# data[].attributes.body
When writing an IEP or an MTSS intervention plan, it is always recommended that the writer start with what the child can do, rather than what the child cannot do. The same applies to working with ELL students. When focusing on what the child cannot yet do, the teacher is approaching the learning process with a deficit-based approach. This approach can be disheartening not only for the teacher but for the child as well. Even if the teacher does not approach the student and state the deficits they see, the child can feel the negativity.

However, when a teacher approaches an ELL student with a strengths-based approach, the teacher is looking for qualities that make the student unique and an individual (Doran and Noggle, 2019). These qualities can make the student more resilient, or they may manifest in culturally unappreciated ways (Doran and Noggle, 2019). According to Doran and Noggle (2019), apply a strength-based approach is philosophically and practically fundamental to special education as special education emphasizes the students' strengths while working and abilities while working on the students' needs for support.

# data[].attributes.body
1. According to Doran and Noggle (2019), one method of applying a strength-based approach is by changing the narrative. Instead of saying, "the child can not..." one could instead say, "the child can _____ but has not yet demonstrated the ability to ______". Another example might be instead of saying that the child is unmotivated, the teacher could say, "the child does complete ______task but does not complete _______ task on a regular basis."

2. Another method of applying a strength-based approach, according to Doran and Noggle (2019), is to consider the continuum of development as ELL students learn. Research shows that, especially in elementary years, students learn at different paces, and this should be considered when working with young children, especially ELL students. Likewise, it is very common for younger students in the grade to have a more difficult time mastering a concept, as their brains are not as developed as their peers. This can also be attributed to ELL students. Each student will learn at their own pace, and as it is developmentally appropriate for their age and brains. Keeping in mind that all students develop and master concepts at their own pace, this should be applied to learning English for non-English speakers.

3. A third recommendation for applying a strengths-based approach to working with ELLs is the "funds of knowledge" approach. The "fund of knowledge" approach, as described by Doran and Noggle (2019), allows the student's skills learned at home to be a source of strength, such as complex cognitive, social, and academic skills. One such example is that a cultural norm may be cleanliness and responsibility of the home. The child may have an extraordinary sense of organization skills, cleanliness, and personal responsibility that is far beyond that of their peers. In my experience, I have noticed that my Hispanic students are far more organized and self-aware of keeping their space clean than other students. This is not to say that all Hispanic students carry these skills. However, the family of my student from Guatemala indicated a family goal of explicitly teaching their child how to clean up after himself, and this was evident in the classroom.

# data[].attributes.body
1. Language acquisition is the first and foremost challenge for an ELL student. This should be obvious, but Doran and Noggle (2019) remind us that ELL students are being challenged to learn a new language and are immersed in a new culture. We should be conscious of this challenge and help the ELL student to feel safe, respected, and heard within the classroom so that they can feel confident to begin trying a new language.

2. Special populations of ELL students will face more challenges than typical ELL students. According to Colorin Colorado (n.d.), some types of ELL students considered to be special populations include refugee students, students with informal education, unaccompanied youth, migrant farmworker families, undocumented families, and indigenous students. These students may experience additional traumas and difficulties at home due to their home or immigration experience.

3. Family separation is another challenge that can affect ELL students. According to Doran and Noggle (2019), many ELL students have been separated from family by coming to the United States as well as fearing being separated due to the political climate. Being separated by family can significantly impact a child's performance and motivation and can cause, depression, anxiety, and withdrawal. Teachers should be connected to each ELL's family so that they are aware of the dynamics of what is happening at home that may affect the student.

4. Acculturation is another challenge for ELL students. According to Doran and Noggle (2019), acculturation is the process of adapting to a new culture. While some ELL students are American-born and have lived here their entire lives, but come from Spanish-speaking families, whereas other ELL students are coming from other countries and have to assimilate into the American culture. Culture shock is very real and can be very surprising to witness and experience a different culture. One way that a teacher can overcome this is to remember that if we were to step foot into another culture, vastly different than ours, we would also experience culture shock and feel very out of place while we learned to assimilate. Staying humble and putting ourselves in the shoes of another can help us help our ELL students overcome acculturation.

5. Poverty is another challenge that disproportionally affects ELL students, according to Doran and Noggle (2019). The number of homeless families that are ELL learners is also significantly higher than English-speaking families. Undocumented immigrants also do not receive any government assistance and must pay for rent, food, and medical needs out of pocket. Documented immigrants will receive government assistance, but it often takes several months to begin. In the meantime, these families have to pay out of pocket as well.

# data[].attributes.headline
The Importance of Social and Emotional Learning for ELLs

# data[].attributes.subject
The Importance of Social and Emotional Learning for ELLs

# data[].attributes.body
Students' social and emotional learning must be addressed before a child can be expected to learn. From the beginning of our college education experience, teachers have been taught about Maslow's Hierarchy of Needs, in which students' need for safety, security, and physical needs must be met before a student can learn. This is especially true for ELL students, who are facing a mountain of challenges and need to feel safe and comfortable in the learning environment in order to feel confident in learning a new language.

Some potential examples of accommodating a student's social/emotional needs include:

1. Getting to know your students:

This is probably the most valuable tool that a teacher can use to help increase a student's confidence (Lawrence, 2023). By knowing your students on an individual basis, you increase the students' confidence and feeling of safety within the class. You can also provide meaningful connections to a student's interests and experiences. Students enjoy learning more when they are learning about material that interests them, and this information can inform your instruction as to what materials to find.

2. Learn about students' prior experiences:

While Lawrence (2023) suggests that asking too many questions right away may be off-putting for a student, it is essential to ask questions about a student and try to learn as much about their past as possible. Some possible special populations to look out for can include being a refugee, coming from a migrant worker's family, being an indigenous student, having mixed or undocumented status, being an internationally adopted student, or being a student with interrupted education. All of these special populations can increase a child's trauma and may cause depression, anxiety, or withdrawal. Knowing what a child has experienced can help you better understand your students and help them to feel safe within your classroom.

3. Family Responsibilities:

Knowing what role a child plays in the family can help you better understand and plan for a child's social/emotional well-being within the class. According to Lawrence (2023), some family responsibilities an ELL student may have include providing financial support to the family, household responsibilities such as caring for younger or older family members, and being able to translate for the family. By knowing your students' family responsibilities, you can adjust your expectations for homework, missed work, or late work due to family responsibilities. Most importantly, you can be someone that the student feels safe talking to when they need to express frustration or concern.

# data[].attributes.headline
Questions Educators Should Ask Themselves to Understand ELL Students Better

# data[].attributes.subject
Questions Educators Should Ask Themselves to Understand ELL Students Better

# data[].attributes.body
1. Do I have any personal bias about this culture? If so, what can I do to change my perspective?

2. How can I be a source of comfort and support to a student from a special population of ELLs?

3. What does my student need to feel emotionally stable and confident within my classroom?

4. How can I represent this child's culture within my classroom?

5. How can I connect with this child's family and let them know that their support is encouraged and appreciated?

6. What staff can I include in observations and support for this child if I suspect that they are not meeting academic expectations?

7. If a student is struggling with depression or anxiety, what staff can I reach out to for support for my student?