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How to Use Technology to Support ELLs in Your Classroom 

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How to Use Technology to Support ELLs in Your Classroom 

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This guide talks about useful online tools for teaching English to students who are learning it as a second language. One example is BrainPOP, which has videos and lessons in Spanish for these students, as well as English lessons. It also talks about a tool that lets students talk and it writes down what they say, which can be helpful for those who can speak but are still learning to write. The guide also mentions AI that can translate text between Spanish and English, and can assist teachers in making resources in Spanish.

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English-language learners (ELLs) come into our classrooms with a wide variety of specific and unique needs for language acquisition. It's hard to talk about them all as one group -- ELLs represent a diverse range of students in every sense. It's needless to say: Working with ELLs is often challenging and also highly rewarding.

Because there are so many apps and edtech tools available today, you might expect to find lots of them made specifically for English language development (ELD), bilingual, or dual-immersion classrooms. Unfortunately, this isn't the case: Tools designed specifically for English-language learners are few and far between (though there are definitely some out there).

There are, nevertheless, a lot of great edtech tools and strategies you can use with your ELLs, even if the tools themselves aren't ELL-specific. Some might even be tools you've already heard of or used -- with an ELL-specific use case that's been hiding in plain sight.

So, what's the best way to find and use great digital tools with your ELLs? A lot will depend on your students' specific needs, but here are a few things to think about when finding the best tools for your classroom.

1. Look for ELL-friendly supports in the tools you're already using.

Lots of online tools have built-in features to support differentiated instruction for a variety of learners. Newsela offers texts at five variable Lexile levels, many in both English and Spanish. ThinkCERCA offers leveled texts with scaffolding for students reading at different levels, including audio versions of texts. Though ELA-focused tools are most likely to have the best English-learning supports, plenty of other tools support ELLs' learning in other subject areas. Khan Academy is one popular example; the site offers a translated version of its curriculum in 12 languages. As you search, keep in mind that these tools are usually aimed at a more general student audience, so they may be better suited to intermediate or advanced ELLs, and beginning-level ELLs may need more robust support.

2. Build basic online resources and productivity tools into daily routines.

From basic translation to productivity tools for consumers, a lot of everyday apps and websites can be great for supporting ELL-centered learning activities. A note-taking tool with recording features like Microsoft OneNote offers opportunities for speaking and listening practice. Simple English Wikipedia is just like it sounds: an adapted version of the standard Wikipedia site but for ELLs, younger students, or anyone else who might struggle with reading. A translation tool is an obvious choice, and Google Translate is generally thought to be the most accessible free option around.

3. Get creative and repurpose a digital-storytelling tool.

Storytelling is an excellent, interactive learning activity for ELLs and bilingual learners of all ages and language abilities. Even though these apps tend to be aimed at younger kids (and not specifically at ELLs), they still offer opportunities for kids to express themselves while they build new language skills. Don't be afraid to age these tools up; they're great even for older ELLs. And for beginning-level English-language learners, creative projects tend to offer opportunities for low-stakes (yet still high-concept) communication-based activities. Also, keep in mind that lots of other digital-creation mediums can offer fun language-building practice, from video production to podcasting and digital design. Find something that suits your students' ages, language abilities, and interests.

4. Find tools that specifically address your ELLs' needs.

As mentioned earlier, tools designed only for ELLs are somewhat scarce, but there are definitely some options. These ELL-centric tools run the gamut. BrainPOP ELL offers a comprehensive online curriculum aimed at improving kids' language skills from beginning to advanced levels. Read&Write is a helpful text-to-speech app for students with a variety of literacy needs, including English-language learners. On the flip side, a platform like Ellevation is designed for teachers and uses robust data to track and monitor students' progress and language growth. As time goes on, we're bound to see more edtech solutions specifically for ELLs. It will be interesting to see what the future holds in this space.

5. Supplement instruction with an online language-learning tool.

Language-learning tools for travelers and consumers are everywhere and easy to find. Although these tools should never replace quality classroom instruction, for some students they could be a helpful option for extra practice or out-of-class enrichment. Because they're often aimed at a general -- mostly adult -- audience, these won't all be the best choice for kids' learning. Nevertheless, in certain situations, some language-learning apps could be appropriate depending on your students' needs. If you do go this route, look for free options that offer adaptive features that challenge students as their language skills grow. If recommending out-of-class use, keep your students' devices and level of network access in mind.

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How to Use Technology to Support ELLs in Your Classroom | Common Sense Education

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Quality edtech for ELLs isn't easy to find, but great options do exist.

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How to Use Technology to Help ELLs Achieve Language Mastery  

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How to Use Technology to Help ELLs Achieve Language Mastery  

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This guide talks about using technology in class and recommends tools like Read&Write, which reads texts aloud and shows pictures for tricky words in another language. It also mentions EPIC, a website with lots of English and Spanish texts for students. EPIC has quizzes and videos too, and some texts can even be read aloud to the students.

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How to Use Technology to Help ELLs Achieve Language Mastery | Continental Educational Publisher

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Struggling with how to use technology to help ELLs in your classroom? Check out these nine effective edtech tools for English learners!

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Helpful Online Resources for Teaching ELLs 

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Helpful Online Resources for Teaching ELLs 

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This website talks about some tech tools for learning English as a second language. One is Duolingo, which makes learning fun and competitive. It also suggests Kahoot, where you can find visual quizzes in Spanish to help study or practice. They also mention Common Lit, which has stories and articles in English and Spanish.

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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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This guide talks about lots of tech tools to help ELL students show what they know. Like Seesaw, where students can record presentations or draw what they know instead of speaking. There's also Jamboard, where students can write in their own language and translate it to share their ideas without speaking in class.

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

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

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

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

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

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

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

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

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

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

Course Content for Classroom or Distance Learning

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

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

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

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

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

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

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

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

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Technology to Support English Language Learners  

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Technology to Support English Language Learners  

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The Noun Project app lets students use clip art to add pictures to new words they're learning, which helps them understand better. Learning Chocolate is another app that helps students say words correctly in their second language.

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English Language Learners (ELL) represent a growing population in our schools. Teachers can look to educational technology tools to help support ELL students in their classrooms. Over the years, a number of websites and subscription services have emerged specifically geared to this population of learners. The following post focuses on free web tools that can support vocabulary and literacy skills in the general education environment.

Vocabulary Development

Pictures and visuals can help English Language Learners to master vocabulary.

TheNounProject boasts an enormous, searchable icon library. Teachers can download PNG versions of icons and for free, provided they cite the source, or subscribe as an educator unlimited use and the ability to customize colors.

Google AutoDraw uses artificial intelligence technology to recognize what you are trying to draw by offering icon suggestions allowing teachers to quickly develop visual aids.

Learning Chocolate is a vocabulary learning website that groups words and provides images and audio clips to help kids learn the pronunciation of common words.

Literacy Resources

The following sites provide free stories or articles to increase literacy with ELL students.

- Open source digital repository of multilingual stories for children with illustrations, sorted by reading level, read along or read aloud (audio versions w/ highlighted text). To get started, take a look at their Storyweaver curated lists here.

Rivet - Over 2,000 leveled books with reading support. Tap on any word for definition, pronunciation and translation in another language. Available on Chromebooks, iPads and Android.

TweenTribune - Find engaging non-fiction articles for students in Grades 5-8 or for younger students and emerging readers, caters to grades K-4. Teachers can select from a range of Lexile reading levels allowing students to read and discuss the same topic.

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Technology to Support English Language Learners | Teaching Forward

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English Language Learners (ELL) represent a growing population in our schools. Teachers can look to educational technology tools to help support ELL students in their classrooms. Over the years, a number of websites and subscription services have emerged specifically geared to this population of learners.

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Supporting ELLs in the Mainstream Classroom  

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Supporting ELLs in the Mainstream Classroom  

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This guide suggests different ways to use tech in learning centers, such as using audio books and tape recorders. It also talks about how letting students read in their own language helps them understand the lessons while they're still getting better at a second language.

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1. Read to students every day

2. Support students' comprehension as much as possible

3. Teach the alphabet when necessary

4. Teach phonics in context

5. Check comprehension frequently

7. Support native language literacy

8. Encourage reading outside of the classroom

9. Establish an English Language Learner Center

10. Make up individualized activity packs for your newcomers

You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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Supporting ELLs in the Mainstream Classroom: Reading Instruction

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You can and should use what you already know to be effective, research-based reading instruction to English language learners (ELLs). However, ELLs will need additional support in learning how to read, and the strategies here will help you to provide assistance in your everyday teaching, particularly for newcomers (students who have recently arrived in the U.S.).

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How to Connect ELLs Background knowledge to Content 

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How to Connect ELLs Background knowledge to Content 

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This guide gives tips on how students can use what they already know to understand lessons better. For instance, if a student's doing a tech project but doesn't have tech at home, teaming them up with someone who does can help. Also, students bring their own experiences and culture. Letting them share during a culture lesson helps them learn about different cultures and how they shape our world.

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What are some other ways you can tap into background knowledge if it's very different from your own? You can start by choosing a single topic to research that you think might be relevant to your students. These might include learning about:

your students' native countries, cultures, or educational systems

historical figures, musical and artistic traditions, geography, or biodiversity from your students' countries so that you can connect your lessons to something that the students already know.

Family liaisons are an excellent source of information here and can also guide you to choose examples that are likely to be appropriate and meaningful to students.

Helping students make connections

You can also find ways for your students to contribute their own cultural experience, funds of knowledge, talents, and interests in the classroom. You can do this by asking students to:

show how a topic connects to their lives

give an example of a particular idea as they would experience it in their native country

bring music or art from their culture and describe its significance and meaning to their classmates.

Another activity is to ask students to interview their family members in order to learn more about their memories and experience. ELLs may find interviews valuable because even if they speak their native language at home and are surrounded by their culture, they may not have had an opportunity to learn about their family members' life experiences and values.

Note: These strategies will work in mainstream classes as well as students may engage more deeply with content when they can relate it to historical and cultural information shared by family members.

Proceeding with care and sensitivity

If you plan to ask students to contribute their experiences to the class, it is important to keep a few things in mind. First, Dr. Cynthia Lundgren and Giselle Lundy-Ponce remind teachers to consult with multiple sources and not to expect students to be the sole 'ambassador' for a culture. They write, "Do not put a particular student on the spot without asking them beforehand if they are comfortable sharing information with the whole class. Each student is an individual and their experiences may or may not be similar to that of the group they represent."

It is tempting to view your students as the experts, and it is certainly important to draw on what they have to offer to the class, but it is also important to discuss whether they feel comfortable doing so beforehand, and to avoid putting them on the spot - particularly about cultural, political, or religious subjects that might be particularly sensitive.

This is also important because students may not feel comfortable sharing their culture or prior experiences for a wide range of reasons, including trauma or stigma. For example, some Indigenous students from Latin America "hide" their culture and identity because of the persecution (sometimes violent) that they have faced in their home countries. Be patient with your students, and look for ways to increase their confidence in the classroom as you get to know each other. They may share information with you privately that they do not wish to share with the class. Honor their confidence and look for other ways for them to contribute.

Related resources

Video: Getting to know your students

Teacher Omar Salem talks about the importance of getting to know your ELLs, their interests, and their concerns.

Go beyond the textbook

Look for resources that go beyond the textbook that will engage students and involve them in the learning process so that they find elements they can connect to and learn from. These may include:

Artwork

There are many ways to bring educational content to life through art, and to use art as a starting point for discussing different cultural traditions. For example, in a history class, you may offer students a couple of different artistic representations of historical events from different perspectives, and ask whether a particular perspective resonates with their experiences.

Or you might want to compare artwork depicting similar kinds of events as they occurred in different countries, such as revolutions, battles, the signing of a famous document, inaugurations, elections, protests, and major milestones. Perhaps students can share depictions of those kinds of events in their country as a way to open up the discussion and connect their experience to the content as well. Students can examine artistic style, theme, the artist's intent, and the materials used while comparing artistic works from different cultures as a way of applying what they learning about the content.

Finally, be sure to invite students to share artwork and traditions from their own cultures and look for ways to connect what they share with the curriculum.

Using artwork that depicts day-to-day events and celebrations can also be a provocative starting point for a discussion about the similarities and differences between other cultures, and a way of affirming the students' daily lives, traditions, and lifestyles in the classroom. You may find that these connections are even more powerful than you expected, as seen in the student story below.

Video: Why an indigenous student hid his identity

ESOL resource teacher Manuel Portillo Gomez shares the story of an Indigenous student who kept his cultural identity hidden for much of the year until Manuel planned a lesson plan about Guatemalan basket weaving.

Music & dance

Students are a great resource for sharing music, and older students especially like to share music, discuss the meaning, and connect it to content. If the song is in a language some students do not understand, ask the student to translate it and discuss the meaning. Songs from other countries often describe political events or re-tell folk stories in poetic form.

When it comes to dance, students may enjoy sharing videos of traditional dances from their own cultures and talking about when certain dances are performed. You never know - you may just have a performer in your midst who would like to share some talent with the class, as teacher Omar Salem discovered below!

Video: My students' many talents

Teacher Omar Salem describes a student who sings, dances, manages her own YouTube channel, and edits all of the video.

Culture kits

I got this idea from the Dakota County library system in Minnesota. They have a learning resource called "Bifolkal Kits" that patrons can check out. The kits have themes such as the "The Fifties," "Work Life," or "African American Lives." Each kit contains items relevant to the topic, reading materials, and questions that can be asked of a person who has experience in that area. It would be a wonderful addition to a curriculum if students created their own Culture Kits with special items that would bring culture alive as a way of sharing their cultures and discussing what can be learned from different multicultural traditions.

Special traditions, celebrations, and recipes

Invite students to share special traditions, holidays, and foods from their cultures throughout the year and across the curriculum. For example, students could describe a favorite recipe in writing or in a presentation (with plenty of practice beforehand). Ask students early on in the year what holidays they celebrate and what those celebrations look like, and invite families to share their own experiences with the class.

Video: Thirty kinds of "mole"

Juan Felipe recalls a conversation with a student who comes from the town of Hidalgo, which is famous for having many different kinds of mole, a Mexican sauce.

Realia

Using concrete objects, often called "realia," is a great way to build background knowledge and tap into students' existing background knowledge. Some objects may be very familiar, while others may be to new students. Other objects may have particular significance for students. Students can share what they know about particular objects through drawing, writing, or native language discussion groups before sharing a summary with the class.

Video: Using "realia" to build background knowledge

Albuquerque teacher Ali Nava describes the "realia" activity she used to introduce Burro's Tortillas and some of the items she brought into the classroom for the lesson.

Note: You can also see materials related to this lesson plan in our classroom module created in collaboration with Dr. Diane August.

Use things that are familiar

In addition to making important cultural connections, look for ways to tie learning to everyday objects that students are likely to have seen and used (without making assumptions, as discussed below). For example, ESOL specialist Katy Padilla prepared her ELLs for a lesson about vascular plants by pre-teaching the concept with straws - an even more relevant example since they were previewing the content in their special Secret Science Lunch Club!

Video: Making the connection between vascular plants and straws

Katy describes the challenge of the week, which is designed to increase ELLs' use of the target vocabulary.

Look for "mirror books" for your students

Using books, stories, and poems where students can see themselves, also called " mirror books," is a powerful way to tap into their experiences. Culturally relevant books are a great place to start. However, finding books about broader experiences, family traditions, or familiar situations that students recognize and relate to can be powerful as well.

Middle school teacher Anna Centi, who teaches newcomers in Dearborn, Michigan, also notes that her students dig in more deeply when they feel that connection and that she has been able to push them with more rigorous texts. You can see Miss Centi's students, most of whom come from Yemen, reading A Long Walk to Water by Linda Sue Park in an excerpt from our award-winning film, You Are Welcome Here below.

Note: It is critical for teachers to be sensitive to what students have been through and not to ask a lot of direct questions about personal stories, especially in front of others; training in trauma-informed instruction is essential in order to lead conversations about students' experiences safely. Yet figuring out how to do this with care is worthwhile as it gives students a chance to connect more deeply with content and share their own stories if they wish. You may wish to request that training be offered to staff since it can benefit all adults in the school community.

Use literature, stories, and folktales from across cultures

By reading texts from different cultures, you can encourage students to connect what they are reading to their own experiences. While this seems like a simple and logical place to start, it will take some research to find just the right additions for an educational unit, as well as to find literature that is authentic and culturally relevant. If you are working with bilingual colleagues or cultural liaisons, ask them if they have recommendations or can help you make the best selections for your students.

Libraries across the nation have increased the amount of multicultural literature available from a wide variety of countries and cultures. Some of the material is written in other languages, and some of it is translated into English. There are also many publishers who have focused on increasing multicultural literature in the classroom, and Language Arts series often will have a multicultural connection with suggestions of books to read with the class. To read about one high school teacher's use of multicultural literature in the classroom, read Time is Not on Our Side: Literacy and Literature for High School Language Learners, on our sister site, AdLit.org.

In addition, you can also look for connections across stories. For example, many cultures have a story version of "Cinderella", as seen in the video below.

Video: Introducing different versions of Cinderella

In this classroom video, Albuquerque teacher Clara Gonzales-Espinoza introduces a character study of Cinderella by sharing a number of diverse versions of the Cinderella story, chosen to reflect the cultures of her students.

Note: You can also see materials related to this lesson plan in our classroom module created in collaboration with Dr. Diane August.

Use storytelling in the classroom

Many cultures have a rich tradition of storytelling that often gets lost in the U.S. with the focus on developing literacy skills. Many of the common stories in cultures have been translated and written in story form, but children also enjoy telling and acting out stories. There are many resources to help build storytelling skills, and some students may also have a relative who is a great storyteller and would be willing to visit the class and tell a story. The class can have great discussions about what made the story interesting, what the story was trying to tell them, and if they know other stories that are similar.

Asking students to share folk tales

In addition, you can ask students to share popular folk tales or legends from their own culture or bring them to life through writing, artwork, or a digital storytelling activity. You may find that many cultures have similar stories based on a certain theme, or that students have heard different versions of the same story. This is also an excellent way to engage families - who also will have strong opinions about the "right" way to tell a certain story!

Video: "How many of you have heard that story?" Teaching folklore through students' cultural experiences

Juan Felipe describes a project he oversaw for a Chicano folklore class in which students interviewed their families and compiled stories, jokes, and legends they had grown up hearing.

Video: My favorite section in the library

Storyteller Lucía González describes how family stories led to an important discovery in the library.

Avoid assumptions

Just as it's important not to put students on the spot, it's important not to make assumptions about the experiences they may (or may not) have had. For example, Dr. Ayanna Cooper shares a story in the video below about U.S. history teachers who mistakenly thought their Haitian students were African American students who had a deep knowledge base about U.S. history. As mentioned above, the better you know your students, the better you can plan lessons that will give all students access to grade-level content.

Finding resources for culturally responsive instruction

Teachers spend a lot of their own money to add to the school curriculum in order to meet the needs of their students. Adding culturally relevant curriculum and materials shouldn't be an additional financial burden on the teacher. Many schools are willing to fund the purchase of culturally relevant items if the teacher has researched the purchase and can explain how it will enhance student learning. If the school does not have resources, there may be funding at the district level or diversity grant funding available to teachers. You can find additional researched-based information in our resource collection about culturally responsive instruction.

Closing thoughts

Accessing students' background knowledge is a powerful way to make your instruction more culturally responsive and meaningful for all students. In the end, the efforts that teachers make to add a rich, cultural dimension to the curriculum will enhance student learning and comprehension, and create excitement in the classroom. The most wonderful thing about adding diverse cultural perspectives to the lesson is that it is a way of letting your students know - particularly ELL students - that their diverse experiences and backgrounds are valued in your classroom. Students may also be motivated to explore content and deepen their understanding of material.

As students share insights with you and with each other, they will develop appreciation for other cultural perspectives and they may find that there are more similarities than differences among them - and that might prove to be the greatest lesson of all.

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How to Connect ELLs' Background Knowledge to Content

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What are some other ways you can tap into background knowledge if it's very different from your own? You can start by choosing a single topic to research that you think might be relevant to your students.

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Language Acquisition Theories and Writing a Philosophy of Education

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Language Acquisition Theories and Writing a Philosophy of Education

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Some language acquisition theories that are effective in teaching ELLs are Translanguaging, TPR which is connected to behaviorist theories, and Task-Based learning. Translanguaging is effective in allowing students to use their native language as an asset and providing equitable access to learning while they develop a second language. TPR is total physical response which allows students to create movements to learn new academic vocabulary they may not be familiar with. Lastly, Task-Based Learning is a type of teaching that allows students to accomplish tasks that are connected to the real world.

In developing a personal philosophy, there are a few steps you need to take.

1. Think about what you want to accomplish and what your values are in helping your students.

2. Look for philosophies that align with your values and also research academic articles that show its effectiveness.

3. Identify some goals you want for your students after collecting accurate and fair data.

4. Collaborate with other professionals on your ideas.

5. Execute your philosophy and reflect on its effectiveness.

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A Reflective Practitioner and Culturally Responsive Teaching

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A Reflective Practitioner and Culturally Responsive Teaching

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3 ways to be a reflective practitioner

1. Keep a journal of how lessons go and how your philosophy is going.

2. Have conversations with grade level team meetings regarding teaching practices and assessments.

3. Reflect with leadership teams about how lessons and professional development is going in the school.

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Teal Modern Tips To Learn New Language Flyer

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1. Extended time on tests: Allowing ELL students extra time can relieve the pressure of time constraints, especially when they may need more time to comprehend and translate information.

2. Breaks during assessments: Recognizing that ELL students may experience heightened anxiety due to language processing demands, allowing breaks can help them release their anxiety and help refocus during assessments.

3. Translanguaging: Permitting students to naturally use both their native language and English to understand and demonstrate knowledge can support their comprehension and comfortability in expressing themselves.

4. Use of performance-based assessments: These assessments allow ELL students to demonstrate understanding through oral skills, providing a different way than traditional written assessments.

5. Educational games: Incorporating games into assessments engages students and offers a stress-free way to assess their knowledge.

6. Student conferences and portfolios: Organizing conferences where teachers provide feedback and students present portfolios showing various assessment modes can provide insight into student growth and their understanding.

7. Visual aids and organizers: Utilizing visuals and organizers helps scaffold learning for ELL students, providing additional support in comprehending and organizing information.

8. Differentiated instruction: Tailoring instruction to meet the diverse needs of ELL students, such as providing multiple modalities of instruction and varying levels, supports their learning and growth.

9. Parent communication in native language: Ensuring parents receive information in their native language promotes collaboration and equitable access to their child's education.

10. Professional development: Teachers pursuing endorsements or participating in professional development to better assist ELL students, along with collaborating with leadership teams to address achievement gaps, helps support for ELLs transitioning out of language support programs.

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Professional Growth Opportunity for Educators of ELLs

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Professional Growth Opportunity for Educators of ELLs

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This site offers on site workshops, professional development online, and summer courses to help ELLs.

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Professional Growth Opportunity for Educators of ELLs

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Professional Growth Opportunity for Educators of ELLs

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This site offers live webinars on teaching ELL students.

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You'll get a certificate after every on-demand video lecture you watch. Your Bridge Expert Series certificates showcase your knowledge and expertise in the ELT (English Language Teaching) field.

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Webinars for ELT Teachers | Bridge Expert Series - Bridge Education

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Earn professional development certificates by attending live webinars for ELT teachers, networking with other teachers, and watching a growing library of on-demand ELT webinars!