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Strategies for Improving Listening Skills in ESL Learners

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Strategies for Improving Listening Skills in ESL Learners

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Why I chose it: This resource provides practical strategies for helping ESL students improve their listening comprehension, such as using audio recordings, integrating real-life conversations, and encouraging active listening. It's ideal for teachers who want to help their students strengthen their aural skills.

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Building Writing Skills in ESL Students: Techniques and Tips

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Building Writing Skills in ESL Students: Techniques and Tips

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This resource provides detailed guidance on teaching writing to ESL students, including activities that focus on sentence structure, vocabulary development, and paragraph organization. It’s a great tool for helping students become confident writers in English.

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Ep. 216: Research-Backed Writing Strategies from a 5th Grade Classroom

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Effective Oral Communication Strategies for ESL Learners

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Effective Oral Communication Strategies for ESL Learners

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This article covers key strategies for enhancing speaking skills, such as providing opportunities for student interaction, using role-play, and focusing on pronunciation and intonation. It's perfect for improving both fluency and accuracy in spoken English.

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12 Proven Ways to Boost Oral Communication | Chanty

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In this post we share advantages and disadvantages of oral communication and how to improve the skills to succeed at work and personal life.

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History of ESL Teaching Methods: From Grammar Translation to Communicative Language Teaching

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History of ESL Teaching Methods: From Grammar Translation to Communicative Language Teaching

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🔗 Read the History of ESL Methods
Why I chose it: This article provides a historical overview of key ESL teaching methods, such as the Grammar-Translation Method, Direct Method, and Communicative Language Teaching (CLT). Understanding the evolution of ESL methods helps educators select the best approach based on their students’ needs.

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What is the Grammar-Translation Method of Teaching ESL/EFL?: Learn about this old-school approach!

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📘 Understanding English Grammar: A Guide for English Learners
🔗 Read the Guide on Grammar Principles
Why I chose it: This guide provides clear explanations of key grammatical structures in English, such as word order, verb tenses, and sentence types. It's especially helpful for teachers to understand common challenges that English learners face in mastering English grammar.

Resource 2:
📎 The Structure of English: Syntax, Morphology, and Phonology
🔗 Learn About the Structure of English
Why I chose it: This article breaks down the core components of English, including syntax (sentence structure), morphology (word forms), and phonology (sounds and pronunciation). Understanding these concepts is key for teaching English to learners with different linguistic backgrounds.

Resource 3:
📄 Language Principles in the ESL Classroom: Teaching English Syntax
🔗 Explore Language Principles for ESL
Why I chose it: This article offers practical strategies for teaching English syntax (sentence structure) to English learners. It includes tips for addressing common challenges like word order and sentence patterns in both written and spoken language.

Resource 4:
📘 English Language Structure and Function: A Practical Approach for Teachers
🔗 Download the Resource Guide
Why I chose it: This resource book gives teachers practical techniques for teaching the structural aspects of English, from phonics to sentence structures. It's an excellent guide for applying theoretical principles in the classroom.

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Language Principles and the Structure of English: Foundations for Teaching English Learners

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Theories of First and Second Language Acquisition: Insights into Language Learning

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Theories of First and Second Language Acquisition: Insights into Language Learning

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Resource 1:
📘 Theories of Second Language Acquisition – Theories in TESOL
🔗 Read the Overview of Theories
Why I chose it: This article provides a clear explanation of key second language acquisition (SLA) theories, including behaviorist, nativist, and interactionist perspectives. It’s helpful for understanding the theoretical frameworks that inform language teaching methods.

Resource 2:
📄 Stephen Krashen’s Five Hypotheses
🔗 Explore Krashen’s Hypotheses
Why I chose it: Stephen Krashen’s theories, including the Input Hypothesis and the Affective Filter Hypothesis, are foundational in SLA. This resource explains these theories and how they apply to language teaching, offering valuable insights for teachers working with ELs.

Resource 3:
📎 The Critical Period Hypothesis (CPH)
🔗 Read About the Critical Period Hypothesis
Why I chose it: The Critical Period Hypothesis suggests that there is a biologically determined window for language acquisition, which has implications for how children and adults learn languages. This resource explains the hypothesis and its impact on teaching ELs of different ages.

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Second Language Acquisition: Key Theories and Concepts

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Resource 1:
📘 Texas ESL and Bilingual Education Program Guidelines
🔗 Read the Texas Guidelines
Why I chose it: This resource outlines the guidelines for ESL and bilingual education programs in Texas, including the legal framework, program models, and requirements for student services. It’s an essential resource for educators working with ELs in Texas schools and provides clear expectations for program implementation.

Resource 2:
📄 Types of ESL and Bilingual Education Models
🔗 Explore ESL & Bilingual Program Models
Why I chose it: This article provides an overview of various ESL and bilingual education program models (e.g., dual-language, transitional bilingual education, and English immersion). It is valuable for teachers to understand the different approaches and how each supports language development.

Resource 3:
📎 National Clearinghouse for English Language Acquisition (NCELA) - ESL & Bilingual Education Programs
🔗 Visit NCELA
Why I chose it: NCELA offers research-based information and resources on ESL and bilingual education programs. It covers a variety of strategies and policies for supporting English learners and improving program effectiveness. This is a reliable source for educators to stay updated on best practices and research in the field.

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Chapter 3 – Types of Bilingual & ESL Programs – IDRA

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Resource 1:
📄 The Bilingual Education Act (1968)
🔗 Read the Bilingual Education Act
Why I chose it: The Bilingual Education Act was one of the first pieces of legislation aimed at improving educational opportunities for bilingual students. This act laid the foundation for language support in U.S. schools and is critical for understanding the historical context of current policies regarding ELs.

Resource 2:
📎 The Equal Educational Opportunities Act (1974)
🔗 Equal Educational Opportunities Act Overview
Why I chose it: This law prohibits discrimination against ELs, ensuring that they have equal access to education and language support services. It’s essential for understanding the legal rights of ELs and the obligations of educators under federal law.

Resource 3:
📘 ESSA (Every Student Succeeds Act) - Accountability and ELs
🔗 ESSA and English Learners
Why I chose it: ESSA reaffirms the importance of supporting ELs through tailored assessments and appropriate language support. It provides important guidelines about how schools must serve ELs and track their progress in the educational system.

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Resource 1:
📄 TELPAS Official Assessment Manual
🔗 Download the TELPAS Manual
Why I chose it: This manual provides comprehensive details on how TELPAS is administered, including the scoring process, test administration, and the responsibilities of educators. It’s the go-to resource for teachers to understand the logistics and requirements of the TELPAS assessment.

Resource 2:
📎 TELPAS Writing Sample Rubrics and Scoring Guides
🔗 TELPAS Writing Rubrics & Samples
Why I chose it: This resource gives clear rubrics for scoring TELPAS writing samples, including detailed descriptions of what constitutes each proficiency level. Teachers can use this to assess their students’ writing and prepare them for the assessment.

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https://www.txel.org/Educators

I think this is a good link to us because it provides help for students and teachers. Through this link there are resources on how to help EB students with programs and it also has links for professional development for teachers.

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ASCD is a great resource for understanding laws in your state related to EBs/ELs.

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I began my teaching career in 1997 as a mainstream, 3rd grade teacher at a suburban public school near Houston, Texas. Our school had one teacher designated to serve English language learners (ELLs) through a pull-out setting. I understood my job as teaching students the general education curriculum while she taught my ELLs the English language. I never knew exactly what my students did when they were with the ESL teacher; nor was I sure whether she knew what they were doing when they were with me.

Fast forward to the present and my current activities-working with teachers across the U.S. to strengthen their knowledge and skillset for serving students who are learning English as an additional language. From this vantage point, I can see that my early years as a teacher did not provide a great structure for teaching content or language and that all educators need to know how to serve all students.

The problem is that English learning specialists may be preaching to the choir. We gather on Facebook groups, Instagram, or on Twitter to share information with one another. But we need to spread this mission to our educator friends-those who may not see themselves as ELL specialists yet need to know more about teaching students who are learning English as an additional language. We have to become advocates for English language learners. Here's how:

Learn all that you can about the laws and policies concerning ELLs in your state.

How we serve English language learners is mandated by federal law. From that, states build their own laws and policies. Knowing these laws will help you to serve students and teachers. Educators need to understand these important considerations:

Attend meetings that involve English language learners.

While attending PLCs, RTI meetings, etc. use your knowledge about laws and policies regarding ELLs to advocate for students' rights. Be a voice for students during such meetings and share these rights with families of ELLs. One way to connect with ELLs families when there is a language barrier in the messages you send home is through Talking Points , a free app that translates messages into senders home languages.

Volunteer to present strategies that support ELLs.

English language learners spend most of their day in classrooms with mainstream teachers who may or may not be certified to teach ELLs. Either way, ongoing professional development on strategies that support language and content acquisition will help teachers understand how to leverage language to maximize academic growth. Ask your administrator if you can present at a professional learning meeting. Select research-based strategies that are powerful for all students but necessary for ELLs. Even if you share an article or facilitate a book study, your teachers will benefit.

Plan with grade-level teachers.

Regular grade-level planning is the best way to make an impact on instruction. You can support mainstream teachers on the spot with accommodations and scaffolds that meet the needs of their students. If weekly planning is not possible, try long-term planning on a monthly basis. Virtual planning also becomes a feasible option when meeting in real time is impossible. Some teachers use shared lesson-planning templates on Google Drive or other sharable platforms. Planning together is a great opportunity to sneak in small bits of professional learning, too. It can provide a casual space for educators to share teaching techniques that improve student achievement.

Seek professional learning opportunities within and outside your district.

Several years ago, I worked as a professional development specialist in a suburban district with a large ELLs population. We offered to send ESL and content teachers to a Title III symposium for two days to learn about research-based information that would help them serve English language learners. Many coteachers attended together and were able to build relationships while learning as a team. When we only train EL specialists on strategies, we limit the potential for their use and for student gains. , , , your local TESOL affiliate, and ASCD offer opportunities for in-person PD.

For no-cost, virtual PD, access these resources:

<LINK URL="https://sites.google.com/view/virtuel/home?authuser=0" LINKTARGET="_blank">VirtuEL</LINK> (a free, online conference for teachers of English language learners)

Podcasts (<LINK URL="https://anchor.fm/highest-aspirations" LINKTARGET="_blank">Highest Aspirations</LINK> by Ellevation or <LINK URL="http://voiced.ca/the-boosting-achievement-esl-podcast-with-carol-salva/" LINKTARGET="_blank">Boosting Achievement</LINK> with Carol Salva)

Twitter (EL leaders to follow: <LINK URL="http://www.twitter.com/LarryFerlazzo" LINKTARGET="_blank">@LarryFerlazzo</LINK>, <LINK URL="http://www.twitter.com/TanELLclassroom" LINKTARGET="_blank">@TanELLclassroom</LINK>, <LINK URL="http://www.twitter.com/emilyfranESL" LINKTARGET="_blank">@emilyfranESL</LINK>, <LINK URL="http://www.twitter.com/MsSalvac" LINKTARGET="_blank">@MsSalvac</LINK>, <LINK URL="http://www.twitter.com/Toppel_ELD" LINKTARGET="_blank">@Toppel_ELD</LINK>)

Online Book Studies like #ELLChat_BkClub (to learn more about this, visit <LINK URL="http://ellchatbkclub.blogspot.com" LINKTARGET="_blank">ellchatbkclub.blogspot.com</LINK>)

Facebook Groups such as Advocating for ELLs, Leading ELLs, Colorin Colorado's ELL Educator Group

Consider sending out an email regularly to spotlight an instructional method that supports ELLs. One colleague created a Padlet with resources (all tied to ELLs instruction) that he's curated. He shares this with content teachers in his district. Another ELL specialist creates a Smore page where she regularly highlights three instructional strategies that teachers can access in either 1, 5, or 15 minutes.

Build a team and momentum.

No matter your role, you can gather a team to support ELL students. Every educator (along with the parents) that works with the students on your campus is a part of their success. The team has a higher success rate when each member recognizes that we can't do it alone. A team can also provide the structure to make this work ongoing. What is regularly discussed and revisited is remembered. We have to bring ELLs and the instructional methods that are most powerful to the forefront, not just at the beginning of the school year and then again at testing season, but all throughout the year.

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Be an Advocate for English Language Learners

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I began my teaching career in 1997 as a mainstream, 3rd grade teacher at a suburban public school near Houston, Texas. Our school had one teacher designated to serve English language learners (ELLs) through a pull-out setting. I understood my job as teaching students the general education curriculum while she taught my ELLs the English language.

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There are 4 principles of family engagement.

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The BVAT is an ability test used to look at a child's GT level within classrooms.

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Bilingual Verbal Ability Tests (BVAT) Normative Update

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Elevate potential with Riverside Insights' trusted assessments, including Woodcock-Johnson, the Iowa Assessments, and CogAT.

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For math learning for EBs/ELs, vocabulary and symbol-action relationships are vital for student success. Word walls are vital in teaching symbol-action correspondence.

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LPAC is a group that helps determine the best instructional program for English learners (ELs). Important for access to proper ESL/bilingual resources in the classroom.

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Chapter 89 Crosswalk
The Commissioners Rules in Chapter 89 Subchapter BB became effective August 9, 2023. For a detailed review of the changes, review the Chapter 89 Crosswalk page.
8/29/23

Published - Statewide Home Language Survey
As part of the adopted revisions to Adopted Revisions to 19 Texas Administrative Code (TAC) Chapter 89, Subchapter BB effective August 9, 2023 includes a Statewide HLS Letter that will be given to all students across the state of Texas upon initial enrollment to Texas public schools. You can find the Home Language Survey under the LPAC forms tab.

8/11/23

Published - Summer School Guidance
As you begin planning for summer school, use the updated Summer School Guidance document.You can find this document under the Frequently Used Resources menu option.
3/1/23

Published - End of Year LPAC Checklist
Make sure to use the End-of-year LPAC Checklist.You can find this document under the Frequently Used Resources menu option.
1/12/23

LPAC Website Update
To meet the needs of LPAC members, the website will be updated with improved organization.
5/31/22

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Supporting Emergent Bilingual Students in Texas

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Phenomes are vital in early language learning. Sound-symbol correspondence is important in the early stages of reading and writing.

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Teachers design lessons around practical tasks that require students to use language in meaningful ways. For example, students might work on tasks like conducting surveys, giving presentations, or solving problems, rather than focusing solely on grammar drills.

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It is important to understand the scope and funds of knowledge of EBs/Els before giving a formative assessment.

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Pronuncian is an app that helps English learners improve their pronunciation with lessons focused on specific sounds, stress, and intonation patterns.

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Bringing American English pronunciation to the forefront, teaching you how to speak with an American accent. Free online lessons and videos help non-native English speakers achieve accent reduction.

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Teaching academic English within the classroom can rely on a scaffolding practices. Sentence Frames can provide students with sentence starters or frames to encourage language use. For example, "I think that...," "In my opinion...," or "I agree/disagree because..."

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A strategy for reading and writing development are sentence stems. Sentence Frames can provide students with sentence starters or frames to encourage language use. For example, "I think that...," "In my opinion...," or "I agree/disagree because..."

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Modeling is a great strategy to help oral development for EBs/ELs. Modeling is when a person demonstrates correct language structures and vocabulary use. For instance, if a student says "I go school," you can model "I go to school."

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Language objectives help point out language-specific goals within content learning.

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The Audio-Lingual Method (1940s – 1960s), was a method that was based on behaviorism, the Audio-Lingual Method (ALM) was based on the idea that language could be learned through repetition, drills, and stimulus-response practice.

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TELPAS required students be given a level and given language practice based on said level. (B, I, A)

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As an educator, it is also important to advocate for your students learning, and ensure they are receiving all the proper resources.

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We are very proud to announce the publication of Diane Staehr Fenner's new book! Advocating for English Learners: A Guide for Educators (Corwin 2013) features a foreword by John Segota of TESOL and is unlike anything that has been published in the ELL field so far - much like her work here on our Common Core blog. Diane has compiled useful tools, guidelines, and recommendations for educators working with ELLs, as well activities that can be used in professional development or pre-service settings. Topics include advocacy through collaboration, instruction, assessment, and family engagement, as well as ideas for administrators.

Not only does Diane's book pave the way for working more effectively on behalf of ELLs, it helps educators understand and own their role as advocates - an essential piece in the Common Core puzzle, as we have talked about in our previous posts about the role of ELL educators in the CCSS. We'd love to hear what you think about the book if you have a chance to see it!

Note: Diane and John also collaborated on an article for Colorín Colorado last year about standards that impact English language learners, which includes information about professional standards as well as the Common Core.

Related Resource

The National Education Association's ELL advocacy guide, All In! How Educators Can Advocate for English Language Learners, offers strategies, resources, and step-by-step instructions for navigating the real-life issues educators encounter every day.

The guide, to which Diane and guest blogger Sydney Snyder had the opportunity to contribute, also features general educators and ELL educators who tell stories about the students who inspired them to act. Do you have a story to tell? Add your voice to the voices of educators from around the country. Become a resource by sharing your story and lessons learned.

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Advocating for English Learners: A Guide for Educators

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Advocating for English Learners: A Guide for Educators (Corwin 2013) includes topics such as advocacy through collaboration, instruction, assessment, and family engagement, as well as ideas for administrators.

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Literacy Services are important when considering parental outreach for Ebs/Els.

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With EBs/ELs, it is vital that these students get exams that do not look at their language level, but rather their GT level. This presentation gives a good dive into the BVAT.

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One way to ensure a student isn't being tested for language ability rather than math ability is to provide a student with an exam in their native language, along with an exam in their non-native language. This allows students to have a safety net when doing complex math in a language that is not their own.

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TXEL is a bilingual program in the state of Texas aimed to support the learning for Bilingual students.

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The TEA Emergent Bilingual Support Division is continuously developing program implementation resources for Local Education Agencies (LEAs) to utilize in providing effective bilingual education and English as a second language (ESL) programs for emergent bilingual students that meet and exceed state requirements.

In Texas, there are six state-approved program models that can be implemented to support emergent bilingual students.

Dual Language Immersion Program Models

English as a Second Language Program Models

Dual Language Immersion One Way
A bilingual/biliteracy program model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.

Dual Language Immersion Two Way
A bilingual/biliteracy program model in which students identified as emergent bilingual students are integrated with students proficient in English and are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.
Dual Language Immersion Implementation Resources Texas Effective Dual Language Immersion Framework
The tools created are broken down by levers:

1. Leadership & Family and Community Empowerment

2. Program Model & Design

3. Staffing & Professional Development

4. Lesson Planning & Methods

5. Curriculum & Resources

Visit our Dual Language Guidance Committee page to learn about the mission behind the work.

Transitional Bilingual Education Implementation Resources

English as a Second Language Implementation Resources

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Supporting Emergent Bilingual Students in Texas

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Sentence structure from one language to another can change. It's important to teach sentence structure, such as predicate, in order to properly introduce reading and writing skills within English.

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Content and Language Integrated Learning (CLIL) includes language learning with content instruction in subjects like math, science, and arts. Students learn both subject matter and language skills simultaneously.

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It is important to consider if a formative assessment is testing a student's understanding of a concept, or their understanding of English. Providing students with the proper resources is vital.

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Forvo is a website that allows users to hear native speakers pronounce words, which is particularly helpful for learning correct pronunciation in different accents.

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app pronunciation: How to pronounce app in English, Dutch, German, Swedish, Luxembourgish, Mandarin Chinese, Italian, Norwegian, Spanish

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Pronunciation guide: Learn how to pronounce app in English, Dutch, German, Swedish, Luxembourgish, Mandarin Chinese, Italian, Norwegian, Spanish with native pronunciation. app translation and audio pronunciation

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Since teaching academic English often relies on scaffolds, increasing funds of knowledge for EBs/ELs is vital. Word walls are a great resource when teaching academic English.

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Group Readings are great for reading and writing development within the classroom.

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Reading Comprehension Strategies for English Language Learners

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Note: This article originally appeared in ASCD Express: Vol. 5, Issue 11, “Reading to Learn.” Comprehension is the reason for reading, but it can be the most difficult skill to master — especially for English language learners (ELLs). ELLs often have problems learning science, math, or social studies concepts, for example, because they cannot comprehend the textbooks for these subjects.ELLs at all levels of English proficiency and literacy development will benefit from improved comprehension skills, which allow them to:read more accuratelyfollow a text or story more closelyidentify important events and concepts in a textmaster new concepts in their content-area classescomplete assignments and assessmentsfeel motivated to read in school and for pleasureThere are a number of ways to build ELLs’ comprehension skills. Often standard strategies that are used in mainstream classrooms are a good starting point — they just need to be tweaked with ELLs’ language and academic needs in mind! This article focuses on strategies that are part of three main approaches: building background knowledge, teaching vocabulary explicitly, and checking comprehension frequently.I. Build background knowledgeDraw on students’ existing knowledgeStudents may already possess content knowledge that they cannot yet demonstrate in English. Look for opportunities to make associations between students’ experiences and new content. Allow students to use their native language with peers for a quick brainstorm about what they know about a topic before presenting their ideas to the whole class.Related Videos Video bonus: See classroom videos and interviews about reading comprehension in our related resource section and classroom video library!Build students’ background knowledgeStudents with limited or interrupted schooling may not have that same level of knowledge as their peers, especially when it comes to historical or cultural topics. When starting a new lesson, look for references that may need to be explicitly explained.Take students on a “tour of the text”At the beginning of the year and each time you hand out a new textbook, take students on a “virtual tour.” Show them different elements of the text, such as the table of contents and the glossary, and discuss how these sections can be helpful. Explain how the text is organized, pointing out bold print, chapter headings, and chapter summaries. Once students learn how to recognize these elements, they will be able to preview the text independently. Remember that students need to know how to use a tool in order for it to be useful. Learn more about this strategy in Teaching ELLs to Navigate Textbooks Effectively.Use a “picture-walk”This strategy can be used for fiction or non-fiction books. “Walk through” the book with the students, pointing out pictures, illustrations, and other graphic elements. Ask them what they notice about the pictures and how they think those details may be related to the story or content.Use outlines to scaffold comprehensionProvide a brief, simple outline of a reading assignment or an oral discussion in advance of a new lesson. This will help ELLs pick out the important information as they listen or read.II. Teach vocabulary explicitlyFocus on key vocabularyChoose vocabulary that your students need to know in order to support their reading development and content-area learning. Provide student-friendly definitions for key vocabulary.Include signal and directional wordsRemember that students may also need explicit instruction in signal or directional words (“because” and “explain”), in addition to key content vocabulary (“photosynthesis” and “revolution”).Use a “picture-walk” for vocabularyOnce students know a new word’s definition, ask them connect those new words to the pictures they see in the text.Teach students to actively engage with vocabularyTeach students to underline, highlight, make notes, and list unknown vocabulary words as they read.Give student practice with new wordsEnsure that your students can:Define a wordRecognize when to use that wordUnderstand multiple meanings (such as the word “party”)Decode and spell that wordIncorporate new words into discussions and activitiesFor students to really know a word, they must use it — or they will lose it. Use new words in class discussions or outside of class in other contexts if appropriate, such as on field trips. Give the students as many opportunities to use and master the new vocabulary as possible.III. Check comprehension frequentlyUse informal comprehension checksTo test students’ ability to sequence material, for example, print sentences from a section of the text on paper strips, mix the strips, and have students put them in order.Test comprehension with student-friendly questionsAfter reading, test students’ comprehension with carefully crafted questions, using simple sentences and key vocabulary from the text. These questions can be at the:Literal level (Why do the leaves turn red and yellow in the fall?)Interpretive level (Why do you think it needs water?)Applied level (How much water are you going to give it? Why?)No matter what the proficiency level of the student, ask questions that require higher-level thinkingTo probe for true comprehension, ask questions that require students to analyze, interpret, or explain what they have read, such as:What ideas can you add to…?Do you agree? Why or why not?What might happen if…?How do you think she felt…?Use graphic organizersGraphic organizers allow ELLs to organize information and ideas efficiently without using a lot of language. Different types include Venn diagrams, K-W-L charts, story maps, cause-and-effect charts, and timelines.Provide students lots of different ways to “show what they know”Drawings, graphs, oral interviews, posters, and portfolios are just a few ways that students can demonstrate understanding as they are beginning to develop their reading and writing skills in English.SummarizeAsk students to use the following strategies to summarize what they have read (orally or in writing):Retell what you read, but keep it short.Include only important information.Leave out less important details.Use key words from the text.It may be challenging to get ELLs’ comprehension skills where you want them to be, but the extra effort it takes will be well worth it as you put them on the path to becoming successful readers.

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Sentence Frames are also a good resource. Sentence Frames Provide students with sentence starters or frames to encourage language use. For example, "I think that...," "In my opinion...," or "I agree/disagree because..."

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Language objectives help point out how language and the content combine within the lesson.

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English Language Proficiency Standards - these are important to include in the language objectives when lesson planning and for determining which language domains are begin addressed with the lesson.

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Proficiency Level Descriptors - these are important to refer to when monitoring the progress of the English learners. They also serve as reminders of what students can do at each level of proficiency within each domain of language.

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TABS and NNAT

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What is the NNAT?

Schools use the Naglieri Nonverbal Ability Test (NNAT) to assess K-12 students for gifted and talented programs. It serves as a group-administered aptitude test, often employed as an entrance exam for these programs. The NNAT utilizes shapes and figures to evaluate the problem-solving and reasoning abilities of a child without relying on their language skills. In other words, the NNAT assesses how a student thinks instead of what a student knows.

Watch these videos to learn more about the NNAT:

Differences between the NNAT-2 and NNAT3 test

Schools across the United States extensively use the NNAT, including NNAT-2 and NNAT3, for screening gifted and talented admissions. These tests evaluate a child's problem-solving and visual-spatial reasoning skills using questions featuring abstract shapes and designs, rather than assessing their school-based knowledge.

The NNAT-2 (second edition) and NNAT3 (third edition) are two different versions of the test. Here are the key differences between these two versions:

Test structure: Both the NNAT-2 and NNAT3 feature 48 questions. However, the NNAT3 boasts an enhanced structure, better aligning with the cognitive abilities of the tested children. This improved structure ensures a more precise evaluation of a child's nonverbal reasoning skills.

Item content: The NNAT3 contains updated questions and item content compared to the NNAT-2. This update aims to provide a more engaging and contemporary experience for the test-takers, making the assessment process more enjoyable and accessible.

Accessibility: NNAT3's design focuses on enhanced accessibility for a diverse range of students, including those with special needs. Improvements in visual presentation and administration ensure that children with various learning needs can effectively complete the test.

Scoring: While both NNAT-2 and NNAT3 use the same scoring system (Naglieri Ability Index), the NNAT3 has updated its norms to reflect more recent demographic data. This ensures that the test's results are more representative of the current population, leading to a more accurate comparison among the test-takers.

NNAT3 has undergone updates to enhance compatibility with modern technology. Both NNAT-2 and NNAT3 can administer online, but NNAT3 simplifies test administrators' management of the testing process with enhanced digital features.

Test preparation materials: The NNAT3 has updated its test preparation materials to be more comprehensive and helpful for test-takers. These materials are specifically designed to help students familiarize themselves with the test's content and format.

NNAT3 Improvements and Accessibility

The NNAT3 is an updated version of the NNAT-2, featuring an improved test structure, updated questions, better accessibility for diverse students, updated norms for scoring, enhanced digital administration, and more comprehensive test preparation materials. These updates aim to provide a more accurate, engaging, and accessible assessment of nonverbal reasoning skills in children.

The NNAT is the gold standard for unbiased scoring. It disregards primary language, socioeconomic status, educational history, or color/vision impairment. This is achieved by using minimal language and written directions, not relying on a child's reading, writing, or language skills. Additionally, only two colors (blue and yellow) are shown.

NNAT Test Quick Facts
There are 4 types of questions on the NNAT test:

Pattern completion

Reasoning by analogy

Serial reasoning

Spatial visualization

The latest version is the NNAT3. It takes 30 minutes to complete. It includes 48 questions. These questions are broken down into four unique question types.

Prepare your child to tackle all four NNAT question categories with ease. TestingMom.com can help! We have 4,700+ practice questions. They are organized by grade level. These questions help your child build confidence and familiarity for the NNAT.

Additionally, we provide parent resources to assist in the testing process. You'll have access to 30+ games from top educational publishers. Our Student Success Team is ready to answer your questions and more!

Want to try us out? Sign up for a free account today and get 100 practice questions.

What Grade Levels Do You Support for the NNAT?

TestingMom.com offers NNAT-2 and NNAT-3 support for Kindergarten through 8th grade. This support is available with all levels of Membership.
Pro tip: If my child doesn't know an answer, should they guess?
The official guideline from the publisher is that students should not guess if they do not know the answer - that random guessing compromises the validity of the scores. However, the NNAT3 score is calculated based on the number of right answers and the student is not penalized for incorrect answers. As a parent looking for a high score, it is better for your child to answer all questions than leave an answer blank.

Four Subtypes of NNAT3 Questions

Pattern completion - Students must identify the correct missing piece in a larger design from which a section has been removed, often resembling a jigsaw puzzle.

Reasoning by analogy - Students use visual-spatial reasoning abilities to discern logical relationships between various geometric shapes and figures (e.g., large triangle to small triangle, then large circle to small circle and so on).

Serial reasoning - Students must recognize sequences created by shapes and figures that change visually to form logical patterns. For example: Once a student identifies the relationship between two images shown in the top row, the same rule applies to images shown in subsequent rows.

Spatial visualization - Students must determine how two or more designs would look when they're combined (and it some cases, rotated). They may also see questions that ask what a design should look like after it's been folded, rotated or otherwise altered, like punching holes in a piece of folded-up paper and then identifying the new pattern that's visible when it's unfolded.

NNAT Questions Types By Grade Level

The NNAT3 test is assigned by grade level; however, it scores based on a child's age, comparing them to others within a 3-month age range. Moreover, the questions have the same format whether your child is taking the NNAT-2 or NNAT3 test.

Children entering or in kindergarten will take the Level A exam, which has Pattern Completion and Reasoning by Analogy questions.

Children in first grade will take the Level B exam, which has Pattern Completion, Reasoning by Analogy and Serial Reasoning questions.

Children in second grade will take the Level C exam, which has Reasoning by Analogy, Pattern Completion, Serial Reasoning, and Spatial Visualization questions.

Children in third and fourth grade will take the Level D exam, which has Spatial Visualization questions, Reasoning by Analogy, Serial Reasoning, and Pattern Completion questions.

Children in fifth and sixth grade will take the Level E exam, which has Spatial Visualization questions, Serial Reasoning, Reasoning by Analogy, and Pattern Completion questions.

Children in seventh through ninth grade will take the Level F exam, which has Spatial Visualization questions, Reasoning by Analogy, Serial Reasoning and Pattern Completion questions.

Children in tenth through twelfth grade will take the Level G exam, which has Spatial Visualization questions, Serial Reasoning and Reasoning by Analogy questions.

NNAT3 Test Subsections by Grade Level

Interested in boosting your children's NNAT confidence and familiarity? Join TestingMom.com for valuable parent lessons to aid your child's effective test preparation. These lessons complement our practice questions.

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Looking for more resources to help your child approach the NNAT with confidence? TestingMom.com can help with:

We offer 4,700+ NNAT practice questions, categorized by question type and grade level. This builds confidence and familiarity for Test Day.

Our program is customizable based on your child's grade level and upcoming tests. This allows you to target their prep effectively.

Our interactive practice includes 30+ games from top educational publishers. These games strengthen skills in math, language arts, science, social studies, and more.

A Student Success Team is available to offer guidance or assistance if you encounter any difficulties.

With over 400,000 practice questions, we cover tests from Pre-K to 8th Grade. These include gifted and talented, private school admissions, state tests, and more. All of this is available for one low price.

Parent resources to help you easily navigate your child's testing process.

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Father Reviews TestingMom.com NNAT Test Prep
What is the NNAT?
See if TestingMom.com supports your child's test by your school district. If you don't see your child's school district listed, check with us! We have practice for other tests as well.

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NNAT Test (Naglieri Nonverbal Ability Test)

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Comprehensive NNAT overview with questions, prep methods, and proven parent support for 200% higher test success.

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Task-Based Language Teaching (TBLT) looks at language for completing real-life tasks rather than focusing solely on language forms. It encourages students to work on activities such as problem-solving, projects, or simulations.

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Teaching Academic Vocabulary to English Learners

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Teaching Academic Vocabulary to English Learners

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Academic vocabulary is essential for academic success. This resource offers practical tips for teaching academic vocabulary in the classroom, such as using context clues, repetition, and engaging students in discussions that reinforce vocabulary learning.

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Teaching ELL Students– Teaching Academic Vocabulary

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 Creating Language Objectives for Differentiated Instruction

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 Creating Language Objectives for Differentiated Instruction

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This article focuses on how to tailor language objectives for diverse learners in the classroom. It discusses strategies for differentiating language instruction based on students’ varying proficiency levels, helping educators address the specific needs of English learners.

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Differentiated Instruction for English Language Learners

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Each student comes to school, not only with unique academic needs, but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

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Math Vocabulary for English Learners: Key Terms and Strategies

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Math Vocabulary for English Learners: Key Terms and Strategies

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Math vocabulary can be challenging for English learners. This resource provides strategies for introducing and reinforcing math terms in context. It emphasizes the importance of explicitly teaching key terms and creating opportunities for students to use them in math activities.

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Fun to Teach - Innovative curriculum for ESL, Grammar, English, Math and more! Love teaching with resources that simplify prep and make it Fun To Teach!

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ESL Math Vocabulary That ESL Students Need To Know - Fun to Teach

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Do your English Language Learners (ELLs) struggle with understanding Math? Many ELLs do. If you are an ESL teacher working with English Language Learners (ELLs) studying Math there are a few things to make sure you cover! Consider common English words that may have more than one meaning when it comes to math or the

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The Communicative Approach to Language Teaching

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The Communicative Approach to Language Teaching

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Why I chose it: The Communicative Language Teaching (CLT) method emphasizes real-world communication and interactive learning. This resource explains the principles of CLT and how it applies to teaching English as a second language, focusing on student interaction and language use in context.

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 Assessment for Learning: A Resource Guide by the National Council of Teachers of English (NCTE)

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 Assessment for Learning: A Resource Guide by the National Council of Teachers of English (NCTE)

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This resource by the NCTE focuses on how formative assessments can support the learning process, especially for students with language learning needs. It provides guidelines and examples for using assessments to inform instruction, such as student self-assessments and peer evaluations.

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Council books, journals, meetings, and Web resources help provide professional support throughout the many stages of your teaching career.

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 The Role of Scaffolding in Reading and Writing Development

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 The Role of Scaffolding in Reading and Writing Development

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Scaffolding is an essential teaching strategy, especially for ESL learners. This article explains how to provide structured support to gradually help students become more independent in reading and writing. It includes strategies like guided reading, interactive writing, and using visuals.

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6 Scaffolding Strategies to Use With Your Students

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Support every student by breaking learning up into chunks and providing a concrete structure for each.

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This article offers practical tips for identifying and nurturing gifted English learners. It includes ideas for differentiating instruction in both language and content areas to allow these students to flourish academically.

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Finding Gifted Learners Through Language Barriers - UConn Today

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Through Project EAGLE, UConn researchers are working to identify gifted math students among English Language learners

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Google Translate allows students to translate text, documents, and even voice into multiple languages. For ELs, it serves as a quick and accessible resource for comprehending content in their native language and helping them express ideas in English. It also has features like speech-to-text for listening and pronunciation practice.

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This resource provides an overview of World Englishes, discussing the different varieties of English spoken across the globe. It’s useful for understanding how regional, social, and cultural contexts shape the language and its variations.

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Englishes around the World - Introduction

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 Offer Support for Social-Emotional Development

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 Offer Support for Social-Emotional Development

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Strategy: Schools should recognize that EB/ELs often face challenges beyond academics, such as adjusting to a new culture or feeling isolated. It’s important to support both students’ academic and emotional needs.

Example: Offer parent workshops or provide resources for addressing the emotional and psychological needs of immigrant families.

Why it's helpful: By addressing both language development and emotional well-being, schools can help families feel more supported and involved in their children’s education.

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 Offer Support for Social-Emotional Development

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Dialects and Regional Varieties of English

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Dialects and Regional Varieties of English

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This article explains the concept of dialects, focusing on the regional variations in pronunciation, grammar, and vocabulary in English. It’s a helpful resource for understanding the different accents and forms of English spoken in various English-speaking regions.

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British English

The abbreviation RP ( Received Pronunciation) denotes what is traditionally considered the standard accent of people living in London and the southeast of England and of other people elsewhere who speak in this way. RP is the only British accent that has no specific geographical correlate: it is not possible, on hearing someone speak RP, to know which part of the United Kingdom he or she comes from. Though it is traditionally considered a "prestige" accent, RP is not intrinsically superior to other varieties of English; it is itself only one particular accent that has, through the accidents of history, achieved a higher status than others. Although acquiring its unique standing without the aid of any established authority, it was fostered by the public schools (Winchester, Eton, Harrow, Rugby, and so on) and the ancient universities (Oxford and Cambridge). Other varieties of English are well preserved in spite of the leveling influences of film, television, and radio. In several Northern accents, RP / a:/ (the first vowel sound in father) is still pronounced /æ/ (a sound like the a in fat) in words such as laugh, fast, and path; this pronunciation has been carried across the Atlantic into American English.

In the words run, rung, and tongue, the RP pronunciation of the vowel is like the u in but; in some Northern accents it is pronounced like the oo in book. In the words bind, find, and grind, the RP pronunciation of the vowel sound is /ai/, like that in "bide"; in some Northern accents, it is /i/, like the sound in feet. The vowel sound in the words go, home, and know in some Northern accents is /ɔ:/, approximately the sound in law in some American English accents. In parts of Northumberland, RP it is still pronounced "hit," as in Old English. In various Northern accents the definite article the is heard as t, th, or d. In those accents in which it becomes both t and th, t is used before consonants and th before vowels. Thus, one hears t'book but th'apple. When, however, the definite article is reduced to t and the following word begins with t or d, as in t'tail or t'dog, it is replaced by a slight pause as in the RP articulation of the first t in hat trick. The RP /t∫/, the sound of the ch in church, can become k, as in thack ("thatch, roof") and kirk ("church"). In some Northern dialects strong verbs retain the old past-tense singular forms band, brak, fand, spak for standard English forms bound, broke, found, and spoke. Strong verbs also retain the past participle inflection -en as in comen, shutten, sitten, and getten or gotten for standard English come, shut, sat, and got.

In some Midland accents the diphthongs in throat and stone have been kept apart, whereas in RP they have fallen together. In Cheshire, Derby, Stafford, and Warwick, RP singing is pronounced with a g sounded after the velar nasal sound (as in RP finger). In Norfolk one hears skellington and solintary for skeleton and solitary, showing an intrusive n just as does messenger in RP from French messager, passenger from French passager, and nightingale from Old English nihtegala. Other East Anglian words show consonantal metathesis (switch position), as in singify for signify, and substitution of one liquid or nasal for another, as in chimbly for chimney and synnable for syllable. Hantle for handful shows syncope (disappearance) of an unstressed vowel, partial assimilation of d to t before voiceless f, and subsequent loss of f in a triple consonant group.

In some South Western accents, initial f and s are often voiced, becoming v and z. Two words with initial v have found their way into RP: vat from fat and vixen from fixen (female fox). Another South Western feature is the development of a d between l or n and r, as in parlder for parlour and carnder for corner. The bilabial semivowel w has developed before o in wold for old, and in wom for home, illustrating a similar development in RP by which Old English ān has become one, and Old English hāl has come to be spelled whole, as compared with Northern hale. In some South Western accents yat comes from the old singular geat, whereas RP gate comes from the plural gatu. Likewise, clee comes from the old nominative clea, whereas RP claw comes from the oblique cases. The verbs keel and kemb have developed regularly from Old English cēlan "to make cool" and kemban "to use a comb," whereas the corresponding RP verbs cool and comb come from the adjective and the noun, respectively.

In Wales, people often speak a clear and measured form of English with rising intonations inherited from ancestral Celtic. They tend to aspirate both plosives (stops) and fricative consonants very forcibly; thus, two is pronounced with an audible puff of breath after the initial t, and while may be heard with a voiceless /w/.

Scots, or Lowland Scottish, was once a part of Northern English, but the two dialects began to diverge in the 14th century. Today speakers of Scots trill their r's, shorten vowels, and simplify diphthongs. A few Scots words, such as bairn, brae, canny, dour, and pawky, have made their way into RP. Scots is not to be confused with Scottish Gaelic, a Celtic language still spoken by about 60,000 people (almost all bilingual) mostly in the Highlands and the Western Isles. Thanks to such writers as Robert Burns and Sir Walter Scott, many Scottish Gaelic words have been preserved in English literature.

Northern Ireland has dialects related in part to Scots and in part to the southern Irish dialect of English. The influence of the Irish language on the speech of Dublin is most evident in the syntax of drama and in the survival of such picturesque expressions as We are after finishing, It's sorry you will be, and James do be cutting corn every day.

American and Canadian English

The dialect regions of the United States are most clearly marked along the Atlantic littoral, where the earlier settlements were made. Three dialects can be defined: Northern, Midland, and Southern. Each has its subdialects.

The Northern dialect is spoken in New England. Its six chief subdialects comprise northeastern New England ( Maine, New Hampshire, and eastern Vermont), southeastern New England (eastern Massachusetts, eastern Connecticut, and Rhode Island), southwestern New England (western Massachusetts and western Connecticut), the inland north (western Vermont and upstate New York), the Hudson Valley, and metropolitan New York.

The Midland dialect is spoken in the coastal region from Point Pleasant, in New Jersey, to Dover, in Delaware. Its seven major subdialects comprise the Delaware Valley, the Susquehanna Valley, the Upper Ohio Valley, northern West Virginia, the Upper Potomac and Shenandoah, southern West Virginia and eastern Kentucky, western North Carolina and South Carolina, and eastern Tennessee.

The Southern dialect area covers the coastal region from Delaware to South Carolina. Its five chief subdialects comprise the Delmarva Peninsula, the Virginia Piedmont, northeastern North Carolina (Albemarle Sound and Neuse Valley), Cape Fear and Pee Dee valleys, and the South Carolina Low Country, around Charleston.

These boundaries, based on those of the Linguistic Atlas of the United States and Canada, are highly tentative. To some extent these regions preserve the traditional speech of southeastern and southern England, where most of the early colonists were born. The first settlers to arrive in Virginia (1607) and Massachusetts (1620) soon learned to adapt old words to new uses, but they were content to borrow names from the local Indian languages for unknown trees, such as hickory and persimmon and for unfamiliar animals, such as raccoon and woodchuck. Later they took words from foreign settlers: chowder and prairie from the French, scow and sleigh from the Dutch. They made new compounds, such as backwoods and bullfrog, and gave new meanings to such words as lumber (which in British English denotes disused furniture, or junk) and corn (which in British English signifies any grain, especially wheat) to mean "maize."

Before the Declaration of Independence (1776), two-thirds of the immigrants had come from England, but after that date they arrived in large numbers from Ireland. The Great Famine of 1845-49 drove 1.5 million Irish to seek homes in the New World, and the European revolutions of 1848 drove as many Germans to settle in Pennsylvania and the Midwest. After the close of the American Civil War, millions of Scandinavians, Slavs, and Italians crossed the ocean and eventually settled mostly in the North Central and Upper Midwest states. In some areas of South Carolina and Georgia, enslaved Africans working on rice and cotton plantations developed a contact language called Gullah, or Geechee, that made use of many structural and lexical features of their native languages. This variety of English is comparable to such contact languages as Sranan (Taki-taki) of Suriname and Melanesian Pidgins. The speech of the Atlantic Seaboard shows far greater differences in pronunciation, grammar, and vocabulary than that of any area in the North Central states, the Upper Midwest, the Rocky Mountains, or the Pacific Coast. Today, urbanization, quick transport, and television have tended to level out some dialectal differences in the United States. On the other hand, immigrant groups have introduced new varieties in which the influence of ethnic origins is evident, and some immigrant languages are widely spoken (notably Spanish, in the southeastern and southwestern states).

The boundary with Canada nowhere corresponds to any boundary between dialects, and the influence of United States English is strong, being felt least in the Maritime Provinces and Newfoundland and Labrador. Nevertheless, in spite of the effect of this proximity to the United States, British influences are still potent in some of the larger cities; Scottish influences are well sustained in Ontario. Canada remains bilingual. Less than one-fourth of its people, living mostly in the province of Quebec, have French as their mother tongue.

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English language - Dialects, Grammar, Vocabulary

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English language - Dialects, Grammar, Vocabulary: The abbreviation RP (Received Pronunciation) denotes what is traditionally considered the standard accent of people living in London and the southeast of England and of other people elsewhere who speak in this way.

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Teaching in a Multilingual Classroom: Best Practices and Strategies

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Teaching in a Multilingual Classroom: Best Practices and Strategies

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This resource offers practical strategies for teachers working in multilingual classrooms, such as providing differentiated instruction, using visual aids, and fostering a welcoming environment. It’s great for building inclusive practices that support students' diverse linguistic needs.

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Reflections on Teaching Multilingual Learners

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Using evidence-based teaching practices is important for all learners, including multilingual learners, because it ensures that the instructional strategies and techniques used in the classroom are effective. We use the term evidence-based because these teaching practices are supported by empirical evidence and have been shown to improve learning outcomes for students.

Some strategies and interventions are appealing to teachers, especially if students seem to enjoy them, but when working with multilingual learners, evidence-based teaching practices are especially important since these learners have unique learning needs. They are learning new material and skills in a new language and, as a result, may struggle with aspects of learning such as understanding the lesson's content, learning and retaining vocabulary words, and expressing their ideas in their second language.

All teaching with multilingual learners should have at it foundation a welcoming classroom environment. A positive and inclusive classroom environment is crucial to the academic success of multilingual students. This includes honoring their lived experiences, displaying cultural artifacts, and recognizing the value of different languages. Within an inclusive environment, the following evidence-based teaching practices can help teachers plan and deliver lessons that support multilingual learners in their content learning and language development.

Use multimodal instructional materials: Supplement grade-level texts without "watering down" the material. Using a variety of instructional materials such as videos, images, audio, and interactive media can help to engage multilingual learners and promote deeper understanding. These materials serve as a scaffold to make sense of grade-level text.

2. Teach key vocabulary: Teaching key vocabulary is an effective way to support the learning of multilingual students. Studies have shown that there is a strong correlation between vocabulary knowledge and student achievement. It is therefore necessary to explicitly teach academic language and academic content vocabulary, including explicitly teaching words that are critical to understanding the subject matter. Perhaps as important, students need adequate opportunities to practice in using the words in context.

3. Connect to student background: Learning is more meaningful when it is relevant to students. Teachers use students' cultural backgrounds and lived experiences to connect to lessons which can enhance student engagement and understanding. Using real- world examples that are relevant to students' lives and experiences helps them see the relevance of what they are learning and make connections to their own lives. Also, make connections between English and the students' home languages so that the relationship between the language they know and the one they are learning is clear. Point out cognates, ask students to translate words and sentences into their home language, and the like.

4. Use visuals: Using visuals such as pictures, diagrams, and videos can be an effective teaching strategy for multilingual learners. Visuals and multimedia help to provide context and promote understanding, regardless of the student's level of proficiency in the language of instruction.

5. Provide clear instructions: Providing clear and concise instructions is essential for multilingual learners to understand what is expected of them. Instructions should be explained clearly and written for students to refer to as the lesson unfolds. Many multilingual learners may be reticent about asking for clarification, especially in front of the class, so it is incumbent upon the teacher to make sure the steps for completing work are clear, concise and posted for student to see.

6. Using probing questions or topics in discussion: A good idea for this type of approach is to open a discussion about a controversial topic. This is a great way to get all students alert and engaged. Make sure that all forms of responses are accepted (e.g., agree/disagree, short answers, and sketching an idea) because although multilingual learners are capable of thinking about higher order concepts and answering higher order questions, their expression may not match their level of thinking. We want to elicit what they think and know, not their level of English proficiency.

7. Provide opportunities for language practice: Providing multilingual learners with opportunities to practice their language skills can help them develop confidence and fluency in the language of instruction. This can be accomplished through activities such as group discussions, debates, and presentations. Also collaborative learning can be an effective strategy for multilingual learners as it encourages peer-to-peer learning and provides opportunities for language practice. Turn and talk is a common technique but there are innumerable ways to structure peer interaction so that partners work together to accomplish an academic task.

8. Use hands-on activities. Lessons should include multiple opportunities to use hands-on materials or manipulatives to learn and practice the content and should include activities for students to apply content and language knowledge in their learning. Hands-on activities and materials enable students to forge connections between abstract and concrete concepts. Students make these connections most effectively when they are engaged in activities that integrate all language skills such as listening, speaking, reading, and writing.

9. Keep the focus on the lesson's content and language objectives: At the outset of the lesson, teachers orally share posted objectives for the lesson. The content objectives are often found in the text or are based on content standards. Language objectives make visible the language that will be learned or practiced during the lesson. Once the objectives are reviewed, teachers make sure that the lesson's activities support those objectives. When students know what content and language to focus on - based on objectives - their attention is captured and keeps them more actively engaged.

10. Use a variety of assessment methods: Using a variety of assessment methods can help to accurately gauge the progress and understanding of multilingual learners. This includes both formal and informal assessment methods, such as classroom discussions, quizzes, and presentations. Throughout the lesson, and especially at the end, it is important to determine how well students have understood and have retained key vocabulary and content concepts.

Evidence-based teaching practices can help educators design instruction that is culturally responsive and relevant to the diverse backgrounds and experiences of multilingual learners. To ensure that these practices are present in all lessons, many educators use the the SIOP Model lesson planning and delivery framework which is teacher-friendly and has been shown to be effective in improving student achievement as well as English language development. By incorporating evidence-based teaching practices such as SIOP, educators can create a learning environment that supports multilingual learners' academic success and fosters their engagement and motivation.

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10 Evidence-Based Practices for Teaching Multilingual Learners

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Using evidence-based teaching practices is important for all learners, including multilingual learners, because it ensures that the instructional strategies and techniques used in the classroom are effective. We use the term evidence-based because these teaching practices are supported by empirical evidence and have been shown to improve learning outcomes for students.

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Creating an Inclusive Multicultural Classroom Environment

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Creating an Inclusive Multicultural Classroom Environment

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This article discusses how to create an inclusive classroom environment for students from different cultural and linguistic backgrounds. It provides tips on fostering cultural awareness, integrating diverse perspectives, and using inclusive teaching practices.

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The Universal Design for Learning (UDL) framework is designed to accommodate learner variability and reduce learning barriers, making courses more accessible and inclusive. According to UDL, educators should consider using multiple means to address three main factors: 1) learners' interests and motivation (the Why), 2) teaching and delivery methods (the What), and 3) ways of knowledge demonstration (the How). That is, faculties need to ensure students know why they are learning what they're learning, provide students with accessible materials, and present multiple means of assessment.

Launched in 2020, the UDL Guidelines have been a dynamic tool to empower inclusive education. On July 30th, 2024, CAST updated and introduced the UDL Guidelines 3.0 as a response to the need to address "critical barriers rooted in biases and systems of exclusion". With the introduction of the UDL 3.0 in July 2024, we asked Lillian Nave, Faculty Development Specialist and host of the Think UDL podcast to reflect on this update. As Lillian remarked, these updates are "a welcome widening of what we're really looking at in the learning environment. It is a great addition to know that all learners are variable and we should really pay attention to them".

Here are the key changes within the framework, according to Lillian:

Multiple means of engagement: This pillar now focuses on welcoming different interests and identities by nurturing joy and play and addressing biases, as well as threats, and distractions

Multiple means of representation: A shift towards the cultural aspect of the learners' background, which is key to broaden our understanding of what is happening with multiple learners.

Multiple means of actions and expression: The emphasis on where we are as teachers and where our students are as learners to identify the goals and ways that students can reach these.

In short,

"It is the recognition of a whole human, not just a brain. The emotional part of learning is now more in focus, along with who the learner is and what they bring to the learning environment."
You can listen to Lillian's sharing about UDL 3.0 below.
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So how can faculties leverage the UDL guidelines to create an inclusive, equitable online learning environment that supports and values every learner? Below you can find a comprehensive list of inclusive strategies to optimize, and implement the UDL framework into learning activities, assessment and feedback.

Learning activities

Multiple means of engagement

1. Create and distribute surveys to generate insightful students' information (background, needs, strengths, weaknesses) that can help personalize the curriculum.

2. Organize an introduction session to make sure students are presented with detailed explanations of the courses, as well as multiple choices in terms of content, learning tools, rewards and recognition, assessments, task requirements, and more.

3. Vary activities and student materials so that they are personalized to different learners' needs such as distance, adult, or carer learners, culturally and socially relevant, appropriate to different ages and abilities, relevant to different racial, cultural, ethnic, and gender groups

4. Design learning activities that invite active engagement and responses right from beginning (e.g. flipped classroom, team-based learning). Example: Flipped classroom learning journey, Team-based learning journey

1. Create activities or learning spaces where learners are motivated through connections to their identities, sense of self, and communities.

2. Incorporate storytelling activities

3. Incorporate deadline reminders and extensions (calendars, schedules, visible timers, notifications, etc.) to help students' keep track of their learning.

1. Offer students with different options to complete assignments: oral presentation, research paper, group projects, or making a podcast, etc.

2. Create authentic learning activities that require students to engage with real world situations: finding solutions to a real problem; interviewing experts in the field; or creating a research poster to present in a simulative online conference.

1. Involve students in developing course objectives, activities, and assessments

2. Create course surveys to invite students' reflection and evaluation of course content and activities

3. Provide constructive, timely prompts to support and guide students throughout the learning process. Read more: Prompt-based open discussion

1. Make use of authentic learning strategies (problem-based learning, team-based learning, etc.) where students need to use knowledge and skills to solve novel and relevant problems, or make sense of complex ideas in creative ways.

2. Curate different ways in which students can interact with the study materials, by using social annotation, online discussion forums, or interactive quizzes. These methods can be supported by plenty of pedagogical technology. Example: Pre-class preparation on a document; Pre-class preparation on a video; Pre-class preparation on an audio

1. Provide information, and knowledge in multiple modalities, such as written documents, audio and video; and in formats accessible to all learners (e.g., adding subtitles, including alternative texts to images, increasing text size or brightness).

2. Create and distribute supporting materials (e.g., glossaries, illustrations), background information, and multiple types of examples to facilitate knowledge transfer, and reduce learning barriers

3. Include transcripts to videos, either directly or via pdf

4. Involve students in developing course resources

5. Supply assignment instructions with multimedia resources so that students can better understand the requirements and contexts of the tasks.

6. Follow accessibility standards (NIMAS, DAISY, etc.) when creating digital text

7. Incorporate a range of authors with various identities, including (but not limited to) gender, race, different abilities, nationality, and socio-economic background in the study materials.

Offer students with different options to showcase their performance such as: oral presentation, research paper, group projects, making a podcast, etc. Example: Collaborative thesis writing; Authentic group project
Use case: The teaching team at Leiden University implemented the portfolio approach to help students take ownership and gain more insights into their personal growth. This portfolio will be a collection of all students' work and their received feedback which they can reflect on and create a showcase of to later share with future employers. Read more on how the Leiden team designed and facilitated the portfolio project
Use multiple pedagogical tools (e.g. interactive discussion platforms, peer review, ) to allow learners to showcase their performance at their best.
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1. Provide clear explanations to learners on the importance of feedback on their learning.

2. Organize a session to clarify the rationale behind an assessment and answer students's questions

1. Incorporate different communication methods for meaningful interactions (e.g. online discussion boards, email, and video conferencing options).

2. Give students autonomy to plan, set goals, and be intentional about the way they approach a task

3. Provide model examples (templates, well-performed assignments) that learners can refer to for content organization and assignment

4. Use study portfolio to allow students to showcase their work and progress in a holistic and diverse manner

Present students with multiple ways to present their final product. These can be a research paper, group presentation, or self-produced podcast.
Use case: Christina Wesolek - lecturer at University of Delaware, implemented problem-based learning with the aid of technology in her physics course. In this course, students worked together in groups of 4-6 for semester projects, and in groups of 2-3 for lab work. They then completed self and peer evaluations. These anonymous peer evaluations were a space to give feedback on all group dynamics related to PBL, semester projects, lab work, and any other group topics.
Issue peer or group assessment to initiate interactions, and encourage students to learn from each other. Example: Group evaluation activity; Collaborative learning journey
Use case: In an online marketing course of 400 students, instructors at Boston University issued a Peer Review assignment after each live session, which was called 'FeedbackFruits Executive Memo submission'. For this, students wrote an executive memo, then provided feedback on each other's work based on a 3-criteria rubric.
Provide personalized, timely feedback with the help of AI technology. Example: AI-assisted writing assignment

1. Break down the assessments into manageable steps so that students can receive feedback and reflect on their progress.

2. Create plenty of opportunities for frequent and timely feedback by incorporating feedback moments throughout the course with detailed feedback rubrics to guide students. This article provides a clear guide on how to design effective feedback rubric.

1. Use different methods to deliver self, peer, and group feedback (video reviews, multimedia annotations, essay, etc.)

2. Combine both formative and summative assessment to both measure student progress and final achievement. Explore more strategies to balance these two assessment practices in this article.

3. Offer students multiple ways to provide feedback, not just limit to text-based comments. Many tools allow for creating visual or audio feedback (screen-capture, or audio/video recording of comments), which have been well-received by students.

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Use AI to provide personalized, timely support for students.

Multiple means of representation

Example: Authentic group project learning journey

Multiple means of action and expression

Multiple means of engagement

Multiple means of representation

Multiple means of action and expressions

Using FeedbackFruits solutions to support inclusive teaching

Understanding the challenges and opportunities of inclusive education, the FeedbackFruits team design our solutions to support educators to actively engage every student, while accommodating diverse learning needs, providing personalized feedback and instructions, as well as providing equal opportunities for every learner to thrive and drive society forward.

Provide integrated and innovative learning materials and activities for students

Seamless API and LTI integration into different LMSs (Canvas, Blackboard, Moodle, and D2L Brightspace) allows instructors to choose among several teaching tools that cater to different pedagogical approaches, from flipped classroom, self/ peer/ group assessment, online discussion, to group project.

In addition, our solutions support the distribution and delivery of multimedia study materials, from documents, presentation, to audio, and videos. Instructors can choose from adding questions, discussion points, annotations, to creating discussion forums surrounding the materials. In short, FeedbackFruits presents endless ways to curate learning materials and activities in the most creative manner.

Support the creative use of multimedia throughout the course to facilitate student-centered learning

With FeedbackFruits, instructors have plenty of options to creatively use multimedia to create engaging learning experiences.

‍ Interactive Study Materials solutions utilize social annotations to turn static, passive pre-class content study into engaging activities. Learners gain deeper understanding via in-line questions, while engaging in meaningful discussions.

Within FeedbackFruits, instructors can also enable comments in the form of audio or video, diversifying how instructors and students interact with each other during the feedback activity.

Enable students' responses in multiple formats

Within FeedbackFruits, students can generate responses or provide input using different modalities (written text, video and audio recording, image attachment, etc.)

Provide relevant support and services for both students and teaching staff

24/5 support chat is directly linked within FeedbackFruits activities, instructors and students can connect with our colleagues for assistance within less than 1 minute.

In addition, pop-ups appearing as the activity opens for the first time, show quick guides for completing the assignments.

We also provide instructors and students with immediate access to a rich knowledge base, including help documents, videos, use cases, and training. Users can always refer to these resources for clarification when using the tools.

Personalize the learning experience

Grounded in pedagogy, FeedbackFruits solutions can be used to support the facilitation of different pedagogical approaches (flipped classroom, TBL, etc.)

‍ Our template libraries offer plenty of shareable and customizable templates that can be scaled and adapted to the course context and objectives.

Acai - our AI solutions tool generates instant, formative feedback on students' academic writing, and real-time suggestions to help learners deliver better feedback, saving faculties plenty of time while providing personalized coaching for individual students.

Currently available in Group Member Evaluation, the Detect outliers feature helps identify students in group projects whose contribution or review scores vary significantly from their peers', based on how students gave and received feedback. With such timely insights, teachers can take quick actions and make suitable adjustments to improve the learning experience.

Facilitate multi-level interactions and engagement opportunities

With FeedbackFruits, instructors can create learning activities that generate deep interactions, and connections among the learners.

Interactive Study Materials allow instructors to stimulate direct, open discussions with students within the learning materials. Connection points can be generated by questions or discussion threads to the content, or replying immediately under students' comments

The Assignment and Skill Review tools help generate open, direct conversations within students' deliverables, in which faculties and students can exchange feedback.

Faculties can organize online discussions where students are encouraged to exchange their thoughts about each other's work or a topic. This can significantly promote a sense of community in online learning.

Create holistic rubrics to assess students effectively

All our assessment tools come with the Feedback Criteria setup, which enables teachers to design feedback rubrics with detailed criteria, explanations of criteria, rating scales, and descriptions of rating scales to guide students throughout the feedback process. This ensures that students are always aware of the grading criteria and have access to the rubric directly within the assignment. These rubrics can also be exported and shared between faculty, and there are even template rubrics to make use of.

FeedbackFruits also offers the option to customize the grading criteria and weighting, with instructors specifying the points received for completing each activity step, such as leaving a minimum number of review comments, or engaging in a certain number of discussions. With this grade weighting per step transparent for students, increased motivation and higher participation is often seen as a result.

Design authentic assessment that mimic real-life situations to promote skills development

One critical element of inclusive teaching is to provide authentic assessment practices that replicate real life problems. Whether you ask students to prepare a research paper, come up with a business proposal, do a case study, record a podcast or present a topic in the classroom, FeedbackFruits has a solution to assess them based on your learning objectives.

Support multiple types of assessment formats (formative, summative, research projects, objective tests, etc.)

With FeedbackFruits, teachers can integrate both summative and formative assessment throughout the course.

For formative assessment, instructors can create low stake quizzes after each lesson to check students' understanding using the Quiz tool; or integrate a feedback activity in the middle of the course.

For summative assessment, instructors can turn traditional pen and paper exams into more authentic assignments with Assignment Review, Skill Review, or Discussion on Work.

Design and facilitate constructive, instant, and personalized feedback at multiple levels

FeedbackFruits assessment tools enable the design, and facilitation of an effective peer/ group feedback activity.

In a large student cohort, it is more challenging to provide detailed, real-time, and actionable feedback on each student's assignment. The Automated Feedback tool generates instant feedback on students' lower-order writing skills such as grammar and style, which frees up time for instructors to focus on argumentation or reasoning. ​​With these timely feedback, students can iterate on an improved final submission, as well as increasing their autonomy and self-guidance throughout the learning experience.

Instructors can choose to enable the self-assessment module within either Peer Review or Group Member Evaluation to ensure that students continuously reflect on not only their performance but also their progress throughout the semester.

Another option is to create a separate self assessment activity, in which students critically evaluate their own work based on the criteria & rubrics set by the instructor. Thus, instructors can motivate students to have the ownership of their own learning effectively.

Conclusion

Hope that this list will help you in planning your next courses, activities, or assessments. Which inclusive teaching strategy from this list was new to you? Did we miss anything? Let us know by sending us an email to nhi@feedbackfruits.com.

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50 strategies for inclusive teaching: A complete list

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A comprehensive list of inclusive teaching strategies based on the UDL framework

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Strategies for Teaching Academic Language to English Learners

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Strategies for Teaching Academic Language to English Learners

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This resource provides comprehensive strategies for teaching academic language, which is critical for students' success in school. It emphasizes the importance of scaffolding academic vocabulary, providing explicit instruction, and integrating academic language across all subject areas.

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Strategies for Teaching Academic Language to ELLs | Continental

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It’s important for mainstream teachers to know the basics of academic language and develop strategies for teaching academic language to ELLs.

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 The Role of Language Objectives in Lesson Planning

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 The Role of Language Objectives in Lesson Planning

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This emphasizes the significance of language objectives in lesson planning, especially for English learners. It gives clear examples of how language objectives support academic growth by focusing on the language skills needed for students to succeed in content lessons.

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Lesson planning for ESL/ELL: how to write content and language objectives | Episode 71

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Using Visuals to Teach Math to English Learners

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Using Visuals to Teach Math to English Learners

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This article focuses on the importance of using visuals, such as diagrams, charts, and manipulatives, to help English learners understand mathematical concepts. Visuals are essential tools for bridging the language gap in math instruction.

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Math Instruction for English Language Learners

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

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Strategies for Making Science Accessible to English Learners

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Strategies for Making Science Accessible to English Learners

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To make science accessible to English learners (ELs), teachers can use strategies that support both language and content understanding. Visuals and hands-on activities are essential, as they help students connect concepts with real-world examples. Diagrams, videos, and experiments allow ELs to see and interact with the material, improving comprehension. Pre-teaching vocabulary with pictures and simple definitions builds a foundation, while simplified texts ensure that content is understandable. Scaffolding techniques like sentence frames and think-alouds support language production and scientific reasoning. Collaborative learning, such as group discussions, promotes language practice and peer support. Interactive technology like simulations or educational apps provides engaging, visual, and auditory support. Additionally, modeling and demonstrations help ELs visualize processes, while oral language developmentencourages speaking and discussion, reinforcing both scientific concepts and language skills. These strategies together help ELs grasp science content and develop language skills.

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Supporting ESL Students in Science | ESL Teaching Strategies | ESL Teaching Tips

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BrainPOP provides engaging animated videos on a wide range of science topics. The videos are simple and visually rich, making them accessible for ELs, and the quizzes and activities reinforce learning.

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Edutopia (Teaching Strategies for ELs in Social Studies)

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Edutopia (Teaching Strategies for ELs in Social Studies)

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This discusses strategies for making social studies more accessible to English learners, offering suggestions such as using visuals, teaching vocabulary, and making real-world connections to enhance student understanding.

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Newsela (Social Studies Articles for ELs)

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Newsela (Social Studies Articles for ELs)

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Newsela offers leveled news articles on topics such as history, government, and civics. Articles are available in multiple reading levels, so they can be adapted for students at varying proficiency levels in English.

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Social Studies and Newsela in the Classroom

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Assessing English Language Learners: A Guide for Teachers by the National Education Association (NEA)

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Assessing English Language Learners: A Guide for Teachers by the National Education Association (NEA)

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This article offers strategies for designing assessments for ELs, emphasizing how to accommodate language needs without compromising academic rigor. It includes tips for scaffolding and modifying summative assessments.

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Assessing English Language Learners (Student Assessment) [Pierce, Lorraine Valdez] on Amazon.com. *FREE* shipping on qualifying offers. Assessing English Language Learners (Student Assessment)

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Best Practices for Assessing English Language Learners by TESOL (Teachers of English to Speakers of Other Languages)

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Best Practices for Assessing English Language Learners by TESOL (Teachers of English to Speakers of Other Languages)

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This resource from TESOL offers an in-depth look at assessing ELs, covering assessment types, cultural considerations, and best practices. It also provides useful information on developing summative assessments that are fair and valid for EL students.

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Part1 - Best Practices When Assessing English Learners Intro, Red Flags

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Khan Academy: Formative Assessment through Interactive Quizzes

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Khan Academy: Formative Assessment through Interactive Quizzes

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Khan Academy offers interactive quizzes in both science and social studies, making it easy for teachers to gauge student understanding in real-time. These quizzes offer instant feedback, which can be used as a formative assessment to adapt teaching strategies.

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Differentiated Instruction for ELs and SPED Students

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Differentiated Instruction for ELs and SPED Students

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This article discusses how to differentiate instruction for students with both language needs and learning disabilities. It covers a variety of strategies like modifying the content, process, and products, and offers tips for using visual aids, hands-on activities, and collaborative learning.

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 Institute for Educational Leadership (IEL): Supporting ELLs with Disabilities

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 Institute for Educational Leadership (IEL): Supporting ELLs with Disabilities

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IEL offers valuable research on the intersection of special education and language learning. The resource focuses on assessment practices, teaching methods, and policy recommendations for teaching ELs with disabilities.

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English Learners with Disabilities: Supporting Young Children in the Classroom - Illinois Early Learning Project

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This module offers an overview of young children who are English learners.

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This explores how gifted English learners differ from other students and how to identify and support them effectively. It highlights the importance of challenging them while simultaneously providing language support.

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Identifying and Supporting Gifted and Talented Multilingual Learners with Marcy Voss

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Duolingo is a free language-learning platform that offers lessons in English and multiple other languages. It uses gamified learning to help students build vocabulary, grammar, and speaking skills in a fun and engaging way. For ELs/EBs, Duolingo's adaptive learning system adjusts to each learner’s level, providing individualized practice.

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Duolingo is the world's most popular way to learn a language. It's 100% free, fun and science-based. Practice online on duolingo.com or on the apps!

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It is critical to maintain clear and consistent communication between the school and EB/EL families. Teachers and administrators should keep families informed about student progress, school events, and resources.

Tools: Use platforms like Remind, ClassDojo, or Google Classroom to communicate with parents and guardians regularly. These platforms allow for text messages, notifications, and easy-to-translate communication.

Why it's helpful: Many EB families may not have the time or knowledge to navigate traditional forms of communication, so digital platforms provide a flexible way to engage families without language barriers.

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 Establish Clear Communication Channels teaching

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Understanding and Addressing Systemic Barriers

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Understanding and Addressing Systemic Barriers

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What It Means: Advocacy begins with recognizing the systemic barriers that EBs/ELs face in education, including issues related to language proficiency, cultural differences, and access to resources. These barriers can limit their opportunities for success and lead to academic gaps.

Strategy: Engage in professional development on cultural competency and language acquisition. Advocate for policies that promote equitable access to educational resources, such as language support services, specialized ESL teachers, and bilingual educational materials.

Example: Advocate for the adoption of dual language programs or ESL support services at the school or district level to ensure that EBs/ELs have the necessary support to succeed academically.

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Social Injustice in the Education System: Addressing Systemic Barriers

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Examine social injustice in the education system, exploring its causes and effects. Learn about policies and ways to create equity and inclusion.

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What It Means: Culturally responsive teaching recognizes and values the diverse cultural backgrounds that EBs/ELsbring to the classroom. Advocacy for culturally relevant pedagogy is essential for ensuring that these students feel represented and validated.

Strategy: Advocate for the integration of culturally relevant curriculum that reflects the diversity of the classroom. This involves promoting the inclusion of literature, history, and experiences from diverse cultures that students can relate to.

Example: Encourage the school district to include literature from diverse authors or history from various culturesto support EB/ELs in feeling seen and understood in the curriculum.

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Culturally Responsive and Sustaining Practices for Educators Webinar