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Included in the study of phonology, are phonemes. Phonemes are the smallest unit of sound, (Linguistics for ELLs, n.d.). It is important for ELLs to learn the sounds of each letter, the sound the letters make when they are combined, and any exceptions to the phonics rules. Understanding the phonemes also allows students to manipulate and change words to make new words, (IRIS Center, 2024).

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Phonemic awareness refers to the ability to listen, identify, and manipulate the smallest unit of sound, (IRIS Center, 2024). It allows them to separate the sounds in words and be able to put them back together in a variety of ways, (IRIS Center, 2024). Phonemic awareness is important for language and academic success because it indicates their future success, (Robertson & Breiseth, (n.d.).

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A phoneme activity that can be used to support language development is a word sort for sound of ed, (Hickey & Lewis, 2013). To a young learner -ed might be pronounced as /ed/. In actuality it makes three different sounds: /d/, /t/, and /id/. The teacher can start with leading the activity by sorting words ending in -ed by their sounds. Then the teacher can invite students to share words ending in -ed in the correct category. Finally students can sort words on their own. This can help familiarize the learners with a hard phoneme combination. This can be differentated for ELLs by letting them work in pairs or have a recording of the words so they can hear the sounds that they make.

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A phonological awareness activity that can help with language development is a r-controlled vowel activity, (Reading Rockets, 2024). The sound of the letter /r/ is a very difficult skill for all learners. The educator can give learners a list of words with r-controlled vowels. Students can then use highlighter and identify the vowel and the position in the word. This activity can be differentiated for ELLs by allowing them to work in pairs or using different highlighters colors to visually see the structure of the word.

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A phonemic awareness activity that can help language development is teaching students how to delete sounds and add a different sound to make a new word, (IRIS Center, 2024). The activity could begin with the teacher writing the word 'mat' on the white board. The teacher can then change the beginning, middle, or sending sound to a different letter. Have students try to pronounce the word aloud. The teacher can do multiple examples. The teacher can then have students get out dry erase markers and dry erase boards. The teacher can then give a word and have them write it on their white boards. Students can hold up their boards on the teacher's signal. Students can then delete different letters and add different letters to create new words. This activity can be differentiated for ELLs by allowing them to work in partners, allow them to have a letter chart available, or give students extra time. This can also be done in small group if that is how students learn best.

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Creating word family charts builds phonemic awareness in young learners, (Between the Lions, 2024). This activity can be done in whole or small group. A teacher can explain what a word family is to students and start with a word family students may already be familiar with. For example, -in can be used to create several words. The teacher can write an example or two on chart paper. She can then invite students to share words they know in the same word family. She can also give them clues to words they know or encourage them to think of rhyming words. This activity can be differentiated using white board and dry erase marker practice or shaving cream on their desks. This will make the activity more multi-sensory and memorable. Smaller charts can be created as a resource students can use at their desks.

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Phonics Scavenger Hunt Or Detective Game

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Phonics Scavenger Hunt Or Detective Game

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An activity families can do at home to develop phonological skills and develop language skills is a phonics scavenger hunt or have learners pretend to be a detective, (From Sounds to Spelling, 2024). If a young learner is learning the letter p, students can hunt through the house to find objects that start with the letter p (pizza, puzzle, pillow, etc.). This can be used for letters, blends, dipraphs, etc. When families are reading with their children at home, they can teach their students to be detectives. If you child is learning the sight word 'the', have them preread the book and 'detect' as many 'the's as possible. The website lists several other at home activites. https://www.fromsoundstospelling.com/blog/7-fun-free-phonics-activities-for-parents-to-do-at-home

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"Morphology studies the smallest part of words that carry meaning, (Jozwik & Gardiner-Walsh, 2019)".

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Phonological awareness is the awareness of sound, the ability to manipulate sound, and the structure of sound, (Reading Rockets, 2024). Being aware of the sounds letters make is important for language and academic learning because it allows readers to connect written letters to sounds and can improve a learner's reading and spelling achievement, (Reading Rockets, 2024). Studies also should be phonologically aware is a major factor in determining a reader's success, (Kilpatrick, 2015).

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Morphology is important for language and academic learning in ELLs because it allows readers to manipulate words and word parts to create new words, (Hickey & Lewis, 2013). Knowledge of morphology allows readers to infer the meaning of multiple meaning words by using context clues, (Hickey & Lewis, 2013). Explicitly teaching morphology can allow ELLs to introduce similarities between roots, prefixes, and suffixes in English and their native language, (Hickey & Lewis, 2013).

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A classroom activity that supports the development of morphology is called a word tree, (Hickey & Lewis, 2013). Teachers can write a root on chart paper. For example, spec. The teacher can call on students to add words to the chare with spec somewhere in the word. The anchor chart can be broken down into where spec is in the word. It can be used as a prefix, suffix, or root word. A discussion can be had about similarities and differences in the words. This activity can be differentiated for ELLs by using post it notes to add words to the word trees instead of having students raise their hands or call out. ELLs may feel self conscious about their speech or even feel afraid they will be wrong. Post its allow students to show what they know without pressure from their teachers or peers.

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This is an activity that can be done individually or in pairs after prefixes have been taught as a review, exit ticket, or practice. Students will be given a base word and be instructed to come up with two words that are opposites by adding different prefixes, (Tools for ELLs, n.d.). Once students have come up with two opposites, they will use another base word to come up with two opposites until time is up. Roots and prefixes can be printed on paper or dry erase magnets so students can manipulate them. This activity also teaches antonyms. This activity can be differentiated for ELLs by giving students a list of prefixes with their definitions for students to reference during the activity. If this information is on an anchor chart in the classroom, students could sit near it for the activity.

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For this activity root words should be introduced. Teachers must explain what root words are, explain they are sometimes called base words, and root words can stand alone but oftentimes have prefixes and/or suffixes added to them. It would also be helpful to have a root word anchor chart with an explanation of what root words are and examples. Students can then be handed out a paper with several complex words. Students will use a highlighter, pretty pen, or crayon to identify the root word in each complex word, (Zeh, 2017). Early finishers can use different color highlighters to identify the prefixes or suffixes. This activity can be differentiated for ELLs by allowing them to work in pairs or give them a shortened word list.

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For this activity students will use a textbook or large chapter book to skim to find ten big words (these should be unknown words to the student), (Zeh, 2017). Students will write these words down on a sheet of paper. They will then try to break the word into prefixes, suffixes, and roots. They will then try to infer the meaning of each word. To differentiate this activity for ELLs, students can work in pairs or find a short number of words. It may also be helpful when the students are breaking the word down to use colored highlighters to visually see how the word is broken down.

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This is an easy at home morphology activity that does not take a lot of prep or materials. To start a grown up will write down several words with prefixes, suffixes, or both. Once this is done, the learner will be given the card. The learner will sort the words into categories that make sense, (Findley, 2024). They will then discuss with their grown up why they chose the categories they did. The website lists several other morphology activities. https://jenniferfindley.com/morphology-activities-for-grades-4-5-including-free-activities/

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Phonology is the study of the patterns of speech sounds. Phonology tells us the sounds of words, how to combine or change words, and explain the patterns in words to help us identify them, (Szczegielniak, n.d.)

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Syntax refers to how sentences are formed based on grammatical rules and allows others to understand how sentences should be structured, (Foorman, et al., 2016). Syntax also refers to word order and punctuation and can improve reading and listening comprehension.

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Syntax is important for language and academic learning in ELLs because it allows learners to correctly form sentences to communicate using spoken and written language, (Linguistics for Teachers of ELLs, n.d.). Teaching syntax involves teaching parts of speech, phrases, clauses, compound sentences, and constituents. Syntax varies from language to language so ELLs learning words is insufficient for language development.

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Teaching Grammar Through Student Writing and/or Communication 

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Teaching Grammar Through Student Writing and/or Communication 

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This activity can be done as often as needed with a group of students or individually. It can be done as needed by correcting students as they are speaking but is more meaningful during writing. When a student makes a grammatical writing mistake several times, use this mistake as a lesson, (Linguistics for Teachers of ELLs, (n.d.). Explicitly teach the learner or learners the grammar rule or pattern. Once the student starts using this rule in their writing, praise the learner and give them positive, targeted feedback. This will encourage continued use of the rule. It also keeps the educator from focusing on too many skills and overwhelming the learner. The activity can be done repeatedly and focuses on individual student growth. This activity can be differentiated for ELLs as the activity is already targeted for a specific learner. The activity focuses on a skill the educator knows the learner needs through formal or informal assessment. The activity is low pressure as it is done individually or in small group. The activity is not done for a high stakes test or assessment but to improve the learner’s success in the classroom and in their daily life.

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Teach Word Functions Through Questioning

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Teach Word Functions Through Questioning

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This activity not only teaches grammar and syntax but improves student written and spoken language. Read or recite a complex sentence to students. This can be extended to a paragraph or passage as students progress. Begin to ask students questions about the sentence. What is the sentence about? Explain to students this answer is a noun. What did the noun do? Explain to students this answer is a verb. Ask what kind, which one, how many questions, and explain to students these answers are adjectives. Ask students when, where, how, why questions and explain to students these answers are adverbs or prepositional phrases, (Massachusetts DOE and Secondary Education, 2022). This is a more modern form of Daily Oral Language (DOL) practice. It allows students to see how sentences are structured and the parts of a sentence. This activity could be differentiated for ELLs by completing the activity in a small group or individually. If students are ready to practice this time of activity on their own, they could practice with a partner. Students could also have a recording of the sentence or the sentence could be written down so the learner has something to visually reference. If students have a visual they can manipulate, have them label or color code each part of the sentence. This could lead to a discussion about the unlabeled parts.

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Give students a sentence with the words out of order. Students must put the words in order to make a correct sentence using all words provided, (Sedita, 2019). To differentiate this activity for ELLs at different language proficiencies the sentence can be written on a sentence strip and cut up. This allows students to manipulate the words in the sentences. They won't worry as much about getting the sentence wrong because they can simply move the words around. For beginners, the first word can be capitalized and the last word can have punctuation. This helps learners get the first and last word and gives them a starting point. Students can also work with a partner and rewrite the sentences to practice written language skills.

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Start with a simple sentence that includes only a noun and a verb, (Sedita, 2019). For example: cats meow. Then starting asking questions. Where: Cats meow in the kitchen. How: Cats meow loudly in the kitchen. Why: Cats meow loudly in the kitchen because they are hungry. This allows students to understand sentence structure and combine what could be small boring sentences in a more complex sentence. This activity could be differentiated for ELLs at different language proficiencies by color coding the questions. As students add more to the sentence, they can write the sentence part in the color that corresponds to each particular question. This can be done as a whole group or in small group. ELLs could also be given the option to work with a partner.

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Families can cut out cute or funny pictures from magazines and glue them to cards, (Spivey, 2024). Students can then orally describe the picture to a family member and have them guess the picture. This encourages spoken language and encourages the use of adjectives and adverbs. This activity can address the various English language proficiency of ELLs because the activity can be done at any proficiency level. Simple pictures can be used for newcomer ELLs. More complex pictures with more going on can be used for learners who are more advanced. Learners who are more advanced could write or make up a story about the picture. Families could work together to write a story with each family member adding another sentence. More activities are available at https://www.handyhandouts.com/viewHandout.aspx?hh_number=233#:~:text=Play%20sentence%20games.,how%20old%20you%20are.%22)

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Macgrath says that semantics refers to how language is organized and how language expresses meaning.

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Semantics is important for language and academic learning in ELLs because it allows learners to compare language, investigate language, and allows for cultural comparisons, (Macgrath, 2017). Understanding semantics also allows learners to understand environmental print and the meaning of colors, symbols, trademarks, etc. Semantics allows learners to understand meaning in everyday life through words, pictures, and symbols.

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Cognates are words that have a similar spelling and the same meaning in two different languages, (Linguistics for Teaching ELLs, n.d.). An activity that supports the development of language is a cognate word wall. As a student begins acquiring English, they may come upon cognates themselves or these can be explicitly taught. A cognate word wall is a great way to provide a visual for learners and is helpful for all students. A cognate could be introduced prior to a read aloud or any lesson where a cognate may be used. This cognate can then be added to the word wall. If a student finds one on their own they could add it to the cognate wall themselves. This can be very motivating for students and gives them ownership of their learning. This activity could be differentiated for ELLs by allowing them to choose a cognate of the week or teach the cognate to the class if they feel comfortable.

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An at home activity that can assist with the development of semantics is having discussions about new words families may encounter. As families are reading books, watching TV, or spending time in the community, they may encounter different, weird, or simply uncommon words. Families should point out these words and begin a discussion about these words with their child or children, (Kassotaki, 2015). Families can ask their child if they have ever heard of the word, if they know what the word means, if they know synonyms or antonyms to the word, etc. This activity can address the various English language proficiencies of ELLs because it can be differentiated for any learner. More difficult unique words can be used for middle or high schoolers. More simple yet uncommon words can be used with younger children. More at home activities are available at https://upbility.net/blogs/news/strategies-to-build-your-learner-s-ability-to-understand-semantic-structures/

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Comparative questioning is a great way to develop semantics. This can be done during a read aloud or a small group guided reading group. The teacher can ask questions about the character and compare the character to a character the students are familiar with, (Bruzzano, 2024). The teacher can also ask questions about what would happen after the book, ask if the character would enjoy different activities, or what the students would do if they were the character. This allows learners to infer and and improves students' semantic learning, (Bruzzano, 2024). This activity can be differentiated for learners at various language proficiencies by asking questions that are developmentally appropriate. The teacher should ask questions that will challenge the students academically but not too hard the students become frustrated.

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Simon Says is a listening game that improves listening and semantic learning, (Bruzzano, 2024). In Simon Says students must apply what they hear the instructor say. This activity can be differentiated for ELLs at various language profieciencies by allowing students to preview the Simon Says actions. The educator can also repeat the instruction more than once.

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Different word card activities can be used for learners to practice previously taught skills independently. Semantic topics may include word work games using synonyms, antonyms, homophones, compound words, parts of speech, etc., (Bruzzano, 2024). Different activities might be write the room, sorts, memory match, concentration, task cards, board games, etc. Students must have explicit instruction on each game type before they are expected to play it independently. Games should be taught to the whole group, then the teacher can have the class practice as a whole group while he/she monitors, and finally students can practice on their own. Word card activities can be differentiated for ELLs at different language proficiencies by allowing them to work in pairs, allow them to have visual instruction, or give them a shortened activity that still meets the learning goal.

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Pragmatics refers to how language is used in daily interactions, conversation, and written language and is often influenced by culture, (Linguistics for Teachers of ELLs, n.d).

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Pragmatics is important for language and academic learning because it allows learners to communicate in different social contexts, (Beltran-Planques & Querol-Julian, (2018). It allows learners to communicate with different people in different ways using appropriate body language, hand gestures, and facial expressions.

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An activity that can support the development of pragmatics is role play. Educators can have students role play different scenarios the student may encounter, (State Government of Victoria Australia, 2020). These role plays can include asking peers to play at recess, addressing a teacher when the student has a problem, addressing storekeepers or cashiers, how/when to apologize, and addressing a new acquaintance. Having students role play takes the anxiety out of doing it in real situations. Educators can give students feedback about what is and isn't culturally acceptable. Role play can be done during a whole class lesson or small group. This activity can be differentiated for learners at different language proficiency by allowing them to role play privately. Students may feel more comfortable role playing when not many people are watching. Students may also prefer to role play in their native language.

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An activity that can support the development of pragmatics is using picture books focusing on problems and how the characters solve them, (State Government of Victoria Australia, 2020). This is an activity that can be done with the whole class and does not single out a student. Teachers can start an anchor chart of ways to solve the character's problem before he/she finishes. This gives students a visual to help them if they run into a problem. It would be helpful to have prompts or sentence starters so students can learn ways to verbalize when they are having a problem. This activity can be differentiated for ELLs at different language proficiencies by choosing books that are developmentally appropriate and culturally relevant.

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An activity that can support the development of pragmatics is having a discussion of speech patterns and have students record how they would respond to a complaint or different prompt in English and their native language, (Hilliard, 2017). This activity will allow learners to see the difference in how their responses may be perceived in English versus their native language. Teachers can give feedback and let them know when their responses may be considered rude or disrespectful in our culture. This activity can be differentiated for ELLs at different language proficiency by allowing students to verbalize their English responses and having someone else record them. If the student is still learning English, it may be difficult for them to write down their response.

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An activity that supports the development of pragmatics is discourse completion tasks, (Hilliard, 2017). Discourse completion tasks involved ready made prompts that students will answer in pairs or with a small group. Groups will work together to write to or answer the prompt for an amount of time. Once time is up students will form new groups' and discuss the other groups answers. Students will then act out the prompts. This activity can be differentiated for ELLs at different language proficiencies by having them work in groups with a student who will record the answers. This will allow the learner to focus on the answer instead of worrying about having to write it down.

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An at home activity that can assist with the development of pragmatics is simply painting and drawing, (Larrazabal, n.d.). Families can sit with their child and ask them to explain what they are doing as they do it. Families should continue to ask questions throughout the process, encouraging the child to be as descriptive as possible. Children can also be the 'teacher' and tell a family member how to draw or paint something. The family member should do exactly what the child tells them. This will encourage the child to be descriptive and exact with their instructions. This activity can address the various English language proficiencies of ELLs because it can be differentiated for any learner. For a young learner, the drawings and paintings will be simple. For older learners, the drawings become complex and detailed. This activity and other are available at https://www.betterspeech.com/post/5-everyday-activities-to-improve-pragmatic-language-skills-in-children.

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West Ed provides professional development for teachers and administrators in the area of literacy and several other educational areas.

West Ed. (2024). Quality teaching for English learners professional development for teachers and education leaders. https://www.wested.org/service/quality-teaching-english-learners/#

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This podcasts has several episodes dedicating to helping ELL teachers including tips for new teachers, teaching challenges, choice boards, and more.

Simply Leva. (n.d.) Podcast. Welcome to the ESL teaching podcast--A podcast for for ESL/ELL teachers! https://www.simplyieva.com/welcome-to-the-esl-teaching-podcast-a-podcast-for-esl-ell-teachers/

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I am an avid podcast listener. I listen to things I am interested outside of my teaching, but also, I always look for inspiration from other teachers. And while there are several podcasts for ESL/ELL teachers, I decided to create one of my own. Specifically, this is not only a podcast for ESL/ELL teachers but for ALL teachers who work students who are learning English.

I called it simply - The ESL Teaching Podcast. And my goal is simple, too - to reach, help and inspire as many teachers of English learners as I can. This first episode of this podcast for ESL teachers is a short introduction of who I am and what you type of information you can expect on this podcast.

I'd love for you to follow me on this journey. Please click the SUBSCRIBE button so you never miss an episode and can always find it in your podcast library.

In the next episodes, I will share a little bit about myself, your host, and share my top tips for reaching and teaching ESL newcomers.

Listen to it by clicking play above.

The ESL Teaching Podcast

Transcript provided for your convenience:

Welcome to The ESL Teaching Podcast, a place for teachers of English learners who are looking for simple and easy-to-implement ways to engage their students and for inspiration and empowerment in their day-to-day teaching.

I am your host Ieva Grauslys, founder of simplyieva.com, where I provide help to busy ESL teachers with ready-made resources, actionable tips, and meaningful coaching.

I have over 14 years of teaching English learners at all ages and stages, and have developed a curriculum - the ESL Teaching Roadmap - that helps take your English learners from complete newcomers to someone who has the skills and confidence to participate in the mainstream classroom.

As a former English learner myself, I bring my background and unique perspectives to the classroom and am able to simply and easily connect with ESL students, their families and educators alike.

Over the years I have seen the challenges teachers face when teaching ELLs. I have also witnessed some of the most amazing transformations from both students and teachers. I have come to a conclusion that ESL teaching can be simple and usually follows a predictable pattern. And I have made it my mission to inspire and empower all teachers of English learners.

I am a firm believer that all students can learn, and that learning English is not an obstacle to demonstrate what they already know!

Whether you need a boost of confidence in reaching newcomers, students in mixed level classes, or clarity in how to help them access content in the mainstream classrooms, this podcast will quickly become your go-to spot for inspiration and support.

Each week, you will hear actionable and easy-to-implement tips and strategies from me, your host, as well as interviews with amazing ESL teachers, and educational consultants around the country so you can leave inspired and ready to rock on.

For more teaching tips, strategies and teaching resources, go to www.simplyieva.com. And to connect with other like-minded educators of English learners, join us over at our Facebook group where you can find support, ask questions, and share your knowledge.

I always say: teaching English learners is the best job in the world. And even though it's sometimes hard, by staying open and learning together, we make it a path of discovery and adventure.

I will see you inside the show!

To listen on Apple Podcasts, click here.

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A podcast for ESL teachers - simple and easy ways to engage their students and inspiration and empowerment in their day-to-day teaching.

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English Learners and the Science of Reading Podcast

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English Learners and the Science of Reading Podcast

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This podcast focuses on the science of reading and how it affects ELLs. Science of reading has become a buzzword but many states are switching to a different curriculum that is quite different than balanced literacy.

Voyager Sopris Learning. (2023). Podcast. English learners and the science of reading podcast. EDVIEW 360 Podcast Series. https://www.voyagersopris.com/podcasts/2023/english-learners-and-the-science-of-reading

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Narrator:

Welcome to EDVIEW360.

Dr. Elsa Cárdenas-Hagan:

Every language in the world has sounds. Every language has words. Every language has the function of words and the use. And for students who are learning English as this additional language, it's very important for them to not only be able to be strong in their home language, but also do they have the opportunities to be strong in that second or third language, because that is going to support literacy?

Narrator:

You just heard from literacy expert Dr. Elsa Cárdenas-Hagan, who is our guest today on EDVIEW360 with her colleague, Dr. Antonio Fierro.

Greg Hullett:

Hello, this is Greg Hullett, and I'm happy to welcome you back to the EDVIEW360 podcast series. We are so excited to have you with us today. I'm conducting today's podcast from my native Dallas, Texas, where Voyager Sopris Learning ® is headquartered. Today, we are excited to welcome two literacy leaders who have impacted the instruction of reading in so many ways, and especially for English learners. For anyone who teaches reading or follows the science of reading as an approach to helping English learners learn to read, you're in for a great experience today as we talk with Dr. Elsa Cárdenas-Hagan and Dr. Antonio Fierro. Welcome.

EC-H:

Thanks so much, Greg. Really excited for today's session.

AF:

Hey, Greg. It's good to be here.

GH:

Let me tell you a little bit about our guests before we begin our conversation. After many years in the classroom, and as a literacy expert, Dr. Antonio Fierro is now dedicated to helping schools and districts teach reading to every student regardless of previous experience or native language. Dr. Fierro is a former Texas State Teacher of the Year and was a member of the LETRS ® cohort of literacy consultants led by Dr. Louisa Moats for almost 20 years. Dr. Fierro has contributed to several literacy curricula for English learners, along with Tools for Reading President Dr. Mary Dahlgren. He is the co-author of Kid Lips, a curriculum that teaches the articulatory features of English phonemes to young children with additional support for English learners. His areas of interest include early literacy instruction, improving the learning experience of pre-service teaching candidates, and the research and practice that impacts English learners.

Dr. Fierro currently sits on the board of The Reading League. Also, with us Dr. Elsa Cárdenas-Hagan is a bilingual speech language pathologist, certified academic language therapist, and qualified instructor. She is the president of Valley Speech Language and Learning Center in Brownsville, Texas, which was established in 1993. She is also a research associate with the Texas Institute for Measurement Evaluation and Statistics at the University of Houston. Dr. Cárdenas-Hagan's research interests include the development of early reading assessments for Spanish-speaking students and the development of reading interventions for bilingual students. She serves as the chairperson of the National Joint Committee on Learning Disabilities and as a past vice chairperson for the International Dyslexia Association ®. Her book, Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction, provides strategies for successful implementation among this diverse population of students. Thank you so much for joining. Let's get started. Welcome, Elsa and Antonio.

AF:

Thank you.

EC-H:

Thank you.

AF:

Hi, Elsa.

EC-H:

Hi, Antonio.

GH:

Thank you so much for being here. So, Elsa, let's start with you. Why is language development so important for literacy?

EC-H:

Well, that's a great question and really, as we know, language is necessary for literacy. So, no matter what language you speak, language supports your literacy. So, language is a foundation of literacy. So, if I speak English or Spanish or Arabic, we know how much that language contributes to literacy. And what we want to know is how when we think about language, Drs. Bloom and Lahey talked to us about, "Oh, every language in the world has sounds. Every language has words. Every language has the function of words and the use." And for students who are learning English as this additional language, it's very important for them to not only be able to be strong in their home language, but also do they have the opportunities to be strong in that second or third language because that is going to support literacy?

GH:

That's great. Thank you so much. And Antonio, in addition to that, we're having a huge overturn with the science of reading. States across the United States are moving from rote and memorization of words over to the science of reading. Do you think that will have a greater impact on literacy or do you think that if you memorize a word, you have kind of a leg up on literacy to be literate?

AF:

When we think about the science of reading, we're thinking about the years of research that have contributed to the field as to how children learn to read. So, all those elements apply to English learners as well. And we'll talk about the adjustments that need to be made. What I've always said is that every word has a story to tell. And so memorizing words for the sake of just memorizing how they're spelled what they look like doesn't do us any good. It's important that we are explicit with the teaching of what makes up this word. What is the phonology of this word? What are the phonemes that go into this word? Right? What's so special about the spelling of this word? And that's I think something that will get that curiosity going for our kids as well. I mean, where does this word come from?

Is this an Anglo-Saxon one? Is it Latin? What can we tell about this word's language of origin? And then of course, especially for our English learners, what does this word mean? And then how do I use it? How do I use it in a sentence? What role does this word play it in a sentence? All right. Where did we see it used? And we go back to the text and see this is where this word is going to be used. And so we read that word in context. One of the biggest criticisms that we have received is that we teach these elements in isolation. And Elsa just mentioned, language is that binding fiber that brings it all together. So, as we're talking about the word and we're learning about how the word is being articulated and what it means, that's the entire experience of the word. So, it's not just memorizing it. What does it bring to the table? What story does it tell? Where do we see it? And then how do we use that? So, it's all complete.

EC-H:

And Tony, I think I'd like to add to that beautiful description. So, I think what you're describing is really being more comprehensive and it's not like what you were saying, memorizing words. But the other thing is that students from everywhere have probably some knowledge even in their home language and so making those connections. So, Tony was just describing all the connections that could be made. Here's the sounds. Here's how the word is used. Here's the meaning. Here's the word parts, but what about what they already know from their language? Really capitalizing upon those cross-linguistic transferring. And the majority of English learners that we have in our country, we're getting close. It's about 77 percent speak Spanish in their home language.

But in Texas, for us, it's 91 percent speaks Spanish as their home language. But it's really capitalizing and making ourselves aware of, I'm going to be really talking about this and I'm going to really bring in a structure. And what Tony was just describing to you really is a structure about how deep we can go and not be surfaced about it, but we can also add what do they already know and what kind of connections can we make from that home language to that second language.

AF:

And ensuring that heritage language, that home language, it is seen as an asset. I mean, this is what kids bring to the table. So, we see that as an asset. And then how does that help? How does that contribute to the acquisition of language or reading development? And then how do we evolve from that again with that common fiber of language development? Nicely said, Elsa.

GH:

That's a great point. I think that's a wonderful tactic to bring inside the classroom because if you think about the English language, it has its origins. English wasn't the original language. It has Latin roots, Greek, Arabic, I mean going all the way back in the ancient times. If I'm an English language learner and I speak Spanish or Portuguese, and I'd recognize certain phonemes that go together from my language, right? That will give me that instant connection of, "Oh, I know what that is." And, so, that also enhances the student's ability to want to push forward and not stop and give up on it. So, I think that's a great point.

EC-H:

What I'd like to add to that, Greg, is that I like what you're talking about and really, "Oops, I have that sound." But we often take for granted that those connections just happen automatically, instantaneously. But for many students, we need to highlight that. And, so, the Spanish language has about 22 phonemes or so, the English language has about 44 phonemes. And, so, really English has more phonemes than most languages, but it's really teaching about what is the same and what is different, but can I use what you already know to build upon that? And you really get at the component of language, that phonological component that's so necessary. And as Tony mentioned for reading, for spelling, for writing, in that written language. You have to be able to have that.

GH:

Very good. Antonio, moving on to you what you were saying about the science of reading. Is the science of reading the answer for English learners in the same way that it is for all other students who are learning to read? Is that the key?

AF:

Well, I'll tell you, the key is the teacher. I mean, the teacher is the key here. And it's ensuring that we are equipped, that we understand the necessity, for example, for explicit instruction. And what does that mean? And what about sequential and what about modeling and practice? So, the bottom line here is that yes, the science of reading what we've known, what we've learned through the years, that's crucial. All that has to be understood and internalized by the teacher so that we in the classroom as we're working with students, then we can identify the needs that every student might have and the adjustments that we need to make at all levels. So, it is a science of reading and it is taking that knowledge and ensuring that we understand that knowledge base and internalize that knowledge base.

GH:

I think that's wonderful. It really is up to the teacher because if the teacher...I mean the teacher's kind of the basis for the class. These students are there to learn.

EC-H:

Oftentimes, one might question whether we actually have research on this kind of the skills and the comprehensive approach that we're really asking our teachers to understand and to be able to implement and use. And, so, I would like to mention that we do have national reports from the body of evidence that really began in the year 2000, really very much the first $30 million for the Biliteracy Research Network and that National Literacy Panel on Language-Minority Children and Youth that really is saying, "OK, well this is what we know for these students." We know that yes, you're going to work on their language skills and we're going to address those areas of the phonological awareness that they have to be able to understand how to read the print that is front of them and build that fluency while always addressing the vocabulary and that ultimate goal of comprehension.

But what are the adjustments that we have to make? We have to understand that native language and that native literacy knowledge can be used, and those cross-linguistic features are a definite resource and that we're going to need some extra work on really developing that second language vocabulary, bringing in all kinds of routines and strategies that we know that work for these diverse populations of students. And, so, oftentimes we think it's just going to be business as usual for implementing this body of evidence for all children. But we have to be very specific on this group of children. What is their home language? What is their background knowledge? What kind of cultural linguistic assets can I bring to that and what extra support will they need? And I have to be knowledgeable, as Tony said, it's not only having the knowledge, it's how do I implement and how do I become diagnostic and prescriptive in my teaching? Nothing beats a teacher.

Right? Nothing beats a well-informed, high-quality teacher. And every teacher in this country needs to know not only how to work with a student who is a monolingual English speaker, but needs to be prepared for working with students who are learning English as that additional language.

AF:

Right. And you know what, Elsa, I need to piggyback on that. So, in 2006, you mentioned the National Literacy Panel on Language-Minority Children and Youth. In 2006, there was also the executive summary, right? I mean, that's when it was published. And there's an executive summary that is about what, 12, 13 pages in length. So if you just go ahead and Google that National Literacy Panel on Language-Minority Children and Youth, and Google that executive summary, you can get the executive summary. And in there, it's exactly what Elsa just mentioned, that the research suggests that yes, there's the research on English learners, but the research also suggested adjustments to the approaches are needed to have maximum benefit with language minority students. So, that's key there. I really recommend that executive summary, Elsa, don't you think? I think that just gives us all the basic information on that panel.

EC-H:

And another consensus report that was followed up in the year 2017 was that promoting the educational success of children and youth learning English from the National Academies of Sciences, Engineering, and Medicine. What looked different from that? What was different from that previous report of the National Literacy Panel on Language-Minority Children and Youth? Well, yes, those phonemes' awareness, phonics, fluency, vocabulary, reading comprehension. But they also talked about written language and writing. The key ideas from the other report are saying, "Be explicit. Work on that academic language during the content instruction." While you're working with these students, they're going to need some extra visual and verbal supports to make that content comprehensible and always capitalize on their home language, on their background, on their cultural assets for them to really succeed.

GH:

So, Elsa and Antonio, we're talking about diversity in classrooms. It seems like nowadays more than ever, teachers will have classrooms with both English speakers and English learners. How can they differentiate that instruction so that all students receive appropriate reading instruction? Elsa, I'll start with you.

EC-H:

In every classroom, we're going to have diversity. That's our country, a diverse population of students. But what we know is that we have to understand every student is an individual and every student really needs that high-quality differentiated language and literacy teaching. And for these students who are learning English as an additional language, we have to scaffold for the students' linguistic and their academic needs while also bringing in that meaningful...We want them to get to the ultimate goal, which is reading and comprehension. So, we've got to really practice in those language domains of listening, speaking, reading, and writing. And, so, that's how comprehensive we want to be. So, as I'm instructing, and Antonio knows this very well, he is a teacher of the year for a whole state. So, what I want to say is that you have all these students in front of you. If I could bring in some of those best teaching practices from the outside, I'm going to work maybe introducing something in the whole group.

Now, let me move into these make subgroups of students that are similar and that really need some extra support or a way to expand what we're learning, to reinforce what we're learning. But it's using those supports during instruction and getting into that small group. And we talk about the tiers of instruction, which you've probably heard about. Where the general classroom is that Tier 1 classroom, and this is the population we're speaking to right now. But even you as a classroom teacher, you have to put your children, your students into these small groups so that they can get extra practice, extra support, extra expansion of what they've learned. And that's being a good teacher. And then you're always bringing in those extra language domains of listening, speaking, reading, making all those connections and making sure that you're bringing in those principles of good teaching of how I'm going to pair these kids together.

I'm going to bring in those extra visual supports, extra opportunity to use the language. Because so often these students are going to need extra opportunity to use the language. So, I might be working in my whole group, I've got to move them into their smaller groups, and I've got to be that person that's monitoring and also scaffolding as I move along across those groups and be very wise about how I pair the students into those groups. Tony, what do you have to say about that?

AF:

No, you're right. And it goes back to...It's challenging. It's tough. I mean, it's really understanding all the assets that children are bringing to the table and then the additional small-group instruction, the added attention that's going to be placed and knowing where or knowing how to deliver that as well. But it is about having a really thorough understanding or it's really a very good understanding of what the needs are with that element again, of what is the language, what level of language acquisition might they be. And then how do I promote or structure or scaffold the language at that level to be able to move on to other areas. So, it's challenging.

EC-H:

So, one of the things I'd like to add to that could be some extra resources and help, we finished a project called Model Demonstration for Multi-Tiered System Supports for English Learners. And that's at mtss, the number four, els E-L-S.org. ( mtss4els.org) It's all free, sponsored by the U.S. Department of Education and Office of Special Education programs. But it really is meant for not only students who may be at risk for struggle, but for all students and especially these students learning English as an additional language. That we have certain features, high-quality, high-impact features that should be in your classroom, and examples of that could really help our teachers for this whole idea of implementation and differentiating that instruction that Greg just asked us about.

GH:

No, that's interesting. That's a really great point. And what was the webpage?

EC-H:

That was mtss4, and that would be the number four, Eels, E-L-S.org. mtss4els.org. And it's all for free.

GH:

Wonderful. That's even better. I'm sure a lot of our listeners will go there. I'm going to call you Dr. Antonio because I like that name. Let's go to you for this one. So, you're talking about screening and kind of placing students at a baseline to see where you need to start. Because we're talking about diverse students, not everyone's going to start at the same place. What are some of those special considerations for those screening and assessments among English learners? What do teachers need to know when they're assessing English learners and where to start?

AF:

So, I'll tell you earlier today I was talking to Elsa about this very same element. So I'm going to start this off by just mentioning the fact, here's the challenge for our teachers, that we need to get as much information about the student as possible beginning from a language standpoint. And these assessments, these screeners should be based on the language of instruction, alright? But there's other considerations that we need to be making. So, for example, how long have they been receiving this instruction in that language, whether it's native language or now English, for example. Alright. And what's the span of time that the child has been receiving this instruction and can we get additional information on the native language?

I mean, that is wonderful. If we can get additional information on their language capacity, their literacy capacity in their native and their heritage language, then that is going to definitely help us see what do we build on or what are some needs that we may need to take. So, Elsa, I'll turn that over to you and then follow up on that.

EC-H:

Thank you. Well, as you mentioned, it is going to be very important for us to understand the student and their context. And that also means the context not only in the school, but their context in their home environment. As mentioned, we want to know the number of years of that high-quality instruction, whether that was in the native language or in the second language. And also we have to be aware that it's not due to lack of instruction. But when we're using these screening tools, our families have so much information that they can give us. Were they ever worried about that child's language development because we know that can affect your literacy development? And we should also be aware that there's going to be typical patterns of errors that students, when you learn another language, an additional language, you're going to have these overgeneralization errors.

They're very typical and not atypical. So, it's going to be very important for the evaluator to understand this is typical for these individuals learning this second language and second language literacy, and especially typical to that native language. Or, is it atypical related to their language experiences and their background language? So, that's going to be important. So, we're always talking about quantifying work, but it's also important to get the quality of work, collecting the samples of students' work when they're listening, they're reading, their writing and their spelling, and being mindful of those error patterns. And keep in mind that our outcomes on these measurements will be dependent on all these different factors. That first language of instruction, whether English or the other language, the type of quality of language and literacy.

Sometimes we say, "Oh yeah, we were doing this, but were we really implementing with fidelity?" And when we are thinking about this, we want to think of being comprehensive in our approach, but also collaborative. Having the classroom teacher being very involved with this, any other experts in our school community. But also looking at our home community and that family and what to be looking for and also be mindful of, well, what tool am I using? And were students that are representative of the population for which I'm using this test, were they included? Yes or no?

AF:

And, so, what I wanted to add to that, Elsa, is that there's power in numbers. I mean, you don't have to go at this alone. I mean, I want to include the comments/the connection from home. I want to include other teachers who are also working with their student or students. I want to get a complete sample of work that will include writing samples, especially writing samples. And put that all within that framework of how long has this child been receiving this instruction. And also, as Elsa said, the quality. Didn't think about the quality, but the quality and the amount is so crucial in this identification and moving forward.

EC-H:

Sometimes, Greg, what happens is we're very reluctant and we do have to think about the screening tools that we're using or even any kind of assessment tools. But we're very reluctant to do the collaboration or maybe even digging deeper. Like right now, today we have someone that we are looking at and the student's having great difficulty in the English language, but we couldn't wait...The student speak Spanish and so we're right now digging into that Spanish language and seeing what is the same, what is different, but also looking at the kind of ways the questions are phrased and asked. And, so, noticing this is how the test to ask it, and I'm going to get my score for that. But let me look at that test for any bias in that test that might have this incredible way that it's asking for the test directions.

And oftentimes even in the test, it says you're allowed to use native language only for this subtest or that subtest. So, I think it's important to really look at that and then also be thinking of what is the language proficiency stage? Are they a beginner for this English language? Are they intermediate? Is it fair to use this language when I know they're just at the beginning stages? Is it not fair? So much goes into that for that really getting a good picture. And we're moving forward in these screening tools that are being developed to look at them bilingually and get what we call conceptual scoring in there to where no matter the language, they're demonstrating the concept that we're looking for.

GH:

And that's a lot when you think about it. I mean, it's a lot for one teacher or for each individual teacher to have to think about all these things. When I go into my classroom, some of the points that we were just talking about for screening my students for assessment. The facets of having to split up my students from whole group to small group, depending on their levels. And that's a lot for teachers to do. So, if you had one piece of advice, just one of the top of your top three. For teachers who are using the science of reading with English learners, what would it be? Elsa, I'll start with you.

EC-H:

Well, I think the message today is really that language supports literacy. So, you are a language teacher and you're a literacy teacher no matter what you teach. And literacy really is that bridge to equity and we want our students to be able to learn. So, we've got to have that language development and that literacy development so that they can learn across all the content areas. And so I recommend to you, there was another website called mylanguages.org. And if you have students from diverse populations and you want to know, what's the same, what's different? Here's some of the same speech sounds that exist in this language and that language. I don't have to know the language to be a great teacher for these students who are learning English as an additional language.

And so I think just being mindful of language supporting literacy and that literacy supports language. When we get into reading, look at all that we can do, and don't be afraid. Be willing to ask for help. Be willing to look for experts on your campus. Be willing to turn to the caregivers, the families, the communities. This is an essential piece of our work and every student in our country needs to be literate, including these students who have another home language.

GH:

Wonderful. Tony, what would be your top advice for those teachers? Would it be the same? Do you have anything that differs from Elsa's?

AF:

Greg, it's so unfair that you would just want one piece of advice, right?

GH:

You can't...And that's the thing. One piece of advice, just one.

AF:

One piece of advice. Well, ditto to everything that Elsa said. Absolutely. And then just to finalize that, to add to that is that we also must understand that every English learner brings cultural, social, emotional, experiential, and linguistic assets to the classroom. And these assets must be identified and honored. That's what's going to make a difference. And so Elsa, you said that reading is the bridge to equity. I mean, this opens up the door, opens up the world. I do believe that. I do believe that learning to read is the first step toward equity. And if we honor these assets, that just will build on and allow us to move forward. ¡Adelante!

GH:

Well, this is great. Do you have any additional resources you'd like to share with us?

EC-H:

I am so excited that you asked that. At the University of Houston, we have the Center for the Success of English Learners. It's cselcenter.org. And what I want to say about that is, although today's topic was really talking about probably early literacy. This is really about newcomers that come to the United States and their adolescent students who are learning English as an additional language while dealing with the content. In addition to that, I just thought of another one called Reading 101 for English learners, and that's at colorincolorado.org. You might pronounce it in English as colorincolorado.org. So, those are some great resources. And Tony, would you agree with that?

AF:

Yes, absolutely. Especially with Colorín Colorado website. I have also recorded and videotaped some additional resources that will soon be on that website. Probably not until the end of summer, but it's always a good place to get all additional information and the resource on adolescents, Elsa, that is superb. We just need more support. Bottom line is all this information is great because it's vetted, it's research. It's not anybody's philosophy or view. This is what really works. So, Elsa, thank you very much for bringing those up.

EC-H:

You are most welcome.

GH:

Wonderful. Good points, both of you. Well, that is about all the time we have. Thank you so much for joining us. It was very interesting. I could listen to you guys all day. These points are great because it's things you don't think about. It really is. It really blows your mind. Well, Dr. Fierro, Dr. Cárdenas-Hagan, thank you so much.

AF:

Thank you.

GH:

It's been a pleasure speaking with you. It's been very inspiring to me. And I know I speak for educators everywhere when I say we thank you for your contributions to literacy learning just because it's so important. And a few of the websites, again, if you missed them, it is mtss4, the number four, E-L-S.org.

That's the Multi-Tiered System of Supports for English Learners. That's a free website. You can go on there and it models how you can set up your MTSS for ELS students. And also mylanguages.org was another one that was mentioned. That's a free site that you can go on there. They have language lessons pretty much in any language you can think of. Thank you so much. But how do our listeners learn more about you?

EC-H:

That would be at info@valleyspeech.org.

GH:

Perfect. And Antonio?

AF:

So I can be reached at afierro@95percentgroup.com.

GH:

And that is F-I-E-R-R-O.

AF:

@95, the number 95. And then percent group spelled out .com. Would love to hear from anyone.

GH:

Wonderful. Well thank you again. Thank you so much. It was a joy. This is Greg Hullett bringing the best thought leaders in education directly to you. Please join us next month for another great EDVIEW360 podcast.

Narrator:

This has been an EDVIEW360 podcast. For additional thought-provoking discussions, sign up for our blog, webinar, and podcast series at voyagersopris.com/edview360. If you enjoyed the show, we'd love a five-star review wherever you listen to podcasts and to help other people like you find our show. Thank you.

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English Learners and the Science of Reading

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Today's educators are teaching the most linguistically diverse student population in United States' history. To ensure educational equity for multilingual learners, teachers must be equipped with instructional practices rooted in the science of reading.

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Professional Development Among English Language Teachers Article

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Professional Development Among English Language Teachers Article

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This article focues not just on professional development but how challenging it can be to implement.

Sadeghi, K., & Richards, J. C. (2021). Professional development among English language teachers: challenges and recommendations for practice. Heliyon, 7(9), e08053. https://doi.org/10.1016/j.heliyon.2021.e08053 PMCID: PMC8479616.

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This podcast focuses on strategies to help educators engage and instruct ELLs while trying to cross things off our to do list.

Vaucher, B. (2021). Podcast. Welcome to Equipping ELLs. Inspring Young Learners. https://www.inspiringyounglearners.com/podcast/

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We all know that teaching isn't easy, but it doesn't have to be this hard. Equipping ELLs is a podcast for both ESL specialists and homeroom teachers who are looking for effective and engaging ways to support their English Language Learners without adding to their endless to-do list.