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Topic 1: Topics you would like to explore/discuss.

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Topic 1: Topics you would like to explore/discuss.

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Hello everyone! You have just completed Topic 1 and hopefully you are starting to truly understand what it may feel like to be an ENL student. It can be exciting and scary for them to learn a new language or start in a new school. We hope this course is going to be meaningful to you and that you will be able to take away information and strategies that you will be able to use in your school setting and virtual setting. Please post any questions, or topics you may want to discuss. Comment on 1 other participant.  Please remember to write your name in your post if you do not have a Padlet account. Thank you!

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Katie George

One topic I would like to explore is how language acquisition develops over time. I am interested in learning the different stages that learners go through at different ages as they learn a new language. I would like to explore how skills such as speaking, listening, reading, and writing progress at different rates. I would love to learn some best practices that teachers can use to support students at each stage of language learning.

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I think it would be informative to know if it's harder for some ELLs to learn english than others based on their native language. While I imagine it is confusing/overwhelming for all ELLs, some languages have more crossover than others. Do some tools/techniques work better for different students depending on what their native language is? This could be helpful to know.

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I think it would be helpful to learn how to interpret language proficiency levels (entering, emerging, transitioning, etc.) and what students can realistically do at each stage. This helps you scaffold instruction instead of expecting grade-level output.

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One topic I'd like to explore further is how to differentiate between an ELL struggling academically due to language or if they truly have a learning disability. I feel as though districts are often quick to push back saying an ELL student is lacking language acquisition, rather than go through the process of testing the child. I feel as if the guidelines aren't clear and some students may miss being identified due to testing was dismissed.

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I want to learn more about the stages of language acquisition so I can better understand how students develop English skills over time. I want to better understand how learners move from early comprehension to more fluent speaking and writing. I think this would help me adjust my instruction to meet them where they are. I want to be able to provide the right kind of support at each stage and create a classroom environment where ELL students feel more confident and successful as they build their language abilities.

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I would like to explore the topic concerning when it is best to start providing reading support to English Language Learners. Our district will not provide reading services to a student who is ENL level is "Entering". We wait until the student is "Emerging" or higher. I'm wondering if there is research out there that finds it best to start sooner or later.

-Suzanne Boehm

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One topic I would like to explore are different techniques that I should be utilizing when I have a new student that enters my class who is an ELL. What are the best possible strategies that I could use to determine where the student is at language and academic wise. In my experience, I have had students enter into my classroom without the ENL teacher's guidance. I know it is difficult to update teachers as soon as possible, but then what are the techniques and strategies that should be my go to that I could apply into my classroom immediately.

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Tracey Ring

One topic I would like to explore further is how to accurately interpret and apply ELL proficiency levels—such as Entering, Emerging, and Transitioning—when planning instruction. Understanding what students can realistically do at each stage is essential for setting appropriate expectations, reducing frustration, and designing lessons that truly meet learners where they are. I want to deepen my knowledge of how these levels translate into practical classroom decisions, including how to scaffold speaking, listening, reading, and writing tasks so that students can participate meaningfully without feeling overwhelmed. Gaining clarity in this area would help me better support multilingual learners and ensure that my instruction is both accessible and growth‑oriented.

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I would like to learn more about strategies I can use in my kindergarten classroom to encourage more speaking and participation among my ELL students. I would also like to learn ways to support their social and emotional needs as they work to learn English.