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What some people don't realize is that acquiring a language and learning a language is two different things. Understanding the difference is very important because it will change the way you teach the student. There are many theories that philosophers have studied regarding language acquisition. This article offers a general overview on language acquisition and explains the process in stages. After reviewing the stages of second-language acquisition the article offers strategies that teachers can implement to provide support to their students and meet their needs at whatever language stage they are at.

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When I read The Hitchhikers Guide to the Galaxy by Douglas Adams, I remember being fascinated by the "babel fish." These were fish, who when dropped in a person's ear, would provide immediate translation of any language, thriving on sound waves and converting them into comprehensible language.

Wouldn't it be just great if learning a new language were that easy (despite the "yuck" factor)? While we do have some technology that provides translation into a variety of languages, it often fails to translate accurately due to the complexity of language. Effective communication requires so much more than just being able to translate vocabulary words - it requires knowledge of intonation, dialect, and intent, and a nuanced understanding of word use, expression, and a language's cultural context. For example, one online translation application I tried translated "Fall Events" as "fall down events" in Spanish because it didn't know that I was referring to events in autumn.

So, without a babel fish or perfect technology, we are left with the old-fashioned way of learning a new language, which requires time, effort, and patience. How much time, effort, and patience depends a lot on the individual who is learning, as well as the learning environment and situation, but language researchers have developed a general outline of language acquisition that helps explain the process that language learners go through to develop skills in a foreign language. In this article, I will provide an overview to the stages of language acquisition, and offer strategies designed to support ELL instruction at different stages of language acquisition.

Stages of Language Acquisition

Researchers define language acquisition into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.

The Six Stages of Second-Language Acquisition

Pre-production

This is also called "the silent period," when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual.

Early production

The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.

Speech Emergent

Speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.

Beginning Fluency

Speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.

Intermediate Fluency

Communicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.

Advanced Fluency

The individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.

How long does it take for a language learner to go through these stages? Just as in any other learning situation, it depends on the individual. One of the major contributors to accelerated second language learning is the strength of first language skills. Language researchers such as Jim Cummins, Catherine Snow, Lily Wong Filmore and Stephen Krashen have studied this topic in a variety of ways for many years. The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency. This generally applies to individuals who have strong first language and literacy skills. If an individual has not fully developed first language and literacy skills, it may take between seven to ten years to reach advanced fluency. It is very important to note that every ELL student comes with his or her own unique language and education background, and this will have an impact on their English learning process.

It is also important to keep in mind that the understood goal for American ELL students is Advanced Fluency, which includes fluency in academic contexts as well as social contexts. Teachers often get frustrated when ELL students appear to be fluent because they have strong social English skills, but then they do not participate well in academic projects and discussions. Teachers who are aware of ELL students' need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful. (Learn more about academic language in Colorín Colorado's academic language resource section.)

Instructional Strategies

If you have ELL students in your classroom, it is more than likely there will be students at a variety of stages in the language acquisition process. What can teachers do to differentiate instruction according to language level? Here are some suggestions for appropriate instructional strategies according to stages of language acquisition.

Emphasize listening comprehension by using read-alouds and music.

Use visuals and have students point to pictures or act out vocabulary.

Speak slowly and use shorter words, but use correct English phrasing.

Model "survival" language by saying and showing the meaning. For example, say, "Open your book," and then open a book while the student observes.

Gesture, point and show as much as possible.

More advanced classmates who speak the same language can support new learning through interpretation.

Avoid excessive error correction. Reinforce learning by modeling correct language usage when students make mistakes.

Continue the strategies listed above, but add opportunities for students to produce simple language.

Ask students to point to pictures and say the new word.

Ask yes/no and either/or questions.

Have students work in pairs or small groups to discuss a problem. Have literate students write short sentences or words in graphic organizers.

Model a phrase and have the student repeat it and add modifications. Teacher says, "This book is very interesting." The student repeats it and says, "This book is very boring." Continue with as many modifications as possible.

Avoid excessive error correction. Reinforce learning by modeling correct usage.

Introduce more academic language and skills by using the same techniques listed above, but beginning to use more academic vocabulary.

Introduce new academic vocabulary and model how to use it in a sentence.

Provide visuals and make connections with student's background knowledge as much as possible.

Ask questions that require a short answer and are fairly literal.

Introduce charts and graphs by using easily understood information such as a class survey of food preferences.

Have students re-tell stories or experiences and have another student write them down. The ELL student can bring these narratives home to read and reinforce learning.

In writing activities, provide the student with a fill-in-the blank version of the assignment with the necessary vocabulary listed on the page.

Provide minimal error correction. Focus only on correction that directly interferes with meaning. Reinforce learning by modeling the correct usage.

Have students work in pairs and groups to discuss content.

During instruction, have students do a "Think, pair, share" to give the student an opportunity to process the new language and concept.

Ask questions that require a full response with explanation. If you do not understand the student's explanation, ask for clarification by paraphrasing and asking the student if you heard them correctly.

Ask questions that require inference and justification of the answer.

Ask students if they agree or disagree with a statement and why.

Model more advanced academic language structures such as, "I think," "In my opinion," and "When you compare." Have students repeat the phrases in context.

Re-phrase incorrect statements in correct English, or ask the student if they know another way to say it.

Introduce nuances of language such as when to use more formal English and how to interact in conversations.

Have students make short presentations, providing them with the phrases and language used in presentations ("Today I will be talking about") and giving them opportunities to practice the presentation with partners before getting in front of the class.

Continue to provide visual support and vocabulary development.

Correct errors that interfere with meaning, and pre-identify errors that will be corrected in student writing, such as verb-tense agreement. Only correct the errors agreed upon.

You may want to assist in improving pronunciation by asking a student to repeat key vocabulary and discussing how different languages have different sounds.

Identify key academic vocabulary and phrases and model them. Ask students to produce the language in class activities.

Use graphic organizers and thinking maps and check to make sure the student is filling them in with details. Challenge the student to add more.

Help the student make connections with new vocabulary by instructing him or her in the etymology of words or word families such as, "important, importance, importantly."

Create assessments that give students an opportunity to present in English after they have an opportunity to practice in pairs or small groups.

Introduce more academic skills, such as brainstorming, prioritizing, categorization, summarizing and compare and contrast.

Ask students to identify vocabulary by symbols that show whether the student "knows it really well, kind of knows it, or doesn't know it at all." Help students focus on strategies to get the meaning of new words.

Have a "guessing time" during silent reading where they circle words they don't know and write down their guess of the meaning. Check the results as a class.

Introduce idioms and give examples of how to use them appropriately. For example, "Let's wind up our work." What's another way you could use the phrase "wind up?"

Starting at this level, students need more correction/feedback, even on errors that do not directly affect meaning. They should be developing a more advanced command of syntax, pragmatics, pronunciation, and other elements that do not necessarily affect meaning but do contribute to oral fluency.

It may also be helpful to discuss language goals with the student so you can assist in providing modeling and correction in specified areas.

Students at this level are close to native language fluency and can interact well in a variety of situations. Continue to develop language skills as gaps arise by using the strategies listed above. Although the student may seem completely fluent, he or she still benefit from visual support, building on background knowledge, pre-teaching vocabulary and making connections between content areas.

Offer challenge activities to expand the student's vocabulary knowledge such as identifying antonyms, synonyms and the use of a thesaurus and dictionary.

Demonstrate effective note-taking and provide a template.

Offer error correction on academic work and on oral language. Because students at this stage have achieved near-native fluency, they benefit from support in fine-tuning their oral and written language skills.

Recommendations

Scaffold instruction so students receive comprehensible input and are able to successfully complete tasks at their level. Instructional scaffolding works just like the scaffolding used in building. It holds you at the level needed until you are ready to take it down. Scaffolding includes asking students questions in formats that give them support in answering, such as yes/no questions, one-word identifications, or short answers. It also means providing the context for learning by having visuals or other hands-on items available to support content learning. Also, when practicing a new academic skill such as skimming, scaffolding involves using well-known material so the students aren't struggling with the information while they are trying to learn a new skill. Scaffolding includes whatever it takes to make the instruction meaningful for the student in order to provide a successful learning experience.

Use cognates to help Spanish speakers learn English and derive meaning from content. The Colorín Colorado website has a helpful list of common cognates in Spanish for teachers to reference. Teachers can explicitly point out cognates for Spanish speaking students so they begin to realize that this is a useful way for them to increase their English vocabulary.

Explicit vocabulary instruction is very important in accelerating ELL students' English language development. Textbooks include lists of new vocabulary words based on grade-level content, but ELL students need further vocabulary instruction. There are many words in a text that may affect the ELL student's comprehension of the text that a teacher may assume he or she knows. It is important for teachers to develop ways to help students identify the words they don't know, as well as strategies for getting their meaning. Of course it is also beneficial if teachers reinforce the language structures or common associations of vocabulary. For example, "squeak" is a sound that often goes with "mouse" or "door" and it may be stated as, "squeak, squeaky, squeaks, or squeaked."

Error correction should be done very intentionally and appropriately according to student language ability, as noted earlier in the article. Students who are just beginning to speak English are already nervous about using their new language skills and constant correction will not improve their ability; it will just make them want to withdraw. I inform students in advance of the type of errors I will correct, such as "missing articles" and "third person agreement," and then those are the only errors I check. In my class, I do not correct the errors; I circle the mistakes and return the paper to the student. They are responsible for correcting the errors and returning the paper to receive more points. Most of the time the students can make the corrections themselves when they see the area I've circled, but if they have difficulty, I guide them as they make the correction. In this way, I feel there is a manageable amount of correction information to work with and the student will actually learn from doing the correction.

Learning another language. If you learn the language(s) your students speak, they will be thrilled to hear you try it with them. I learned how to say "good morning" in Somali and had to practice for an hour before I felt comfortable saying it. When I did I was rewarded with the big grins of students as they entered the room. They were excited to teach me other phrases as well, and we discussed how much English they had learned since they arrived in the country. They were very proud to think of how much progress they'd made.

Seek the experts in your building or district who can offer you guidance on effective instructional strategies for your ELL students. There are many teachers who have taught ELL students in your content area, have taught a certain population of students, or are trained ESL or bilingual teachers who have a lot of advice and support to offer. Don't hesitate to look for support when you are challenged to reach students who are learning English. This can be especially true when you have a "pre-production" or "beginning level" student and you are responsible for grade level content instruction.

Visit the hotlinks section for this article for more information on specific research regarding language acquisition and recommended instructional strategies. You can also search the Colorín Colorado educator information for useful information and resources to assist you in meeting ELL student needs.

ELL teachers encounter students with a variety of backgrounds and abilities, and until the babel fish comes into existence, they will need to have flexibility, creativity and skill in order to help ELL students make meaning from the new language and content they are learning. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content. Together teachers and students develop their understanding of each other, the world around them, and the language that connects us all.
The Stages of Second Language Acquisition
This chapter from Classroom Instruction That Works with English Language Learners Facilitator's Guide, by Jane D. Hill and Cynthia L. Björk, offers information on the second language acquisition process and effective ELL instruction. It includes a a simplified chart of language acquisition levels and the kinds of language teachers can use to help students at each level.

Simple description of the stages of language acquisition and recommendations for instructional strategies according to level.
Overview of Second Language Acquisition and Strategies
Downloadable booklet from the Northwest Regional Education Laboratory, "Strategies and Resources for Mainstream Teachers of English Language Learners." Includes useful information on language levels, acquisition and 10 things teachers can do today to help ELL students.
Understanding the "Silent Period" with English Language Learners
This article describes some strategies used by two kindergarten teachers to communicate verbally and nonverbally.

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“One generation plants the trees; another gets the shade.”— Chinese ProverbWhen I read The Hitchhikers Guide to the Galaxy by Douglas Adams, I remember being fascinated by the “babel fish.” These were fish, who when dropped in a person’s ear, would provide immediate translation of any language, thriving on sound waves and converting them into comprehensible language.Wouldn’t it be just great if learning a new language were that easy (despite the “yuck” factor)? While we do have some technology that provides translation into a variety of languages, it often fails to translate accurately due to the complexity of language. Effective communication requires so much more than just being able to translate vocabulary words — it requires knowledge of intonation, dialect, and intent, and a nuanced understanding of word use, expression, and a language’s cultural context. For example, one online translation application I tried translated “Fall Events” as “fall down events” in Spanish because it didn’t know that I was referring to events in autumn.So, without a babel fish or perfect technology, we are left with the old-fashioned way of learning a new language, which requires time, effort, and patience. How much time, effort, and patience depends a lot on the individual who is learning, as well as the learning environment and situation, but language researchers have developed a general outline of language acquisition that helps explain the process that language learners go through to develop skills in a foreign language. In this article, I will provide an overview to the stages of language acquisition, and offer strategies designed to support ELL instruction at different stages of language acquisition.Stages of Language AcquisitionResearchers define language acquisition into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.The Six Stages of Second-Language AcquisitionPre-productionThis is also called “the silent period,” when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual.Early productionThe individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.Speech EmergentSpeech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.Beginning FluencySpeech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.Intermediate FluencyCommunicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.Advanced FluencyThe individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.How long does it take for a language learner to go through these stages? Just as in any other learning situation, it depends on the individual. One of the major contributors to accelerated second language learning is the strength of first language skills. Language researchers such as Jim Cummins, Catherine Snow, Lily Wong Filmore and Stephen Krashen have studied this topic in a variety of ways for many years. The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency. This generally applies to individuals who have strong first language and literacy skills. If an individual has not fully developed first language and literacy skills, it may take between seven to ten years to reach advanced fluency. It is very important to note that every ELL student comes with his or her own unique language and education background, and this will have an impact on their English learning process.It is also important to keep in mind that the understood goal for American ELL students is Advanced Fluency, which includes fluency in academic contexts as well as social contexts. Teachers often get frustrated when ELL students appear to be fluent because they have strong social English skills, but then they do not participate well in academic projects and discussions. Teachers who are aware of ELL students’ need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful. (Learn more about academic language in Colorín Colorado’s academic language resource section.) Instructional StrategiesIf you have ELL students in your classroom, it is more than likely there will be students at a variety of stages in the language acquisition process. What can teachers do to differentiate instruction according to language level? Here are some suggestions for appropriate instructional strategies according to stages of language acquisition.Language StageStrategiesPre-productionEmphasize listening comprehension by using read-alouds and music.Use visuals and have students point to pictures or act out vocabulary.Speak slowly and use shorter words, but use correct English phrasing.Model “survival” language by saying and showing the meaning. For example, say, “Open your book,” and then open a book while the student observes.Gesture, point and show as much as possible.More advanced classmates who speak the same language can support new learning through interpretation.Avoid excessive error correction. Reinforce learning by modeling correct language usage when students make mistakes.Early ProductionContinue the strategies listed above, but add opportunities for students to produce simple language.Ask students to point to pictures and say the new word.Ask yes/no and either/or questions.Have students work in pairs or small groups to discuss a problem. Have literate students write short sentences or words in graphic organizers.Model a phrase and have the student repeat it and add modifications. Teacher says, “This book is very interesting.” The student repeats it and says, “This book is very boring.” Continue with as many modifications as possible.Avoid excessive error correction. Reinforce learning by modeling correct usage.Speech EmergentIntroduce more academic language and skills by using the same techniques listed above, but beginning to use more academic vocabulary.Introduce new academic vocabulary and model how to use it in a sentence.Provide visuals and make connections with student’s background knowledge as much as possible.Ask questions that require a short answer and are fairly literal.Introduce charts and graphs by using easily understood information such as a class survey of food preferences.Have students re-tell stories or experiences and have another student write them down. The ELL student can bring these narratives home to read and reinforce learning.In writing activities, provide the student with a fill-in-the blank version of the assignment with the necessary vocabulary listed on the page.Provide minimal error correction. Focus only on correction that directly interferes with meaning. Reinforce learning by modeling the correct usage.Beginning FluencyHave students work in pairs and groups to discuss content.During instruction, have students do a “Think, pair, share” to give the student an opportunity to process the new language and concept.Ask questions that require a full response with explanation. If you do not understand the student’s explanation, ask for clarification by paraphrasing and asking the student if you heard them correctly.Ask questions that require inference and justification of the answer.Ask students if they agree or disagree with a statement and why.Model more advanced academic language structures such as, “I think,” “In my opinion,” and “When you compare.” Have students repeat the phrases in context.Re-phrase incorrect statements in correct English, or ask the student if they know another way to say it.Introduce nuances of language such as when to use more formal English and how to interact in conversations.Have students make short presentations, providing them with the phrases and language used in presentations (“Today I will be talking about”) and giving them opportunities to practice the presentation with partners before getting in front of the class.Continue to provide visual support and vocabulary development.Correct errors that interfere with meaning, and pre-identify errors that will be corrected in student writing, such as verb-tense agreement. Only correct the errors agreed upon.You may want to assist in improving pronunciation by asking a student to repeat key vocabulary and discussing how different languages have different sounds.Intermediate FluencyIdentify key academic vocabulary and phrases and model them. Ask students to produce the language in class activities.Use graphic organizers and thinking maps and check to make sure the student is filling them in with details. Challenge the student to add more.Help the student make connections with new vocabulary by instructing him or her in the etymology of words or word families such as, “important, importance, importantly.“Create assessments that give students an opportunity to present in English after they have an opportunity to practice in pairs or small groups.Introduce more academic skills, such as brainstorming, prioritizing, categorization, summarizing and compare and contrast.Ask students to identify vocabulary by symbols that show whether the student “knows it really well, kind of knows it, or doesn’t know it at all.” Help students focus on strategies to get the meaning of new words.Have a “guessing time” during silent reading where they circle words they don’t know and write down their guess of the meaning. Check the results as a class.Introduce idioms and give examples of how to use them appropriately. For example, “Let’s wind up our work.” What’s another way you could use the phrase “wind up?“Starting at this level, students need more correction/feedback, even on errors that do not directly affect meaning. They should be developing a more advanced command of syntax, pragmatics, pronunciation, and other elements that do not necessarily affect meaning but do contribute to oral fluency.It may also be helpful to discuss language goals with the student so you can assist in providing modeling and correction in specified areas.Advanced FluencyStudents at this level are close to native language fluency and can interact well in a variety of situations. Continue to develop language skills as gaps arise by using the strategies listed above. Although the student may seem completely fluent, he or she still benefit from visual support, building on background knowledge, pre-teaching vocabulary and making connections between content areas.Offer challenge activities to expand the student’s vocabulary knowledge such as identifying antonyms, synonyms and the use of a thesaurus and dictionary.Demonstrate effective note-taking and provide a template.Offer error correction on academic work and on oral language. Because students at this stage have achieved near-native fluency, they benefit from support in fine-tuning their oral and written language skills. RecommendationsScaffold instruction so students receive comprehensible input and are able to successfully complete tasks at their level. Instructional scaffolding works just like the scaffolding used in building. It holds you at the level needed until you are ready to take it down. Scaffolding includes asking students questions in formats that give them support in answering, such as yes/no questions, one-word identifications, or short answers. It also means providing the context for learning by having visuals or other hands-on items available to support content learning. Also, when practicing a new academic skill such as skimming, scaffolding involves using well-known material so the students aren’t struggling with the information while they are trying to learn a new skill. Scaffolding includes whatever it takes to make the instruction meaningful for the student in order to provide a successful learning experience.Use cognates to help Spanish speakers learn English and derive meaning from content. The Colorín Colorado website has a helpful list of common cognates in Spanish for teachers to reference. Teachers can explicitly point out cognates for Spanish speaking students so they begin to realize that this is a useful way for them to increase their English vocabulary.Explicit vocabulary instruction is very important in accelerating ELL students’ English language development. Textbooks include lists of new vocabulary words based on grade-level content, but ELL students need further vocabulary instruction. There are many words in a text that may affect the ELL student’s comprehension of the text that a teacher may assume he or she knows. It is important for teachers to develop ways to help students identify the words they don’t know, as well as strategies for getting their meaning. Of course it is also beneficial if teachers reinforce the language structures or common associations of vocabulary. For example, “squeak” is a sound that often goes with “mouse” or “door” and it may be stated as, “squeak, squeaky, squeaks, or squeaked.“Error correction should be done very intentionally and appropriately according to student language ability, as noted earlier in the article. Students who are just beginning to speak English are already nervous about using their new language skills and constant correction will not improve their ability; it will just make them want to withdraw. I inform students in advance of the type of errors I will correct, such as “missing articles” and “third person agreement,” and then those are the only errors I check. In my class, I do not correct the errors; I circle the mistakes and return the paper to the student. They are responsible for correcting the errors and returning the paper to receive more points. Most of the time the students can make the corrections themselves when they see the area I’ve circled, but if they have difficulty, I guide them as they make the correction. In this way, I feel there is a manageable amount of correction information to work with and the student will actually learn from doing the correction.Learning another language. If you learn the language(s) your students speak, they will be thrilled to hear you try it with them. I learned how to say “good morning” in Somali and had to practice for an hour before I felt comfortable saying it. When I did I was rewarded with the big grins of students as they entered the room. They were excited to teach me other phrases as well, and we discussed how much English they had learned since they arrived in the country. They were very proud to think of how much progress they’d made.Seek the experts in your building or district who can offer you guidance on effective instructional strategies for your ELL students. There are many teachers who have taught ELL students in your content area, have taught a certain population of students, or are trained ESL or bilingual teachers who have a lot of advice and support to offer. Don’t hesitate to look for support when you are challenged to reach students who are learning English. This can be especially true when you have a “pre-production” or “beginning level” student and you are responsible for grade level content instruction.Visit the hotlinks section for this article for more information on specific research regarding language acquisition and recommended instructional strategies. You can also search the Colorín Colorado educator information for useful information and resources to assist you in meeting ELL student needs.ELL teachers encounter students with a variety of backgrounds and abilities, and until the babel fish comes into existence, they will need to have flexibility, creativity and skill in order to help ELL students make meaning from the new language and content they are learning. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content. Together teachers and students develop their understanding of each other, the world around them, and the language that connects us all.Hot linksThe Stages of Second Language AcquisitionThis chapter from Classroom Instruction That Works with English Language Learners Facilitator’s Guide, by Jane D. Hill and Cynthia L. Björk, offers information on the second language acquisition process and effective ELL instruction. It includes a a simplified chart of language acquisition levels and the kinds of language teachers can use to help students at each level.Simple description of the stages of language acquisition and recommendations for instructional strategies according to level.Overview of Second Language Acquisition and StrategiesDownloadable booklet from the Northwest Regional Education Laboratory, “Strategies and Resources for Mainstream Teachers of English Language Learners.” Includes useful information on language levels, acquisition and 10 things teachers can do today to help ELL students.Understanding the “Silent Period” with English Language LearnersThis article describes some strategies used by two kindergarten teachers to communicate verbally and nonverbally.

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Preparing Families for the New School Year

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Preparing Families for the New School Year

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Getting ready for a new school year can be overwhelming! Things can get chaotic especially when you're planning for the year and getting your classroom set up. Just as you might be nervous, so are the families! This resource provides some helpful tips on how to help get ready for the new school year. Research shows that ELL students and students with special needs are more likely to succeed in an environment with structure and support. Connecting with families and providing support from the start of the year will ensure that you have a successful school year.

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A few tips for ensuring that students-particularly those with disabilities and English learners-and their families get the year off to a good start.

Preparing for a new school year can be exciting but also daunting for many families. They have to help their children transition from unstructured to structured schedules and may worry about the children's adjustment to a new environment-especially if attending a new school. Families of children with disabilities who have new placements may be concerned about how the change might impact their children. Being prepared and connecting with families as early as possible at the beginning of the school year can be beneficial to both school professionals and families.

How General Education Teachers can Welcome Newcomers

Once teachers receive their class list, they have access to students' cumulative files, which consist of valuable information, such as students' statewide assessment results, multilingual learners' English proficiency levels, and a home language survey, which informs them if interpreters will be needed for future communications with families.

General education teachers need to review 504 plans or individualized education programs (IEPs) of their students with disabilities. These legal documents inform them of students' strengths, needs, and required accommodations; special education services they need; and whether these services need to be provided inside and/or outside of classrooms. To avoid interruptions in learning, it's especially important for teachers to meet with special education teachers and related service providers (such as speech and language pathologists) and discuss upcoming service schedules.

Considerations for Special Education and Related Service Providers

It's helpful for special education teachers and related service providers to review their students' IEP annual goals and short-term objectives, create tentative plans on how services will be provided, and decide what data need to be collected to monitor student progress.

Often, new general education teachers may need support when working with students with disabilities. They may not be aware of their legal obligations when serving this population. This is a good time to share with them what services they are obligated to provide within their classrooms. Additionally, some students with disabilities have behavior intervention plans that are created based on the outcome of their functional behavior assessments. Special education teachers can demonstrate some research-based interventions that they can implement in classrooms.

Reaching Out to Families Early

Once school professionals have general knowledge about their students, the next crucial step is to connect with families who are their key partners for the upcoming school year. Avoid waiting until back-to-school nights, since a lot can occur in between.

Making short welcome phone calls instead of sending text messages and/or emails can be a great start to bonding with families. Teachers can introduce themselves and inform families that they can expect to receive a welcome package and explain what they should do with it. During the call, families can state whether they prefer a hard copy or electronic version.

For families whose primary language is not English, they may be anxious to speak with their children's teachers by phone. Prior to the welcome phone call, teachers can use free apps, such as TalkingPoints, that automatically translate texts both ways to connect with families first and determine if they are comfortable speaking with them by phone.

1. Contact procedures. Share with families about how they would like to be contacted, by phone, email, and/or text. At the middle and high school levels, sharing the names and contact information of students' content area teachers is necessary.

2. General survey. Create a short survey to learn about the families, such as their preferred mode of communication and their availability, and offer them opportunities to share what they believe teachers should know. For example, some students with disabilities may take medications at school. Families can share how often this needs to be done. Teachers can also use this survey to determine if families are interested in contributing to schools, since many immigrant families who are new to U.S. school systems may not know how to be engaged and its benefits. Are they interested in volunteering in classrooms? Reading to students? Serving as field trip chaperones? Contributing class supplies? Making drama costumes? etc.

3. School and classroom policies. Share where families can access school policies. It's helpful for teachers to also share specific classroom policies that families should be aware of, such as homework requirements, classroom behavior expectations, and what to do if they are interested in observing the class.

Sending home a welcome package has become a routine for many teachers. The package needs to be written in families' preferred language and may include the following:

Prioritize the Needs of Students with Disabilities

Connecting with families of students with disabilities early in the school year is especially important. Special education teachers can revisit the students' annual goals with families, so they are aware of how to help reinforce the necessary skills at home. For high school students with disabilities who have internships outside of schools, detailed information, including where the job sites are located and how students would travel there, should be shared.

Tentative special education-related service schedules can also be shared with families, so they can avoid scheduling doctor's appointments at those times. If an IEP meeting or a reevaluation will occur during the first two months of school, communication about these details should be made early.

BACK-TO-SCHOOL NIGHT

The goal of having a back-to-school night is to welcome families and students, so they can get to know the school, visit their children's classrooms, and meet with teachers. Therefore, prior to the event, teachers who have families whose primary language is not English should request interpretation services ahead of time, so these families can easily communicate with teachers and feel welcome.

This event is also a great opportunity to share the year's curricula and demonstrate some of the planned instructional and behavioral strategies. Encourage families to use the same strategies at home. This not only strengthens student skills at school and home, but also can prevent students from getting confused. Being consistent is especially important for students with disabilities.

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Preparing Families for the New School Year

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A few tips for ensuring that students-particularly those with disabilities and English learners-and their families get the year off to a good start.

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Strategies for Teaching Culturally Diverse Students

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Strategies for Teaching Culturally Diverse Students

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There are many ways to reach students through activities and lessons. One thing that will help add more value to these lessons is understanding how to reach students who are culturally diverse. ELL students come with various backgrounds, languages and celebrate many different cultures. This resource is a valuable tool for new teachers who might need some extra support understanding how to reach their students needs. It offers insight on how to be culturally responsive in a positive way towards diverse students by understanding their similarities and differences.

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Strategies for Teaching Culturally Diverse Students

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A descriptive list of behaviors and strategies for teaching culturally diverse students.

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Strategies and Resources for Mainstream Teachers of ELLs

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Strategies and Resources for Mainstream Teachers of ELLs

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There are several different models of programs for English language learners all over the world. With these models comes different instructional strategies that are best practice for that program model. This resource contains information regarding instructional strategies that can be used in the classroom and well as offers insight on what these programs look like in schools throughout the United States.

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10 Strategies for Building Relationships with ELLs

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10 Strategies for Building Relationships with ELLs

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Establishing a positive relationship with students is crucial to developing a supportive learning environment. There are many strategies that can be implemented by teachers throughout the school year that have been proven to help support ELLs. This resource offers great social and cultural tips and strategies for teachers to implement in their classroom.

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One of the biggest topics that educators are thinking about this year is the importance of social-emotional learning (SEL). Building relationships with students is a key aspect of SEL for students of all ages.

The good news is that there are a lot of ideas educators can try now and throughout the year. You might think of it as "going slow to go fast" - a process that not only builds confidence and community but increases engagement and supports students' later academic success.

What's in this article

We have compiled some of these ideas and resources for building relationships with English language learners (ELLs) and their classmates below in the following strategies:

Before getting started

As you read, keep in mind that many of the following activities can be differentiated for varying language proficiency levels. These strategies offer opportunities for:

And we encourage you to keep in mind Kristina Robertson's popular piece of advice: try just one new thing at a time!

Note: This article was originally written for online and hybrid settings. For tips on using these strategies in distance learning, see our recommendations at the end of the article.

Essential Question

As you read this article, consider the following essential question:
In what ways can I build strong relationships with multilingual students this year?
Strategies: Getting to Know Students

Share your stories!

If you try any ideas from this article, we'd love to hear how it went! Post your story on social media here:

Show respect for your students by taking time to learn how to pronounce and spell their names correctly. Ensure that students' names are written correctly in student databases, especially as schools move to more online systems. A misspelled name can impact the services and instruction a student receives.

When you ask students to say their name, listen carefully and repeat it until you get it right.

Ask students to record their names for you so that you can hear their pronunciation. (You can ask them to send you a voice recording or use an online platform like NameCoach.) Share recordings with colleagues who work with the students so that they also pronounce the students' names correctly.

Model the correct pronunciation of students' names to the class so that all students can say it correctly.

Use students' names when greeting them each day.

Consider asking students to share examples of how people mispronounce their name and how that makes them feel.

Learn more about different naming conventions in your students' cultures and languages.

Refrain from coming up with a nickname or a version of the name that's easier for you to say.

Project ideas:

Assign a multimedia or written project in which students share:

If your students are using technology, this is a good way to introduce online platforms they will be using this year.

You might also read aloud books from our booklists on names for children and young adults. After listening, students can record, write, or draw stories about their own names.

Using tech: SeeSaw can be used with primary grades. SeeSaw has related activities already prepared in their "Activity Bank," such as " Your Name is Everything You Are."

For older students, consider using:

What are your students' experiences, interests, hobbies, talents, goals, and strengths? Tapping into these " funds of knowledge" can:

foster relationships, friendships, and student confidence

make students' strengths more visible to peers and educators

engage students across the curriculum.

For example, the children of migrant farmworkers might have a wealth of knowledge about agriculture, seasonal harvest, and different regions of the country. (You can learn more about " funds of knowledge" from this helpful guide.)

Bring these topics into the class by:

giving students a chance to share their interests or strengths in surveys, peer interviews, writing prompts, and art projects

encouraging students to express themselves by decorating a virtual locker or bringing in something they can hang on the wall of the classroom

talking with family members about their child's interests and talents

talking with members of the students' communities about their insights

providing time for students to discuss current events of interest

learning more about culturally responsive practice (and what it looks like during a pandemic).

Note: See some great strategies from Judie Haynes and Carol Salva that incorporate these ideas into activities to start this coming new school year.

Project ideas:

Ask students to share a photo or drawing of themselves that is important to them and to explain why. (You can learn more about this strategy that ELD Team Lead Cindy Close in Douglas County, CO shared with us from Education Week.)

For a more in-depth assignment, ask students to create a project focused on one of their hobbies, interests, or talents that they can share with the class. Some examples might include a collage, a short presentation, poem, or a short video.

Using tech: The platforms mentioned under strategy one will work well for these ideas. You might also consider:

a digital photo album site, such as Google photos

a digital collage site, like PicCollage

a photo finding mission app, like Plum's Photo Hunt

Flipgrid, where students can post their digital picture while they talk about why that picture or object is important to them.

You can welcome students' languages by learning a few words or phrases, such as a greeting or how to say "thank you," or asking them to teach you and their peers some words. They will appreciate the gesture and enjoy being the teacher (and the expert) for a change!

This not only highlights the language skills that your student has, it celebrates the gift of multilingualism and gives other student a chance to think about what it is like to go through the day learning in a different language. (Learn more in our section on what it feels like to be a language learner.)

You might also look for places where you can display flags from students' countries or other photos that are meaningful for students.

Project ideas:

Create a classroom bulletin board, either online or on the wall, where students and families can add homemade signs to a world map with important words such as "hello," "friend," and "thank you." (Thank you to Amanda Goman for sharing this idea on Twitter!)

Tech ideas: Look for ways to create and decorate a shared virtual space or virtual bulletin boards with tools such as Padlet, Corkulous, or Bitmoji. (Note that some of Bitmoji's avatars are not appropriate for students, especially of younger ages.) Various Google Classroom tools include places to save images as well.

Provide opportunities for students to share important traditions throughout the year. You may wish to ask students early in the year what their favorite holidays are and then plan a lesson on that holiday with their family. Look for these opportunities throughout the year and across the curriculum, as well as including them as a part of family outreach events.

Project ideas:

Invite students and families to prepare a presentation or respond to a writing prompt about:

a family story, folktale, or local legend

a favorite saying, poem, or song from their native language

a recipe

a family or holiday tradition.

Tech ideas: Any of the creation tools mentioned above could be used for these projects.

The demands on teachers of ELLs this year will be many; however, making time for regular personal interaction with students will strengthen your ability to deliver effective, meaningful instruction and keep in touch with them during a fluid situation. To help carve out this time:

talk with colleagues and administrators about ways to fit that interaction into instruction, office hours, or family engagement

look for opportunities to co-teach or collaborate with colleagues or paraprofessionals to use time efficiently

consider using phone calls, blogs, messaging, or other forms of written communication with students as a way to check in

collect examples of success and share them with administrators to advocate for more time if needed.

Project ideas:

Ask students to prepare 3-5 (appropriate!) questions they would like to ask you in an interview, such as your favorite food, a favorite toy from childhood, or a book you enjoyed reading. After reviewing and approving their questions, schedule time for them to interview you, in person or online, which they can share with the class through a written summary, video, or presentation. If time allows, you may wish to interview them as well!

Tech ideas: Brainstorming questions would work well in small groups on Jamboard, a digital whiteboard that is a Google extension. Interviews could be done orally asynchronously via Flipgrid or Voxer, a voice messaging app for phone or desktop. Final video could be posted on any of the creation apps listed above (Seesaw, Nearpod, Peardeck, Buncee, etc.)

Strategies: Connecting Experiences to Learning

Once you get a better sense of your students' life experiences, you can connect them to learning by:

looking for ways to connect these interests to the curriculum

asking students to brainstorm ideas on what they would like to study

using an inquiry-based or project-based learning approach that allows students to take the lead in identifying a question or problem to solve/research

assigning students research projects that focus on issues or concepts that apply to their own community

identifying community assets, guest speakers, or local organizations that can support this learning

offering students opportunities to present their work in public, whether to classmates, parents, or community members.

Project ideas:

Consider taking on a classwide project (or group projects) that students help plan and design to address a topic or concern of interest.

Tech ideas: Use Jamboard to brainstorm questions students want to answer in their project or inquiry. Once the questions are posted on Jamboard, they can sort and categorize the questions. Jamboard allows students to post a sticky note and see what others are posting in real time. This can be used in break out groups and/or asynchronously.

Sharing personal stories can be powerful experiences for students and their classmates as well. Provide opportunities for students to share their stories both privately and publicly, whether through artwork, in writing, or in conversation. If a student shares some difficult experiences, consider whether more support is needed through follow-up conversations with families or counseling.
Notes of caution
If you do invite students to share personal stories:

Attend to student cues on whether they wish to share their personal experiences with classmates: Many students have endured traumatic experiences that they may not wish to share. Explain at the beginning of any storytelling activity that it is voluntary and provide alternative assignments as needed. Some students may be willing to share their experiences with their peers or in a more public format such as school assemblies, the school newspaper, or self-published books.

Be aware of the "dangers of a single story": Be mindful of what Nigerian author Chimamanda Ngozi Adichie calls "the danger of a single story" in her 2009 TED talk; in other words, when learning about a student's life story, remember that your own experiences and assumptions, as well as the stories of other individuals, may not reflect your student's life. In addition, students who have the same racial background, speak the same language, or who hail from the same country may not have much in common, and in fact may experience some tension if they come from different groups with histories of conflict.

Don't single students out because of their identity: Never put students on the spot as a "representative" of their race, gender, ethnic group, gender identity, country of origin, experience, or other aspect of their identity. Honor students' experiences and perspectives for what they are, especially if those experiences and perspectives challenge your assumptions.

Project ideas:

Work with students to present a brief personal story they want to share in writing, artwork, video, or audio. This small project may grow into a larger, longer project, such as an autobiography project or yearbook project (which could work well online!).
Tech ideas:

Storybird is an easy to use digital storytelling platform that allows students to create stories with characters and elements provided by dragging, dropping, and writing in your story.

Make Beliefs Comics is a comic strip storytelling platform.

Book Creator is an iPad app that can be used with young students.

There is a lot of attention on social-emotional learning right now for good reason. All students have experienced disruption to some level in their social and academic lives, and many students have also experienced hardship, loss, illness, trauma, and deep levels of stress and anxiety. As district leader Nathaniel Provencio notes in the video below, creating a supportive, nurturing environment for your students, regardless of setting, is a critical step in helping them navigate the uncertainty of the coming year.

Some ideas include:

keeping a calm and predictable environment

creating calm corners

preparing students for transitions

giving students sensory and stretch breaks

teaching tools for mindfulness and stress relief, such as breathing exercises or visualizations

sharing resources such as this "virtual calming room"

encouraging students to show kindness, develop empathy, and share appreciation for each other

encouraging your students to identify and focus on their strengths and resilience, as discussed above

In addition, keep an eye out for situations in which students may need additional support from counselors. Learn more about the impacts of COVID-19 on immigrant families and these trauma-informed school strategies during COVID-19 from the National Child Traumatic Stress Network.

Project ideas:

Ask students to share an experience through writing or discussion about a time that they overcame a difficulty or reached a goal. Ask them to reflect on what made that achievement possible.

Tech ideas: Use one of the storytelling platforms above so that students can share this experience as a story or their own superhero comic.

Many educators use circle time as a chance to check in and learn more about how students are doing. We have also heard from middle and high school educators that advisory periods offer powerful opportunities to connect with students. One ELL educator shared that her colleagues at the high school level were reluctant take on advisory periods. However, in a survey at the end of the year, the overwhelming majority favored keeping the advisory periods as a way of getting to know students better throughout the year.

In addition, other educators use private mailboxes, student mood charts, journal entries, and other personal ways for students to let teachers know how they are doing.

As you work with ELLs, make sure that all students have opportunities to participate in these activities and scaffold their participating with strategies such as offering sentence frames for discussion to help scaffold students' participation.

Project ideas:

Think about different topics and questions to use during circle time or advisory, perhaps alternating between general updates and focused activities. You also wish to invite students to come up with topics and themes.

Another teacher, Jorge Bermudez, shares his alternative high school's experience with rethinking their advisory periods in the video below.

Offering students opportunities to reflect about own identity can help create an " identity-safe classroom " and also lay important groundwork for later discussions. It can also challenge the notion of "color blindness," a perspective which ignores important aspects of students' identity and experiences. When discussing identity:

Honor students' experiences and perspectives for what they are.

Avoid assumptions. Dr. Ayanna Cooper speaks more about this in her interview clips below about Black immigrant students.

Never put students on the spot as a "representative" of any aspect of their identity or experience.

Become familiar with some of the myths related to ELLs and immigrant students. If needed, share these with colleagues.

Keep in mind that students may be masking some part of their identity. For example, some Indigenous students from Latin America may not share their Indigenous culture or language with the school, or the fact that Spanish is not their first language.

Project ideas:

Look for ideas that fit your classroom in the following collection of resources:
Elementary School Middle and High School Professional development and collaboration
Closing Thoughts

There will be a lot of trial and error in the coming year. As Kristina Roberston says below, if something doesn't work, go back to the drawing board and try again! Don't let those bumps discourage you from continuing to build the critical connections that you, your students, and your families need this year. They may just be what helps everyone get through a school year like no other!

Discussion/Reflection Questions

What is one takeaway that resonates with you from this article?

What is one activity you might try?

What strategies have you used in the past to build strong relationships with students? How might you adapt them this year?

What will be hardest about building relationships this year with students and families?

What are you feeling nervous about year?

What are you looking forward to this year?

More Recommended Resources

Social-emotional resources

Interactive strategies for building relationships & distance learning

Recommended blogs

Getting to know your ELLs and their families

Acknowledgements

Special thanks to Kristina Robertson, Becky Corr, Susan Lafond, Areli Schermerhorn, and Beth Skelton for their contributions to this article.

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10 Strategies for Building Relationships with ELLs

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One of the biggest topics that educators are thinking about this year is the importance of social-emotional learning (SEL). Building relationships with students is a key aspect of SEL for students of all ages. The good news is that there are a lot of ideas educators can try now and throughout the year.

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Cultural Challenges and Recommendations for Working with ELLs

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Cultural Challenges and Recommendations for Working with ELLs

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Even if we don't realize it there are many cultural biases on behaviors that we have. Understanding some of these cultural behaviors can help teachers better understand their students' needs. There are many behaviors that can have different meanings in other cultures from the way students engage during class instruction to the way they complete classwork. This resource offers a different perspective on student behaviors and the significance they hold in different cultures. This resource also provides insight and offers suggestions and recommendations on strategies or supports the teachers can use instead.

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Jump Down To: Role of Silence | Class Participation Expectations | Concepts of Time | Narrative Styles | Science Teaching

Many everyday assumptions and expectations regarding human behavior stem from societal views that can vary from one culture to another. We respond to the behaviors of others in subconscious ways that are deeply ingrained. As a result, we fail to realize that such behaviors may reflect cultural values different from our own. Understanding students relies less on learning the traits of specific cultures and more on the awareness that our interpretation is always subject to some cultural bias. Mindful of this fact, we need to remain open to multiple interpretations based on the cultural backgrounds of our students (Trumbull and Pacheco, 2006).

Understanding Non-verbal Behaviors

American school children are explicitly taught the importance of eye contact in the classroom. They are encouraged to "follow the teacher" with their eyes, to smile slightly, and to occasionally nod their heads. All of these behaviors serve as non-verbal signals to the instructor that students are paying attention (eye contact), and that they comprehend the lesson being taught (head nods and/or slight smiles). American instructors have come to interpret these signals as confirmation that students are "on task," and they continue teaching, believing that the slight nodding also indicates comprehension of the material.

In other cultures, however, the same non-verbal behaviors may carry a very different meaning. For example, many cultures consider it appropriate for students to keep their eyes cast downward toward their desk, their notebook, or textbook. Viewed as a sign of respect for the instructor, the lack of direct eye contact is intended to convey attentiveness - that students are listening and taking note of what the teacher is saying. To make eye contact with an instructor may be seen as rude or disruptive behavior (Helmer and Eddy, 2012).

Head nods and smiles may simply indicate polite listening and are often not intended to convey comprehension or agreement. In some cultures, students who make eye contact with the instructor do so only as a sign of confusion (that they have not understood what was said).

RECOMMENDATIONS: In courses with students who are non-native speakers of English, instructors will need to refrain from drawing conclusions based on the body language of their ELL students. At the same time, they need to be explicit in how they would like students to convey their understanding or confusion regarding course content. Note that, for instructors and students alike, these cultural perspectives can be deeply ingrained and often difficult to modify.

Interpreting the Role of Silence

Mainstream American students and instructors are often uncomfortable with prolonged silence. There are several reasons why non-native speakers of English may exhibit a slightly longer period of silence when asked a question in class: (1) the student may need just a little longer to process what was said, to interpret the question, and to formulate an answer in English; (2) in some cultures, it is more respectful to pause before responding, rather than offering an immediate response, as a sign of respect for the individual who posed the question; (3) when a student does not know the answer to the question, some cultures consider the most appropriate response to be "no response" at all. It can be viewed as wasting time (the teacher's time, or other students' time) to speak when one doesn't know the answer (Helmer and Eddy, 2012).

RECOMMENDATIONS: As instructors, allow a little longer wait time when directing questions to students who are non-native speakers of English; sometimes all it takes is just a little bit more time. It may be helpful to give all students a chance to write their response to a question, or to generate ideas with a partner before asking for answers. We can also be reassuring to our students that we value their responses - even when the answer may be wrong - and that we view trying to formulate an answer as part of the learning process. See topic of class participation below.

Addressing Class Participation Expectations

The concept of class participation and the expectations for student engagement vary from one culture to another. Beyond possible language issues, there are many cultural reasons why English Language Learners may be reluctant to respond to questions in class or to voice their opinions (Trumbull and Pacheco, 2006).

Asking Questions
In some cultures, pedagogical approaches do not include the interactive 'question/answer' format found in many American classrooms. It may even be considered selfish to take up class time (and the instructor's attention) by asking questions for clarification, or to confirm understanding. Individual students may feel that drawing attention to themselves in class runs counter to the strong cultural value of modesty that has been instilled in them from an early age

Giving Opinions or Offering Alternative Suggestions
If students come from " a culture in which respecting authority is highly valued, it may be difficult for them to challenge ideas and propose alternative hypotheses" (Deussen et al., 2008).

In some cultures, voicing an opinion or hazarding a guess in class may be viewed as inappropriate or out of place. Often these societies place great value on education and consider time in class with an instructor to be especially important. To make the most of such a learning opportunity, students will speak less in order to learn more from the expertise of the instructor.

Offering Critiques or Criticisms
In light of the preceding remarks, it is not surprising that students from other cultures may be reluctant to offer constructive "peer" criticism, or to respond to such questions as "What are the flaws in this hypothesis?"; "How would you counter this argument?"; "How might you improve upon this paper?" or "What should student X have done differently to get better results?". In many cultures, it is not acceptable to point out the weaknesses in another student's work. Thus, not only do such questions place ELLs in an awkward position of appearing to place themselves above their peers, but, in the process, they require students to offer a personal opinion. In some cultures, not only are students discouraged from giving personal opinions in class, they may be penalized with lower grades for doing so.

Collaborative Activities
Many English Language Learners are not familiar with some of the teaching strategies used in the U.S. educational system. They may be uncomfortable with group work and other types of collaborative learning activities. Without prior experience, they may be unsure what their role should be within the group setting and worry about how such activities will be graded.

RECOMMENDATIONS: Be explicit in the expectations for different types of assignments. We cannot assume that we share the same understanding of a student's role in the classroom. Use simple statements like: "I would like everyone to predict what will happen next. There is no penalty for a 'wrong' answer - I want to encourage everyone to speak." It may help to preface some discussions with "During this part of class, I want to hear your thoughts. There are no 'right' or 'wrong' answers to this question. I would like to hear a range of views and ideas."

Introduce collaborative class or homework assignments gradually. Clearly identify the different roles that students will have within the group, and clarify the outcomes that you expect to see at the end of the task or assignment (Deussen et al., 2008).

Managing Differing Concepts of Time

All cultures do not view the concept of 'time' in the same way. For example, there are important distinctions between "clock time" and "event time" (Brislin and Kim, 2003). In "clock" time, the day is divided into chunks that are then scheduled for different purposes. In mainstream U.S. culture, time is highly valued, measured and controlled. Note the common use of similar expressions to talk about time and money: we "spend" time, we "save" time, we "waste" time, we may "lose" time. In U.S. culture, we tend to view time in a linear, compartmentalized way.

"Event time" means that schedules are "determined by the natural course of events" (Brislin and Kim, 2003). Keeping to a schedule may not be as important as completing a task that has been started rather than stopping work early due to a predetermined schedule. Doing a good job may become more important than meeting a specific deadline, and this view is considered a culturally appropriate response to the situation (Matsumoto and Juang, 2013).

In such cultures, relationships take priority over schedules. A promise to help someone, especially a friend or family member, does not contain time limits. In U.S. culture, if a friend asks you to help them move from one house or apartment to another, you might reply with the following: " Sure, I'd be glad to help...I can give you a couple of hours on Saturday morning." Your friend would understand if you left by noon and the move was not yet completed. However, in other cultures, a promise to help a friend or family member is often made without time constraints. In the example above, by agreeing to help with the task of moving, it is understood that you'll provide support for however long it takes to complete the task. The promise corresponds to the task, not to a particular time frame.

Students from an "event time" culture may be late to appointments, or may miss them altogether. They may fail to meet important deadlines for assignments, not realizing that there are negative consequences for doing so (Brown, 2014). They may hold a belief that it is more important to hand in their best work than to meet an artificial deadline. Other variations in concepts of time include those cultures who think of being "on time" as being early and other cultures with a more fluid sense of time, arriving plus or minus 15 minutes of an appointed time.

RECOMMENDATIONS: It is important to recognize that our view of time schedules and deadlines is not universally recognized and that when ELL students miss appointments or deadlines, no disrespect is intended toward the instructor. As in other areas of potential misunderstanding, it is important to be clear when making an assignment to point out to students the importance of meeting the deadline and the consequences for missing the due date, as well as the appropriate steps to take to request an extension, and under which circumstances it might be appropriate to submit such a request.

Recognizing Different Narrative Styles

Written essays or papers may also reflect traditional cultural perspectives on an underlying level. The way in which a narrative is constructed can vary from one culture to another. What may appear, at first, to be a lack of organization, may in fact represent a faithful adherence to a culturally different narrative style (Connor, 1996).

The English narrative writing style is said to follow a straight linear path -- reflecting perhaps the cultural values of directness and getting quickly to the point. Each paragraph begins with a topic sentence, identifying a main idea, followed by elements designed to support that particular idea. A distinctly new idea requires the creation of a new paragraph.

Many Romance languages reflect a similar progression of narrative style, but along the way, there may be one or more digressions, which are considered culturally appropriate. Rather than a simple, straight arrow, one might visualize this style as a lightning bolt.

A carefully constructed narrative piece in Arabic may look quite different and include a series of elaborate parallel constructions, each one reinforcing the main idea but linked in a manner to reflect a specific relationship (e.g. cause and effect).

Many written narratives in Chinese reflect an indirect writing style. Rather than following a straight linear path to get quickly to the point, traditional Chinese writing styles often prefer to approach a topic gradually, gracefully turning to view it from multiple perspectives while growing ever closer to the main idea. This indirect writing style can be visualized as a spiral.

RECOMMENDATIONS: Assignments written in a culturally different style can lead the reader to interpret the piece as "lacking focus" or as "disorganized" when it might be more accurately described as "differently" organized. In assisting ELL students, it is helpful to offer one or more samples of writing that illustrate how English narratives are constructed in an academic setting. In addition to providing a clear model, it can be effective to talk about how the paper has been constructed and to elaborate on key features and formats that characterize strong academic writing.
Challenges for ELLs in Writing Tasks and Test-taking
Writing styles reveal much more than simply a form of personal expression. An academic writing sample reflects societal expectations and norms for the content to be included in a writing assignment as well as the appropriate presentation of the content to the readers. The direct or linear approach to writing in the US (as noted above) may be viewed as abrupt or rude in other cultures (Writing Across Borders, 2014). Our expectations for the appropriate format used to document sources and our shared understanding of which items require formal documentation (i.e. a footnote) stem from culturally-based assumptions. Writing and documenting academic research papers according to US standards can be especially challenging for non-native writers of English.

RECOMMENDATIONS: ELL students often need precise instructions of instructor expectations for writing assignments. When is personal opinion appropriate and when is it not? Sample papers or bibliographies from previous semesters can serve as guides for writing approaches and proper documentation format. Instructors need to decide to what extent the writing style or grammatical accuracy of a paper will count in the determination of the final grade for a writing assignment. Sometimes, the focus may be more on the concepts and content of the paper (especially for longer writing assignments), while at other times the structure and grammatical accuracy of an assignment may be of particular importance (for specific types of writing, e.g. book reviews, etc.).

It is also important not to overlook the challenges inherent in test-taking for ELL students. The multiple tasks of comprehending the test questions and then preparing a written response in English - take time. For ELL students, more of their test-taking time is likely to be spent interpreting the language used, and determining what type of answer is expected. In addition to the same stress and tension that all students encounter, ELL students often spend much more of their test-taking time trying to understand the language of the test questions and formulating a response in language that this not their first language. Allowing ELL students more time to take important tests will help to offset the foreign language testing issue that they face.

Appreciating Approaches to the Teaching of Science

" The rules of science inquiry (...) may be incongruent with the values and norms of cultures favoring social consensus, shared responsibility and authority" (Fradd and Lee, 1999)

There are cultures that view the study of science, especially at the undergraduate level, to be most appropriately focused on acquiring a body of knowledge, or facts to be learned. Introductory science courses may be seen as foundation courses in which students learn important information about science, but not necessarily the "process" of conducting scientific inquiry - of identifying one or more hypotheses and conducting studies to confirm, reject, or modify these hypotheses.

RECOMMENDATIONS: Be explicit about the norms and expectations for science courses, including labs. Clarity about how we will approach the study of science in our courses and what we expect from our students will enable ELL students to know, from the start, how we want them to proceed.

References

Brislin, R. and E. Kim. (2003). Cultural Diversity in People's Understanding and Uses of Time. Applied Psychology, 52 (3), 363-382.

Brown, D. (2014). "Language, Culture and Identity" in Principles of Language Learning and Teaching, (6th Ed). Pearson.

Connor, U. (1996). Contrastive Rhetoric: Cross-cultural aspects of second-language writing. Cambridge University Press.

Deussen, T., E. Autio, B. Miller, A. Lockwood, and V. Stewart (2008). What Teachers Should Know About Instruction for English Language Learners: A Report to Washington State.

Fradd, S.H. and O. Lee. (1999) Teachers' roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher, 28 (5), 4-20, 42.

Helmer, S. and C. Eddy (2012). Look at Me When I Talk to You: EAL Learners in Non-EAL Classrooms. Pippin Publishing.

Matsumoto, D. and I. Juang (2013). Culture and Psychology (5th Ed). Wadsworth Publishing.

Neuliep, J. (Ed) (2009). Intercultural Communication: A Contextual Approach, 4th Ed, Sage Publications.

Lustig, M. and J. Koester (1999). Intercultural Competence: Interpersonal Communication Across Cultures, 3rd Ed, Longman Publishing.

Trumbull, E. and M. Pacheco (2006). Leading With Diversity: Cultural Competencies for Teacher Preparation and Professional Development, Pacific Resources for Education and Learning.

Writing Center at Oregon State University (2014). Writing Across Borders.

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teach the earth teaching environments two-year colleges

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Jump Down To: Role of Silence | Class Participation Expectations | Concepts of Time | Narrative Styles | Science Teaching Many everyday assumptions and expectations regarding human behavior stem from societal ...

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Stephen Krashen's Theory of Second Language Acquisition

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Stephen Krashen's Theory of Second Language Acquisition

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There are many language acquisition theories that have been developed throughout history. Stephen Krashen's theory on second language acquisition is one that is well known. His theory focuses on learners acquiring their second language through meaningful immersive experiences. He believes that learners are bound to acquire the language faster if they focus on listening and reading it more. He also believes that students are more likely to acquire the language if they are in a low stress and low anxiety setting. This article will provide you with more insight on Krashen's second language acquisition theory and provide you with ideas of things that can be done in the classroom to support ELLs.

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Helpful Online Resources for Teaching ELLs

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Helpful Online Resources for Teaching ELLs

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When working with ELLs it's important to offer a variety of learning opportunities so that students can really be immersed with the language. Technology is a great and fun way to get students engaged during a class lesson. Teachers can use images, audio, videos and games to promote student participation and engagement. This resource lists a few suggestions on online tools that teachers can use in the classroom to support ELLs.

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Whether you're having school remotely or in person, online learning is a powerful tool teachers can leverage to support English language learners (ELLs). Research shows that ELLs' learning is enhanced by interactive visual aids and access to lessons they can follow at their own pace.

There are many free or inexpensive digital resources that teachers can use to create these learning experiences. Lessons can be recorded as they are conducted online in real time so that students can later access the content without a teacher present. Teachers can also incorporate audio, images, or videos into their lessons. These resources can support ELLs with fun, engaging tools that help them review and build vocabulary and literacy skills.

In a classroom, ELLs can benefit from online learning at a station that the teacher sets up as part of a lesson in which students rotate through centers or stations. A study published in the journal Language Learning & Technology concluded that "tablet computers, as well as other mobile technologies, are ideal tools to foster learner autonomy." Supplemental virtual lessons can help differentiate instruction to meet the needs of ELLs (as well as other students with diverse learning needs) who may be at different language proficiency levels or need additional practice with discrete skills.

I've collected a list of additional approaches and resources I've found especially helpful in my own English as a second language classroom. All of the resources below are helpful for all students, not just ELLs.

Using Videos to Support ELLs

Many computers allow users to record what is happening on the screen in real time, and also have the option to simultaneously record the user's voice. Your recording will be saved as a video file, which you can share with students or upload to your online learning platform. You might also ask students to do this themselves and share their recordings with you. Teachers can use narrated screen recordings for many activities: modeling read-alouds, conducting mini-lessons, editing essays, and showing students how to do effective online research. This Digital Trends article has information on different ways to record your screen.

YouTube Education, which is free and has no ads, curates YouTube's content for educational purposes and allows teachers to create a playlist that can be shared with students. Some of my favorite playlists are Essential Literature, which gives clear and concise summaries of popular texts, and National Geographic, which has videos of varying lengths about topics ranging from plants and animals to geography and history. Both of these playlists allow you to turn on closed captions so that students can read the text as they watch the video, which is particularly helpful for ELLs.

ELL Learning Apps and Websites

Kahoot! is a tool to create interactive audiovisual learning games, reviews, and assessments. Students can compete in games against each other in real time, from any device, by using a simple code. The premium subscription-based distance learning tools are currently free to support distance learning during the Covid-19 pandemic.

Quizlet is a digital flash card program that many students find useful for studying vocabulary. Teachers can use, and customize, premade study sets or make their own. The free version has ads; a paid subscription provides access to the ad-free platform.

Newsela has high-interest current events articles, with corresponding images and questions, that are offered in up to five different Lexile levels. To support distance learning during Covid-19, the entire site is currently free-usually most of the content is available only with a paid subscription.

CommonLit is a free site that has over 2,000 fiction and nonfiction reading passages searchable by title, genre, grade level, literary device, and Lexile level. It also has a growing library of content in Spanish. Texts have guiding questions and assessments, and many are organized into units of study.

Duolingo is a helpful free language learning app that offers English as a second language courses in more than 20 first languages. Its adaptive software is designed to resemble a game and can allow students to compete against themselves-or their friends.

BBC Teach has an extensive collection of free teaching resources in over 30 subjects, including English learning for adults. It also has interactive lessons with rich videos and graphics.

The British Council is the United Kingdom's international organization for sharing British culture and language. Its website has a variety of useful links and mobile apps with activities, games, and audiovisual lessons.

These resources are all available on any computer or mobile device. While some of the video-rich resources require significant bandwidth, many of these resources automatically adapt to slower internet speeds, making them more accessible to all students. In classrooms, it could be helpful to set up a station with a few devices that leverage these digital resources.

For students at home, many internet service providers, including Spectrum Broadband, Mint Mobile, Comcast, Altice and Cox, are currently offering free internet access and mobile data packages to support distance learning-be sure to read the fine print because some providers will automatically charge people after the free period is over.

For students who don't have access to an internet-enabled device, tablets can cost as little as $35. Chromebooks, simple internet-enabled laptops, start at $75.

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Helpful Online Resources for Teaching ELLs

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Websites and teacher-created videos make content more accessible for English language learners-whether they're in the classroom or at home.

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10 Strategies That Support English Language Learners Across All Subjects

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10 Strategies That Support English Language Learners Across All Subjects

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Supporting ELLs can be made easy through the use of different strategies and online tools. The task might be a little daunting and overwhelming but once you get the hang of it you are bound to love it. Research shows that ELLs learn and retain information better if offered a variety of ways to apply their learning. From collaborative group work to hand gestures students are sure to pick up and retain the material faster. This article is a fantastic read that will get you thinking about ways to support your ELLs across all subjects. You will find ways to engage students through charts, visuals and whole body learning.

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English Language Learners

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

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

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

Helping ELL Students Across All Subjects

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

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

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

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

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

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

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

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

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

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

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

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

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10 Strategies That Support English Language Learners Across All Subjects

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

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6 Essential Strategies for Teaching English Language Learners

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6 Essential Strategies for Teaching English Language Learners

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Teaching English language learners requires knowledge and understanding on strategies that can be used to help them acquire their second language. ELLs benefit from listening to each other, collaborating with their peers during class time and building on their vocabulary through class activities and lessons. This article is a fantastic read if you find yourself needing ideas on how to best reach these students. It offers suggestions on how to bridge gaps in learning by connecting it with other subjects as well as tips on minor changes the teacher can make such as speaking slowly and increasing wait time after asking a question.

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Over 10 percent of students in the United States-more than 4.8 million kids-are English language learners (ELLs), and the number is on the rise. Though these students do not learn differently than their native-English-speaking peers, they do have particular educational needs.

To learn about these needs-and best practices for addressing them-I interviewed a range of educators and observers, including Larry Ferlazzo, an educator and author of The ESL/ELL Teacher's Survival Guide; longtime teachers of English as a second language (ESL) Emily Francis and Tan Huynh; and the journalist Helen Thorpe, who spent a year observing a teacher who works with ELLs.

The group emphasized that the strategies listed here, which include both big-picture mindsets and nitty-gritty teaching tactics, can be incorporated into all classrooms, benefiting both native English speakers and ELLs.

1. Cultivate Relationships and Be Culturally Responsive

No surprise here. A successful classroom, our educators agreed, is one in which students feel known, appreciated, and comfortable taking emotional and intellectual risks. That requires intentional planning and consistent messaging by the teacher.

Emily Francis, an ESL teacher in Concord, North Carolina, makes clear that she wants her students to "embrace their culture and their language as a foundation of who they are" and to consider their acquisition of a new culture and language "not as subtractive, but as additive." To help support students who may never have attended school before or may be coping with migration-based trauma, Francis emphasizes that little things make a big difference. "The first thing that I need to think about is, how is my student feeling in my classroom?" she says. "Are they sitting next to a buddy they can ask a question in their home language? Do they feel comfortable tapping me on the shoulder if they have to go to the bathroom?"

But creating a supportive environment is also about cultivating an appreciation of diversity-it's critical that both the curriculum and the classroom environment honor and reflect the lives of the students. For instance, Francis makes certain that her classroom library is reflective of her students' diverse backgrounds and identities.

ESL teacher Katie Toppel, who teaches near Portland, Oregon, champions the value of home visits to get to know students' families and takes care to incorporate the particulars of students' lives, such as pets' names and favorite sports, into lessons. Students are most engaged when they feel a personal connection to a lesson or unit, a connection that's created in part by a teacher's investment in culturally competent relationships.

2. Teach Language Skills Across the Curriculum

English language learners should not be learning the fundamentals of English in isolation; they should be applying their developing language skills to rich academic content in all subjects.

"It is key that in mainstream classrooms, teachers understand their role as language teachers," says Valentina Gonzalez, a district leader in Katy, Texas, suggesting that all teachers should be aware of the specialized idiom they work within. "If we teach math, then we teach the language of mathematics. If we teach science, then we teach the language of science." Math teachers, in other words, should take the time to teach the unfamiliar vocabulary of mathematics- add, subtract, calculator, solve -concurrently with the teaching of math skills.

3. Emphasize Productive Language

The educators I interviewed agreed that productive language skills-hard-to-master dimensions of language fluency like speaking and writing-should be front and center from day one, even if students feel hesitant about them.

Beginning ELLs often develop receptive language skills like listening and reading first. Educators who are unaware of the typical path to fluency may believe that students who can follow verbal or written directions will be able to produce oral or written language, but that's usually not the case.

To support reluctant speakers, Tan Huynh, an educator who blogs at Empowering ELLs, suggests using sentence frames. "For example, when a science teacher wants ELLs to produce a hypothesis, they might offer the sentence, 'If _____ was added, then _____ because _____.' This sentence frame provides clues that empower ELLs to sound and think like scientists," Huynh says.

Andrea Honigsfeld, a professor of education at Molloy College in Rockville, New York, suggests that all lessons touch on every letter of the acronym SWIRL, which stands for Speak, Write, Interact, Read, Listen. The approach intentionally privileges productive language skills "from the beginning," she says.

4. Speak Slowly-and Increase Your Wait Time

Easier said than done. Still, many of the teachers I spoke to said this simple change is vital. You can record yourself speaking in class to measure your cadence, and adjust.

"Adding in an extra three to five seconds after we pose a question offers all students time to think," explains Gonzalez. "However, for English learners, it also gives time to translate, process their thinking, translate back into English, and develop the courage to answer. If we call on students too quickly, many of our students will stop thinking about the answers-or trying to answer at all."

That means undoing some of our own habits, according to Larry Ferlazzo, a high school ESL teacher in Sacramento, California. "Researchers have found that typically most teachers give one to two seconds between asking a question and expecting a student response," he says. "The same researchers have shown that if you wait three to five seconds, the quality of responses is astronomically greater."

5. Differentiate-and Use Multiple Modalities

All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing, and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier.

Helen Thorpe, a journalist who spent a year observing Eddie Williams's classroom in Denver in order to write a book about immigrants called The Newcomers, marveled at Williams's method of differentiation. "Eddie would enunciate very clearly in English multiple times, he would write it on the board, and he would go to the projector to give a visual. And, finally, he'd be asking the kids to verbalize aspects of the lesson themselves," she says, tracing Williams's efforts to move his students from receptive to productive language fluency.

Toppel uses a strategy called QSSSA to scaffold classroom discussions with ELLs. The letters stand for Question (the teacher poses a question, then gives ample think time); Signal (a designated motion like a thumbs-up, a finger on the nose-something that lets students indicate that they're ready to answer); Stem (the teacher provides a sentence starter for the question-for example, for "What is your favorite place to read a book?" the stem might be, "My favorite place to read a book is _____"); Share; and Assess.

6. Incorporate Students' Native Languages-and Don't Be Afraid of Technology

Bilingualism is the goal, of course, not replacement.

Ferlazzo uses a strategy called "preview, view, review," which leverages a student's native language skills as a foundation for learning the new language. He introduces a topic and encourages students to preview it in materials in their home language (often using multilingual videos and other online resources); he then teaches the topic in English, and then has students review the information in their home language.

Ferlazzo also encourages teachers to embrace technologies that students find helpful, like Google Translate. He stresses that the app can be a useful way for students to translate words quickly-but warns that it can quickly "become a dependency" if it's used as more than a handy dictionary.

Thorpe agrees that Translate can take pressure off teachers, who sometimes find that they "just stand at the front of the room and say things over and over. And if the kids didn't know what those words are, they're out of luck." Translation technology means you can say it once (or twice) and let the students use the technology to translate key words and phrases.

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6 Essential Strategies for Teaching English Language Learners

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We interviewed educators with decades of experience in teaching ELLs and tapped a network of experts and observers to find the strategies that work.