborate to ensure that ELLs, including those with special needs, have the appropriate support and services to meet their unique needs.

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This blog from Ellevation Education offers valuable insights into identifying and supporting gifted and talented English Language Learners (ELLs). It helps educators understand how to recognize giftedness in ELLs, providing practical strategies and resources for fostering their academic potential. By focusing on equity and inclusive education practices, the blog encourages educators to advocate for these students and ensure they receive appropriate opportunities and support. Overall, it's a resource that empowers educators to nurture the talents of all students, regardless of their language background, fostering a supportive and enriching learning environment.

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Ellevation: ML Program Management Tools for K-12

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Identifying and Supporting Gifted and Talented ELs

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English learners (ELs) are largely underrepresented in gifted and talented programs. We know many multilingual students qualify, so to a large extent, the issue is rooted in poor identification, deficit-based thinking, and other barriers that stand in their way. We had a conversation with Marcy Voss, Educational Consultant and ELL Coach with 36 years of experience in public education, to discuss what teachers need to know to better identify gifted and talented ELs and how to create learning environments that both support and challenge these and all students. 1.

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Dr. Lakin presented this topic in a seminar where she provided an insightful exploration of her research findings and effective strategies. She not only outlined criteria for determining qualification but also offered practical methods to support these students. Her expertise and thorough explanation helped attendees gain a deeper understanding of the topic and equipped them with actionable insights to better serve and advocate for these students in educational settings.

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I thoroughly enjoyed reading this article! It featured ten different tools, each accompanied by a helpful video tutorial and direct links for easy access. Having everything conveniently located in one place made it straightforward to learn how to use each tool effectively. The combination of practical demonstrations and accessible resources made the article a valuable resource for enhancing my understanding and application of these tools.

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Whether you're teaching in a classroom or teaching online, these tech tools can help you organize more engaging and effective class experiences with your ELs.
In this article, you'll learn about some of the best educational technology available to you.

Seesaw - You can complete assignments assigned in Seesaw by recording audio or video, drawing, labeling, or writing. (The link is for an article I wrote with some ideas about how to use Seesaw.)

Pear Deck - This is another tool built on Google Sheets. You can create interactive content for your slides including giving formative assessments, inserting interactive question types, adding audio, etc.

Nearpod - This is a little more complex, but you can make your own interactive videos including virtual reality, simulations, and gamified quizzes.

Flippity - Turn Google Spreadsheets into interactive flash cards and games.

Flipgrid - This is like a forum, but with videos. Create a topic and students respond by recording a video.

Kahoot - This is an article I wrote on Kahoot which has some videos and links for ideas. Carol Salva is the person to go to when it comes to Kahoot.

Quizlet - Very popular tool for creating interactive content beyond just quizzes for students to complete and get immediate feedback.

Jamboard - Create a board where students can share pictures, text, sticky notes and move everything around easily for a collage like collaboration. This is an article about how to use Jamboard and 10 activity ideas.

Wakelet - Create blog-post like pages for your students that pull in content from around the web.

Course Content for Classroom or Distance Learning

If you need resources to assign online or in the classroom, join the Kid-Inspired ESL Curriculum Membership or the Interactive Online ESL Curriculum Membership.

Our materials were built with the goal of making asynchronous learning easy. If you are doing distance learning, the Interactive Online ESL Curriculum Membership includes PPT files as well as interactive online lessons you can use with your students.

The speaking sheets for example provide pictures for students to make sentences about and a built-in challenge to see how many sentences they can make in a minute. You can create a video or audio of example sentences in an app like Flipgrid or Youtube and students can respond with video or audio of themselves making their own sentences about the pictures.

The discussion pages work perfectly in a forum. You can set up the questions in a group meeting or a pre-recorded video and then, in a forum, students can choose which question they'd like to respond to, using the example sentence starters provided if they need. Then students can respond to each other's responses inside the forum.

The Literacy Lessons can be used in a variety of ways in a distance learning format. Students can record themselves reading the passages or they can respond to the text using one or more of the included graphic organizers.

There are 1000s of resources inside the membership and 1000s of ways they could be used in combination with the above free tools to create engaging and effective lessons with your ELLs.

What is your favorite tech tool for class? Leave me a note in the comments!

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Whether you're teaching in a classroom or teaching online, these ESL tech tools can help you organize more engaging and effective class experiences with your ELs.

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This article really resonated with me because it emphasizes a crucial point: while students benefit from using technology in the classroom, it's equally important to consider their access and resources outside of school. Ensuring that students have the necessary tools and support at home is essential for their continued success. By addressing this dual aspect of learning—both in the classroom and at home—the article highlights a holistic approach to supporting students' educational journey and maximizing their potential. It underscores the importance of equitable access to resources to foster ongoing academic achievement beyond school hours.

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Throughout the pandemic, numerous districts and communities have looked for ways to expand technology access for all students, including English language learners (ELLs) and immigrant families.

Now that many schools are returning to remote learning for periods of time during the Omicron surge, that access remains critical. Here are some helpful tips and lessons learned from prior periods of the pandemic that can help ensure that students have the devices and Internet connections they need.

Special thanks to educators who have provided feedback through surveys and social media, as well as to the staff of Wolfe Street Academy, a community school in Baltimore, MD, for great insights!

The Digital Divide Continues

The COVID-19 pandemic has made a signficiant dent in the digital divide (an issue of concern for ELL educators for many years), increasing families' access to devices, computers, and Internet service in many places in the country.

Yet even with the progress made during the pandemic, deep disparities and inequities still persist, according to Vikki Katz, a communication professor at Rutgers University. In an Associated Press article aboutthe digital divide during the Omicron surge, Katz notes that for families who are "underconnected" and have sporadic Internet access, it is challenging for students to jump back into remote learning with little notice.

In addition, a focus on sustaining in-person learning this year may mean that in some schools:

students do not have access to a personal device as they did previously

programs meant to support remote learning and Internet access have ended.

Family Communication and Partnerships

In order to improve students' technology access, there are a few areas in which schools can focus. The first, which educators have pointed to again and again during the pandemic, is strong relationships with families since ongoing communication is so critical to navigating these uncertain times.

Tips for schools

Families have a legal right to information from the school in their home language.

Learning more about how and when families prefer to communicate can make a significant difference in family engagement. For example, some districts have had success with texting apps such as Whatsapp and Talking Points, as well multilingual groups on Facebook. Many families also have strong networks amongst themselves that include texting groups, social media groups, and phone trees.

Keeping in communication with students and families about what's working (or not) will help schools figure out where to focus their efforts.

Educators who partner with families frequently, including ELL and bilingual educators, interpreters, and family liaisons, will have valuable tips and recommendations. These educators may also be part of professional networks where they can learn what is working in other districts.

Sharing family surveys via phone or text - and in families' languages - will likely yield more information than posting surveys online, especially if the surveys are not translated.

Newcomer families, such as Afghan families who have come during this school year, will need additional information since they did not experience remote learning in the previous school year.

Finally, it is important not to make assumptions. Many immigrant families may use technology to help with their international communication, and some ELLs are so advanced that they provide technical support for other students and their teachers! Students may also be quite familiar with one kind of digital tool, like apps, but not others.

Access to Devices

ELL educators have shared the following insights about their students' access to technology during the pandemic:

In many ELL families, multiple siblings shared devices for their schoolwork.

Students without devices may used cell phones to complete assignments.

Some families did not know that devices were available from their district, and they did not find out about these options in time to get a device.

Educators heard from families who were reluctant to take a device home due to concern about damaging the device.

Immigrant families may have been concerned that using a device provided by the school would impact their immigration cases if using the device was considered a social "benefit."

Tips for schools

Schools and districts may wish to start with a needs assessment and talk with families about their child's access to a device for schoolwork.

It is important for educators to be on the lookout for students who:

do not have a device

plan on sharing a device with a sibling

plan on using a cell phone to complete schoolwork.

If you do identify students who don't have a device for schoolwork, talk with an administrator about whether there are options to fill this gap. In addition to any district programs or grants to expand technology access, local community partners, businesses, or individuals may be able to contribute to a technology fund.

Districts may also wish to consider programs that offer a device as part of a digital literacy course so that families learn important technical skills, such as this program in Boulder, CO.

In addition, schools should not assume that educators have devices or internet access at home.

Internet Access

Even if all students have a device, access to reliable Internet connections may prove to be another obstacle in distance learning.

Here are some of the situations that educators of ELLs have shared with us during the pandemic:

If internet companies required a social security number and no "past due" bills to register for free access, this deterred some families from signing up.

Information about internet access was not available in families' home languages, or it was too confusing.

Families lived in residences whose address was not recognized by the internet company.

If multiple families were sharing a residence, there were cases in which the internet company only allowed one registration per address, leaving other families in the residence without an option of setting up their own connection.

Students in more rural areas were not be able to get a signal even with reliable internet providers and routers.

Some families did not have electricity at home, as in the case of migrant farmworkers living in temporary housing or trailers.

Some families were afraid to sign up due to their immigration status.

Tips for schools

In order to overcome these challenges, schools and districts tried some creative solutions, such as:

providing devices with data, where students could connect anywhere and anytime

offering hot spots, including on buses that would travel to neighborhoods where internet access was an issue

offering free wi-fi at the school (or partnering with another institution in the community to provide wi-fi) that families could access from the parking lot to download relevant information

partnering with municipal governments, internet providers, and cell phone companies to expand access.

There is no "one-size-fits-all" solution to this challenge, which is why understanding your families' circumstances will lead to a better solution for your students and educators.

Tech Support and Training

Once students have devices and data, there is still another key step needed to ensure students can successfully use their distance learning platforms - training and tech support. Many English-speaking families described being overwhelmed by the number of platforms and log-ins needed for their child or children to complete schoolwork.

You can imagine what that challenge was like for ELL students and families who were often navigating new platforms and trying to get their technical questions answered.

Tips for schools

Multilingual tutorials

To increase student success, schools and districts might consider offering translated student and family tutorials about the platforms they will be using. Some platforms have translated tutorials available, or districts have created their own.

For example, Hartford Public Schools shares this Google Classroom tutorial in Spanish on their website and the New York City Department of Education has a collection of multilingual Google Classroom tutorials available on YouTube.

Providing technical support

In order to identify key needs and priorities around tech support, you may wish to ask families about the challenges they have had with technology during the pandemic.

In addition, the following steps can improve technical support for multilingual families:

providing a translated form where families can keep track of their child's log-in info and any family log-in info they need

providing "how-to" instructions through short videos or screen shots with highlights or arrows (which can be added through "markup" features on smart phones)

ensuring that families have a way to ask questions related to tech support with the assistance of an interpreter

setting up a process for collaboration and communication among educators, interpreters/family liaisons, and tech support staff

providing training for families on how to use their device or platforms to support learning.

Protecting Student Privacy

It is critical to keep in mind that privacy concerns may be particularly complex for families of English learners and immigrant students. At the same time, families who are using internet and wi-fi at home for the first time may need additional information about how to protect their privacy.

Your district may have policies in place regarding student privacy and online learning. For example, some districts restrict the use of videos of students. Check with your school administrator for clarification as needed and also to share appropriate information with families on protecting their privacy in their home language.

Offline Instruction at Home

Finally, there are numerous resources for helping to support instruction at home when technology access is not available (or to complement online learning). You will find many of these resources and activity ideas, as well as tips on how to build upon families' cultures, languages, and strengths, in Offline Learning at Home: Ideas for ELLs.

Partnering for Success

There are numerous steps schools and districts can take to expand ELLs' technology access, and we hope this article provides some ideas that might work in your setting. We encourage educators and administrators to keep networking, sharing what works, and developing solutions so that students have access to the technology they need to continue their learning during the pandemic and beyond.

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How to Expand ELLs' Access to Technology for Distance Learning

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Throughout the pandemic, numerous districts and communities have looked for ways to expand technology access for all students, including English language learners (ELLs) and immigrant families. Now that many schools are returning to remote learning for periods of time during the Omicron surge, that access remains critical.