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by Terry Heick

Note: You can purchase a similar, classroom-ready version of these stems on printable cards, if you find that useful.

Meaningful conversation can make learning more personal, immediate, and emotional.

During meaningful conversations, students are forced to be accountable for their positions, to listen, to analyze opposing perspectives, and to adapt their thinking on the fly.

There are many popular strategies for these kinds of conversations, each with slightly unique rules and applications. Among them are Socrative Discussions, Accountable Talks, Debate, and Literature Circles. Whichever strategy you employ, students need support.

It is sometimes argued that these kinds of conversations favor students that are confident expressing themselves verbally, and that's hard to argue. But consider that academic writing favors gifted writers, traditional tests favor those comfortable with proving what they know, learning through technology favors students with a more diverse history of using technology, and so on.

And all can benefit from scaffolding so that students are given different levels of support-maybe unique tiers of index cards with easier to use or more natural stems-so that they can be successful on some level.

If you have any useful conversation stems, let us know in the comments so we can update the list!
26 Sentence Stems For Meaningful Conversation In The Classroom Clarifying
Could you give me your thesis in one sentence?

Is it your position that...

To be clear, you're saying that...

I'm confused when you say Z, Can you elaborate?
Paraphrasing
Put another way, you're saying...

So you're saying that...

Is it fair to say that you believe...

I hear you saying that...
Agreeing
I agree with Y because...

Z's point about X was important because...

The evidence for Z is overwhelming when you consider that...

X and I are coming from the same position.

Despite disagreeing about Y, I agree with Z that...
Disagreeing
I see it differently because...

The evidence I've seen suggests something different.

Some of that is fact, but some of it is opinion as well.

I agree that Y, but we also have to consider that...

We see Z differently.
Building On
Y mentioned that...

Yes-and furthermore...

The author's claim that Z is interesting because...

Adding to what X said,...

If we change Xs position just a little, we can see that...
Summarizing
Overall, what I'm trying to say is...

My whole point in one sentence is...

More than anything else, I believe that...
26 Sentence Stems For Higher-Level Discussion In The Classroom

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26 Sentence Stems For Higher-Level Conversation In The Classroom

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During meaningful conversations, students are forced to be accountable for positions, to listen, and to analyze opposing perspectives & ideas.

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University of San Diego - Professional & Continuing Education

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Imagine trying to learn a classroom lesson when you don't understand the language in which it is being presented. Teaching English language learners requires specialized strategies; and at the most basic level, one of those strategies is to "put yourself in their shoes."

More than 5 million children in U.S. schools are classified as English language learners (ELLs), according to the Department of Education. These students face the dual challenge of learning the material while also learning the language, as their teachers face the added challenge of using the right educational strategies to help them succeed.

Some of the most effective English language learner strategies start with common sense and respect for cultural differences. Simply getting to know the students is considered to be an essential part of the process.

For educators who teach English language learners, developing a deeper understanding of their unique needs and the best practices for teaching them has many benefits. These include:

Better and easier lesson planning

Improved ability to monitor student goals and achievements

The satisfaction of making a difference in the lives of young people learning to communicate in what can be a pretty confusing language

Here, we will review a range of time-tested English language teaching strategies that benefit students and educators alike.

How Can ELL Strategies Help Me as an Educator?

In addition to achieving better learning outcomes for students, embracing best practices and strategies for working with English language learners offers some fundamental, organizational benefits for educators as well.

For example, when you have a well-thought-out plan for engaging and teaching your ELLs, you are able to more effectively manage your lesson planning and monitor the progress of your students. You will also waste less time on strategies that don't work for your students.

Ultimately, an organized and focused approach to teaching non-native speakers is also the most effective way to create a solid foundation for them to become autonomous learners in English.

What About Using 'Scaffolding' for English Language Learners?

Scaffolding can mean a number of things when it comes to language development. First, it can refer to allowing students to continue limited use of their first language while learning English. Though the point is to train students to become independently proficient readers, writers and speakers of English, allowing native speech can help students figure things out, rather than go silent if they don't understand or know an answer.

According to CollaborativeClassroom.org, "A scaffold is a temporary framework that is put up for support and access to meaning and is taken away when the student feels success and masters tasks, concepts, and, in this case, language acquisition."

The use of sentence frames - partial sentences that include blank spaces where students fill in missing words or information - is another example of scaffolding-type techniques that can help students learn language. In a broader context, scaffolding refers to giving students the support, context and tools they need to learn new materials, ideas or skills.

11 Strategies for Teaching English Language Learners
1. Cultivate relationships
This one is a "no-brainer" no matter what language you speak. As a teacher, getting to know each student helps you understand who they are, where they come from and, perhaps, gain some insight into what teaching and learning styles are most effective for them.

For the students, knowing that your teacher cares enough to make the effort to get to know you as a person can have a motivating effect. It contributes to an atmosphere in which each student feels known and appreciated, and is therefore more likely to fully open themselves to the learning process rather than succumb to feelings of reticence or shyness that can often accompany a lack of language skills.
2. Be culturally aware
Since many English language learners come from outside the U.S., part of creating the ideal learning atmosphere may include cultivating an appreciation of diversity. Developing an awareness of each student's background, religious and cultural practices may also provide insights that affect how you interact with a particular student (for example, if they come from a cultural tradition where eye contact with adults is viewed as disrespectful).

At a very basic level, engaging in discussions about the different cultural backgrounds of students helps everyone get to know each other and reinforces the idea that different cultures include many similarities and differences - an important concept when some students are in the process of acquiring a new culture and language. Some educational advocates also suggest home visits as an effective "extracurricular" way for educators to invest in building rapport.
3. Teach language skills across all curriculum topics
In many cases, your English language learners may also be receiving specific English as a Second Language instruction from an ESL specialist. However, it is helpful for teachers of all curriculum topics in mainstream classrooms to understand and embrace the role of language teacher as well.
4. Speak slowly and be patient
You have a lot of material to cover, but there is no need to rush. In fact, teachers of ELLs are encouraged to consciously slow things down. This can mean:

Speaking in a slower, measured cadence

Being a bit more aware of your enunciation

Allowing extra time (an additional 3 to 5+ seconds) for students to respond

The extra seconds give all students a little extra time to think and formulate a response. "Researchers have found that typically most teachers give 1 to 2 seconds between asking a question and expecting a student response," Larry Ferlazzo, a teacher, education blogger and co-author of "The ESL/ELL Teacher's Survival Guide," told Edutopia. "The same researchers have shown that if you wait 3 to 5 seconds, the quality of responses is astronomically greater."
5. Prioritize "productive language"
Speaking and writing are sometimes characterized as "productive language" because they both literally require students to "produce" language output, in contrast with reading and listening, which are described as "receptive" skills.

Teachers who are not language specialists may not be aware that English language learners are likely to develop those receptive skills first. It is important to emphasize the fact that evidence that students are reading, listening or understanding does not necessarily equate to progress in expressing themselves through fluency in speaking or writing.
6. Use a variety of methods to engage learning
The idea here is to provide students with multiple options for taking in information, processing and making sense of ideas, and sharing what they are learning. This is often referred to as "differentiated instruction" - an educational practice that involves recognizing that "students each have their own unique gifts and challenges; interests, aptitudes and learning styles" and tailoring instruction to meet students' individual needs.

According to Edutopia, "All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier."
7. Utilize visual aids
The strategy of using visual aids also connects to the idea of differentiated instruction, which is considered central to teaching English language learners. In this case, it is understood that some students are "visual learners" whose ability to digest and process new concepts and material is enhanced by the use of pictures, diagrams, charts and other visual tools.

The belief is that combining "nonlinguistic representation" along with the linguistic component of each lesson benefits all students and not just English language learners - the operative strategy here is to "show" as well as "tell." In addition to pictures, diagrams, etc., teachers are encouraged to write everything on the board so students can see as well as hear the information.
8. Coordinate with the ESL teacher
Since ELLs are often receiving specific English as a Second Language instruction from an ESL specialist, it can be very helpful to check in with their ESL instructors. Doing so can help the educators involved develop a fuller understanding of how regular classroom work can support ESL instruction, and vice versa.

Such discussions can yield insights into individual students and their learning styles or challenges; they can also be helpful for sharing information about curriculum topics, potentially providing ESL teachers with ideas for highly relevant vocabulary words that can reinforce academic lessons.
9. Pre-teach new vocabulary words
When you have a challenging reading assignment coming up, some experts encourage you to preview or "pre-teach" new vocabulary words that may be unfamiliar to ELLs, or even to give them a copy of the article or link to the material ahead of time.
10. Build in some group work
Instructor-led, whole-class activities may make up most of your class period but it can also be very helpful to build in time for group work as well. This is because it affords additional opportunities for ELLs to practice their language skills with peers in a less formal, lower-risk setting.
11. Respect moments of silence
Many new language learners tend to be a little reticent and quiet, opting for silence over speaking up and saying something "wrong" in a language that is still unfamiliar. Therefore, teachers are encouraged to be mindful of this and not be too aggressive in forcing students to open up at the outset. Ongoing support and patience is preferable to pressure, since such initial silence is considered to be a normal stage in learning a second language.

Academic Support for Teaching English Language Learners

Teachers whose work involves supporting the language development of non-native speakers also have the opportunity to take courses that are focused on skills, techniques and best practices for teaching English language learners.

For example, the University of San Diego offers an online course titled "Teaching Strategies for ELLs" that is ideal for K-12 teachers. Participants earn 2 graduate-level extension credit units while focusing on:

Ways to integrate language acquisition and academic content learning

Assessment approaches that measure student achievement within a linguistically diverse classroom

Research-based strategies for differentiating instruction to promote student learning

To learn more about the curriculum, expected learner outcomes and cost, contact us today or review the "Teaching Strategies for ELLs" course page.

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University of San Diego - Professional & Continuing Education

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11 Essential Strategies for Teaching English Language Learners [For Any Teacher] - University of San Diego - Professional & Continuing Education

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11 Essential Strategies for Teaching English Language Learners [For Any Teacher]. Advance your career with professional and continuing education from the University of San Diego.

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Math Instruction for English Language Learners

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Several years ago, I met a high school math teacher named Hillary Hansen who had just taught her first Basic Math course for English language learners (ELLs). She wanted so much to provide the students with the good foundation they needed, but she felt unable to engage them in her lessons. By the end of the year, she was exhausted and frustrated.That summer she had an opportunity to join a district Sheltered Instruction Observation Protocol (SIOP) cohort to receive professional development and support the needs of ELLs in content classes. She learned about the importance of language acquisition, building background knowledge, increasing student language production, and explicitly teaching academic language. She began the following school year with a new set of tools and a deeper understanding of the instructional scaffolding ELLs need in order to learn the content while also learning English.While Hillary still felt challenged and was working hard, the second year was much more successful for her and her students. She felt she was providing them with the foundation they needed not only to understand the mathematical concepts, but also to successfully interact within a math classroom in order to learn more advanced concepts.As a result of more effective instruction, her students:Understood the content better and were working together to find creative ways to learnIncreased their participation in discussions and learned how to use instructional supports in the classFelt more comfortable with math and asking questions to get the help they neededYou can learn more about some strategies that Hillary and other teachers recommend for teaching ELLs math in the information below, along with reflection tips and ideas for getting to know your students’ math backgrounds.ELL Math Resource CollectionThis resource collection features several ideas for teaching math to ELLs.Reflection QuestionsHow much math instruction have your ELLs received in their prior schooling?How much do their levels of math background vary?What are some of their strengths related to math?What are some of their challenges?What are some practical ways your ELLs are using math in their daily lives?What kinds of strategies have supported their success or engagement in other areas?What are some ways that collaboration or co-teaching might support your ELLs?What are some leadership opportunities you might give ELLs in pair work or small group work?Learn About Students’ Math BackgroundsTeaching ELLs: Tips for Math TeachersPrint PDF >It’s important to remember that ELLs’ math backgrounds may vary significantly. Some students may have had consistent schooling where they developed strong math skills. Others may have limited or no formal schooling, but may have practical skills related to time, money, or other daily topics. If possible, find out whether students have attended school regularly and what kind of experience they have had with math instruction and with math in general. Look for ways to tie instruction to student interests (like sports) and responsibilities at home that involve math, such as helping with family finances, working in family businesses, and holding other jobs. For example, students from migrant farmworker families may be using math related to agriculture, such as weighing or selling produce. Also keep in mind that students may use other numeric and measurement systems students, such as metric system, Celsius, military time, etc.In addition, Pennsylvania educators Sally Lopez and Erin Minick also encourage educators to:Look for leadership opportunities for all students in math classProvide students with opportunities to “teach” others, work together, and demonstrate what they know in multiple waysGroup students intentionally and with sensitivity, avoiding the designation of specific students as “needing more help” in their grouping, partner assignments, or placement in the classroom(Ms. Lopez and Ms. Minick conducted a book study focused on Teaching Math to Multilingual Students, which you can learn more about from their website.)Keep in mind that veteran educators of ELLs also stress the importance of getting to know students as a key part of supporting student success. For example, in this NCELA webinar, Dr. Haiwen Chu, a national expert on mathematics education for English Learners at WestEd, recalls that visiting his high school students’ neighborhoods provided valuable insights on their experiences and familiar topics.See additional ideas for getting to you know your ELLs in 10 Strategies for Building Relationships with ELLs.The Language of MathAlthough it is easy to assume that many ELLs will excel in math class because math is a “universal language” and students may have had prior educational experience that included mathematical instruction, that assumption can lead educators astray. While computational skills may transfer, ELLs may still need support with language-focused tasks, such as solving word problems, learning (and using) math vocabulary, and writing explanations. All of these skills require a language proficiency that sometimes exceeds our expectations. We tend to think of mathematics as a subject that does not require a strong command of language. In reality, however, mathematical reasoning and problem solving are closely linked to language and rely upon a firm understanding of basic math vocabulary (Dale & Cuevas, 1992; Jarret, 1999), especially when considered along with the demands of college- and career-ready standards.Co-Teaching and CollaborationFor many educators, the challenge of bringing language and math instruction together is a relatively new one. ELL teachers who hadn’t taught content areas previously are now being asked to lead or support instruction in the math classroom, and many math teachers who don’t see themselves as language instructors are now responsible for providing effective math instruction to ELLs. When educators collaborate, however, they can better understand each other’s expertise and combine their expertise for the benefit of students.For example, when planning a lesson, a math teacher and an ELL teacher could collaborate to identify both the target content, such as key standards, concepts, or specific topics, as well as key vocabulary, academic language, and the language-focused tasks students will need to complete the lesson. These tasks might include writing out a proof, reading a math problem, explaining how to solve a problem, or writing out numbers as words. The ELL specialist could walk the math teacher through this process several times so that it becomes a more integrated part of the math teacher’s planning over time. After the lesson, the teachers could identify other areas of focus or clarification needed and share these insights with their colleagues.Another tool content teachers can use is language objectives, which help target the language demands of the lesson. You can learn more about them in the videos featuring Mr. Jesus Ortiz below.Teaching Academic VocabularyVocabulary instruction is essential for effective math instruction. Not only does it include teaching math-specific terms such as “percent” or “decimal,” but it also includes understanding the difference between the mathematical definition of a word and other definitions of that word, as well as understanding the concept a vocabulary word describes.The following example, used in a presentation by Dr. Judit Moschkovich of the University of California at Santa Cruz, underscores why vocabulary must be introduced within the context of the content (Moschkovich, 2008): In this problem, the student is instructed to “find x.” The student obviously knew the meaning of the word “find” because they “found” it on the page and circled it. The student even put a note on the page to help the teacher in locating the lost “x”. The student understood the meaning of “find” in one context, but not in the appropriate mathematical context.I recently helped a math teacher create a sheltered lesson, and I was surprised to find that there were some vocabulary words that I didn’t understand. My lack of familiarity with the words hindered my ability to do the math problem and gave me a deeper empathy for ELLs who struggle in the same way with vocabulary and comprehending math assignments.Following is a list of tips for explicitly teaching mathematical academic vocabulary.Teach key academic vocabularyAfter you identify your target content, identify the academic vocabulary words that students will need to understand that content. Some of these key phrases or new vocabulary words may also be helpful to pre-teach in small groups or mini lessons. Think about:Academic vocabulary (equilateral)Words and phrases needed to solve a problem (less than, given, arrange)Common words needed to solve word problems (train station, dolphin, favorite)Homophones (eight/ate, plane/plain, one/won, two/to/too, four/for, some/sum)Words that students are likely to encounter in other settings (formula, prove)Words that represent a numerical value necessary for solving the problem, such as measurement words (foot, feet, meter, pounds, kilometers)After you identify the vocabulary you wish to teach, use scaffolds for academic vocabulary, such as: Visuals: These can include visual representations of concepts, photos, and illustrations of key vocabulary words, posters, and number lines.Realia (real objects) and manipulatives: These might include hands-on objects related to a topic or small items, such as coins or small blocks for counting, sorting, weighing, etc.Graphic organizers: Graphic organizers are tools that allow students to organize information in a visual or hands-on way.Anchor charts: Anchor charts are posters that students and teachers co-create to highlight key concepts and vocabulary that students will need for reference.Offer students the chance to work with objects and images in order to master vocabulary. If there aren’t enough items for each student, use manipulatives on the overhead or posted throughout the classroom, and demonstrate the vocabulary in front of the students. For example, Hillary created a Math Word Wall that has three parts: key vocabulary, “in your own words” definitions, and a variety of ways to portray a function. For example, multiplication is portrayed by the following symbols: x, *, and ( ).In addition, it can be helpful to ask students which strategies support their learning. Students often can provide valuable information on what is working for them!For examples of how vocabulary can impact students’ understanding of math problems, see the related video with ESL teacher Anne Formato below.Teach words with multiple meaningsDemonstrate that vocabulary can have multiple meanings. Help students understand the different meanings of words, as well as how to use them correctly in a mathematical context. This is also a good opportunity for using visuals and realia. Examples include:YardPlotTableProofAreaEvenPlanePlaceTimesBillQuarterChangeDraw on students’ home languagesUse cognates, which are related words in two languages. English and Spanish have many cognates within academic terms, like fraction/fracción.Use translated words or phrases strategically. For example, New York University has published bilingual glossaries for several topics.Allow (and encourage!) students to use their languages in group work to solve problems, brainstorm, and review material. Students will understand material better if they explain it to another student, and the new student will benefit from hearing the explanation in their first language.Increasing Student Language ProductionThe language demands of math are complex. Working with an ELL specialist can be a good starting point for identifying some of the math demands of the lessons you are teaching, as well as for planning how to teach and scaffold those language demands.As I’ve worked with content area teachers in my district to develop Sheltered Instruction lessons and activities to enhance ELL learning, I’ve told them, “If a student doesn’t say it in your class, they’re never going to say it.” This is a bit dramatic, but it’s true to some extent. When students learn new vocabulary, the opportunity to use it must be presented in class, because students are unlikely to try it out on their own — especially academic words like “parallelogram” or “function”!Here are some tips to increase student-to-student interaction with academic language in the math classroom:Have students translate symbols into words, and write the sentence out. Hillary used this strategy to check students’ comprehension of problems before they solved them. For example, 3x + 4 = 16 would be written out, “Three times X plus four equals sixteen.” This helps students process the operations involved in the question and gives them an opportunity to think through how to solve it. It also gives students a chance to familiarize themselves with important vocabulary words. Writing out the answer to a problem is a very important skill to develop because many state math tests require a constructed response to questions.Create a “sentence frame” and post it on the board. Write the format of the sentence you would like students to use in discussion and then hold them accountable for using it. For example, “The answer is _______ degrees because it is a _________ triangle. (Learn more in our sentence frame and sentence stems strategy.)Have students share problem-solving strategies. This involves asking a simple question, such as, “Did anyone else get the answer in a different way?” Then allow enough wait time so students can think through how their problem-solving process was similar or different to the one offered.Allow students to discuss how they are thinking about math. This is a way of redirecting the lesson from teacher-to-student to student-to-student. For example a student might ask a question, “How do you know what kind of triangle it is?” Instead of the teacher answering and going to the board and pointing out the names and different triangles, the teacher can simply ask, “Does someone have an answer? Or “Would someone like to offer help to Mario?” Allow students to share how they think about the math concept and any tips they have for remembering the information.Incorporate writing activities, such as entrance/exit tickets or math journals. This is an excellent way for students to process what they’ve learned and what questions they still have. The journal or exit/entrance ticket prompt could start with simple prompts such as, “One thing I learned today...” “One thing I still don’t understand…” “One way I can get the help I need…” “The answer to this problem is…” “Something that helped me was...“Challenge students to create their own math problems. This can be a fun activity if students create a problem similar to the ones you have used in class and they exchange problems with a partner. By creating the problem and checking the answer they are reinforcing their own learning.Teach students how to read, interpret, and summarize data. Provide students with explicit, step-by-step instructions in how to read charts, graphs, tables, and infographics, as well as how to describe what they observe in visual representations of data.Model the kinds of writing students are expected to complete (e.g., written explanations). Students need to see and understand what they are expected to do and produce, such as explaining how they solved a math problem. This is a great opportunity for the “gradual release” strategy -- I do, we do, you do.Try AI tools. Consider using AI tools to rewrite math problems for students at early levels of proficiency or to generate math problems with familiar vocabulary that achieve your target objective. Bilingual Glossaries in Content AreasNew York University has published several bilingual glossaries in multiple languages that cover different content areas, including elementary math, middle school math, Algebra 1 and 2, Calculus, and related math terms.Reading and Understanding Written Math ProblemsWritten word problems present a unique challenge to ELL students and teachers alike. In Reading and Understanding Written Math Problems, Brenda Krick-Morales writes, “Word problems in mathematics often pose a challenge because they require that students read and comprehend the text of the problem, identify the question that needs to be answered, and finally create and solve a numerical equation — ELLs who have had formal education in their home countries generally do not have mathematical difficulties; hence, their struggles begin when they encounter word problems in a second language that they have not yet mastered” (Bernardo, 2005).Teacher Xiao-lin Yin-Croft has encountered this pattern in her classroom of bilingual Chinese students in San Francisco. She has developed a very creative way to use her students’ background knowledge of math as a stepping stone for other language learning. She does this by accelerating math instruction at the beginning of the school year and then building on what students have learned in math in reading and other content areas. In Building Bridges for the Future, Xiao-lin explains her strategy:First, we read math word problems; I demonstrate the logical thinking process while translating words into pictures and, finally, into number sentences. Soon, they start to explain their own thinking after reading complicated word problems that involve several steps. They correct each other and argue about which number sentences they should use to arrive at the correct final results. As they sharpen their math skills, I capitalize on their enthusiasm to teach them how to extract the most important information from texts, and move them toward the oral and reading fluency they need to understand and discuss more challenging texts.Even if you aren’t accelerating math instruction, however, there are a number of ways to help students master word problems. Krick-Morales offers suggestions in the previously mentioned article, such as explicit instruction of key vocabulary, daily practice of problem solving, repeated readings of the word problem together as a class, and hands-on activities such as movement, experiments, or drawing to help students comprehend the problem. As students become more familiar with math vocabulary, they will be able to solve problems more easily.Identify key background knowledge in math problemsIt’s important to identify what kinds of background knowledge students will need to understand a math problem. For example, Ms. Lopez and Ms. Minick used this activity with a conference session: Ms. Lopez chose four math problems from her son’s math textbook and asked session attendees to brainstorm the kinds of background knowledge students might have questions about, some of which were relevant to solving the problem and some of which weren’t. Here are some things that attendees came up with:A math problem about a coupon and sales tax at a dog groomer: What is a dog groomer? Why do people take their dogs to get groomed? What is sales tax? What is a coupon? What is “deluxe”? What is an estimate and a discount?A math problem about people receiving a voucher for a free water bottle at a football game: Is football different from soccer? What is a voucher? Does the water bottle come with water inside it?A math problem about a fishing pole on sale: What is “percent off”? What is a sale? What is “regularly priced”? What steps have to be followed to solve this problem?A math problem about calculating a tip in a restaurant: What does “leave a tip” mean? What is a tip? Does the fact that there are four sisters (Emilia and three sisters) impact the outcome of the problem? Why aren’t they using an app like Venmo?As seen from the example above, this can be a powerful area in which math teachers and ELL teachers can collaborate.The Role of Background KnowledgeWhen it comes to background knowledge that impacts students’ understanding of new concepts, students may have relevant experiences to what you are teaching that just need to be drawn out (as in the vignette below). In other cases, students may not have the needed background knowledge. My colleague Hillary found that sometimes her students would get “lost” in a problem simply because they didn’t understand the context. Following are some tips to help in tapping into and building background knowledge of students.Identify connections to your students’ experiences. When planning the lesson, consider whether they might have relevant experiences, and as you introduce the lesson, find out what they know, giving them an opportunity to make connections. They may come up with connections you never had imagined!Modify the linguistic complexity of language and rephrase math problems. Students will understand the problem better if it is stated in shorter sentences and in language they understand. This may be an area in which you wish to experiment with AI tools that can rewrite problems.Guide students to cross out the unnecessary vocabulary in word problems. Doing so allows students to focus on the math function required. For example, one problem Hillary’s students came across referred to a “school assembly.” Even though the meaning of that phrase wasn’t important in the solving of the math problem, students didn’t know it wasn’t important, and the lack of understanding contributed to their confusion.Build knowledge from real world examples. Try to reinforce concepts with examples that students can picture and talk students through the situation. For example, if you need to paint a room, you need to know how much area will be covered so that you know how much paint to buy. Look for familiar ideas or props that can be used to engage students such as recipes, news stories about the economy, or discussion of personal spending habits.Use manipulatives purposefully. This is important at all grade levels. Hillary has found math cubes to be very useful in having students represent the numbers in the problems and then manipulate the cubes to get the answer. She used the cubes and the terms “hot” and “cold” numbers when teaching with the concept of negative numbers. Students would use the red cubes as “hot” or positive numbers and the blue cubes as “cold” or negative numbers. As students laid out the number of hot cubes and cold cubes represented, they could easily see if the answer would be a positive or negative number by which color had the most cubes. A problem such as -2 + 1 = -1 would look like this: The student then removed pairs of cubes — one red, one blue — until they could no longer remove any blocks. The remaining blocks represent the answer. Classroom vignette: A moment of humilityA middle school math teacher was trying to teach points on a grid and vertical/horizontal axis to her ESL students, three boys from Vietnam. She tried many approaches, including visuals, games, simulations, and manipulatives, and was just about to give up after very little progress. Suddenly, a student said, “Oh, I know — same same you drive a boat!” (“The same as you drive a boat!”) It turns out the child had helped his uncle use the stars to navigate a raft when they were fleeing Vietnam and trying to reach refugee camps in Thailand. He explained the concept to the other boys in Vietnamese with gestures and drawings on the board, who knew exactly what he was talking about. The teacher reflected, “I felt so humble. These boys knew a lot more about math than I had given them credit for. I had failed to activate their prior knowledge, and in the process had almost given up.“Source: This vignette is presented in Chapter 4 of Special Education Considerations for English Learners: Delivering a Continuum of Services. Using TechnologyTechnology can also be a powerful tool in math instruction for ELLs. Here are some ways you can play with technology in a math lesson:Look for educational resources that accompany your school’s technology tools and programs. There may be online or software programs available for teachers. For teachers who have an electronic whiteboard in the classroom, there are many resources available on links that can be easily accessed and brought into the classroom.Find out what’s available online. Both PBS Learning Media and Vital NY (Video Teaching and Learning for NYS Educators) on Teachers’ Domain offers an online library of free public media resources. Teachers’ Domain resources include video and audio segments, Flash interactives, images, documents, lesson plans for teachers, and student-oriented activities. (Free registration required.)If students are using a calculator or other device, ensure that they learn how to use it. Based on background and prior educational experience, students might not be familiar with how to use a calculator, graphing calculator, or math apps on devices such as phones or tablets. Give students a chance to practice solving problems with their calculators once you have reviewed different functions. Texas Instruments offers numerous activities and product tutorials in their educational materials.Learn more about how to use AI tools in math. AI tools can be used to generate, differentiate, or rewrite a math problem; create a summary of a lesson plan; and many other tasks. Keep in mind that AI-generated content always need a careful review and edit. (See more in Using AI in Math from Edutopia.)Look for interactive games that offer students a chance to practice their mathematical skills. Nintendo DS has an educational game called Brain Age, which is not language specific. The game provides excellent mathematical training for numbers and tracks results, showing student improvement over time.Books About Math and MathematiciansIn addition, there are lots of books about math and mathematicians that you can incorporate into your classroom and classroom library. You can see a wide range of titles for different ages in our Math Resource Collection.Closing ThoughtsEven if it doesn’t come easily at first, there are ways to get ELLs excited about math. By keeping their language skills and needs in mind when planning mathematical instruction (and by helping your colleagues do the same), you will be taking important steps in helping students master mathematical concepts and skills. You never know — your students may be the next generation of economists, rocket scientists, and math teachers just waiting for the tools they need! Note: I’d like to thank my Minnesota colleagues, Hillary Hansen at Burnsville Senior High School and Kim Olson at Hidden Valley Elementary, as well as Xiao-lin Yin-Croft from San Francisco, for providing many of the helpful math teaching tips in this article. It is inspiring to know that there are talented, creative teachers who are always finding better ways to teach and are willing to share the knowledge.Related VideosHow vocabulary can get in the way of solving a word problemELL Specialist Anne Formato talks about the trouble a student had in understanding a written math problem based on a vocabulary word. Teacher Alejandra Rojas: Why cognates are your “best friend” in math classElementary teacher Alejandra Rojas, who teaches in a dual-immersion program, explains why cognates support vocabulary development in her Spanish-language math class. Teacher Alejandra Rojas: When bilingual students translate for their parentsAlejandra Rojas, a teacher at a dual-immersion school in Arlington, VA, shares some of her experiences as a child and teenager translating for her mother. How to Write Language Objectives: Tips for ELL EducatorsIn this video from Syracuse, NY, Jesus Ortiz, a bilingual teacher, learns how to write a language objective from Areli Schermerhorn, a peer evaluator with expertise in ELL and bilingual education. Teacher Observation Cycle: A Math Lesson on PictographsThis video highlights Mr. Ortiz’s math lesson on pictographs. While the main topic of the video is teacher evaluation, numerous best practices and strategies related to math instruction for ELLs are mentioned in the video. Recommended ResourcesNCELA Teaching Practice Brief: Math (A related podcast is available as well)Supporting English Learners in Math and Science: Effective Instructional Practices and Examples from NCELA’s Teaching Briefs PBS Learning Media: Math LessonsEngageNY: Common Core and MathCommon Core Math and ELLs: Blog PostsDiscovery Education: PuzzlemakerCatherine Snow: Word Generation SMART Notebook Lesson ActivitiesTranslating Word ProblemsColorín Colorado Webcast: English Language Learners in Middle and High School

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3 Strategies to Support English Language Learners in Social Studies

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Scaffolding such as visual guides and templates can make it easier for ELLs to grasp material in courses with complicated vocabulary.

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1. Read to students every day

2. Support students' comprehension as much as possible

3. Teach the alphabet when necessary

4. Teach phonics in context

5. Check comprehension frequently

7. Support native language literacy

8. Encourage reading outside of the classroom

9. Establish an English Language Learner Center

10. Make up individualized activity packs for your newcomers

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

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Supporting ELLs in the Mainstream Classroom: Reading Instruction

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

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More than two-thirds of teachers have at least one English language learner (ELL) in their classrooms, according to National Center for Education Statistics data. Fewer than half of these teachers have received formal training on how to teach these students. This knowledge gap underscores the urgent need for educators to have access to high-quality English language learner resources.

With the right methods and tools, educators can provide the support ELLs need to thrive academically and in other areas of their lives.

English as a Second Language Education

English as a second language (ESL) education plays a critical role in equipping non-native English speakers with the language skills they need to communicate effectively. This specialized form of instruction includes listening, speaking, reading, and writing lessons. It also gives students opportunities to build an understanding of cultural nuances within the English language.

Ultimately, ESL education helps empower students to become proficient in English. With effective ESL instruction, students can learn to adapt their language skills to different settings, navigating both academic and social contexts with a sense of self-assurance and competence.

Benefits of ESL Education

The importance of ESL education cannot be overstated. Research has repeatedly shown that high-quality ESL instruction positively impacts ELL students' academic success. For example, studies have indicated that ELLs who receive comprehensive ESL support demonstrate improved performance and higher rates of on-time graduation.

Beyond language acquisition and greater academic success, ESL education helps students develop vital social and cultural skills by engaging them in meaningful cultural exploration. ELLs may learn about US holidays, their historical significance, and the traditions associated with them. This offers ELLs a chance to gain a deeper understanding of American society and its customs.

ESL education also introduces students to idioms and cultural references commonly used in English-speaking communities. For example, students might learn how to use phrases like "the ball is in your court" or "barking up the wrong tree." In this way, ELLs can become better equipped to engage in conversations and understand the nuances of English.

Additionally, ESL education encourages cross-cultural interactions. Students may participate in projects in which they share aspects of their own cultures, such as traditional foods, music, or festivals. These exchanges can encourage greater feelings of acceptance and build bridges of understanding among students from diverse backgrounds.

Overall, ESL education empowers students to participate fully in academic pursuits, engage with their peers, and contribute meaningfully to their communities.

The Need for ESL Education

On average, ELLs comprise almost 14 percent of city public school enrollment, according todata from the National Center for Education Statistics. In some states, ELLs can comprise up to 20 percent of the overall enrollment. These numbers emphasize the need for targeted support and resources for ELLs.

Addressing the Barriers Faced by English Language Learners

English language learners face many obstacles on their educational journey. Their limited language skills can impede their ability to understand teachers' instructions, participate in classroom discussions, and grasp complex academic concepts. These issues frequently hinder the students' academic progress. This can lead to frustration and a sense of being left behind.

Cultural differences can further compound these feelings. Adjusting to a new educational system and new social norms and expectations can overwhelm ELLs. Unfamiliar teaching styles and classroom dynamics may also dampen these students' motivation.

Standardized exams pose a particular challenge for English language learners. The complex wording often used in test questions can make it difficult for ELLs to fully comprehend and accurately respond to them. As a result, ELLs may struggle to perform at the same level as their peers, which can lead to them having lower test scores and can potentially impact their overall academic standing.

The combination of these obstacles can contribute to lower academic achievement and increased dropout rates among English language learners. Without appropriate support and accommodations, ELLs may feel discouraged and disconnected from the educational system.

To help ELLs deal with these issues, educators need to have access to quality English language learner resources and professional development. When equipped with the right knowledge and strategies, educators can create inclusive and supportive learning environments for all of their students.

Methods for Teaching English Language Learners

Teaching English language learners requires a diverse set of methods and approaches. By combining different instructional techniques, educators can create engaging and dynamic learning experiences that cater to the unique needs of ELLs.

Educators can employ the following methods to support ELLs.

Total Physical Response

The total physical response (TPR) instructional approach focuses on the powerful link between language and physical movement. In TPR, educators provide ELLs with commands or instructions in English and students respond by carrying out corresponding physical actions. This method taps into the connection between body movements and language comprehension, making language acquisition easier through active participation and kinesthetic learning.

Implementing TPR in the classroom can be greatly supported by practical resources such as TPR storytelling techniques and total physical response teacher toolkits available online. These resources offer educators a wide range of practical tools, activities, and lesson ideas to effectively incorporate TPR into their teaching practices.

TPR storytelling techniques help educators combine storytelling with physical actions, allowing ELLs to comprehend and internalize language in a more immersive and engaging manner. Total physical response teacher toolkits provide educators with a comprehensive set of instructional materials, including command cards, action visuals, and interactive games, to enhance the TPR experience in the classroom.

In TPR, students' bodies become part of their learning process; they use their hands, arms, legs, etc., to respond to language prompts. This may involve employing a combination of abstract signing, similar to sign language, and acting out the meaning of words. For instance, a student might demonstrate the action of swimming while saying the word "swim," or they might use a specific hand gesture to indicate the word "stop."

This method not only strengthens language comprehension but also infuses enjoyment into the classroom. By connecting words and phrases with physical movements, students establish a tangible connection to the language. This enhances their overall language learning experience.

TPR works particularly well with young learners and beginner-level ELLs who may have limited vocabulary or language proficiency. The combination of clear, concrete commands and physical responses gives students visual and kinesthetic support for learning new language concepts.

Communicative Language Teaching

Communicative language teaching (CLT) focuses on developing students' ability to communicate in real-life situations. This interactive approach engages ELLs in authentic conversations and practical language activities to help them gain the skills needed to express themselves fluently and with confidence.

CLT involves activities that prompt students to communicate using the words and vocabulary they're learning. These activities may include role-plays, group discussions, or debates that can create opportunities for authentic language practice and allow students to express their thoughts, opinions, and ideas in a meaningful context.

The following guidelines provide ideas on how to integrate CLT principles into teaching ELLs:

Designing Communicative Tasks

In CLT, communicative tasks ask students to have a conversation, solve a problem, or share information in the language they're learning. These activities help students use targeted vocabulary in practical and meaningful ways, just as they would in the real world.

To design effective communicative tasks:

Practice real-life communication: Create activities that invite students to use language in practical situations that reflect their everyday lives. Consider role-plays, simulations, information gap exercises, and problem-solving tasks.

Use relevant supporting content: Incorporate authentic materials like news articles, videos, and interviews into the tasks, to provide meaningful contexts for language practice.

Set milestones: Create clear goals for each task, to ensure students understand the purpose and focus of their communication.

Promoting Pair and Group Work

Research has shown that pair and group work helps lower the anxiety ELLs feel about speaking and improves their speaking ability simultaneously. Working in pairs or groups provides a sense of support and shared responsibility, which can help alleviate the pressure and self-consciousness associated with speaking in front of others.

These instructional tools encourage students to engage in genuine conversations in a relaxed and interactive setting. They also allow students to receive more personalized attention and feedback from their partners as well as take ownership of their learning.

To promote successful pair and group work:

Delegate effectively: Assign group members roles and responsibilities, to ensure participation and equal involvement.

Facilitate collaboration: Help students work together, such as by providing sentence starters or discussion prompts.

Providing Constructive Feedback

Constructive feedback supports the language learning process in several ways. It allows educators to address errors and provide guidance on language accuracy, so students can understand their mistakes and make corrections, and it also encourages students to reflect on their own language use and identify areas for improvement.

Things to keep in mind when using this tool:

Give constructive feedback: Focus on providing feedback that enhances students' communication skills rather than solely pointing out errors.

Validate progress and success: Offer specific praise for effective communication strategies, such as using appropriate vocabulary or initiating conversations.

Consider both accuracy and fluency: Avoid immediately correcting every error during an activity or conversation. Instead, write down the errors or use symbols or codes to indicate them, so students can continue communicating without interruption, maintaining their fluency.

Content-Based Instruction

Content-based instruction (CBI) intertwines language learning with subject matter content. This provides English language learners the resources to acquire language skills while also learning other academic subjects. This integration of language and content helps students develop their language proficiency and keep up with their grade level curriculum.

For example, in a middle school science class, educators can incorporate CBI by designing lessons where students conduct hands-on experiments and engage in collaborative discussions. By actively participating in experiments, analyzing data, and communicating their findings, students not only deepen their understanding of scientific concepts but also develop their ability to use scientific language effectively, expanding their language skills within the context of science.

Educators can effectively implement CBI by:

Selecting relevant and engaging content: Choose subject matter that aligns with the curriculum and is interesting to students, such as current events, cultural topics, or real-world issues.

Integrating language and content: Design activities and assignments that require students to use language while engaging with the content. This can include discussions, debates, projects, presentations, and research papers.
Providing language support: Scaffold language learning by providing vocabulary lists, language models, and graphic organizers that assist students in understanding and expressing complex ideas related to the content. Scaffolding means providing structured support to help students grasp new concepts and skills. Teachers give students tools and resources that assist them in their learning process until they can independently apply what they've been taught.

Incorporating authentic materials: Use original materials, such as articles, videos, and primary sources, to expose students to real-life language use and to enhance their understanding of the content.

Assessing language and content integration: Evaluate students' language proficiency and content understanding through a variety of assessments, such as oral presentations, written assignments, and project-based assessments.

Collaborative Learning

Collaborative learning strategies help foster a collaborative and inclusive learning environment for ELLs. Engaging ELLs in group activities, discussions, and projects promotes participation and mutual support among students. Collaborative learning allows ELLs to practice their language skills in real-life contexts while building connections with their peers.

Educators can implement various practical collaborative learning techniques including:

Jigsaw activities: Divide the class into small groups and assign each group member a specific topic or task. Each group member becomes an expert in their assigned area and then shares their knowledge with the other group members. This encourages cooperation and the exchange of ideas and information among students.

Think-pair-share: Pose a thought-provoking question or a problem to the class. Allow students a few moments to reflect individually (think), then have them pair up with a partner to discuss their thoughts (pair), and, finally, invite pairs to discuss their ideas with the whole class (share). This technique promotes collaboration, communication, and the development of speaking and listening skills.

Group projects: Assign group projects that require students to work together to complete a task or solve a problem. For example, students can collaborate to create presentations, design posters, conduct research, or create multimedia projects. Group projects encourage ELLs to engage in meaningful language practice, develop teamwork skills, and learn from other students' perspectives and experiences.

Role-playing: Assign specific roles or characters to each student and have them engage in role-playing activities. This could involve simulations of real-life situations, such as ordering food at a restaurant, interviewing for a job, or acting out a scene from a book. Role-playing encourages active participation, language use, and the development of oral communication skills.

Establishing clear expectations and roles: Whatever the collaborative learning activity, give students clear guidelines and expectations, including specific roles and responsibilities for each group member. This helps ensure equal participation, accountability, and a sense of ownership among students. By clarifying expectations, educators can facilitate a positive and productive collaborative learning environment.

Task-Based Language Teaching

Task-based language teaching (TBLT) emphasizes learning through tasks and activities that reflect real-world language use. TBLT engages students in tasks that require them to use language to achieve specific goals or solve problems.

For example, a teacher may assign students the task of planning a trip to a foreign country. Students would need to research and gather information, make travel arrangements, and create an itinerary-all while using specific assigned target language when communicating with their peers. As they complete the task, students practice language skills such as reading, writing, speaking, and listening. They also develop problem-solving and collaboration skills.

TBLT exposes students to language in situations that mirror real-life communication. This approach enhances ELLs' ability to use language effectively in everyday situations and makes language learning more relevant and engaging, leading to a deeper understanding and retention of English.

Strategies and techniques for implementing TBLT effectively include:

Task selection: Choose tasks that are relevant and meaningful to the students' lives. Tasks could include planning a trip, solving a problem, conducting an interview, or participating in a debate. Connecting language learning to real-life situations motivates students to engage and apply their language skills.

Preparatory activities: Before students begin the task, provide them with activities that will activate their prior knowledge and introduce key vocabulary or language structures. These activities can include brainstorming, discussions, or short reading/listening exercises that prepare students for the task.

Task design: Design tasks that have a clear goal and require students to use language to achieve that goal. Tasks should be challenging but achievable, promoting critical thinking and language production. Consider incorporating elements of collaboration, negotiation, and problem-solving into the task design.

Planning phase: Allow students time to plan and prepare for the task. During this phase, encourage students to discuss their strategies, organize their thoughts, and plan their language use. This planning stage fosters communication and helps students clarify their ideas before engaging in the task.

Task performance: Provide opportunities for students to engage in the task and use language to accomplish the goal. Monitor and facilitate the students' performance of the task, offering support and guidance as needed. Encourage students to interact with one another and apply the language skills they have been learning.

Language focus: While the primary focus of TBLT is on completing the task, address students' specific language needs that arise during the task performance. Provide feedback and language support as students engage in the task, addressing errors, clarifying language use, and highlighting language patterns or structures.

Reflection and feedback: After completing the task, engage students in reflection. Encourage them to discuss their experience, evaluate their performance, and reflect on their use of language. Provide constructive feedback that focuses on both the content and the language aspects of their performance, helping them improve their skills.

English Language Learner Resources for Educators, Students, and Their Families

High-quality resources designed for instructing ELLs can empower educators to create inclusive classrooms that support the needs of students working toward full English language proficiency. The right resources can offer valuable guidance and assistance to both educators seeking innovative teaching materials and students looking for language learning support.

Resources for Educators

To enhance their instructional practices, educators can turn to a range of English language learner resources. By exploring professional development platforms, instructional strategies, assessment tools, and more, educators can stay up to date with the latest research and gain insights into effective teaching methods for ESL instruction.

Colorín Colorado, a resource hub for ESL teachers, provides a wide range of lesson plans, instructional strategies, and classroom activities for various English language proficiency levels. It also houses an extensive collection of bilingual books and recommended reading lists for students.

The National Clearinghouse for English Language Acquisition gives educators access to webinars and workshops focused on ESL teaching strategies, research-based publications about effective ESL instruction and language acquisition, as well as information on policies, laws, and guidelines related to ESL education.

TESOL offers an array of articles, research papers, and publications that cover topics such as lesson planning, language assessment, classroom management, and cultural competence. Additionally, TESOL provides a platform for teachers to connect through discussion forums, online communities, and networking opportunities.

"Helpful Online Resources for Teaching ELLs" offers a collection of tools that support teaching vocabulary and literacy skill development to ELLs, discusses the benefits of online learning stations, and provides a list of ELL learning apps and websites.

WIDA, part of the Wisconsin Center for Education Research, provides a range of educator resources, including ESL instructional materials and assessment tools for evaluating ELLs' language proficiency and monitoring their progress.

On the National Education Association's Resources for English Language Learners page, ESL teachers can access instructional materials, lesson plans, and teaching strategies tailored to ELLs. The page also provides access to professional development resources as well as articles, research papers, and guides that offer insights into effective ESL instructional practices.

Kid-Inspired Classroom focuses on ESL teaching resources for students in kindergarten through eighth grade. Teachers can access printable worksheets, graphic organizers, and educational materials for ESL instruction as well as learn teaching tips and strategies for working with ELLs.

Resources for ELLs and Their Families

From online platforms and language learning apps to community organizations and support networks, ELLs and their families can benefit from exploring a range of resources that cater to their diverse needs and aspirations.

Randall's ESL Cyber Listening Lab houses a vast collection of audio recordings at different levels of difficulty. ELLs can listen to various dialogues, interviews, and conversations followed by comprehension questions designed to help ELLs assess their understanding. The site also provides links to podcasts, videos, and websites that further support language acquisition.

The resource page for ELLs and their families compiled by the New York State Education Department offers helpful links to community organizations and advocacy groups that support ELLs and their families in overcoming their language barriers and thriving in school.

"Eight Excellent Digital Resources for English Language Learners" provides recommendations for websites where ELLs can practice their reading, writing, speaking, and listening skills.

Storyline Online offers a collection of video recordings of celebrated actors reading children's books aloud. The website also provides activity guides and worksheets families can use to engage with the stories and promote reading comprehension.

Create Inclusive Environments for English Language Learners

All students deserve a quality education. By providing appropriate support, educators can help ELLs thrive academically and socially. English language learner resources help promote educational equity and empower students for future success.

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Supporting English Language Learners: Resources for Educators and Administrators

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Supporting English language learners can help promote academic success. Explore some effective English language learner resources and how to implement them.

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Article 12: What do ELL Friendly Classrooms Look Like?

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Article 12: What do ELL Friendly Classrooms Look Like?

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Article 12: Supporting the ELL Classroom

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Article 12: Supporting the ELL Classroom

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How to Support ELLs in Every Aspect of Your Classroom – Marco Learning

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In order to help you become a knowledgeable and supportive teacher to your current and future ELL students, we have actionable tips for supporting ELLs in every aspect of your classroom—from your mindset to your directions, from your assignments to your feedback.