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10 Strategies to help support ELLs across all subject areas.

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10 Strategies to help support ELLs across all subject areas.

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https://www.edutopia.org/article/10-strategies-support-english-language-learners-across-all-subjects

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English Language Learners

Teachers of any subject can use these tips to help English language learners be more engaged and at ease in class.

While we bring the mental health needs of our students into laser focus this year, it's still crucial that we keep the social and emotional world of our English language learners (ELLs) front and center. Just like their peers, ELL students come to our classrooms with the burning need to be seen and acknowledged for their unique personalities, life experiences, and talents. But language challenges can obstruct all these amazing facets of their personalities. Additionally, the social pressures of suddenly being in person again and needing to communicate may make them feel anxious, isolated, and embarrassed.

Because of the often-obvious communication difficulties, grade-level and subject-area teachers understandably often rely on ESL (English as a Second Language) teachers to step in and help these students. However, even if you aren't an ESL teacher, there's a plethora of strategies you can use to help these incredible students feel comfortable sharing their strengths and unique perspectives on the world.

Helping ELL Students Across All Subjects

1. Closed captioning isn't just for the hearing impaired. If you're showing video content, turning on closed captioning supports ELL students' comprehension as well as everyone's literacy skills. According to a 2017 study, the simple act of using closed captioning improves learning, even for students without learning challenges.

2. Voice typing in Google Docs (under the Tools menu) provides students with a voice-to-text option that can help learners who have some oral language but struggle with spelling and writing. By clicking the arrow next to the language, students can even dictate a text in their native language, if need be, and then use Google Translate to translate it.

For older students, or for those who are somewhat more advanced in English but need material translated immediately, the Google Translate app also lets you hold your camera (on a smartphone/iPad, etc.) up to a document and instantly see it in another language, no typing required.

3. Offer choices of what students can say if they're called on and aren't sure how to respond. This helpful anchor chart, for example, offers students options other than the ubiquitous "I don't know."

4. Add gestures to reinforce communication.Remember that in order to communicate, we need to ensure that the sounds coming out of our mouth create a mental image or concept in our listener's mind. You can increase comprehensible input (the amount of language that's understood) by using good, old-fashioned gestures. If you want to take it a step further, TPR (Total Physical Response) is a method of teaching vocabulary that uses physical movements to react to verbal input, similar to how young children naturally learn language at home.

5. Draw or write key words frequently as they come up during instruction to help students further decode what you're saying. You can also use Google Image search to help students visualize what your words refer to and share the images.

6. Utilize a chart: A PECS (Pictorial Exchange Communication System) chart can help individuals with communication challenges to express themselves. By pointing to an image on a classroom-themed PECS chart, students can let you know, for example, that they need to go to the bathroom by pointing to an image of a lavatory or that they are thirsty, sad, or confused, need a pencil, and so on. You can give them a laminated copy to tuck into their desk or hang one up on the wall for little learners. You may want to encourage students to say the words aloud as they point to the images to decrease their dependence on the chart. Try searching Google for "PECS chart for classroom" to find a chart that fits your needs.

7. Add images: A picture is truly worth a thousand words, but for ELLs, images are worth exponentially more. Document cameras provide ELL students with much-needed visual input of texts, worksheets, books, and other printed materials or realia. Project pages from a novel or picture book as the students follow along, display handouts and student writing samples, or use math manipulatives to solve a problem together. Document cameras make a world of difference in showing ELL students exactly what you're talking about rather than trying to explain it.

8. Pair up: If you want to pair an ELL newcomer with a bilingual student to help them, ask the ELL student to choose a student or two whom they'd prefer to work with, if possible. This prevents you from inadvertently pairing them up with someone they don't feel comfortable asking for help or with whom they really don't get along.

9. Give students a "language toolbox," a notebook full of pages of illustrated vocabulary words organized by theme that students can use as a reference. This is like a simplified version of an illustrated dictionary that younger ELLs can look through by theme to see vocabulary related to the colors, days of the week, classroom items, family members, and so on. In my classroom, I put these pages in plastic page protectors inside a binder for each student to flip through quickly. They can pull it out to help them fill in missing vocabulary when they write or as an easy reference whenever they need it.

10. Use a microphone or voice amplification system, which can help ELL students hear the nuances of your voice more clearly and understand you better. Record the lesson (if permitted), and digitally share the resulting video or audio with ELL students who might benefit from hearing/watching a replay. Similarly, ELLs have a hard time producing sounds correctly when the speaker's mouth is covered by a mask. Consider sharing posters of mouth formations or videos of you unmasked, creating some of these sounds.

Think about trying these strategies to help alleviate the communication difficulties that can prevent ELL students from becoming fully engaged in their learning and sharing who they are and what they can bring to the classroom.

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10 Strategies That Support English Language Learners Across All Subjects

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Teachers of any subject can use these tips to help English language learners be more engaged and at ease in class.

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Culturally Responsive Teaching A Reflection Guide 

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Culturally Responsive Teaching A Reflection Guide 

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3 tips to remember when newcomer ELLs are struggling

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3 tips to remember when newcomer ELLs are struggling

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https://www.edutopia.org/article/3-tips-remember-when-english-language-learners-struggle

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English Language Learners

The academic needs of language learners are distinct and complex-figuring out how to help when they struggle is critical for their success.

Allison Shelley for the Alliance for Excellent Education

When students who are learning English struggle in school, it can be especially difficult to figure out why-and how to help. There are plenty of "myths and misconceptions about services and supports" for English language learners (ELLs), writes Lydia Breiseth for Understood, leading schools to sometimes refer language learners for special education services when they don't need them. It's important to "know the facts behind these myths," she writes, so educators can "make changes that can result in better outcomes for students."

Start by getting to know English learners in your classroom and becoming better informed about their needs. In all cases, but especially when they're struggling, Breiseth recommends gathering important information about them-including strengths, challenges, and background experiences-to help determine how to support them as they progress through the stages of language acquisition.

"ELLs bring unique skills, gifts, and talents to the classroom," says Breiseth, who is the director of Colorín Colorado, a resource for teachers and families of English learners. "They often have rich background experiences, different perspectives, and the ability to navigate between multiple languages and cultures. They may also have sophisticated social-emotional skills, such as being tuned in to body language and tone of voice."

As you get to know your English language learners, Breiseth recommends keeping the following three ideas top-of-mind:

1. Silence is a natural and important component of language learning: Just like toddlers and preschoolers who typically understand what they hear before being able to speak, "many students who are starting the process of learning a new language go through a nonverbal or 'silent' period," Breiseth writes. The length of this interval depends on "the richness of the student's language instruction and interaction in the classroom," the student's confidence level, and "whether they're being encouraged to take risks" in the classroom.

This silent period is entirely natural and productive, yet language learners should be gently encouraged to steadily increase their talk time each week using strategies like " turn and talk," Breiseth advises. "English language learners in particular benefit from ample talk time," agrees high school ELA teacher Rosie Reid. "While it is possible to learn by listening, I've found that oral participation leads to greater gains in student literacy and engagement."

Consider giving language learners questions ahead of time so they have time to prepare, and remember to speak slowly and add a few seconds after posing a question to give students time to think. "For English learners, it gives time to translate, process their thinking, translate back into English, and develop the courage to answer," writes elementary and ESL teacher Emily Kaplan.

2. Students often understand you better than their language skills suggest: Language comprehension tends to develop faster than speech, and students might fully understand directions but not yet be able to respond fluently. This can create misunderstanding and frustration between students and teachers. "In many situations, students are actually succeeding, even though it doesn't look like success to their teacher," says Breiseth.

Using visuals like graphic organizers can help English learners organize their thoughts and learning-and demonstrate to you that they are on the right track, even if their grasp of the language is still developing.

Consider pairing pictures with important vocabulary words, or include them in assessments, or alongside printed directions to boost comprehension. When ESOL teacher Karissa Knox Sorrell taught Romeo and Juliet, she gave her English learners handouts with difficult words they'd encounter in each scene. "The handout had the word in English, a picture, and a place for students to write the translation of the word in their own language," writes Knox Sorrell, who also projected the words and pictures on the board and explained each one.

3. English learners need a rich, engaging environment: When English learners struggle, Breiseth says there's a tendency to look to special education for individualized support and attention-but that's often a mistake. "This is not to say that when an ELL experiences academic challenges, it is always only a question of language," she cautions. "But special education placement without careful consideration is not likely to help."

Instead, she says it's important to keep in mind that English learners need regular exposure to the "rich language environment and scaffolded support that matches their level of language proficiency." They need access to rigorous curricula and a special education placement may cut them off from an environment in which, given enough time and targeted support, they might thrive.

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3 Tips to Remember When English Language Learners Struggle

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The academic needs of language learners are distinct and complex-figuring out how to help when they struggle is critical for their success.

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Household Knowledge is a source of teaching and learning in classrooms.

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Household Knowledge is a source of teaching and learning in classrooms.

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https://medium.com/familyengagementplaybook/gfrp-funds-of-knowledge-4d193579c60f

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Household knowledge is a source of teaching and learning in classrooms.
What it is

Funds of Knowledge applies the knowledge and skills of daily household routines to create meaningful and innovative approaches to classroom teaching and learning. This approach rejects a deficit model, where poor and culturally diverse families are presumed to be incapable of offering rich learning experiences at home for their children. Instead, educators recognize and value family expertise. The approach creates a platform for co-creating knowledge from school to home and home to school. As one parent says, "though we may not have a certificate in hand, we are also teachers." ¹

How it works

The Funds of Knowledge approach has its origins as a researcher-teacher collaboration to improve instructional practice among Latinx students. ² Trained and guided by the researchers, teachers assume the roles of researchers and ethnographers as they visit their students' homes and establish rapport with parents. They become learners as they observe the home context and interview family members. Teachers come to understand the ways that students and their families use language, literacy, and mathematics in the home and community. In turn, the data help teachers develop a curriculum that is based on what families naturally do - their "funds of knowledge" - and teachers find opportunities to bring parents into classrooms as experts to demonstrate their skills.

Parents and teachers can get together and talk about a subject like math and discuss not only the content of problems, but their values, and the reasoning behind them. Facilitators structure these conversations as co-equal teaching and learning activities.

Parents and teachers can join together in workshops that focus on the connection between academic subjects and real-world activities.

There are a number of ways to use this model when teacher home visits are not possible. For example:

What changes

In the Funds of Knowledge approach, teachers participate in study groups with researchers and conduct home visits. This experience makes them aware of the home as a learning environment and equips them to be more sensitive to individual students and to be able to personalize classroom learning. ³ Teachers also change the nature of the discussions in study groups and explore not only how school math is taught, but also how to connect everyday and academic mathematics.

In math workshops for parents, shifts happen in the ways teachers and researchers develop relationships with parents. Parents are not passive recipients of information from experts but active learners who share how they solve problems. When parents facilitate math workshops for other parents, they gain confidence and make parents feel that they are contributing equally to learning. Parents in these workshops form relationships with one another and their conversations change to include not only the lives of their children but also mathematical content. ⁴

Approach in Action

Readiness Through Integrative Science and Engineering
The RISE (Readiness Through Integrative Science and Engineering) project develops a curriculum for young children through a home-school collaboration. Designed by a group of researchers, the project builds on the knowledge and practices of families and teachers. It entails dialogue, joint activities, and meaningful learning experiences that result in a continuously evolving curriculum.

Teachers participate in professional development workshops on science and engineering content. They receive individualized support in coaching sessions and take part in professional learning meetings, where they connect with other teachers. Teachers also develop relationships with families through joint science-focused activities and parent-teacher discussion groups.

At the outset, the researchers engaged parents and teachers both separately and together to promote trust building and reciprocal dialogue. Prior to a joint activity with parents, the researchers facilitated a session to create teacher awareness of the need to let parents initiate dialogue. The researchers also structured opportunities for parents to take the lead, asking them to plan routes for neighborhood walks and take photographs of these spaces. The activity enabled teachers to understand children's classroom construction of blocks, buildings, and ramps. Both teachers and parents also worked together to create scrapbooks showing children's learning experiences based on home observations, classroom documentation, and neighborhood walks.

Once a more balanced relationship between parents and teachers was formed, both groups began to co-plan future joint activities and discussions on their own. These activities enabled teachers to draw upon families' funds of knowledge when designing the curriculum. Parents, in turn, became empowered to share experiences and to be active co-creators of their children's curriculum.

Define a clear goal: A consortium of four universities and their school partners sought to promote Latinx mathematical performance by strengthening the instructional strategies of teachers and preservice teachers. The universities in the consortium were the University of Arizona; University of California, Santa Cruz; University of Illinois at Chicago; and University of New Mexico.

Begin with families: The consortium's approach began with understanding family strengths and "funds of knowledge" about the practical application of mathematics. Teaching and learning strategies incorporated community knowledge and the creation of linguistically and culturally responsive learning environments. Teaching and learning sought to bridge formal school instruction and everyday math.

Create continuity of pedagogy: At the preservice level, the center developed teaching modules that incorporated research-based ideas from language and culture into existing mathematics content and pedagogy courses for preservice K-8 teachers. Field experiences exposed students to K-12 classrooms taught by CEMELA-trained teachers. Professional development opportunities included courses of study, study groups, and summer institutes. Faculty and teachers worked together to design the curriculum that brought together mathematics, language, and community and cultural knowledge.

Create a feedback loop: Family perspectives were integrated in teacher preparation and continuing education. Family math programs based on the funds of knowledge approach focused on strengthening family skills and empowering families to promote Latinx math achievement. At the University of Arizona, parents took math courses and discussed their views about teaching and learning. They participated in study groups and their ideas contributed to the CEMELA modules.

Center for the Mathematics Education of Latinos/as
Between 2004 and 2012, the Center for the Mathematics Education of Latinos/as (CEMELA) developed an integrated model to connect mathematics teaching and learning to the social and cultural contexts of Latinx students and to increase the number of mathematics educators and teachers with this integrated knowledge. The model had the following characteristics:

The principles and lessons learned from CEMELA are sustained in new projects such as Hablemos de Matemáticas. In this pre-K-3 project, teachers and parents work together to learn from each other toward the common goal of increasing children's opportunities to learn mathematics. Teacher home visits, parent and teacher leadership development, workshops, community walks, and parent visits to mathematics classes create opportunities for two-way dialogue and bridge the home-school contexts for early math learning.
Funds of Knowledge in Early Childhood Education Handout
Learn more

Endnotes

¹ Civil M., & Andrade, R. (2002). Transitions between home and school mathematics: Rays of hope amidst the passing clouds. In: G. de Abreu, A. J. Bishop, & N.C. Presmeg (Eds.). Transitions Between Contexts of Mathematical Practices. Mathematics Education Library, vol. 27 (pp. 146-169). Dordrecht, The Netherlands: Springer. https://doi.org/10.1007/0-306-47674-6_7

² Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141. Retrieved from https://www.csun.edu/~sb4310/Lessondesigncourse/funds%20of%20knowledge.pdf

³ Civil, M., & Andrade, R. (2002).

⁴ Civil, M. (2003). Adult learners of mathematics: A look at issues of class and culture. In: J. Evans, P. Healy, D. Kaye, V. Seabright, & A. Tomlin (Eds.). Policies and practices for adults learning mathematics: Opportunities and risks. Proceedings of the 9th International Conference of Adults Learning Mathematics (ALM9) - A Research Forum (pp. 13-23) (invited plenary lecture). Stevenage, UK: Avanti Books. Retrieved from https://www.math.arizona.edu/~civil/ALM9Civil.pdf

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Funds of Knowledge applies the knowledge and skills of daily household routines to create meaningful and innovative approaches to classroom teaching and learning.

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Using Collaborative Learning to Build Student Agency

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Making group work not just helpful but necessary fosters student-led learning.

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Culturally Responsive Teaching- Capitalizing on what students bring to the classroom.

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Culturally Responsive Teaching- Capitalizing on what students bring to the classroom.

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https://www.youtube.com/watch?v=ztnwmVBMfd0

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Increasing Academic Language Knowledge for ELLs

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Increasing Academic Language Knowledge for ELLs

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https://www.colorincolorado.org/article/increasing-academic-language-knowledge-english-language-learner-success

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In college I enrolled at a university in Spain - all courses were taught in Spanish. My comprehension of my courses went something like this... (translated into English and the accompanying gibberish I heard.)

"So it is obvious from the way qyuekfksno , that the Greco style was qyueuoammo . If you look closely you notice xawoeirje and it reminds you of woieysksdufe ."

The only clue I had to aid my comprehension was a slide of the famous painting. I struggled to make meaning of the language, but I could not comprehend the professor's points. I was able to correctly answer in Spanish when asked a question such as, "What is a characteristic of the Greco style?" I would answer, "It is qyueuoammo ." I knew this because I had " qyueuoammo " written in my notes, but I still had no idea what the word meant.

I believe many ELL students have a similar experience in their classes, and that many of them are able to manipulate the English language to supply a correct answer, but still not understand the content. This does not become apparent until the student fails the unit test. The teacher may think the student wasn't listening or didn't try, when actually the student needed more explicit instruction in the academic language connected to the content. When teachers introduce and reinforce academic language they can see some amazing changes in ELL student learning.

There are three things to keep in mind when teaching academic language.

1. Academic language must be introduced and then reinforced.

2. Academic language can be more than content area vocabulary.

3. It is important to create assessments that measure knowledge in a meaningful way.

Introduce and reinforce academic language

What to do

1. Preview the text or topic and identify vocabulary or sentence structures that might be new for the students.

2. Write these words and phrases on the board and have students write them in their notebooks or on index cards.

3. Use visuals, acting, translation or synonyms to relay the meaning of the word to the students.

4. Reinforce the newly learned language by asking the students to draw it, act it out, or use it in an appropriate sentence. You can also ask for a translation if you speak the student's first language.

How to do it

Here are the steps demonstrated in a science lesson on the life cycle of a frog:

1. Preview the lesson and identify academic language vocabulary such as:
Write the words on the board and/or ask students to write them in their notebooks or on index cards.

2. Teach the academic vocabulary.
Science lends itself easily to visuals and hands on learning, so many words would be easily taught through labeling parts and identifying terms by examining frogs. In addition to teaching the vocabulary by labeling items, make sure students understand vocabulary concepts such as "cycle." A visual such as a bike tire that goes around is useful. The stages of the frog's life cycle can be taped to the wheel while explicitly using the vocabulary first, second, third and fourth to describe the life cycle.

3. Have students demonstrate the vocabulary concepts by using them in explanations, or drawing pictures in their journals.
It is important that students be given the opportunity and guidance to use the academic language to answer discussion questions or complete group work. Listen for the use of vocabulary words and praise students who attempt to use it. Follow up with the class by sharing examples, "I heard some really good discussion in the groups. I heard someone correctly describe a step in the life cycle by saying, 'The eggs get fertilized." Reinforce vocabulary not heard by fishing for "other ways" to say it. For example, "Who can tell me another way to say, 'The tadpole turns into a frog?" Encourage students to look at the academic vocabulary on the board, and say, "A tadpole develops into a frog."

Go beyond vocabulary

What to do

In the example above, there were many vocabulary words. Some of them were directly related to visual clues, but some were more abstract such as "cycle" and "developing." Words such as these may be overlooked by teachers because content lessons tend to focus on the "new vocabulary," that is, the specialized vocabulary related to that particular lesson, while assuming knowledge of what I call "functional" vocabulary. Functional vocabulary is the language needed to use the new words meaningfully. The teacher must model the correct use of content and functional vocabulary. ELL students may not feel comfortable using new language phrases in the classroom and benefit from more support and structured opportunities to begin using and fully comprehending academic language and phrases.

Guide students by asking them to repeat a phrase and complete the sentence. "In the life cycle..." Students fill in the blank, and have an opportunity to use the academic sentence structure verbally. It may also be useful to guide students in the use of appropriate academic discussion phrases. If a student says to another, "That's not right," ask them if they can think of another way to say it (using more academic language - maybe referring the student to the word wall or notebook). The student may then offer, "I don't agree with you." Or, "Could you show me evidence of that?"

Measure knowledge in a meaningful way

What to do

Assessments that let students "show what they know" may take some time and practice to develop and teachers may want to start with just one unit in order to practice this new skill. Many textbook series include unit tests that may have a number of multiple choice and fill in the blank questions that may or may not allow the student to demonstrate his/her understanding of the content. A teacher may have observed a student who was very engaged in the lessons and seemed to understand it, yet didn't do well on the test. This is frustrating to the teacher and the student. A meaningful assessment directly addresses the objectives of the lesson and will also measure the student's use of appropriate academic language. Here are a few suggested ways to do this.

How to do it

1. Students write a response to a question following rubric guidelines telling them what will be evaluated. Students tell the teacher in their own words what they learned in the unit regarding the concepts and the language.
In the science example above the rubric may be as simple as:

1. include all the steps in the life cycle

2. use five of the vocabulary words we studied

3. correctly explain why the life cycle is important in our environment

2. If students' verbal skills are stronger than their literacy skills, a teacher may have the students do a presentation - again using the rubric to evaluate their work. The rubric may include a guideline that each person in the group must speak and use a key vocabulary word.

3. Students can work in small groups and respond to some true and false sentences such as, "A frog lays eggs and then they hatch into baby frogs." The students need to explain why that is not true (using the academic vocabulary they learned). For example, a student might say, "That's not true because first a frog lays eggs, then they are fertilized, and then the cells begin to divide until a tadpole develops." Once again, a rubric would be used and students get credit for correct answers and the use of academic vocabulary.

In summary, explicitly instructing students in the academic language needed to be successful in the lesson will be rewarded with engaged students who are able to interact meaningfully with the content taught. If the lesson content is a dinner of spaghetti and meatballs, then the academic language is the plate and silverware needed to digest it. When teachers increase students' academic language knowledge, they are giving them the tools they need to digest a lifetime of learning and continue to expand the limits of their world.
Webcast: English Language Learners and Academic Language
Featuring Dr. Robin Scarcella, providing an overview to academic language instruction for English language learners, as well as teaching strategies, activity ideas, and recommended resources.
ESL/Bilingual Resource Guide for Mainstream Teachers
For a quick guide to working with ELL students, check out this resource from the Portland Public Schools (OR). You'll find useful, practical information in an accessible format that you'll return to again and again, including an excellent language acquisition chart and a glossary of ELL terms.
Catherine Snow: Word Generation
Catherine Snow's new website provides information and resources for educators who would like to learn more about Word Generation and how it is implemented. Includes links to comprehensive academic word list that students need to master to comprehend academic content.
Benefits of Using Sentence Frames
Sentence frames are one easy way to focus on a language structure, provide scaffolded support for ELLs and explicitly teach English language structures.
Best Evidence Encyclopedia: ELLs
The English-language Learners section of the Best Evidence Encyclopedia summarizes the impact of a few online reading programs for English-language learners and other language minority students in the elementary grades.
Vocabulary Activity: Prediction and Confirmation
An activity for vocabulary prediction and confirmation featured on the Florida Center for Instructional Technology website.
Teaching English Language Vocabulary
Here you will find a variety of activities and lesson plans designed specifically for vocabulary instruction for English language learners.
The Clarifying Routine: Elaborating Vocabulary Instruction
From our sister site, LDOnLine.org, comes this excellent article by Edwin Ellis outlining effective techniques for teaching vocabulary.
Building Academic Vocabulary
This site by the Association for Supervision and Curriculum Development (ASCD) offers lots of information about how to help students build academic vocabulary. Although designed to promote instructional materials sold by ASCD, the site has information that any teacher could use to enhance vocabulary instruction.

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Increasing Academic Language Knowledge for English Language Learner Success

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In college I enrolled at a university in Spain - all courses were taught in Spanish. My comprehension of my courses went something like this... (translated into English and the accompanying gibberish I heard.) "So it is obvious from the way qyuekfksno , that the Greco style was qyueuoammo .

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https://youtu.be/yCzoAmZHlHE

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60-Second Strategy: Cooperative Learning Roles

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Giving students randomly assigned roles in their group work helps ensure that they all participate.

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Teachers use their understanding of the ways that students and their families use language and literacy at home to develop their curriculum to suit what families naturally do (funds of knowledge) and teachers find opportunities to bring parents into classrooms as experts to demonstrate their skills. This creates a learning community!

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Secondary Presentation South Country 21-22