# data[].attributes.body
Being an ELL is like a crazy dancing monkey in your head. Due to there being so many new things going on around you.

Promoting Empathy and Belonging:

1. Support diversity and inclusion. Continuously celebrate languages, cultures, and backgrounds in the class. When diversity is obvious and cared for, ELL students see and respect it.

2. Say names correctly and model respect. A name gives a sense of self and meaning. Making the goal to pronounce it properly and gently correcting others when need be.

3. Motivate participation in extracurricular activities. Encourage Ell Students to join sports, creative, and clubs, which can motivate them and practice language skills in a fun way.

# data[].attributes.attachment_link.title
Monkey Monkey Dancing GIF - Monkey Monkey dancing Orangutan - Discover & Share GIFs

# data[].attributes.attachment_link.description
The perfect Monkey Monkey dancing Orangutan Animated GIF for your conversation. Discover and Share the best GIFs on Tenor.

# data[].attributes.body
Being an ELL is like diving headfirst into unknown waters, because they are going into a completely new environment with new rules, standards, and language barriers.

Fostering empathy and inclusion:

1- ADOCATE for diversity and inclusion. This helps ELLs to feel represented and included, as well as help make sure non marginalized students feel more inclusive and diversity is celebrated.

2- PRONOUNCE names accurately and correct other students. Names are an important part of student's identity, and correct pronunciations make the students feel cared for and respected.

3- ENCOURAGE trying extracurricular activities the student may enjoy! Getting ELLs to have more interaction with something they like to do will likely increase their motivation to learn, as well as get them exposed to more students.

# data[].attributes.body
Being an ELL is like playing Whac-A-Mole because as soon as you become comfortable with one concept/ability, you continue to discover new things you need to learn to be considered fluent in your second language. No matter how fluent we may be in a language, it always feel as if there are more things we need to learn to be considered truly fluent.

Ways to Foster Empathy:

Involve a students hobbies in a lesson or activity. Sometimes a student may not feel comfortable doing something like this, so it depends on the student, but I think this gives the student the opportunity to become the leader of something without needing much formal language. If you know your student likes to play a certain sport, invite them to teach the sport to others. This helps them to become the expert in a topic and also promotes acquiring new vocabulary.

Rather than trying to correct a student or make them feel as if using their first language in your classroom is wrong, be open and honest with them about the fact that they are indeed learning a new language. Giving them avenues to communicate in their first language as well as to ask you questions about their new language is a wonderful way to do this.

Having a word of the day or a fun language fact can also make language acquisition a fun and classroom-wide activity regardless of fluency. A classroom full of second graders won't all know the meaning of the word "articulate", so teaching the new words to all of them rather than singling out one particular student may help the student in becoming comfortable in their new language.

# data[].attributes.body
Being an ELL is like racing bikes with friends, but yours is missing a wheel because ELL's are doing their best to catch up to or be on the same level of fluency as those whose first language is English, but the ELL's are at a disadvantage because it is not their first.

How I Can Foster Empathy and Inclusion

1. Practice saying names that are unfamiliar. Names play a huge role in one's self identity, so it is important that all of my students feel that their names value. I will also ensure that I teach my students how to correctly pronounce unfamiliar names and teach them the value of correct pronunciation.

2. Allow my students to speak their native language. Just as ELL's are learning English, it is beneficial for others around them to familiarize themselves with the ELL's native language. This creates connection and allows the ELL to feel valued and safe.

3. Encourage polite questions when appropriate. Children are naturally curious, and it is beneficial for them to learn about other cultures. If the ELL student is open to it, I will allow my other students to ask appropriate questions. This will create connection between my students and allow the ELL to feel valued.

I loved the video and article this week, Dr. Orr! I will for sure refer back to these.

# data[].attributes.body
Being an ELL is like having rainbow scales because you're different to everyone else around you.

Although the true rainbow fish story is about friendship and sharing, it makes me think about how uncomfortable it is to be different. The Rainbow Fish ends up sharing its scales with everyone else but if i remember correctly in the story the fish has a moment of sadness about being different than everyone else and not embracing it.

How to foster inclusion and empathy in a history classroom:

1. Analyze Primary Narratives: Assign journals, letters, and oral histories from marginalized groups to ensure students engage with the lived emotional experiences of people often sidelined in traditional textbooks.

2. Facilitate "Perspective Taking" Debates: Structure discussions where students must research and argue from the viewpoint of different historical stakeholders, helping them understand the complex motivations behind conflicting human actions.

3. Connect History to Modernity: Lead "current events" tie-ins that show how historical systemic inequalities continue to affect classmates today.

# data[].attributes.headline
Being an ELL is like being lost in a new place, checking your map again and again because you don't know the language yet and you're trying not to get more lost. 

# data[].attributes.subject
Being an ELL is like being lost in a new place, checking your map again and again because you don't know the language yet and you're trying not to get more lost. 

# data[].attributes.body
Ranie Paulin

To help foster empathy and inclusion in my classroom, I would begin by thoroughly explaining procedures and expectations in my classroom and repeating them as necessary in order to prevent ELL kids from feeling lost or left behind. By matching ELL kids with understanding, patient peers who can offer guidance would help promote empathy and inclusion. It would be like having a guide when you're lost. In order to make students feel comfortable, included, and supported while they learn, I would also create a friendly environment that respects other languages and cultures. For example, I would encourage students to share their background or use their cultural language when appropriate.

# data[].attributes.body
Being an ELL is like trying to solve a puzzle where all the pieces are labeled in another language because you know the picture makes sense you just have to work harder and longer to put it together.

# data[].attributes.body
Being an ELL is like diving in deep water because you are surrounded by new words and sounds, it takes time to get used to it and you realize it is not so different from your normal environment. ELL can be changing your entire environment, and it feels like a lot of pressure with things you don't understand but soon after, you may feel that it isn't as different as you thought. 1. Use visuals and clear instructions that are explicit and detailed enough to work for everyone but not too detailed that it gets confusing for ELL students. 2. Encourage students to support each other. I have gotten paired with students who have struggled with English, and it made it easier for both of us to understand each other. It made them feel included and supported. 3. Do not disregard culture and languages just because it is not common in my environment.

# data[].attributes.body
Being an ELL is like being a bulldog in a room full of beagle.

Bulldogs are know as a more quiet breed of dogs while beagles are very much not. This difference can also be seen in mannerisms as beagles tend to constantly track scents and announce when someone or something is outside while a bulldog may sometimes exhibit those mannerisms it is not always and a bulldog may be confused if they see a beagle doing these things. In the small experience I have working with ELL’s these students typically are very smart they just can not always keep up with every lesson that is being taught in English and may need to be told directions in multiple different ways or even be shown a picture or use a translator. While ELL’s are students just like the other kids and bulldogs and beagles are both dogs they are different and have different needs

# data[].attributes.body
Being an ELL is like climbing a mountain because it a tough challenge and may see daunting when you are looking upwards, but so rewarding when you reach the top. As teacher's it is our job to help the students reach the top of the mountain. There are multiple ways you can foster empathy for ELLs in the classroom. The first of mine would be to encourage them to join any club or team they want. They just need a little motivation if they are being hesitant. My second one would be to have everyone in class celebrate where they are from. It is okay to not be from America. And my final one would be to be as patient as needed with the students. ELLs may feel bad if you are rushing them to say what they want. You have to put yourself into their shoes.

# data[].attributes.body
Being an ELL is like being the tall blade of grass in the way of a lawnmower because there is often no choice but to stick out amongst one’s peers and face an onslaught of metaphorical lawnmower blades when faced with the social pressures of conformity and compliance.

These looming social pressures need to be on the radar of educators and we need to arm ourselves with strategies to address maladaptive responses to these pressures as well as cultivate an environment that prioritizes empathy and inclusion with the striving towards the goal of a pluralistic, egalitarian society in mind.

So here are three ways you can help foster empathy and inclusion in your own classroom MUSIC EDUCATION EDITION.

1) Incorporate peoples’ history into music through folk music, oral traditions, and international musical genres.

-How does this foster empathy and inclusion? Peoples’ history focuses on the stories of populations that make up the masses, that is to say, working-class immigrant and nonimmigrant families. As a reflection of our society, these stories give representation and reinforce the reality in ELLs minds that being an immigrant is not only normal, but something to be proud of and contains a rich history.

2) Integrate the concept of solidarity into the music classroom through working class songs, poetry, music history lessons, and the idea of the ensemble as a collective.

-How does this foster empathy and inclusion? Solidarity is defined as “unity or agreement of felling or action, especially among individuals with a common interest; mutual support within a group.” This concept undergirds basic social cohesion in a pluralistic society. ELLs face social forces and a current political climate that is at odds with the concept of solidarity. This concept must be taught and reinforced as a social imperative to achieving a learning environment that values empathy and inclusion.

3) Give ELLs social permission to be leaders in the classroom.

-How does this foster empathy and inclusion? It is easy to fall into the trap of viewing ELLs through the lens of their learning disparities in a foreign language environment; however, ELLs have strengths just like every other student and it is vital that educators are trained in strategies to identify these strengths and promote students to capitalize on them in order to be leaders in the classroom.

# data[].attributes.body
Being an ELL is like being the odd one out of a group because almost everyone you're around you already knows English and most of the time it's the only language they have ever spoken. In many schools kids are born and raised in the U.S. and very commonly in that town or city. So while all the other students know the language, school and classes while you're trying to learn everything at once at a really fast pace. Ways that I can foster empathy and inclusion in my classroom with Ell's starts with learning the proper pronunciation of students names this will help them feel included and help other students not to mispronounce their names helping them feel more welcome. Another way of helping these students could be to help them to find an extracurricular for them to join that they would enjoy. ELL students being a part of these would help them feel more included along with helping them make more friends by being around a group of other students more often than in class. Finally another way to help these students to feel more included is to learn a few phrases in their first language so that they can feel a little more seen as a person instead of them constantly needing to speak English you could possibly learn how to have a basic conversation with them so that they can have those interactions throughout the day.

# data[].attributes.body
Being an ELL is like learning to swim in the deep end because you’re thrown into a fast-moving environment where everything feels loud and unfamiliar. You’re doing your best to keep up while still learning the basics. It can be overwhelming and tiring, even when you’re trying really hard. With time and support, confidence starts to grow, but at first it can feel scary and lonely. One way I would help foster empathy in a classroom is by creating a safe space for mistakes. I want students to feel comfortable trying without being afraid of getting it wrong. Another way is to use different methods of learning. I would use pictures, videos, gestures, and hands-on activities to help students understand, even if they are still learning the language. The last way is to encourage teamwork. I would use partner and group work so students can support each other, make friends, and feel like they belong in the classroom.

# data[].attributes.body
Being an ELL is like starting a race with everyone having a head start except you and still being expected to catch up. This is because ELL students immigrate from other countries and are having to learn the same material plus having to learn how to speak a language all the other students have been speaking their whole life. The image above represents how ELL students feel trying to do everything they can to catch up and having to put a lot more effort than the other students. One way I can make the ELL feel included is by letting the student talk about where they are from and give all the other students a understanding of who they are. This could help with other students understanding what culture that student is coming from and could possibly teach other students something they've never learned. Another way to foster inclusion in the classroom is by making the building a good relationship with me so they feel comfortable asking lots of questions. I'm sure the student will be shy at first and not understanding certain things. This is why building a relationship with them is important so they feel comfortable with me to get them caught up. Another way to integrate ELL students is to build relationship with the parents. This is so that if the student is struggling with anything outside of school that I can get an understanding of how the kid is doing and to help them while they are in school.

# data[].attributes.wish_content.attachment_props.alternative_text
trying to catch up to someone in a foot race

# data[].attributes.body
Being an ELL student is like trying to find your place in a current where everyone else seems to know where they're going, except for you. I used this simile because often times ELL students are thrown straight into classes with students who only speak english. They don't have the proper chance to learn english before just getting thrown into the deep end. However, this gives them the chance to show their resiliency and they end up picking up a few words here and there and eventually start piecing it together. I can foster inclusion in my classroom by knowing my students individual needs and knowing who may be struggling with communicating. I could also learn common phrases in their more familiar language to make them feel a little bit more comfortable. Another way is to include books, characters, and maybe even holidays that the student can relate to and see themselves within. This makes them feel more welcome seeing people and things that they can relate to and be an expert of to their peers.

# data[].attributes.body
Being an ELL is like struggling to solve an equation and finally having it all add up. This is because for many ELLs, even if they learned some English earlier on and have the tools they need, studying English and speaking English are two very different things and it can sometimes be a struggle to figure it out, but once they've got it, there's nothing they can't do. I can foster more empathy and inclusion in my classroom by using diverse examples in my lessons because many times historical figures are from a certain demographic, and showing students historical figures from where they are from could give them more confidence. I also want to learn at least a little bit of the languages my ELL students speak to better understand what they are experiencing. Another way I would foster empathy in the classroom is by helping the students become more involved in groups on campus that align with their hobbies. It would give them a chance to get to know more students and feel more comfortable on campus.

# data[].attributes.body
Being an ELL is like taking a leap of faith because, although it's scary at first to participate in class when the language and culture are unfamiliar, it's so exciting when you are able to communicate your ideas and feel accepted- having that boost of confidence makes you want to do it more and more.  I can foster more empathy and inclusion in my own classroom by doing a variety of things.  One way is learning how to say "hello" in their language and having them teach it to you.  This small gesture makes ELLs feel appreciated and helps build rapport knowing YOU took the time to learn something from THEM.  Another way is to make sure that my classroom library and curricular materials represent diversity.  Students who are not represented in literature or learning can often times feel like an outsider or that the content does not apply them.  Finally, I can ensure that I check in with ELLs privately or create a system to where they can seek clarification in a safe way (non-verbally, away from their peers etc) so that they can get the answers they need without feeling like they are put on the spot. -Dr. Orr