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TRAINING CLASSROOM TEACHERS TO AVOID ESL STUDENT BIAS.

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TRAINING CLASSROOM TEACHERS TO AVOID ESL STUDENT BIAS.

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THE ARTICLE COVERS THE BIAS THAT MANY TEACHERS HAVE NOW IN THE NOW CULTURALLY DIVERSE AND INCLUSIVE STUDENT CLASSROOM POPULATION. THE ARTICLE GIVES BACKGROUND INFORMATION ON BIAS AND THE STATE OF CLASSROOM INCLUSIVITY IN THIS DAY AND AGE. THE ARTICLE CALLS FOR CONTENT AREA TEACHERS THT ARE NOT TRAINED IN ESL TO BE TRAINED IN ESL TO AVOID BIAS IN THE CLASSROOM AND TO PROMOTE INCLUSIVITY AND ACCEPTANCE OF THE STUDENTS. AND TO LEARN TO RECOGNIZE PERSONAL BIASES AND HOW TO LEARN FROM OURSELVES AND THE TRAINING TO HELP TEACHERS IN THE CONSTRUCTION OF NEGATIVE CLASSROOM PRACTICES AND BIASES.

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By Sahra Ahmed

"Racial and implicit bias is inherent in our classrooms. Our classroom walls, the expectations we set for our students, our body language, how we connect with families, what resources are available, what we choose to say or not say, all give students a clear message about how we feel about them" (Agarwal-Ragnath, 2017).

Today's classrooms are increasingly diverse- both culturally and linguistically, and given the increase in the number of English Language Learners (ELLs) in US schools, all teachers need to be prepared to address this emerging population. Current research shows that by 2024, 29% of all students will identify as Latinx, 6% as Asian/Pacific Islander, and 15% as African American (Puzio, et.al., 2017). The National Center for Educational Statistics indicates that 9.2% of the total student population are classified as English learners (2017). With the current demographic changes in the U.S. population, it is more than likely therefore that many teachers across their careers will at some point come into contact with students who do not have adequate sufficiency with the English language and are unable to fully access academic content in a traditional classroom (Ballantyne, Sandeman, & Levy, 2008). Over the past few years, there has been more attention given to preparing mainstream classroom teachers to work with ELLs, but there still remains a growing need for knowledge and practical based ideas on exactly how to prepare teachers for this student population. I am very passionate about the topic of Preparing Mainstream Classroom Teachers for English Language Learners because of my first hand experience of working in majority ELL schools. During my own teaching career, most of the teachers I encountered viewed ELL students mainly in deficit terms. They emphasized what ELL students cannot do, rather than what they can do, and equated their ELL status with a disability. Ortemeier-Hooper (2008) referred to the "ELL Label" as a "Deficit Model" or as the "Glass Half Empty" approach, because it tends to institutionalize students to labels that are mostly problematic and rarely helpful. When it comes to the deficit model, Bishop (2016) built on the work of Valencia (1997): "In effect, if we think that other people have deficiencies, then our actions will tend to follow our thinking and the relationships we develop, and the interactions we have with these people will tend to be negative and unproductive" (Bishop, 2016, p. 411). I heard countless of stories from my fellow teachers on how they were ill prepared to "handle" ELL students. These classroom teachers did not quite know how to deal with "these" students, and also had a difficult time communicating with them because of language barriers.

In fact, the majority of schools I worked in were No-Excuse schools where zero tolerance policies were harmful to the students. In these schools, students were often silenced and their independence and interaction skills were muted. It was always silence at all time- silence in the hallways, silence in the classroom, silence in the lunch room, and so on. If students dared to misbehave in class, they were automatically sent to the detention rooms where they had to write over and over again that they will obey classroom rules and listen to the teacher at all times. My worst experience was having to witness youngsters in kindergarten walking with their lunch trays to the detention room because of some minor classroom infraction. It was heartbreaking to say the least. Many teachers practiced this No Excuse policy to the extreme since they were not equipped with other alternatives of classroom management or discipline procedures. If students misbehaved, and benching, detention, suspension, etc. did not work, teachers felt their last resort was somehow to push these children who were at times rowdy to the special education track.

In essence, what the accountability discourse in educational policy such as No Child Left Behind does is to hides the structural and ideological roots of the rampant disparities in urban public schools across the country. Our current obsession with testing and accountability in educational policy has led to a 'sorting machine' mechanism in which minoritized students are systematically tested, failed, expelled, sorted, labeled, and pushed out in order to funnel them into the school-to-prison pipeline. Research has shown how zero tolerance school policies and practices with its continuing i mplicit biases and systemic inequities have on a larger scale, harmed students of color than their White counterparts (Lipman, 2011). According to the Kirwan Institute, implicit bias is defined as "attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner" (2016). Implicit bias should not be confused with known biases in which people can choose to reveal or conceal when they want to, but is in fact gained through serious thought, and developed at a very early age. Furthermore, it directly results from association we often tie to specific groups of people. Therefore, if we are constantly bombarded with knowledge that associates certain groups of people with particular characteristics, we unconsciously associate the signifying identity with the characteristics, even though the association in not aligned with reality.

It is evident from the above discussion that mainstream teachers have many misconceptions regarding ELL students. It is very important to change these unwarranted and baseless views about ELL students, since they affect classroom practice. Fortunately, implicit biases are not at all resistant to change and can be altered through: education via the Implicit Bias Association Test ( implicit.harvard.edu), taking action and widening our social contacts, and taking accountability for our action and beliefs.. If it is possible to change i mplicit bias through professional development strategies, then it is very important that mainstream teachers of ELL students receive this training. Walker et al. (2004) found that "even a little appropriate training can go a long way in preventing and improving negative teacher attitudes" (p. 142). Professional development efforts that are at aimed towards ELL teachers ought to be comprehensive and continuous. The rapid increase in the number of ELLs in the US requires that all teachers be prepared to address ELL needs in mainstream classrooms. By adopting new beliefs for successful inclusion of ELLs, mainstream teachers will have the tools to successfully teach ELLs in their own classrooms.

References

Agarwal-Ragnath, R. 2017. How can teachers approach race and bias in the classroom? In: blogs.edweek.org

Ballantyne, K. G., Sanderman, A. R., & Levy, J. (2008a). Educating English language learners: Building teacher capacity. Vol.1. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved from http://www.ncela.gwu.edu/practice/mainstream_ teachers.htm.

Bishop, R. (2016). Freeing ourselves: An Indigenous response to neo-colonial dominance in research, classrooms, schoools, and education systems. In Denzin, N. & Giardina, M. (Eds.). Qualitative inquiry- Past, present, and future: A critical reader. New York, NY: Routledge.

de Oliveira, L. C., & Yough, M. (2015) (Eds). Preparing teachers to work with English language learners in mainstream classrooms. Charlotte, NC: Information Age Publishing and TESOL Press.

Lipman, P. (2011). The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. Routledge.

Ortmeier-Hooper, Christina. (2008). "English may be my second language, but I am not 'ESL'." College Composition and Communication. 59.3, 389-419.

Puzio, K., Newcomer, S., Pratt, K., McNeely, K., Jacobs, M., & Hooker, S. (2017). Creative Failures in Culturally Sustaining Pedagogy. Language Arts, 94, 223-233.

Stinson, P. (2016). Implicit Bias Review: The Kirwan Institute. http://kirwaninstitute.osu.edu/wp-content/uploads/2016/07/implicit-bias-2016.pdf

Valencia, R.R.(1997). The evolution of deficit thinking: Educational thought and practice. London: Falmer Press.

Walker, A., Shafer, J., & Illiams, M. (2004). "Not in my classroom": Teacher attitudes towards English language learners in the mainstream classroom. National Association for Bilingual Education Journal of Research and Practice, 2, 130-160.

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Implicit Bias Training for Classroom Teachers of English Language Learner Students

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By Sahra Ahmed Today's classrooms are increasingly diverse- both culturally and linguistically, and given the increase in the number of English Language Learners (ELLs) in US schools, all teachers need to be prepared to address this emerging population.

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THIS ARTICLE DELVES INTO THE ISSUE OF ESL STUDENTS BEING BIASED IN THE CLASSROOM. HOW ESL STUDENTS ARE THOUGHT LESS OF BECAUSE THEIR FIST LANGUAGE IS NOT ENGLISH. THE LACK OF APPRECIATION FOR THE SKILLS AND KNOWLEDGE THAT THE ESL STUDENTS BRING INTO THE CLASSROOM. THEN THE ARTICLE GIVES INFORMATION ON HOW TO RECOGNIZE BIAS IN THE CLASSROOM AND STRATEGIES TO REDUCE BIAS AND ITS NEGATIVE IMPACT OF THE BIAS OF ESL STUDENTS.

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Implicit bias is as common in education as pencils, desks, and school buses, as noted by Sahra Ahmed in a post for the Kirwan Institute for the Study of Race and Ethnicity.

The Kirwan Institute is housed at Ohio State University, and Ahmed's piece was directed at teachers who work with English Learners (ELs) and would likely benefit from implicit bias training. She has firsthand knowledge of this through her own work as a classroom teacher who has worked with ELs.

That experience has led her to be "very passionate," she declares, about helping other teachers-and especially mainstream classroom teachers-recognize and address implicit bias. Before delving further into why implicit bias is a problem and how to overcome it, let's take a look at what it is.

Implicit Bias Explained

For Ahmed, implicit bias is often reflected in a deficit mindset, as applied to ELs. Rather than view ELs in a positive light, where their challenges, skills, and often remarkable background experiences are valued and honored, a deficit approach casts shadows over these students and what they bring to the classroom.

Implicit biases are based on assumptions and stereotypes, and they are a universal aspect of human behavior, according to this video from the McCombs School of Business at the University of Texas at Austin. Life experiences, early lessons about gender and race, and other factors form the unconscious bias we carry with us regarding other people.

For teachers working with EL students, implicit bias can manifest in many ways, including through an assumption that ELs are "less than." Their challenges may confirm educators' assumptions about their ability to do well in school, in large part because they are not yet fluent in English.

In truth, "the consequences of implicit bias in schools are both powerful and measurable." This observation comes from Todd Finley, a professor and an associate editor for the online education resource, Edutopia.

The harm shows up when students are underestimated or actually denied opportunities, thanks to preconceived notions of who they are and what they are capable of.

Recognizing Bias

A recent study conducted by researchers from Princeton and Tufts University makes a strong case for the notion that teachers are people, too.

That's obvious, of course, but still the research does "challenge the widespread idea that teachers are in the vanguard of promoting racial tolerance among students, and that classrooms are beacons of racial equality," as Nick Morrison stated in a piece published recently by Forbes.

It takes conscious effort, through training and collaboration, Morrison notes, for teachers to begin to recognize and unpack their own implicit biases. This will be especially important moving forward, as classrooms become increasingly comprised of non-white and non-native English speaking students.

Nearly twenty-five percent of all children under the age of seventeen do not speak English at home, according to a report summarized by Education Week reporter Corey Mitchell. This represents a significant increase in the past decade or so, with students often concentrated in states like California and Texas.

The majority of current K-12 teachers, however, are overwhelmingly white, native English speakers who lack specific training in how to work with ELs.

Unpacking Bias

Recognizing that bias does exist in educational settings is an important first step. What follows here are some additional ways to address it and lessen its negative impact on EL students.

Make space for open, honest conversations among teachers. Establishing a supportive yet straightforward climate among school and district staff members is essential, Finley points out in his Edutopia piece. This can help root out unconscious bias and long-held stereotypes about students, especially when paired with effective training opportunities for teachers.

Adopt a teamwork approach. This can be helpful when it comes to adopting an asset, rather than deficit, mindset with ELs. Nadra Shami wrote about this for the EL resource site, Colorin Colorado, where she documents the way school staffers in Dearborn, Michigan, teamed up to help ensure that "linguistically diverse children" have the same academic opportunities as all students. A crucial step here is to assess and address students' varying, holistic needs, from housing to nutrition and beyond.

Practice empathy and self-awareness in the classroom. Exhibiting curiosity and empathy towards EL students will likely help break down biases and center their experiences in the classroom. Also, this thoughtful guide from Shana White, a teacher based in Georgia, offers a wealth of helpful tips regarding bias and the role it plays in school.

Get students actively involved in their own learning. EL teacher Sarah Said insisted in a blog post for the resource site Confianza that, "Our students' languages are assets not hindrances." Recognize that becoming bilingual, or perhaps multilingual, is a global skill worth cultivating. Help students embrace and share their cultural and linguistic heritage, and make this a central part of the classroom experience, through games, projects, and other assignments designed to meet students where they are and help them move forward.

Said's extensive post offers a multitude of strategies for working positively with ELs. At the root of it is an open-mindedness that sees possibilities and mutual opportunities for enrichment in the classroom, rather than a list of challenges for these non-native English speakers.

Or, as Said says near the end of her writing, "It is time we learn more about them and provide a language rich experience that is differentiated towards their needs."

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Unpacking Implicit Bias in the English Learner Classroom | Rosetta Stone Education Blog

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Implicit bias is as common in education as pencils, desks, and school buses, as noted by Sahra Ahmed in a post for the Kirwan Institute for the Study of Race and Ethnicity.The Kirwan Institute is housed at Ohio State University, and Ahmed's piece was directed at teachers who work with English Learners (ELs) and would

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GET TO KNOW YOUR ESL STUDENTS AND THEIR FAMILIES. 

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GET TO KNOW YOUR ESL STUDENTS AND THEIR FAMILIES. 

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THIS ARTICLE GIVES STRATEGIES FOR EDUCATORS TO CREATE A CONNECTION BETWEEN THEMSELVES, THEIR ESL STUDENTS, AND THE ESL STUDENT FAMILIES AND THE SCHOOL ITSELF. THEY WANT TO DO THIS IN ORDER TO GET TO KNOW YOUR ESL STUDENTS BETTER AND TO MAKE THEIR FAMILIES PARTICIPANTS IN THEIR LEARNING AS WELL AND GETTING TO KNOW WHERE YOUR ESL STUDENTS ARE COMING FROM AND WHAT THEY GO THROUGH ON A DAILY BASIS ALL AFFECTS THEIR LEARNING AND PROGRESS PERSONALLY AND ACADEMICALLY.

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The following strategies offer tips for building relationships with the families of English language learners (ELLs), getting to know their strengths and stories, and creating a welcoming environment.

Supporting immigrant families

For related ideas, see the following:

1. Learn about your ELL population

A. What you need to know

Learning about your ELL families provides an important foundation for everything else you do at the school. Even basic information about students' ethnic and linguistic backgrounds, or the situations from which they have come, can help you match students with the appropriate services and programs.

B. Reflection

Answer the following questions about your ELL families using a KWL chart:

What do you know about your ELL students and families?

What do you want to learn?

Who on the staff works most closely with your ELL families?

What would be valuable for your school-wide staff to know?

C. Strategies

If you do not yet know this information about your ELLs, find out:

What countries your families come from

How many of your ELLs were born in the U.S.

What languages they speak (which may be at least two or three!)

If families who speak the same language, such as Spanish, come from different countries or different regions within the same country

The educational background of families and the school system of their countries

If any of your ELLs are refugees or students with interrupted formal education

If your families have experienced war or another traumatic event such as a natural disaster.

In order to learn more about your ELL families:

Start with your ELL/bilingual educators. These individuals are an important resource whose experience working with ELL students and families can benefit the entire school community - and they will appreciate the opportunity to share their expertise!

Find out what resources are available from the district and community. This may include helpful background information as well as a network of interpreters.

Enlist a knowledgeable staff member, community member, or parent. If you find such a person, examine his/her background as it relates to what you need. For example, you may know a Somali young adult who is bilingual but doesn't remember Somalia. He may be more helpful as an interpreter than as a liaison for Somali families who have just arrived in the U.S.

Ask the families. You may want to include some questions in your home language survey or a very basic questionnaire that ELL parents fill out with an interpreter during student enrollment.

Note: Remember that your ELL population is not homogeneous. The child of a migrant worker from Mexico and the child of a teacher from Mexico probably won't have the same educational and economic needs. Learn what you can about each child's unique circumstances to the extent possible.

D. Example

An administrator from Minnesota wanted to better understand the needs of the children who were arriving at her school directly from Kenyan refugee camps. She wrote a grant that enabled her to travel to Kenya and visit the camps from which they were coming. What she learned at the camps was not only helpful for her; it was helpful for the entire staff. Based on her experience, she was also able to prevent some major misunderstandings around discipline issues. (Related video: Understanding Student Background, Dr. Cynthia Lundgren)

Resources

2. Integrate cultural traditions of your ELL families throughout the school

A. What you need to know

Becoming familiar with and including the cultural traditions of your ELL families within the larger school community not only enhances your ability to create a welcoming and respectful school environment - it has practical considerations as well. These include:

Scheduling: Scheduling around important cultural or religious holidays will help prevent large numbers of students from missing important instruction time, exams, and school events.

Classroom opportunities: Familiarity with ELL families' cultural traditions will provide teachers a base from which to build upon ELLs' background knowledge, create educational opportunities for other students, and foster a sense of respect among students for their peers.

Improved communication: Learning about your ELL families' traditions may help avoid miscommunication or cultural blunders that can damage a budding relationship.

B. Reflection

What are your ELLs' cultural behaviors and values? Which celebrations and holidays do they observe? How does your staff feel about the changes in your school population? How do they feel about working with ELLs?

C. Strategies

Avoid scheduling important events such as conferences or tests on major holidays and celebrations that large numbers of students are likely to miss.

Share these dates with the entire staff.

Share information about cultural celebrations with teachers so that they are able to positively support them and incorporate them into lessons. Even a simple memo that explains why students will be out and offers some ideas for follow-up activities will be helpful. (Encourage teachers to start with children's books, which often have background information and activities, such as these titles about Ramadan, Chinese New Year, and Día de los muertos.)

Learn about, recognize, and celebrate special events or holidays throughout the school.

Invite parents to share food, activities, and music at school events and in the classroom.

Encourage students to share traditions in school assemblies, talent shows, potlucks, and fairs.

Offer food that reflects the cultural influences of your families on the cafeteria menu.

Be mindful that students who are fasting may be less energetic in the afternoon. If possible, avoid school-wide parties or food-centered activities during these times.

Notes: Staff may resist the changes happening around them, and they may be uncomfortable discussing those changes. Such was the case of a school custodian in Minnesota who asked a receptionist "why they (the Muslim students) get special days off and we can't even celebrate Christmas." Dr. Lundgren explains the importance of having an open, non-threatening conversation with the entire staff that acknowledges the challenges of serving a new ELL population and explores steps the school can take to address those challenges. (Related video: Cultural shifts, Dr. Lundgren)

You may find it helpful to bring in a neutral, outside party who specializes in cross-cultural education and communication in order to help moderate these conversations if they seem particularly fraught with tension. An open dialogue with a professional will give your staff the tools they need to adjust to the new reality and create a more positive, welcoming environment for everyone in the school.

D. Examples

Storyteller Lucía González remembers a storyteller-in-residence program she led at a Colorado elementary school. The program was going to culminate with a Spanish-language story hour for the Latino families at the school. On the night of the event, the weather was bad, and few people had arrived as she was getting ready to start. Seeing the small crowd, the principal turned to her and said, "Don't worry if they don't come, because usually they don't come." At 7:00 p.m., however, the parents began to arrive, led by the excited children who had heard her stories. (Related video: A dream come true - The Storyteller's Candle, Lucía González)

A group of Muslim students at Forest Heights Collegiate Institute in Ontario approached principal Jim Woolley about finding a place to pray within the school. After working with an immigration settlement worker and local imam, the school reserved a classroom in which students pray on Friday afternoon after the school is closed. They use the classroom and then lock the door when they finish. According to Mr. Woolley, it doesn't cost the school anything and it doesn't require supervision. "We trust them," he said (D'Amato, 2011).

3. Create a welcoming environment for families

A. What you need to know

A welcoming environment can make a tremendous difference for all families, including ELL families. Entering a friendly, vibrant atmosphere lets families know that the school is "an integral part of the community" (Houk, 63) and that they are valued members of that community. This is especially important for immigrant families who may be intimidated by the formal school environment and the English language needed to participate.

Another way to think of this is to keep your ELLs visible. ELLs are often treated as an invisible minority, but ELLs and their families should "see themselves" throughout the school:

On the walls, through student work and photos

In the classroom, with books and lessons that incorporate their experiences and traditions

In school-wide cultural activities

In the faces of staff and volunteers who come from similar backgrounds.

B. Reflection

Imagine that you have arrived in a new country where you don't speak the language and where you will be enrolling your child in a local school. Think about arriving at the school for the first time, only to discover that no one at the school speaks English. Imagine the feeling of leaving your child in the hands of people with whom you can't communicate. Now envision, instead, that someone who speaks English greets you at the door, and you see a picture of an American flag in the front hallway. What might you be able to accomplish as a parent in the second situation that you wouldn't in the first?

C. Strategies

Make sure parents know how to get into the building, especially if doors are usually locked during the school day.

Post signs in multiple languages.

Display student work on the walls.

Display student and family photos on the walls.

Display the maps and flags of your students' native countries.

Display a large map in the front lobby where parents can mark their native countries with a pin.

Enlist a bilingual morning greeter to welcome students and families.

Ensure that your bilingual staff and volunteers are visible throughout the building.

Create a parent room (such as a lounge or classroom) with bilingual information and magazine subscriptions, a bulletin board, a lending library, and a computer (Houk, 58, 63).

Include bilingual books in the school library and classrooms.

Consider playing music in the front entryway or lobby.

Encourage teachers to create a welcoming environment within the classroom.

D. Example

At Lincoln Options School, in Olympia, Washington, there are photos of the entire school community - students, staff, and families - to greet guests in the front lobby. Each year, the school hires a photographer to attend its annual back-to-school barbeque and take informal photos (Houk, 9). In addition, student work is posted throughout the building (16).

Resources

4. Make a personal connection with families

A. What you need to know

Getting to know ELL families helps build an important relationship based on trust, which in turn can pave the way to student success. This approach is most effective when the communication is personal and face-to-face (Hori, 40; Alford 85). While it will require additional time and effort, building a more personal relationship with ELL families early in the year will yield big dividends throughout the rest of the year (Hori, 40). It will also provide opportunities for the staff to see just how deeply ELL parents care about their children's education.

Indeed, as Dr. Lundgren notes, many ELL families have come to this country with the hopes of offering their children a better future, and they are eager to talk with their children's teachers about what they can do to help their child be successful. (Related video: A better life, Dr. Lundgren)

B. Reflection

What are the challenges in meeting your ELL families personally? What are some ways to facilitate more personal interaction?

C. Strategies

Hold a special back-to-school event or picnic for ELL families in which they have time to meet you, other school leaders, their children's teachers, and school staff.

Create a welcome DVD in multiple languages. This may even be a great student project!

Provide staff the opportunity to learn some common phrases in your families' languages, as well as cultural gestures.

Visit local neighborhoods to meet families.

Connect new families with a contact person who speaks their language as soon as they enroll in the school for guidance and information (Houk, 66).

Create an "ambassador" program in which students and parents are trained to give tours.

D. Examples

Educator Maricela Rincon in Las Cruces, NM calls a different parent every day to share something positive about his/her child. According to Rincon, some parents say, "This is the first time I've had a positive phone call about my child." While Rincon is enthusiastic about the calls, they weren't her idea - they were required by the school principal (Flannery, NEA.org). (Related video: Parent outreach in high school, Bobbi Ciriza Houtchens)

A group of school educators asked experts from a local university to help them learn more about their ELL community. After the initial conversation, it was clear that the school leaders assumed that the parents' lack of input, communication, and attendance reflected a lack of interest in their child's education. After getting some parent input, however, the educators discovered that the parents weren't enthusiastic about the school letters inviting them to events. They didn't feel that the events were planned with them in mind, and the letters seemed very impersonal. The parents didn't see the letters as the invitations they were intended to be. They expressed preference for more personal contact and invitations from the school, at least in the beginning of the year, in order to establish a strong relationship (Alford and Niño, 81-82).

This is an excerpt from a parent letter to the principal about her first visit to her child's school:
I was very surprised when we were not able to speak to Lupe's teacher, Mrs. Gibbons, individually. In Guatemala we all knew the teachers and the teachers knew the parents...We do not know anyone here nor does anyone know us...we would have liked to tell Mrs. Gibbons how much we value education (Amaya, 53).

5. Show that you value families' native languages

A. What you need to know

As the school leader, one of your most important roles is defining the terms of engagement when it comes to ELLs' native languages. Do you see those languages as a barrier or an asset? Do you see native language literacy and instruction as a crutch or a tool?

Unfortunately, the political climate often dictates district or state policy regarding native language support (Wright, 51), and important information regarding the value of native language literacy is often left out of the debate. Frequently, ELL parents themselves are the party most resistant to promoting their native language at home or in school because they believe it will hinder their child's ability to learn English. While this belief is entirely understandable, the research is clear that strong native language skills contribute to ELLs' academic success throughout their education - in their native language and in English.

What can you do to navigate this tricky terrain and encourage the continued development of students' native language skills, as well as biliteracy and bilingualism for all students?

Respect parents' intentions: It is critical to assure parents that you respect their wishes and goals for their children; you can do so by explaining that strong native language skills will help their children learn English. This reassures parents that you have their children's best interests at heart and that you view their native language as an asset, not an obstacle.

Encourage native language use at home: Don't miss any opportunity to encourage parents to use their native language, whether it's through reading (which will help their children's reading skills in English) or taking the time to talk to each other at home. Look for ways that the school can support this interaction by offering bilingual books, educational materials, and activities.

Professional development: Provide training to all staff on the importance of maintaining students' native language and ways in which they can support students' bilingual development. Understandably, many teachers still feel that the best way to help ELLs is to forbid native language use in the classroom. Often, in this case, the teachers have good intentions - they just need more information. There may also be some anxiety about not being able to understand what students are saying. The best way to address this issue is through good professional development with an expert in second language or dual-language acquisition. Not only will the staff learn strategies that will help them and their students, they will learn how to answer parent questions about this topic with confidence as well!

B. Reflection

What is the current attitude towards ELLs' native languages in your school? Is a student's use of his/her native language encouraged or discouraged in the classroom? Do parents know where to get information in their language? How do teachers approach this issue?

C. Strategies

Post information in multiple languages.

Discuss with parents the value of strong native language skills and being bilingual.

Encourage parents to read or tell stories to their children in their native language.

Offer parent sessions, workshops, and classes in parents' native languages (Meyers, 44).

Include books in students' native languages in the school and classroom libraries (Freeman, 42).

Make resources available to students in their native languages to support content learning.

Consider the possibility of adding academic coursework (such as Spanish Literature for Spanish speakers) or AP courses in students' native languages.

Hire bilingual staff and recruit bilingual volunteers to the extent possible.

Inform parents that they are welcome to bring their own interpreter to a school meeting.

Provide training to all staff on why maintaining students' native language is important and how to support students' bilingual development.

Offer staff guidance on how to respond to parents' questions and comments.

D. Examples

In Illinois' Evanston/Skokie School District 65, parents are continually encouraged to use their native language at home and read to their children in their native languages daily. Washington School, a two-way immersion school, offers a family literacy program funded with a state grant in which parents participate in afternoon and evening literacy activities at the school and public libraries. Parents also learn how to help their children with homework - all in their native language (Yturriago, 51-52).

At Webster Elementary School in Long Beach, California, the school library has a large collection of books in Spanish and Samoan, the two dominant languages of the school's ELLs. Parents are encouraged to borrow books and bring younger siblings to the library (Houk, 45-56).

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Connecting with ELL Families: Strategies for Success

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The following strategies offer tips for building relationships with the families of English language learners (ELLs), getting to know their strengths and stories, and creating a welcoming environment. Supporting immigrant families For related ideas, see the following: A. What you need to know Learning about your ELL families provides an important foundation for everything else you do at the school.

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CLASSROOM AND BEHAVIOR MANAGEMENT FOR TEACHERS. 

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CLASSROOM AND BEHAVIOR MANAGEMENT FOR TEACHERS. 

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THE ARTICLE TALKS ABOUT HOW TEACHERS CAN CREATE A CLASSROOM MANAGEMENT PLAN FOR THEIR CLASSROOMS. THE ARTICLE PROVIDES STRATEGIES ON HOW TO MANAGE YOUR CLASSROOM. ALSO, THE ARTICLE DIVES INTO HOW TO MANAGE THE BEHAVIOR OF STUDENTS IN YOUR CLASSROOM AND STRATEGIES TO ASSIST WITH STUDENT BEHAVIOR.

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CO-TEACHING ESL AT THE HIGH SCHOOL LEVEL. 

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CO-TEACHING ESL AT THE HIGH SCHOOL LEVEL. 

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ARTICLES GIVES INSIGHT ON HOW TEACHERS HAVE GONE FROM TEACHING BY THEMSELVES TO TEACHING WITH A CO-TEACHER, SPECIFICALLY AND ESL TEACHER. THE ARTICLE PROVIDES TIPS AND STRATEGIES ON WORKING IN A CO-TEACHING CLASSROOM AND WHAT TEACHERS CAN DO TO CREATE A MORE INCLUSIVE CLASSROOM FOR ALL STUDENTS AND TEACHERS.

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THIS VIDEO DESCRIBES FOR TEACHERS THE DIFFERENT LEVELS OF ENGLISH ACQUISITION OF THE ESL STUDENTS IN YOUR CLASSROOM. THE AUTHOR GIVES A DESCRIPTION AND EXAMPLE OF EACH LEVEL AND THE STUDENTS AT EACH LEVEL.

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THE TEACHER IN THIS VIDEO TELLS US HOW SHE IDENTIFIES DIFFERENT LEVEL ENGLISH SPEAKERS IN HER CLASSROOM. THEN SHE GIVES STRATEGIES FOR MODIFYING FOR EACH TYPE OF STUDENT AND HOW TO MAKE THE VARYING LEVELS OF ENGLISH STUDENTS WORK IN YOUR CLASSROOM ALTOGETHER.

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Understanding the Different Levels of ELL Students

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TESTING ACCOMMODATIONS FOR ESL STUDENTS. 

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TESTING ACCOMMODATIONS FOR ESL STUDENTS. 

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THIS ARTICLE DESCRIBES BREAKS DOWN WHAT ACCOMMODATIONS SHOULD BE MADE FOR ESL STUDENTS WHEN THEY HAVE TO TEST. ESL STUDENTS ARE REQUIRED BY LAW TO HAVE DIFFERENT SUPPORTS TO HELP THEM DO WELL ON EXAMINATIONS. THIS ARTICLE GIVES AN EXAMPLE AND EXPLANATION OF SAID TESTING ACCOMMODATIONS FOR ESL STUDENTS.

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Schools may provide testing accommodations to ELLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs who need them. A list of NYS approved accommodations may be found in the School Administrator's Manual (SAM) for each respective test.

Testing Accommodations for ELLs on NYS ELA and Content-area assessments include:

Time Extension (all exams)

Schools may extend the test time for ELL students on NYS ELA and content-area Assessments and on Regents Examinations. Principals may use any reasonable extensions, such as "time and a half" (the required testing time plus half that amount), in accordance with their best judgment about the needs of the ELL students. Principals should consult with the student's classroom teacher in making these determinations.

Separate Location (all exams)

Schools are encouraged to provide optimal testing environments and facilities for ELLs students. NYS assessments may be administered to ELLs individually or in small groups in a separate location.

Third Reading of Listening Selection (English Language Arts Exams Only).

Proctors may read the listening passage three times to ELLs on grades 3-8 English Language Arts assessments and on the Regents Comprehensive Examination in English.

Bilingual Dictionaries and/or Glossaries

Bilingual glossaries are an essential and expected test accommodation for English Language Learners in the State of New York. They may also be used by teachers, test translators, and interpreters, as well as school-based instructional materials developers. Most importantly, schools are advised to make these glossaries available for their ELLs as soon as they enter school; parents should also be given access to glossaries as an important school-parent relation on behalf of students.

English Language Learners should take advantage of these documents as supplements to their texts as reference materials. New clean copies must be provided to students during all content tests, specially when taking their state examinations.

Teachers are encouraged to use the glossaries as a reference in preparing lessons. They should be of special value in classrooms where the teachers do not speak the targeted languages. It is important to point out that the translators of the state examinations should also use the glossaries when available to prepare the translations of the subject area tests.

ELLs may use bilingual glossaries when taking State examinations in all subjects except world languages/languages other than English. The bilingual dictionaries and glossaries may provide only direct one to one translations of words. Bilingual dictionaries and/or glossaries that provide definitions or explanations are not permitted. Bilingual glossaries in the content areas are available for downloading.

Simultaneous use of English and Alternative Language Editions are not allowed for English Language Arts Examinations. For state examinations for which the Department provides written translations, ELLs may use both English and an alternative language edition of the test simultaneously. However, they should be instructed to record all of their responses in only one language. The alternative language edition used by the student should be so indicated on the student's answer sheet. Note: There are no translations of English Language Arts examinations.

Oral Translation for Low Incidence Languages are not allowed for English Language Arts Examinations. Schools may provide ELL students with an oral translation of a state examination when there is no translated edition provided by the Department. All translations must be oral, direct translations of the English editions. Written translations are not allowed. No clarifications or explanations may be provided. Translators should receive copies of the English edition of the tests one hour prior to administration. The Department's Office of Bilingual Education and Foreign Language Studies, and the Regional Bilingual Education - Resource Networks can assist schools in locating suitable translators.

Writing Responses in the Native Language are not allowed for English Language Arts Examinations. LEP/ELL students making use of alternative language editions or of oral translations of state examinations may write their responses to the open ended question in their native language. Scoring the tests is the responsibility of the school. However, the Department's Office of Bilingual Education and World Languages and the BETACs can assist schools in locating persons who can translate the students' responses into English to facilitate scoring of the answer papers.
LINK TO BILINGUAL GLOSSARIES
What accommodations are permitted for ELLs on the NYSESLAT?

The NYSESLAT is designed specifically for ELLs. Therefore, testing accommodations ordinarily permitted for ELLs taking other State tests are not permitted for the NYSESLAT. ELLs with disabilities should be provided the testing accommodations specified in their IEP or Section 504 Accommodation Plan (504 Plan), with the two exceptions:

The Reading subtest may NOT be read to ANY student. For the Writing subtest, students may NOT receive assistance or have their responses corrected for spelling, grammar, paragraphing, or punctuation.

For further information, please visit the Office of State Assessment.

Can ELLs be exempted from any NYS Regents Examinations?

A high school principal may grant exemptions to new entrants from another country or from another State on selected Regents Examinations for students who are initially placed in grades 11 or 12. This exemption includes all transfer students initially placed in 11th or 12th grade, and includes monolingual students as well as ELLs. What exemptions apply to students who arrive in NYS and are placed in the 11th grade? A principal may grant an exemption from the Global History and Geography Regents Exam only if the student's first entry to a New York State school is in Grade 11. The principal may exempt a student from the requirement for the Regents examination in Global History and Geography ordinarily taken and passed before the date of the student's entry.

What exemptions apply to students who arrive in NYS and are placed in the 12th grade?

A principal may grant an exemption from the Science Regents Exam only if the student's first entry into a New York State school was in Grade 12. The principal may exempt a student from the requirement for the Regents examination in Science and the Regents examination in Global History and Geography which are ordinarily taken and passed before the date of the student's entry.

Are there testing accommodations available for Former ELL students?

Yes. Beginning in 2008, schools are permitted to provide ELL testing accommodations on NYS assessments to Former ELLs for up to two years after testing at the proficient level on the NYSESLAT.

Details of the testing accommodations now permitted to Former ELLs can be found here:

Accommodation for Former ELLs Approved by NYSED Board of Regents:

Dear Superintendents, Principals, District Test Administrators, Bilingual/ESL Directors/Coordinators, Teachers and Parents:

Please be advised that on September 15, 2008 the NYSED Board of Regents approved extending test accommodations to former ELLs for two additional years after achieving proficiency on the NYSESLAT.

This limited two-year extension in testing accommodations will provide former ELLs an opportunity to demonstrate their content knowledge by leveling the playing field while they continue to develop their linguistic and academic skills. These testing accommodations will not affect the validity or reliability of the required State assessments nor will they change the academic level or the expected performance criteria of such assessments. (Board of Regents item: (See full Regents item) [PDF] (75 KB)

The Department will implement this policy revision for all impacted New York State Testing Programs for the 2008-2009 academic year, commencing with the Elementary Level Examination in Social Studies (Grade 5) that will be administered in November 2008.(Assessment Notification Memo to the field by David Abrams) [PDF] (62 KB)

ELLs and Former ELLs are entitled to these ELL Testing Accommodations as per CR Part 154 Regulations [PDF] (171 KB). District staff should make all necessary arrangements in providing these accommodations during all State exams.

If you have any questions please contact the Office of Assessment at(518) 474-5902 or the Office of Bilingual Education and Foreign Language Studies at (518) 474-8775.

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Testing Accommodations for English Language Learners

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Schools may provide testing accommodations to ELLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs who need them. A list of NYS approved accommodations may be found in the School Administrator's Manual (SAM) for each respective test.

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THIS ARTICLE DESCRIBES THE CHALLENGES AND IMPLICATIONS OF GIVING STANDARDIZED TESTS TO ESL STUDENTS. THE ARTICLE DESCRIBES HOW STANDARDIZED TESTS WORK ON KNOWLEDGE THAT IS APPLIED IN A CERTAIN COMMUNITY OR CULTURE AND DOES NOT APPLY TO ALL CULTURES DISTINCT FROM THE CULTURE BEING TESTED. THE ARTICLE ALSO DESCRIBES HOW ESL'S LANGUAGE ACQUISITION IS NOT STRONG ENOUGH YET TO SCORE HIGHLY ON STANDARDIZED TESTS.

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THIS ARTICLE DELVES INTO HOW TO USE TECHNOLOGY IN THE CLASSROOM WITH THE ESL STUDENTS. THE ARTICLE HIGHLIGHTS THE BENEFITS OF USING TECHNOLOGY WITH THE ESL STUDENTS AND HOW BEING MULTIMODAL ENHANCES THE LEARNING EXPERIENCE FOR THE ESL STUDENTS.

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THIS ARTICLE GIVES INFORMATION ON HOW DIFFERENT ESL STUDENTS HANDLED THE COVID-19 PANDEMIC. THE ARTICLE GOES THROUGH INTERVIEWS WITH ESL STUDENTS AND ASK THEM TO DESCRIBE THEIR STRUGGLES AND DIFFICULTIES IN TRYING TO LEARN AND PARTICIPATE IN LEARNING THROUGH A PANDEMIC THAT HAD THEM VIRTUALLY AS OPPOSED TO IN-PERSON WITH THEIR EDUCATORS.

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Haz clic aquí para leer este artículo en español.

Amid the remote learning experiment sweeping North Carolina and the nation, there are some students impacted more by the change than others. For non-native speaking English students who struggle to both learn the language and get good grades in the best of times, the challenge of learning from home increases the difficulty level of their task.

Emily Francis, an English as a Second Language (ESL) teacher at Concord High School in Concord, says trying to teach her students remotely is taking some getting used to.

"It's like I'm talking to myself, and it's so different," she said. "Language is acquired through interaction."

If you visited Francis' class before COVID-19, you would see just how much her relationships with students matter. There is an easiness with which she relates to her students that helps facilitate learning. A lot of that goes missing in the switch to remote learning.

"Being with them in a classroom is just so different than posting assignments online," she said. "It's just a whole different ball field."

Joan Lachance is an associate professor of education and the Graduate Certificate/TESL Minor program director for UNC Charlotte's Teaching English as a Second Language Programs. She said that it's not just interactions with a teacher that ESL students are missing. It's the give and take they usually have with one another in the classroom.

"From a language development perspective and even from a brain development perspective, we know that language development is a social construct, and kids need to sit with each other and have lots and lots of peer interaction," she said.

Interaction between students can help facilitate skills like problem solving, not to mention the fact that students are more willing to try speaking in a second language if they are doing so with other students focused on the same task, Lachance said. These are things that just can't be replicated online, she said.

Lachance also said that a lot is missing when it comes to online learning. For instance, non-verbal communication. Body language is an essential tool humans use to communicate, and that can be diminished or missing online.

And remote learning can be particularly difficult for ESL teachers, because they are often co-teaching with traditional classroom teachers. That means that the ESL teacher needs to be able to coordinate what he or she is teaching with the traditional classroom teacher, or in some cases, multiple traditional classroom teachers.

"Is the general education teacher able to include the ESL teacher in all their Canvas courses with all their students?" Lachance asked. "Or does the ESL teacher need to have their own Canvas page?"

And all of these challenges are just the ones that come up assuming everybody has access to the tools they need to do remote learning. But that is a wrong assumption to make.

Francis said her school called all of their students to see who had an electronic device and who didn't. Those who didn't could make an appointment to pick one up.

But some of the parents of her ESL students work one or more jobs and couldn't get out of work long enough to pick up a device. And then, even if a student is able to get a device, there is the question of understanding how to access remote learning.

"You have to be fluent in the language just to know how to access the content, and a lot of my students are not," Francis said. "We're still having to contact parents at least three times a week. If we see students who have not accessed any of the documents that we have online for them, then we will have to provide paper assignments for them."

And then, what if the students don't even have the time to do the remote learning? Francis said that is a problem she has run into with some of her students.

She said students tell her they can't do the face-to-face online instruction because they're working. Their parents told them that if they're not going to go to school, then they need to be working. And there are other challenging situations that keep students from class as well.

"I have other students who are having to stay home with other siblings, so they will say Ms. Francis, I can't do the face-to-face because I have four siblings running around me," she said.

Nevertheless, Francis said she's been encouraged by her students. She has a kid at home too, and it's hard for her to find time. But she is staying in contact with students via email, social media, and phone.

"I'm not worried about them not doing it. I think it's just a tool for them to be able to keep themselves in the learning path," she said. "It's just the matter of keeping your brain sharp."

And she said that even if a student can't practice their English skills with anybody in person, speaking and reading in their native language can still help grow the language synapses in their brains.

Another issue around remote learning is concern about safety. Some ESL students come from families where some or all of the members may be undocumented.

"I think another layer that we're all maneuvering through for the first time in this way is just the notion of digital securities," Lachance said.

Ivanna Mann Thrower Anderson, an ESL / Title III Consultant at the state Department of Public Instruction (DPI), said that her team is on the board of a national organization called the National Association of English Learner Program Administrators. Anderson is the immediate past president. She said they have reached out to the federal Office of English Language Acquisition to ask questions around security, and they're hoping that guidance will be coming from the federal government soon.

Anderson's team at DPI has been busy helping out ESL teachers around the state. She said the department has a section online with resources for English learners. Anderson points out that while ESL students are learning English, the same can be said for most young students.

DPI also has put together an English-learners support team, full of administrators and educators with expertise on ESL. That group usually does face-to-face professional learning and coaching, though obviously things are a little different now.

The team has put together things like webinars and Twitter chats. They're doing a series of talks aimed at helping teachers find better strategies for teaching online. And Anderson said that what she's hearing from the field is positive. She said teachers are exchanging notes and talking together to figure out how to do remote learning better. They're not just interested in improving now, but also being ready if something like this happens again.

"Our teams are really listening to what's being said around the state and really trying to do everything we can to provide the resources that are needed," she said.

Despite all the challenges faced by the ESL community - both students and teachers - Lachance said she is confident that everybody will come through. ESL professionals are a dedicated bunch, she said.

"Any of us in teaching English as a Second Language ... we will do whatever it takes to support our students and support the teachers who support the students," Lachance said.

Here is a complete list of resources Anderson sent EdNC.org:
EL Sites: DPI Resource Site National Sites
Alex Granados

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Haz clic aquí para leer este artículo en español. Amid the remote learning experiment sweeping North Carolina and the nation, there are some students impacted more by the change than others. For non-native speaking English students who struggle to both learn the language and get good grades in the best of times, the challenge of learning from home increases the difficulty level of their task.

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DIFFERENT LEVELS OF ENGLISH SPEAKERS IN ONE CLASS AND HOW TO HANDLE THE  SITUATION. 

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DIFFERENT LEVELS OF ENGLISH SPEAKERS IN ONE CLASS AND HOW TO HANDLE THE  SITUATION. 

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THIS ARTICLE GIVES TEACHER WHETHER THEY ARE NEW OR EXPERIENCED. INFORMATION ON HOW TO HANDLE STUDENTS OF VARYING ENGLISH SPEAKING LEVLES IN YOUR CLASSROOM. THE ARTICLE GIVES TIPS OF WHAT IS DIFFERENTIATING FOR STUDENTS AND HOW TO MAKE SURE THEY ARE CHALLENGED AND SUPPORTED AT THE SAME TIME.

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

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

Getting Started

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

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

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

Questions and Classroom Scenarios

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

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

Levels of Language Proficiency

Description

Implications For Using Oral Reading

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Closing Thoughts

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

About the Author

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

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Oral Language Development and ELLs: 5 Challenges and Solutions

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

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CREATING A COMFORTABLE CLASSROOM ENVIRONMENT FOR SUPPORT. 

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CREATING A COMFORTABLE CLASSROOM ENVIRONMENT FOR SUPPORT. 

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THIS ARTICLE GIVES TEACHERS ADVISE AND TIPS ON HOW TO CREATE A MORE SUPPORTIVE CLASSROOM FOR ESL STUDENTS. THE ARTICLE BREAKS DOWN IDEAS AND STRATEGIES THAT TEACHERS CAN USE TO MAKE THE ESL STUDENTS FEEL ACCEPTED AND TO SUPPORT THEIR LEARNING OF THE CONTENT.

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Learning a new language is an overwhelming experience for anyone - especially if you are supposed to be learning in that new language at the same time! Here are some ideas for helping students feel more comfortable in the mainstream classroom.

Create a welcoming environment.

You can do this by learning to pronounce students' names correctly, encouraging students to share their language and culture with the class, and adding books in students' languages (or about their native countries) to the classroom environment. Colorín Colorado offers a number of additional ideas in How to Create a Welcoming Classroom Environment.

Recruit "buddies" to help newcomers find their away around the school.

Students who speak the newcomers' first language will be especially helpful during the first few weeks, but English-speaking buddies are invaluable as well. Help your English-speaking students understand that newcomers may not be able to speak very much English at first, but that they will learn more as time goes on. Buddies may be able to help by:

taking newcomers on a tour the first day

showing students how to use lockers

sitting together at lunch

spending time together at recess

walking newcomers to their classes for the first few days

walking students to the bus.

Encourage your students to continue to use their first language.

Whether it's through speaking with family members at home, reading a book or an online newspaper in their native language, or listening to some of their favorite music, encourage students to keep their native language skills strong. Discuss the benefits of being bilingual, as well as some opportunities that students who are multilingual may have in the future.

There are academic benefits to maintaining native language skills as well. While students, parents, and teachers may feel pressure for students to learn English as quickly as possible, research strongly supports the positive effect of native language literacy on English literacy. Reading, academic, and content-area skills can often be transferred from one language to another, and it is generally easier to transfer those skills than to learn them while simultaneously learning English. Helping your students maintain their native language will in fact support their English language development.

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Supporting ELLs in the Mainstream Classroom: Making Students Comfortable

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Learning a new language is an overwhelming experience for anyone - especially if you are supposed to be learning in that new language at the same time! Here are some ideas for helping students feel more comfortable in the mainstream classroom.

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ONLINE WEBSITES TO USE FOR STUDENT ENGAGEMENT. 

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ONLINE WEBSITES TO USE FOR STUDENT ENGAGEMENT. 

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KAHOOT IS A GREAT WEBSITE THAT ALLOWS TEACHERS TO CREATE THEIR OWN LESSONS OR USE ALREADY MADE LESSONS TO PRACTICE CONTENT SPECIFIC WORK WITH THEIR CLASS AND STUDENTS. BUT THE CONTENT IS MADE INTO FUN QUIZZES THAT THE STUDENTS ENJOY AS A GAME THEY CAN PLAY AGAINST THEIR CLASSMATES AS INDIVIDUALS OR IN GROUPS.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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QUIZLET IS A WONDERFUL WEBSITE WHERE THE TEACHER CAN CREATE QUIZZES FOR THE ESL STUDENTS TO PRACTICE BEFORE THE ACTUAL IN CLASS QUIZ OR TEST. THE QUIZZES CAN ALSO USE IMAGES, VIDEOS, AND SOUNDS TO HELP THE ESL STUDENTS UNDERSTAND THE MATERIAL ON MORE THAN ONE LEVEL AND CAN BE SET FOR ANY GRADE LEVEL.

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THE SPEAKER DESCRIBES WAYS IN WHICH ANY TEACHER CAN CREATE A CULTURALLY RESPONSIVE CLASSROOM FOR HIS/HER STUDENTS. SHE DESCRIBES WHAT IS BEING CULTURALLY RESPONSIVE AND RESPONSIBLE AND STRATEGIES TO USE TO BETTER UNDERSTAND ELL STUDENTS WITHIN THE CLASSROOM.

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Creating a Culturally Responsive Classroom

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CRT IN A BILINGUAL CLASSROOM: SPANISH/ENGLISH CLASROOM. 

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CRT IN A BILINGUAL CLASSROOM: SPANISH/ENGLISH CLASROOM. 

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IN THIS VIDEO, WE SEE DIFFERENT TEACHERS AT DIFFERENT LEVELS OF SCHOOLS TEACHING IN A CULTURALLY RESPONSIVE MANNER. THE TEACHERS DESCRIBE WHAT IS CRT FOR THEM AND HOW THEY APPLY THE CRT METHOD IN THEIR CLASSROOMS FOR THEIR STUDENTS WITH STRATEGIES TO MAXIMIZE CRT.

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HERE, WE SEE HOW TEACHERS LEARN AND CAN MODEL WHAT IS CRT FOR THEIR CLASSROOM AND STUDENTS. THIS ARTICLE HELPS TO DESCRIBE WHAT IS CRT AND HOW TEACHERS SHOULD MODEL THIS IDEA WITHIN THEIR CLASSROOM AND GIVES EXAMPLES OF HOW TEACHERS ARE ALREADY BEING CULTURALLY RESPONSIVE AND HOW THEY CAN BE MIMICKED.

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STUDENT IDENTITY PROMOTING IN OUR CLASSROOMS 

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STUDENT IDENTITY PROMOTING IN OUR CLASSROOMS 

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THIS IS A GREAT TEDTALK THAT DELVES INTO HOW TEACHERS CAN PROMOTE STUDENT INDIVIDUALITY AND IDENTITY IN THEIR CLASSROOMS. AND HOW TEACHERS CAN CREATE A CLASSROOM THAT DOES NOT STIFLE STUDENT CREATIVITY OR GIVE RISE TO PERSONAL BIASES. AS WELL AS GIVING AND INTRODUCTION INTO BEING CULTURALLY RESPONSIVE IN TEACHING.

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Culturally Responsive Education: What’s in a Name? | Tsandlia Van Ry | TEDxAbbotsford

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OVERVIEW OF WIDA STANDARDS IN NEW JERSEY. 

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OVERVIEW OF WIDA STANDARDS IN NEW JERSEY. 

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THIS DOCUMENT PROVIDES TEACHERS WITH INFORMATION ON THE WIDA STANDARDS. WHAT ARE THE WIDA STANDARDS AND WHAT THE WIDA STANDARDS ARE USE FOR IN NEW JERSEY. THE RULES AND REGULATIONS THAT GOVERN THE WIDA STANDARDS AND HOW THE STANDARDS APPLY TO EDUCATION.

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DEPARTMENT OF EDUCATION ESL INFORMATION FOR EDUCATORS/3RD PARTIES. 

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DEPARTMENT OF EDUCATION ESL INFORMATION FOR EDUCATORS/3RD PARTIES. 

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THIS ARTICLE GIVES INFORMATION FOR TEACHERS ON THE EDUCATION FOR ESL AND THE RULES THAT GOVERN THE ESL EDUCATION AND INSIGHT ON LAWS REGARDING ESL EDUCATION AND THE POLICIES. ALSO, ALLOWS EDUCATORS TO LOOK INFORMATION ON FREQUENTLY ASKED ESL QUESTIONS IN REGARDS TO POLICY AND CHANGES TO THE RULES AND LAWS FOR ESL IN NEW JERSEY.

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State Policy

New Jersey's Bilingual and ESL policies are primarily found in the Bilingual Education Administration Code for New Jersey. Guidance for state-level program review can be found in the Implementing ELL Programs Document. See below for supporting guidance and implementation documents.

Program Service Policies

Enrollment and Graduation Policies

Data Collections

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New Jersey's Bilingual and ESL policies are primarily found in the Bilingual Education Administration Code for New Jersey. Guidance for state-level program review can be found in the Implementing ELL Programs Document. See below for supporting guidance and implementation documents. Program Service Policies Enrollment and Graduation Policies Data Collections

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NEWSELA IS A WEBSITE THAT ALLOWS TEACHERS TO CHOOSE DIFFERENT ARTICLES BY CONTENT AREA. THE TEACHERS CAN ASSIGN THESE ARTICLES TO THE STUDENTS AND CAN CONTROL THE READING LEVEL FROM SIMPLE TO COMPLEX FOR THEIR STUDENTS AND MODIFY AS THEY SEE FIT. THE WEBSITE ALSO HAS MINI QUIZZES TO CHECK FOR COMPREHENSION.

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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THIS IS A WEBSITE THAT PROVIDES MANY RESOURCES FOR TEACHERS. TEACHERS CAN PREPARE ASSIGNMENTS ON THE WEBSITE AND ASSIGN THE ASSIGNMENTS TO THE STUDENTS WITH RESOURCES FOR SUPPORT ON THE SAME SITE. TEACHERS CAN ALSO ASSIGN STUDENTS QUIZZES TO REINFORCE CONTENT AREA LESSONS AND MONITOR UNDERSTANDING.

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A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

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ELL POPULATION IS GROWING LARGER IN NEW JERSEY. 

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ELL POPULATION IS GROWING LARGER IN NEW JERSEY. 

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THIS ARTICLE GIVES TEACHERS AN INSIGHT ON HOW THE POPULATION OF ESL IS GETTING LARGER IN NEW JERSEY. THE ARTICLE DESCRIBES THE AMALGAMATION OF DIFFERENT CULTURES IN NEW JERSEY AND HOW THE NUMBERS OF ESL STUDENTS ARE NOW ONE OF THE LARGEST NUMBERS OF STUDENTS IN NEW JERSEY SCHOOLS.

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The Department of Education is working to better meet the needs of students.

TRENTON - New Jersey is seeing a growing population of English language learners, and school districts are working to adapt and meet their needs.

Kenneth Bond, a bilingual specialist with the state Bureau of Bilingual/ESL Education, said last week in a presentation to the New Jersey State Board of Education that there were 72,081 ELL students for the 2016-17 school year. That's up about 17,000 students since 2010, he said. Early estimates for 2017-18 put the number of students around 75,000, Bond said.

He said the state doesn't just want to ensure services to these students, but also wants them to be successful learners.

ELL is a broad term that encompasses students who have a native language other than English, as well as those who have varying degrees of proficiency in English, Bond said. Out of those who have a different native language, the vast majority - about 75 percent - are Spanish speakers, followed by much smaller percentages of Arabic, Chinese and Gujarati native speakers. Also, the majority of ELL students are entering at the lower grades, with about 50 percent in kindergarten through second grade, and the remaining 50 percent spread out through grades three through 12th.

School districts are required to provide full-time services, which include bilingual classrooms, once they have 20 or more students in one language group. Some local districts had to adjust their offerings this year after their ELL populations reached that level, including Delran.

The district reported earlier this year that its ELL population had more than doubled from 2011-12, with the primary language being Portuguese.

Delran had been able to receive a waiver through the New Jersey Department of Education to offer English as a second language services, without a full-time bilingual classroom, despite having more than 20 students from one language group, because the students were so spread out by grade level.

However, due to a higher concentration of students at the Millbridge Elementary School in 2017-18, the district had to offer two full-time bilingual classrooms.

Bond said the department is looking beyond just services offered, concerned also with achievement levels.

According to PARCC data Bond presented from the spring 2016 testing period, about 44 percent of all New Jersey 10th-graders met or exceed expectations on the grade 10 test for English Language arts. But just 4 percent of the current ELL population at that grade level met or exceeded expectations on the test.

Going forward, Bond said the state and local districts will be working to engage families more as soon as they come into the public education system. A family engagement seminar in 2017 attracted about 300 families, he said.

The department also wants to partner with local executive county superintendents across the state to coordinate supports for students and their families.

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NJDOE: English language learners are a growing student population

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The Department of Education is working to better meet the needs of students. TRENTON - New Jersey is seeing a growing population of English language learners, and school districts are working to adapt and meet their needs.

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STATE OF NEW JERSEY AND THE ELL POPULATION RULES AND REGULATIONS. 

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STATE OF NEW JERSEY AND THE ELL POPULATION RULES AND REGULATIONS. 

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THIS ARTICLE DESCRIBES FOR TEACHERS THE REGULATIONS AND RULES FOR THE ESL POPULATION IN NEW JERSEY. THIS ARTICLE GIVES A MORE DETAILED LOOK AT WHAT ARE THE REGULATIONS GOVERNING THE ESL POPULATION IN NEW JERSEY AND PROVIDES EXPLANATIONS AND DETAILS.

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FOSTERING ELL IDENTITIES IN YOUR CLASSROOM. 

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FOSTERING ELL IDENTITIES IN YOUR CLASSROOM. 

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THIS IS INTERESTING FOR TEACHERS. IF YOU ARE WONDERING HOW TO GET THE ESL STUDENTS TO COME OUT MORE IN YOUR CLASSROOM. THIS ARTICLE OFFERS STRATEGIES AND IDEAS ON HOW TO PROMOTE THE INDIVIDUALISM AND IDENTITIES OF THE ESL STUDENTS IN YOUR CLASS. THE ARTICLE PROVIDES USEFUL INFORMATION ON PERSONAL ACTIONS AND TIPS ON CREATING MORE OPEN AND INCLUSIVE LESSONS.

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An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom.

This will:

increase their confidence

make them feel more comfortable in the class

build a foundation for positive relationships with you and their peers.

Here's how you can get started!

The ELL student population includes students who were born in the U.S. and students who have immigrated from another country. For ELLs who have recently arrived in the U.S., they will face the challenge of learning a new language in addition to adjusting to an unfamiliar cultural setting and school system.

On a daily basis, ELLs are adjusting to new ways of saying and doing things. As their teacher, you are an important bridge to this unknown culture and school system.

In the same way that ELLs go through stages of English language learning, they may also pass through stages of cultural accommodation. These stages, however, may be less defined and more difficult to notice. Being aware of these stages may help you to better understand "unusual" actions and reactions that may just be part of adjusting to a new culture.

Euphoria: ELLs may experience an initial period of excitement about their new surroundings.

Culture shock: ELLs may then experience anger, hostility, frustration, homesickness, or resentment towards the new culture.

Acceptance: ELLs may gradually accept their different surroundings.

Assimilation/adaptation: ELLs may embrace and adapt to their surroundings and their "new" culture.

It is also common for students who are learning a new language to be 'silent' for a period of time, when they are listening to the language around them without speaking yet (much as a young child listens to language first before learning to talk). This is considered the first stage of language acquisition.

Patience and creating opportunities for small successes in speaking with you and peers can help build students' confidence. In addition, keep in mind that students' silence could also be a sign of respect for you as an authority - and not a sign of their inability or refusal to participate.

Students may also have experienced trauma or face different kinds of hardship in the U.S. You can better prepare yourself for this possibility by:

Learn more from the following:

This award-winning documentary highlights how the Dearborn, MI public school district is helping its immigrant students succeed. Learn more about this project and see related videos.

Getting to Know Students

Learn how to pronounce students' names correctly

Don't forget to smile and use positive body language!

A lot of communication happens through expressions, body language, and tone. Smiling and using positive body language can go a long way in making students feel welcome and comfortable, particularly if they are newcomers, as seen in the vignette shared by a teacher below.

Build relationships with students

Veteran teachers of ELLs always point to building relationships as the most important step in their work with ELLs. Not only does it increase engagement and support students' later academic success, it also provides invaluable information that can inform your instruction and family engagement.

In addition, it can help build bridges with students who may have particularly unique experiences, such as children in migrant farmwork families or Indigenous students.

See more ideas on how to build these relationships from the following:

Video: Showing students you care

Corpus Christi teacher Christine Price talks about the importance of showing students you care early on.

Identify students' strengths and interests

It's important to remember that ELLs bring lots of strengths, talents, and rich experiences to the classroom. Getting to know students' interests can help:

build rapport

engage students in learning

find connections with new friends.

Families are also an important source of information and are often happy to talk about the activities that their child enjoys. They may also appreciate the fact that their child's teacher is taking an interest in the child's strengths and talents. (This is especially true in special education settings.)

Teacher Omar Salem describes a student who not only sings and dances but manages her own YouTube channel and edits all of the video she posts of her performances.

Video: Using parent letters to get to know my students

Albuquerque teacher Clara Gonzales-Espinoza asks her parents to write her a letter at the beginning of each school year telling her about the child's personality, interests, strengths, and anything else they think she should know. In this interview, Clara speaks more about this strategy and its impact on her relationships with parents and students.

Ensure that students have information about activities and clubs

Make sure that students have information about extra-curricular activities, sports, and clubs related to their interests. You can also encourage them to start their own club within the school.

ELL educator Christine Rowland notes, "Many students find involvement in school clubs and teams to be extremely helpful, as they are often experts in these areas, and they can provide a space where they more easily feel they belong."

Welcoming Students' Language and Culture

Invite students' cultures into the classroom

Encourage ELLs and their families to share their culture with you and your class. Show-and-tell is a good opportunity for ELLs to bring in something representative of their culture, if they wish.

Invite students and families to:

share photographs, visuals, or meaningful artifacts such as flags or mementos

tell a popular story or folktale using words, pictures, gestures, and movements

share information about important holidays or celebrations.

Looking beyond the classroom

Imagine that you are walking into your school for the first time as a parent.

What do you see on the walls?

If your first language weren't English, would you see signs in your language?

Would you see flags, maps, or books representing your home country?

Would you see your child's work on display in the hallway?

If you think more could be done to make families feel welcome, consider:

sharing some ideas with colleagues or administrators and taking small steps that you can point to as successes

looking for opportunities to celebrate all families and their languages, customs, and cultures, whether in the classroom or at a school-wide event

keeping a lookout for a special part of their lives that other families might appreciate getting to know.

See more ideas in the following:

Video: What happened when the students realized the Yemeni flag wasn't on stage

ELD Specialist Diana Alqadhi tells the story of some students who realized that the Yemeni flag was not featured prominently enough on stage before a school show.

Invite students' languages into the classroom

Label classroom objects to allow ELLs to better understand their immediate surroundings. These labels will also assist you when explaining or giving directions, and it gives peers an additional opportunity to learn some words in their classmates' language.

Start with everyday items, such as "door/puerta," "book/libro," and "chair/silla."

You may wish to ask students who can write in their first language or family members to help you with this project.

You can also invite students to teach the class some words from their home language.

Learn more about the resources available in students' home languages

Students benefit from support in their home language - what Dr. Fred Genesee calls their " most valuable resource." You have may have access to learning material in students' languages, or you may be able to find resources that support those languages.

Language access for multilingual families

In addition, it's critical to understand what language access resources you have available through your school and district, particularly for communication with families. Keep in mind that all families have a legal right to information in their home language. Family liaisons, interpreters, ESL teachers, or administrators may have more information about what language access resources are available in your district.

Video: What Do School Districts Need to Know About Language Access?

This helpful overview about what language access means for school districts is a great introduction to the requirements, best practices, and funding streams related to language access in public education. This interview features Dr. Jennifer Love, the Supervisor of Language Access and Engagement in Prince George's County Public Schools, Maryland.

Video: Language Access for Multilingual Families

What does appropriate language access mean for multilingual families? This interview also features Dr. Jennifer Love.

Ensure your students see themselves reflected in the classroom

Ask yourself if students can see representations of their culture, race, gender, and other aspects of identity reflected in your:

classroom materials and library

lesson plans and activities

classroom visuals (both in-person and virtual).

In addition:

Success in the Classroom

Encourage your students

Some ELLs may not answer voluntarily in class or ask for your help even if they need it. ELLs may smile and nod, but this does not necessarily mean that they understand. Offer one-on-one support and encouragement as much as possible. For convenience, it may be helpful to seat ELLs near your desk.

Assign a buddy

Identify a classmate who will make a good buddy for new students - someone who is friendly, patient, and a good communicator to be a buddy. This student can make sure that the new student understands what he or she is supposed to do during class activities. It is helpful if the peer partner knows the ELL's first language, but not necessary. However, remember to never use another student as an interpreter in any situation.

Learn more about ways to increase peer interaction and collaboration in these related strategies.

Ask the class how they can help welcome new students

Ask students to brainstorm ways to help ELLs in particular. You may wish to make a list of ideas on how to welcome new students at the beginning of the year so that students have these strategies in mind if a student comes with little advance notice.

Be vigilant about health issues, dietary concerns, and allergies

Students may have specific health issues or dietary restrictions due to health, cultural, or religious reasons. Be sure that you learn all essential information you need to know about student health and diet from parents or guardians. For ELLs, be sure to confirm and clarify this information with the help of interpreters.

If you learn information about a student that would be helpful for other staff to know, particularly regarding health or food allergies, talk with administrators about how to keep the child safe. In addition, be sensitive to cultural or religious norms, such as fasting for religious reasons.

Keep an eye out for signs of culture shock

Moving to a new country and leaving a familiar life, relatives, friends, and language behind can be traumatic for children in the best of circumstances. Those challenges are compounded if children have experienced trauma, violence, or upheaval. Learn more about how culture shock can impact students in the classroom and affect student behavior so that you recognize signs if newcomers act out.

Encourage students to take ownership of the classroom culture

Ask students to answer the following questions through drawings or written responses.

How can I be a good classmate to others?

What are examples of unkind or disrespectful behavior in the classroom?

To support ELLs in their discussions of these questions:

Encourage students who speak the same language to discuss their ideas in groups.

Provide scaffolded materials such as graphic organizers, sentence stems, and sentence frames.

Use a picture book to talk about different kinds of behavior with students.

Create a shared set of classroom expectations together

Return to your earlier discussion of what a respectful classroom looks like.

Brainstorm ideas on possible class rules based on that discussion.

Streamline the list of class guidelines or rules.

Add any rules or guidelines that are missing.

In order to establish appropriate consequences for disrespectful behavior, you may wish to come up with ideas with the class or determine those consequences yourself.

Post the final list classroom rules in the classroom.

Translate the rules into ELLs' native languages so that they can keep the list handy and share it at home.

To see an example of this proces in action, take a look at ELL expert Carol Salva's process for developing a community contract each year.

Help your ELLs understand expectations for the classroom

ELLs may need some extra support in understanding expectations for classroom behavior. Helping them understand these expectations can avoid misunderstandings, discipline problems, and feelings of low self-esteem.

At the same time, it's important to remember that students bridging two cultures may need guidance which behaviors are appropriate in which setting (such as eye contact, physical proximity, etc.). If you have questions, talk with a cultural liaison in the school to learn more about appropriate responses and ideas for helping students navigate a new culture. You can also learn more about cultural norms of your students, particularly related to schooling, to help inform your approach.

Here are a few strategies that you can use in class:

Use visuals like pictures, symbols, and reward systems to communicate your expectations in a positive and direct manner.

Physically model language to ELLs in classroom routines and instructional activities. ELLs will need to see you or their peers model behavior when you want them to sit down, walk to the bulletin board, work with a partner, copy a word, etc.

Be consistent and fair with all students. Once ELLs clearly understand what is expected, hold them equally accountable for their behavior.

Post a daily schedule. Even if ELLs do not yet understand all of the words that you speak, it is possible for them to understand the structure of each day. Whether through chalkboard art or images on Velcro, you can post the daily schedule each morning. By writing down times and having pictures next to words like lunch, wash hands, math, and field trip, ELLs can have a general sense of the upcoming day.

Finally, remember ELLs can make unintentional "mistakes" as they are trying hard to adjust to a new cultural setting. They are constantly transferring what they know as acceptable behaviors from their own culture to the U.S. classroom and school. Be patient as ELLs learn English and adjust - and remember that you will learn a lot from this experience too!

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How to Create a Welcoming Classroom Environment for ELLs

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An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom. This will: increase their confidence make them feel more comfortable in the class build a foundation for positive relationships with you and their peers. Here's how you can get started!

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CONNECT STUDENT BACKGROUND KNOWLEDGE TO CLASSROOM CONTENT. 

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CONNECT STUDENT BACKGROUND KNOWLEDGE TO CLASSROOM CONTENT. 

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THIS ARTICLE DESCRIBES FOR TEACHERS HOW STUDENTS COME INTO THE CLASSROOM WITH ALREADY BUILT KNOWLEDGE BASES. AND HOW TEACHERS CAN WORK TO ACCESS THIS PLACES OF INFORMATION TO CONNECT WHAT STUDENTS KNOW WITH THE CONTENT BEING TAUGHT IN THE CLASSROOM.

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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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THIS ARTICLE DELVES INTO WHO ARE THE ESL STUDENTS IN YOUR CLASSROOM. AND WHAT YOU CAN DO AS A TEACHER TO SUPPORT STUDENT GROWTH IN THE CLASSROOM AND HELP THEIR IDENTITIES SHINE THROUGH WITH THE INTERACTIVE AND DEEPLY THOUGHT OUT LESSONS AND WORK. THE ARTICLE DESCRIBES THAT FOSTERING STUDENT IDENTITIES IN THE CLASSROOM IS JUST AS IMPORTANT AS THE STUDENTS LEARNING THE CLASSROOM CONTENT.

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ELL'S ARE NOT THE SAME AS SPECIAL NEEDS. 

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ELL'S ARE NOT THE SAME AS SPECIAL NEEDS. 

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IN THIS VIDEO, THE SPEAKER ARGUES THAT ELL STUDENTS ARE NOT SPECIAL NEEDS STUDENTS JUST BECAUSE THEY DON'T SPEAK THE NATIVE LANGUAGE. NOT BEING ABLE TO SPEAK THE NATIVE LANGUAGE FLUENTLY IS NOT A MENTAL INCAPACITY. SHE GOES ON TO DESCRIBE HOW SCHOOLS ARE MISDIAGNOSING STUDENTS AND CAUSING MORE HARM THAN HELP TO THE STUDENTS.

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Over-identification: Why ELLs may be referred to special education too soon

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THE SPEAKER DESCRIBES HOW MANY ELL STUDENTS WHO HAVE DISABILITIES GO UNDIAGNOSED. THIS IS BECAUSE MANY TIMES; SCHOOLS TREAT THE DEFICIENCY AS DUE TO THE LACK OF THE LANGUAGE PROFICIENCY AS OPPOSED TO THE A DIAGNOSABLE CONDITION.

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Under-identification: Why ELLs may not get the special education services they need