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A school is a meeting place where students, parents and staff - often from diverse backgrounds - are united to share and build up knowledge. A Language Friendly School is an answer to the increasing multilingualism present in schools across the world; a result of people migrating to other places seeking employment, reuniting with loved ones or escaping war and conflict. Within a Language Friendly School, everyone welcomes and values all languages spoken by the students, the parents and the school stakeholders.

All schools should aim to become linguistically and culturally inclusive, meaning they recognize and embrace their students' multilingualism, and take action to give space to these languages within the school community.

A bottom-up whole school approach

Language Friendly Schools are schools that have developed a language plan involving all members of the school: students, teachers and staff. It is a plan that is adapted to the school's own needs and aims at creating an inclusive and language friendly learning environment for all students.

A Language Friendly School-plan is flexible, realistic and allows for incremental changes. Small steps go a long way!

With the Language Friendly School, we envision a world in which:

1. All children have access to a language friendly-learning environment where they feel accepted and valued for who they are.

2. No child is punished for speaking his or her mother tongues in school by 2030, the deadline of the Sustainable Development Goals.

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Language Friendly Schools are schools that have developed a language plan involving all members of the school: students, teachers and staff.

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EAL and SEND: Guidance for Integrated Provision in Schools

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EAL and SEND: Guidance for Integrated Provision in Schools

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Speaking English as an Additional Language (EAL) is not a Special Educational Need (SEN), but learners with EAL may themselves have additional educational needs, just like learners who use English as their First Language. For example, a Pakistani heritage child who speaks Panjabi and has a hearing impairment would be identified as needing both EAL and SEND support, as would a Turkish-speaking child who, after two years in the UK education system, has more difficulties in reading than expected.

Sometimes specific learning needs are difficult to identify if the learner is not fluent in English. There are numerous factors to consider before deciding if a learner has additional educational needs.

Assessment of EAL learners who are making slow progress

Making slower than expected progress is not necessarily an indicator of additional educational needs. Research has shown that many factors impact on the progress and academic achievement of learners using EAL.

Factors affecting a learner's progress:

Age of the pupil on arrival to the UK; those arriving later in their academic career have a wider gap to close

Previous experience of education; those who have had an interrupted education may have gaps in their knowledge. This is not the same as an additional need.

First language; where the writing system is different for example, learners are faced with a temporary barrier to their learning, but it is one which can be quickly addressed with quality teaching. Rather than being an indicator of an additional need, the presence of errors in a student's use of spoken or written English might be a sign that they are in fact making good progress learning English, but need to continue learning it and may require further EAL support until they become competent or fluent.

Proficiency in first language; a learner's literacy skills in their first language will support their acquisition of an additional language. A learner who has not learnt to read or write in their first language, perhaps because they did not attend school, is likely to find learning English, and therefore, learning in English particularly demanding.

While these factors might hinder a learner's progress, care must be taken to ensure they do not mask an underlying additional need.

Identifying additional needs is vital so that the appropriate support strategies can be put in place. Low scores, even over a period of 1-2 years, in conventional standardised tests, such as CAT4, are not a reliable indicator of an additional learning need for learners using EAL. Since even the instructions are in English, consideration must be given to the linguistic demands of the tests; learners may not have acquired sufficient English to demonstrate their true cognitive abilities. Persistently low scores in non-verbal tests might, however, suggest an additional need.

Assessment in First Language

For students who have recently arrived, parents can often provide an overview of previous educational performance, and sometimes reports are available from the last school they attended. Additionally, where students are working at New to English or Early Acquisition and are believed to be literate in their first language, conducting an assessment using a pupil's first language will provide a more reliable indicator of potential learning needs. Ideally, the assessment will be task-based and conducted by a fluent speaker of the language, and will assess all four domains of language knowledge and use (listening, speaking, reading and viewing, and writing), as well as gain some insight into the understanding of age-related concepts.

Where there is no one available to conduct a thorough assessment in the first language, it may be possible to use translation apps and e-books to gain some insight into, for example, fluency of reading, ability to respond to a text or other stimuli, in both spoken and written forms. Paramount in this is the need to ensure that the assessment is not a stressful experience for the learner. Where a learner's literacy in their first language is assessed to be at least age-related, any difficulties in learning English are less likely to be due to additional needs.

Assessment in English

For students who know some English, or where an assessment in the first language is not possible, conducting a task-based assessment in English will provide a clear indication of a student's proficiency in English. The Bell Foundation's Assessment Framework provides detailed steps in all four skills, for both Primary and Secondary. Further information on assessing EAL learners can be found here.

Where a learner fails to make progress against the Framework's descriptors, a set of filter questions published by Portsmouth EMAS can be used to decide whether the learner has additional needs. These questions help eliminate the external factors that may be affecting progress before making a decision that the difficulty is due to an additional need.

Once the contextual factors have been eliminated, a more detailed diagnosis of additional learnings needs should be conducted in liaison with the Special Educational Needs and Disabilities Co-ordinator (SENDCo).

Whole-school considerations

Collecting and monitoring data

It is good practice to monitor the additional needs register by language and ethnicity to ensure that no groups are under- or over-represented. Research has shown that EAL learners are likely to be under-identified in terms of dyslexia and over-represented in terms of speech and language difficulties (Cline and Shamsi 2000). Learners who are New to English may be wrongly diagnosed with a speech and language difficulty, particularly during the earliest stages of acquiring English, when a silent period is normal. The need to learn a new language is a linguistic demand rather than a learning difficulty. It will not be in the learner's best interests to be treated by a speech and language therapist but rather to be supported by EAL specialists.

Class and group allocations

Newly arrived learners using EAL may be very quiet and reluctant to join in class activities at first. The silent period is a normal stage in second language development and does not mean that the learner has a special need. Learner grouping is important to support new arrivals. Where new learners are grouped with those who speak their language or with friendly and supportive English speakers, they will normally start to join in within a few months.

Schools may provide specific, small group intervention for EAL learners whose attainment is significantly behind their peers. It is important that these lessons provide learning experiences which are linguistically and cognitively challenging and rewarding. Where teaching assistants are delivering intervention, they should have appropriate training and qualifications in working with EAL learners whose needs are distinctive. For further information please see the guidance on the benefits of 'integrating students who use EAL into mainstream lessons'.

Teaching and Learning

In England, the National Curriculum (2014) states that it is the responsibility of all teachers to plan their lessons to ensure that there are no barriers to learning for any child or young person, whether they have EAL or additional needs. It is important for all staff to understand that having English as an Additional Language is not a Special Educational Need but that some learners may fall into both camps.

A school would be expected to be rigorous in identifying whether they are providing the necessary pre-requisites for an inclusive environment, and whether there is appropriate support for learners with EAL before assuming that an EAL learner who is not progressing at the expected rate has an additional need. Considerations may include the quality of teaching and support; peer groupings; use of appropriate texts and tasks. For further information about assessing learners with EAL, see the Foundation's Assessment Framework and digital Tracker, which also provides appropriate support strategies.

Liaison with the SEND team

It is common for a range of additional adults to have regular contact with an EAL learner who is not progressing at the expected rate. Therefore, it is important that there is close co-operation between SEND and EAL staff. All Inclusion staff should have access to training in working with learners with EAL so that their observations can also be included in any assessment of the child.

Some learners with EAL who have been in the UK for less than three years will be entitled to 10% extra time and/or the use of a bilingual dictionary in examinations. Details are available from the Joint Council for Qualifications. Where a student has been identified as having SEND, the SENCo will be involved in applying for the necessary access arrangements. The same access arrangements should be made available for internal assessments.

Providing support

In England, the SEND Code of Practice (2014) puts children and families at the centre of any assessment of need or provision planning. For EAL learners, this may require schools to offer additional support for parents such as the use of interpreters, in-depth first language assessment and sensitive handling of meetings with external agencies, for example, educational psychologists. For some cultures, a diagnosis of additional needs may raise fears about mental health and concerns about stigmatisation.

EAL learners who are identified as having a specific learning need will require the same support as their First Language English peers, as well as language support. Teaching will need to address the SEND and the EAL needs of the learners. For example, a visually impaired new arrival who has never learned to read, will need to be taught how to read and write using braille, and then will need resources brailling. Resources can often be adapted by specialist staff working in the school, the wider trust or for the LA. Additionally though, teaching and resources will need to be adapted to meet their English language learning needs, so that they can make rapid progress with their language acquisition. In order to meet the language needs of SEND students, Learning Support staff will need to be trained in EAL pedagogy and practices.

Further resources

Birmingham Advisory and Support Service (BASS) published a book about identification and assessment of EAL learners with special needs (Rosamond et al, 2003). A pdf version is available to download here.

References

See Cline, T. & Shamsi, T. (2000) Language needs or special needs? The Assessment of Learning Difficulties in Literacy Among Children Learning English as an Additional Language: A Literature Review. (Research Report RR184). London: DfEE

Rosamond, S. et al. (2003) Distinguishing the Difference: SEN or EAL - an effective step-by-step procedure for identifying the learning needs of EAL pupils causing concern. Birmingham Advisory Support Service, Birmingham City Council

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Learners with Special Educational Needs or Disabilities - The Bell Foundation

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EAL Learners With Special Educational Needs or Disabilities Speaking English as an Additional Language (EAL) is not a Special Educational Need (SEN), but learners with EAL may themselves have additional educational needs, just like learners who use English as their First Language. For example, a Pakistani heritage child who speaks Panjabi and has a hearing ...

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Accreditation by Language for Results International

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Accreditation by Language for Results International

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Accreditation by Language for Results International (ALFRI) is The Bell Foundation’s accreditation scheme for international schools designed to provide a recognised and trusted stamp of excellence in EAL provision.

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The TESOL (formerly Teachers of English to Speakers of Other Languages) 2019 Standards for pre-K-12 Teacher Preparation programs differ from previous versions in three significant ways. First, the standards ask for candidates to be prepared to teach language using a functional linguistics approach which views language as a resource learners use to make meaning from spoken and written texts within the context of specific disciplinary content. The second shift calls for English as an Additional Language (EAL) teachers to develop knowledge and skills for collaborating with content teachers in order to accelerate learners' access to the academic language of grade-level curricula. A final shift asks for shared responsibility and advocacy for multilingual learners, and it is this change which hints at transformational perspectives and practices for multilingual learners as well as for the ensuing shift in EAL specialists' roles and responsibilities from past expectations of "fixers" of learners to leaders for developing a schoolwide advocacy ecosystem. However, in order to make these shifts become a reality for international schools with multilingual learners, there is a need to reflect on the factors potentially hindering the implementation of a responsive ecological model.

EAL medical models problematize learners who come to school using a language other than English as having a language handicap, an impairment preventing them from accessing the school curriculum. The resonating message is that potential or actual learning problems stem from not fitting the native-speaking, monolingual English ideal, a message which may stigmatize the way multilingual learners see themselves and unsettle parents who may be asked to pay extra tuition for support services to meet learners' needs as they transition to English mastery and to mainstream education. Given these circumstances, it is not surprising that medical model policies, programs, and practices are generally housed within the structure of Student Support Services.
Student Support Service Delivery Models
The original medical model of language support, pull-out classes concentrated on English-language proficiency first, then access to content. Later, pull-out classes shifted from language-led to content-based curriculum in an effort to connect with mainstream classes. With the advent of push-in support, EAL teachers enter mainstream classrooms to support identified English learners, often as a part of their caseloads. Generally, EAL teachers frontload vocabulary, provide sentence starters, graphic organizers, and use translanguaging tools to facilitate multilingual learners' access until English proficiency is achieved. Additionally, EAL teachers support these students' access to content by modifying tasks or simplifying texts, depending on English-language proficiency levels. When walking into "inclusion" classrooms with either an EAL or a Learning Support teacher, it is sometimes difficult to distinguish how what each does differs. In fact, some international schools use these specialists interchangeably, despite distinct training and licensure backgrounds.

Several international schools have adopted the Multi-Tiered System of Support (MTSS) problem-solving process, designed to assist in the identification of all students who need additional support in the classroom, school environment, and in online instruction. These students may include multilingual learners or English-proficient students who encounter academic difficulties. Successful implementation of the MTSS process is perceived as key to ensuring that multilingual learners receive appropriate intervention to maximize their academic achievement and language acquisition, while not being over- or under-identified for special education services. One of the key components of MTSS is a tiered structure that offers a range of interventions based on the needs of individual students. Once a skill deficit or need is identified, students are given the targeted interventions or the appropriate additional supports. A student's responsiveness to the tiered support is monitored until it is decided whether they need even more support or if that supplemental support can be removed.

A few factors can hamper the well-intended MTSS process. Teachers may not know or be skilled at using best practices for multilingual learners, thereby recommending them for interventions they may not need. Similarly, teachers may confuse a learning issue with a language proficiency issue and wait to refer an emergent bilingual who may also have a special need. Further complicating accurate referral is a continued deficit lens when associating non-English proficiency with a learning issue or when overlooking the linguistic and cultural assets multilingual learners possess. As pointed out by Short et al (2018), multilingual learners are not given sufficient time to do 'double the work' of learning academic English while studying the content areas before they must participate in English-language, high-stakes assessments used to refer them for multitiered systems of support.
Content and Language Integrated Learning (CLIL): An Ecological Response
The question of how to best educate multilingual learners might be better posed in reverse; that is, not to ask how double-burdened multilingual learners' academic and language needs should be supported but rather to ask what approach would best be adopted by schools with majority multilingual populations capable of simultaneously acquiring a language while achieving academically in rigorous learning environments. Such a dual-focused curriculum approach, one with the primary objective of promoting both content mastery and language proficiency, is CLIL. Born in the mid-1990's in the context of sweeping language policy innovations in Europe, CLIL has become widely accepted and available throughout the world, especially in contexts where classrooms provide the most significant amount of time for language learners' interaction in the target language (Christison, Crandall, & Christian, 2022; Dalton Puffer, 2011; Tedick & Cammarata, 2012). Given that the greatest number of international schools are in countries where English is not the lingua franca, a CLIL approach meets this criterion.

CLIL represents a paradigm shift from medical EAL support models in significant ways. First, CLIL transcends any notion of content and academic language development as separate entities and instead thinks of them as one and the same (Cenoz, Genesee & Gorter, 2013). Corollary CLIL principles include higher-order cognitive engagement and an affectively-inclusive environment as engines for learning and for language progression. Recognizing the linguistic and cultural funds multilingual learners bring to classrooms, CLIL principles propose a language-as-resource orientation across the school and emphasize biliteracy and biculturalism as integral components of one's identity. CLIL advocates for EAL and world language teachers to collaborate using functional linguistics and genre-based approaches to inform and organize instruction so all language learners comprehend how languages work and how languages are interrelated (Troyan et al, 2019). A final CLIL principle emphasizes pluricultural citizenship for success in an ever-evolving world, another shared goal with world language programs and with international schools' missions (Coyle & Meyer, 2021).

Methodically, CLIL classrooms are characterized by scaffolded learning experiences differentiated for learners with varying degrees of understanding and language proficiencies. The traditional teaching of simple-to-complex grammatical categorizations of noun, verb, or adjective gives way to an instructional framework focused on how languages work in spoken and written texts. CLIL teachers use genre-based pedagogies to deconstruct the language features of a narrative, an explanation, an argument, or a report and then create opportunities for teacher-learner and learner-learner interaction to negotiate meaning as new texts are jointly constructed as guided practice for learners' independent text constructions. Most important to CLIL instruction is a corresponding assessment process where evidence and data are collected using a pluriliteracies, glass full approach in contrast to the glass empty, English-only perspective of medical support models (Coyle & Meyer, 2021). CLIL fosters a reality of learners using multiple languages as one communication system, providing students with translingual and transcultural ecological learning spaces.
Conclusion
Current discussions on diversity, equity, inclusion, and justice (DEIJ) offer a timely frame as a means of addressing imbalances within deeply institutionalized EAL medical model policies, programs, and practices. This framing inspires a powerful shift in the way that multilingual learners are perceived as it leaves behind the notion that multilingual learners are a double burden in need of an array of targeted systems of support which, in the end, may perpetuate inequalities and entrench institutional monolingual bias and orientations of language-as-a-problem (Cleave, 2020). Instead, we see a broader focus on learners' access to a learning environment whereby schools foreground content and language-integrated learning as the responsibility of all teachers, not only as a mantra but as a way of establishing a more sustainable provision for the continuing demographic reality of majority school populations of multilingual learners. To build an ecosystem in which all teachers are in reality teachers of language and content, this conversation calls for international schools to start with the revised TESOL standards in conjunction with the research-based CLIL principles as guidelines for enabling EAL teacher-leaders to implement ecological models for multilingual learners.
References
Cenoz, J., Genesee, F. & Gorter, D. (2013). Critical analysis of CLIL: Taking stock and looking forward, Applied Linguistics, pp. 1-21. doi:10.1093/applin/amt011

Christison, M.A., Crandall, J., & Christian, D. (2022). (EDS.). Research on integrating content and language in diverse contexts, Routledge Publishing.

Cleave, E (2020). Language, education, and social justice: International strategies for systems change in multilingual schools, The Bell Foundation. https://www.bell-foundation.org.uk/app/uploads/2020/06/Churchill-Report-2020-FV-web.pdf

Coyle, D. & Meyer, O. (2021). Beyond CLIL: Pluri-literacies teaching for deeper learning, Cambridge University Press.

Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles, Annual Review of Applied Linguistics, 31, pp. 182-204. doi: 10.1017/S0267190511000092

Short, D. J., Becker, H., Cloud, N., Hellman, A. B., & Levine, L. N. (2018). The 6 Principles for exemplary teaching of English Learners. Alexandria, VA: TESOL press.

Standards for initial TESOL pre-K-12 teacher preparation programs, TESOL International Association, 2019 (TESOL-CAEP Standards for P-12 Teacher Education Programs).

Tedick, D.J. & Cammarata, L. (2012). Content and language integration in K-12 contexts: Student outcomes, teacher practices, and stakeholder perspectives, Foreign Language Annals, 51(1), pp. 28-53.

Troyan, F.J., Sembiante, S.F. & King, N. (2019). A case for a functional linguistic knowledge base in world language teacher education, Foreign Language Annals, pp. 1-26. https://doi.org/10.1111/flan.12410

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Dr. Virginia Rojas currently teaches the EAL certification program in partnership with the Principals' Training Center. Before semi-retiring, she was a faculty member for the Association of Supervision and Curriculum Development (ASCD) and a language education consultant for over 350 international schools. She was inducted into the Association for the Advancement of International Education (AAIE) Hall of Fame in 2016.

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content and language integrated learning

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Out With the Old Medical Models, In With a New Ecological Response | The International Educator (TIE Online)

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A call to replace historically-steeped "fix the English learner" medical models with linguistically-just ecosystems for multilingual learners...

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Originally funded by the Paul Hamlyn Foundation, the Home Language Accreditation Project (HoLA) in Sheffield aims to assist bilingual children gain qualifications in their home language. The project hopes to develop relationships between community language schools and mainstream schools, who will then collaborate with Sheffield Council and the Children's University, pooling their efforts and resources to provide national accreditation for Sheffield's bilingual children.

The project is supported and run by King Edward VII School, Sheffield.

An important element of the project allows the learning hours of their 'mother tongue' to be recognised and rewarded with certificates and ceremonies, to allow for the child to feel that their native language is important.

HoLA was the winner of the Mary Glasgow Language Trust Award, and the project was praised for the various establishments' collaboration and the sharing of information "for the benefit of students with a home language".

Project Manager Clare Allison was pleased with the award, expressing her delight at the recognition of "this pioneering project" which has helped so many Sheffield children "to achieve such positive outcomes".

The focus since funding ceased after the maximum of 6 years has been to support the accreditation of GCSE and A Level home languages across the Sheffield City Region.

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HoLA - Home Language Accreditation Project - 2022 - Association for Language Learning

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Originally funded by the Paul Hamlyn Foundation, the Home Language Accreditation Project (HoLA) in Sheffield aims to assist bilingual children gain qualifications in their home language. The project hopes to develop relationships between community language schools and mainstream schools, who will then collaborate with Sheffield Council and the Children's University, pooling their efforts and resources to provide national accreditation for Sheffield's bilingual children.

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Blog: EAL Children and the Early Years Sector - The Best Start?

In this blog, Professor Claudine Bowyer-Crane and Dr Silke Fricke look at the achievement gap for EAL pupils in early years, exploring the reality behind the misleading data and what this means for policy.

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The Bell Foundation - Changing lives and overcoming exclusion through language education

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The Bell Foundation is a charity which aims to overcome exclusion through language education by working with partners on innovation, research, training and practical interventions.

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Find out the facts about acquiring, learning and using more than one language from experts around the world.

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Description

Myths and Facts about Multilingualism
Bilingualism Matters Series
Drawing on groundbreaking research from the EU's MultiMind project, this enlightening volume debunks common misconceptions surrounding multilingualism and illuminates its profound impact on our mind, brain, and society. With contributions from top researchers across 14 countries, the book expertly bridges linguistics, neuroscience, psychology, and more, offering insights not only into the cognitive and neural benefits of multilingualism but also its pivotal role in education, health, and therapeutic settings.

Journey through the captivating world of multilingualism with "Myths and Facts about Multilingualism". This comprehensive guide provides a critical exploration of widespread beliefs, differentiating myths from realities in the multifaceted domain of language acquisition, use, and influence.

Discover the intricate perceptions of multilingual children and delve deep into the evaluations of vocabulary depth. Challenge the archaic notion that language classrooms should be devoid of native languages, and understand the unique challenges and strengths of multilingual children with developmental disorders, alongside the intricacies of their reading development.

Furthermore, unveil the transformative potential of employing multiple languages in psychotherapy. Through robust empirical studies and astute observations, this volume not only debunks misconceptions but introduces groundbreaking discoveries, deepening our appreciation of the pivotal role of languages in molding cognition, emotions, and human dynamics.

Julie Franck, Federico Faloppa, and Theodoros Marinis.

Authors

Daniela Avila-Varela, Theresa Bloder, Jasmjin Bosch, Sofía Castro, Grazia Di Piza, Maren Eikerling, Federico Faloppa, Francesca Foppolo, Julie Franck, Azucena García Palacios, Gonzalo Garcia-Castro, Teresa Guasti, David György, Michal Korenar, Tanja Kupisch, Maria Luisa Lorusso, Theo Marinis, Konstantina Olioumtsevits, Isabel Ortigosa, Despina Papadopoulou, Sergio Pereira Soares, Christos Pliatsikas, Leticia Pablos-Robles, Jason Rothman, Tanja Rinker, Doug Saddy, Solange Santarelli, Niels Schiller, Nuria Sebastian-Galles, Valerie Shafer, Antonella Sorace, Juhayna Taha, Jeanine Treffers-Daller, Sarah Von Grebmer Zu Wolfsthurn, Zofia Wodniecka, Ngee Thai Yap, and Jia'en Yee.

Praises

Dr. Fabrice Jaumont, author of "The Bilingual Revolution" and "Conversations on Bilingualism":
"This masterful exploration of multilingualism is a profound testament to the intricacies of the human mind and our linguistic capacities. 'Myths and Facts about Multilingualism' meticulously debunks antiquated beliefs and provides readers with a rich tapestry of insights rooted in contemporary research. A must-read for educators, linguists, and everyone in between. It's a beacon of enlightenment in the ever-evolving field of multilingual studies."

Dr. Jane Flatau Ross, author of "Two Centuries of Bilingual Education in New York":
"An invaluable resource! 'Myths and Facts about Multilingualism' provides a panoramic view of the multi-dimensional facets of multilingualism, blending rigorous research with compelling narratives. The revelations contained within these pages are profound, reshaping our understanding and appreciation of the powers of multiple languages. This book is an essential addition to the lexicon of works on bilingual education and multilingual cognition."

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(Pre-Order). Publication Date: January 1, 2024 Drawing on groundbreaking research from the EU's MultiMind project, this enlightening volume debunks common misconceptions surrounding multilingualism and illuminates its profound impact on our mind, brain, and society. With contributions from top researchers across 14 countries, the book expertly bridges linguistics, neuroscience, psychology, and more, offering insights not only...

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Dr. Maria Garraffa, BA, MSRes, PhD, is Associate Professor of Speech and Language Therapy/Language Sciences at the University of East Anglia, Norwich, UK where she leads the research Lab "LangLifeLab".

Maria is Research Visiting Professor at the University of Oslo, Board member of the British Council/Malaysia Board and Honorary Fellow of Bilingualism Matters.

Her research interests focus on the developing of linguistics assessment for communication impairments, language development in children from social deprived backgrounds and speakers of more than one language.

In her studies, she has adopted a range of methodologies including online and offline behavioural methods, single case and group studies, linguistics and cognitive screenings.

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What happens in the brain when learning a second language? Can speaking more than one language provide cognitive benefits over a lifetime? What implications does an increase in bilingualism have for society? And what are the factors that can promote and support bilingualism in children and adults...

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Leading the Way is a Next Frontier Inclusion (NFI) initiative that focuses a small group of learning support leaders from international schools around the world on a specific issue in inclusion education. Why LS or EAL is the Wrong Question: Serving ELLs with Learning Issues in Inclusive Schools, was our second "think tank". Initially, our efforts focused on the topic of learning differences or learning the English language but the team soon came to the conclusion that they were not mutually exclusive. As a result, we refined our thinking to whether we were even asking the right question? We currently have two new Leading the Way initiatives in the pipeline as we again bring together teams of learning support leaders to research and collaborate.

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Why LS or EAL is the Wrong Question: Serving ELLs with Learning Issues in Inclusive Schools (NFI: Leading the Way)

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Leading the Way is a Next Frontier Inclusion (NFI) initiative that focuses a small group of learning support leaders from international schools around the world on a specific issue in inclusion education. Why LS or EAL is the Wrong Question: Serving ELLs with Learning Issues in Inclusive Schools,...

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Sweller’s Cognitive Load Theory in Action | 9781913622237 | Oliver Lovell | Boeken | bol

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Sweller’s Cognitive Load Theory in Action (Paperback). What is it that enables students to learn from some classroom activities, yet leaves them totally…

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CONTENTS

Foreword

Ricardo Otheguy

Acknowledgements

Introduction

PART I: TRANSLANGUAGING THEORY AND A PROJECT

Chapter 1

Translanguaging Theory in Education

Ofelia García and Tatyana Kleyn

Chapter 2

A Translanguaging Educational Project

Ofelia García and Tatyana Kleyn

PART II: THE CASE STUDIES

Chapter 3

Student Voices Shining Through: Exploring translanguaging as a literary device

Ann E. Ebe with Charene Chapman-Santiago

Chapter 4

Balancing Windows and Mirrors: Translanguaging in a linguistically diverse classroom

Heather H. Woodley with Andrew Brown

Chapter 5

The Grupito Flexes their Listening and Learning Muscles

Tatyana Kleyn with Hulda Yau

Chapter 6

Declaring Freedom: Translanguaging in the social studies classroom to understand complex texts

Brian A. Collins and María Cioè Peña

Chapter 7

Navigating Turbulent Waters: Translanguaging to support academic and socio-emotional well-being

Kate Seltzer and Brian A. Collins with Katrina Mae Angeles

Chapter 8

Reclaiming Bilingualism: Translanguaging in a science class

Cecilia M. Espinosa and Luz Yadira Herrera with Claudia Montoya Gaudreau

PART III: IMPLICATIONS FOR POLICY AND PRACTICE

Chapter 9

A Translanguaging Education Policy: Disruptions and creating spaces of possibility

Ofelia García and Tatyana Kleyn

Chapter 10

Setting the Path: Implications for teachers and teacher educators

Tatyana Kleyn

Conclusion

Afterword

Kate Menken and Maria Teresa (Maite) Sánchez

List of Contributors

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Translanguaging with Multilingual Students: Learning from Classroom Moments

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Looking closely at what happens when translanguaging is actively taken up to teach emergent bilingual students across different contexts, this book focuses on how it is already happening in classrooms as well as how it can be implemented as a pedagogical orientation. It extends theoretical understandings of the concept and highlights its promises and challenges.

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"Supporting one of the fastest growing segments of the nation's student population can be challenging, particularly when educators work in isolation. Maria Dove and Andrea Honigsfeld show us how to support English learners through collaborative practices that work. This must-have book draws from the most current research and provides multiple practical examples, protocols, and essential questions to guide us in making collaborative practices a reality in our own particular settings." -- Dr. Debbie Zacarian, President Published On: 2017-06-28 -- Denise Gonez-Santos, Executive Director Published On: 2017-07-11 -- Susan Brown, English Learner Specialist Published On: 2017-07-11

"Dr. Dove and Dr. Honigsfeld articulated it very clearly when they presented to our teachers of ELLS in Western New York: ′You cannot have successful co-teaching without co-planning.′ Their new books continues the much-needed conversation on how to co-teach by looking carefully at the relationships and the school-based opportunities required for success. All teachers have the need to refine new practices in our profession that lead our students effective academic outcomes. Dove and Honigsfeld have a unique ability to define with ease the why and the how of tackling effective co-teaching for ELLs. We must change the ways we have always done our work as teachers. There is no going back when we know more because of the work of these two important researchers."

"Dove and Honigsfeld have captured the essence of co-teaching through the recommended practice of collaborative teamwork using Model 7: Multiple Groups Two Model/ Teach. One example of this model demonstrated how both teachers are engaged in small group instruction and plan for independent activities where students explore grade level content with the scaffolding of and modifications to age appropriate readings. To ensure success when using this co-teaching model, the research shared by the authors demonstrated the necessity of students to be involved in highly engaging activities while discovering new information. This hands-on learning approach allows English learners to develop new language skills through the application of speaking, reading, and writing tasks."

"As a large and diverse urban school system, our district needed to create a service model structure to meet the needs of over 15,000 English Learner students (ELs), representing over 120 languages. We selected co-teaching as one of the service models because this model allowed students to remain in the content class with their native English-speaking peers while receiving their required EL services. Co-teaching is an ideal model for our district because it allows for students at all levels of English language proficiency access to the complex grade-level content, tasks, and standards while acquiring productive and receptive language skills. With the support of Dr. Dove and Dr. Honigsfeld, our district is in our second year of implementing the EL co-teaching model. We started by analyzing the data and grouping students based on their language needs and allowing the EL teacher to co-teach in sheltered ELD/English Language Arts classes. In this classes, we saw over 2 years growth as evidenced by text level assessments. At the middle and high school level, co-teaching expanded to content classes to support English learners through an integrated approach alongside the content teacher. Both models proved to be successful for our district as we added another 29 EL co-teachers this school year. Dr. Dove and Dr. Honigsfeld′s new book provides a deep dive into the advantages and challenges of each co-teaching model along with low-prep strategies for the partners. This is essential in helping the content and EL teacher select the appropriate model for their setting and to implement high-yield strategies in the integrated language and content setting. The authors highlight the importance of collaboration among EL teachers and content teachers to have shared accountability for the academic, linguistic and social emotional success of ELs."

-- Molly Stovall Hegwood, Director of EL Services Published On: 2017-07-11

"This important follow-up volume is just what we need, just in time! It will invigorate co-teachers of English Learners while urging them to refocus their attention from ′just co-teaching′ to the truly effectual work of teacher collaboration throughout the entire instructional cycle. At the same time, best practices for student engagement and focused English language development are clearly described within a deep analysis of the seven co-teaching models. Co-teachers will return to this volume again and again for the practical tips and authentic examples to mix and match models to the benefit of their English Learners."

-- Debra Cole, MELL Instructional Specialist Published On: 2017-07-11

"From the get-go, Dove & Honigsfeld present a clear call to action. We have an obligation to provide the best, most consistent, and aggressive support to a growing population with very specific needs. And what better way to do that than by collaborating and co-teaching with intentionality and precision? Offering structures and strategies for each of 7 key models of co-planning and co-teaching, the authors have given us all we need to meet our common goals in a compelling, detailed, and inescapably helpful resource. The rest is up to us."

-- Pete Hall, Former School Principal Published On: 2017-07-11

"Working in a very large, linguistically diverse school board, where top priorities include the goals of ensuring equity and high expectations for all students, it's exciting to find a text which commits on practically addressing the complexity of co planning, co teaching and co assessing to support the success of English learners, through and through. It is with respect of educators of the field that the authors have truly demystified how successful partnerships unfold honoring the power of the whole collaborative planning cycle. By providing in depth illustrations and real life scenarios with several variations to highlight a variety of contexts, this book allows for multiple entry points. Honestly, in all my roles in education over the last 22 years, including ESL/ELD teacher, classroom teacher, resource teacher and even now as a leader supporting over 250 schools to address the needs of ELs, I have never found a resource that does what Dove and Honigsfeld have achieved here. This book is ideal for school teams, teachers with their administrators, ready to roll their sleeves up. I have always believed that supporting linguistically diverse students to achieve academic should not be beyond our reach and would wonder why many districts share the experience that they cannot get there effectively. Dove and Honigsfeld have revealed where the link has been broken. Their research is focused on intentionally orchestrating conditions in classrooms for students to learn the content while acquiring the language of instruction this to happen in tandem. Now that is true rocket science!"

-- Zaiba Beg, Instructional Coordinator of ESL/ELD Programs Published On: 2017-07-11

Maria G. Dove, Ed.D , is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove′s work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).

Andrea Honigsfeld, EdD , is a TESOL Professor in the School of Education and Human Services at Molloy College in Rockville Centre, New York. She teaches graduate courses in linguistics, TESOL methods, and cultural and linguistic diversity. Before her current position, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. Andrea earned a doctoral fellowship at St. John′s University in New York, where she conducted research on individualized instruction. She received a Fulbright Award to lecture in Iceland in 2002. Over the past 20 years, Andrea has presented at conferences in multiple countries, including the United States, Canada, China, Denmark, Great Britain, Italy, the Philippines, Sweden, Thailand, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for both English-as-a-second-language and general-education teachers.

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection [Dove, Maria G., Honigsfeld, Andrea] on Amazon.com. *FREE* shipping on qualifying offers. Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

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These resources for English Language Learners (ELLs) from Colorín Colorado are age-specific and are organized by grade. Some resources may be adaptable for younger or older students.

Each section contains a variety of resources, including articles, videos, webcasts, tip sheets, and recommended websites.

What You'll Find in This Section

This section focuses on the early education of young English language learners (ELLs). Resources include a webcast, classroom strategies, parent tips, research and policy recommendations, and recommended books and websites.

These resources offer grade-specific ideas for teaching and supporting English language learners (ELLs) in early and upper elementary school. Ideas include tips for classroom teachers as well as ESL teachers.

This section focuses on the early education of young English language learners (ELLs). Resources include a webcast, classroom strategies, parent tips, research and policy recommendations, and recommended books and websites.

These resources offer grade-specific ideas for teaching and supporting English language learners (ELLs) in early and upper elementary school. Ideas include tips for classroom teachers as well as ESL teachers.

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These resources for English Language Learners (ELLs) from Colorín Colorado are age-specific and are organized by grade. Some resources may be adaptable for younger or older students. Each section contains a variety of resources, including articles, videos, webcasts, tip sheets, and recommended websites. This section focuses on the early education of young English language learners (ELLs).

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This section provides specific ideas and strategies to support ELLs' language and literacy development, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels.

What You'll Find in This Section

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

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.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

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.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

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This section provides specific ideas and strategies to support ELLs' language and literacy development, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels. Learn how educators can support the success of their English language learners (ELLs).

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Creating better learning through school and parent partnerships in Crisfield Educational Consulting.

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Chimamanda Adichie The danger of a single story 3 min cut

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Laboratory for Innovation Science at Harvard

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Engineering Serendipity: When Does Knowledge Sharing Lead to Knowledge Production?

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A MiddleWeb Blog

A Sufi poet and mystic once said, "What you are searching for is searching for you." My career goal has been to support multilingual students, and I am always on the search for ways to become a better language specialist.

When the opportunity to serve in the role of social studies teacher presented itself, I knew it could be a worthwhile undertaking along the path I have been following.

Now, after two years of learning to apply structures that support MLs to learn content as they develop language, I am a better content teacher and a more skillful language specialist.

In this article I share the essential lesson design components that support MLs in all content classes and offer a lesson plan from my own social studies classroom that I designed to teach content and language simultaneously.

SWIRL

The first component of making social studies accessible to students is to structure the class so students are doing most of the work. The least fruitful structure is when teachers talk at students the entire period. Instead of the teacher delivering social studies content, we have to move students to the center of learning by expecting them to process content (Snyder & Staehr Fenner, 2021).

Weaving all the language domains - speaking, writing, interacting, reading, and listening (SWIRL) - into a lesson ensures that social studies content is learned while language skills are also developed (Honigsfeld & Dove, 2019). For example, MLs can

● Collaboratively read an article and discuss it as they annotate each paragraph
● Collaboratively watch a video and co-write notes
● Collaboratively write a paragraph after reading an article, watching a video, or going through an experience

Though SWIRLing does take more time compared to direct instruction (lecture), MLs learn and retain the content at a much higher level because they are actively processing it themselves.

Comprehensible Input

When it's absolutely necessary for teachers to provide short lectures to deliver social studies content, then we need to make the lectures comprehensible (Cummins & Early, 2015). Two of my favorite ways to do that are (1) chunking the content and (2) labeling visuals.

Chunking is when we segment the social studies concept into manageable units. It's like a pod-style coffee maker - not a gushing soda fountain. Small amounts of content are delivered at an as-needed pace, and MLs interact with one concept before going to the next concept. The interaction can take any form such as a turn-and-talk or students taking sketchnotes during the lecture.

As teachers are delivering one concept at a time, they are presenting each concept with a rich visual that is labeled with the essential vocabulary (Calhoun, 1999). This makes social studies more accessible and directly teaches content-specific words.

Structured Output

Language is a two-way street. Students must communicate and not just receive messages. Content teachers need to structure the language that students must produce. There are three features of academic language: word, sentence, and discourse (Gottlieb & Ernst-Slavit, 2014). MLs need all three to communicate competently in social studies classes. Teachers can do the following to structure language at each of these levels:

● Word: provide labeled diagrams
● Sentence: draft sentence starters and sentence frames
● Discourse: teach transitions and provide an outline that states the sequence of ideas

When social studies teachers structure content-specific language in these ways, MLs develop the linguistic skills to communicate competently like historians and investigative journalists.

An Actual 3-Component Lesson

Now I want to walk you through an actual lesson that incorporates all three of these structures:

SWIRL: integrating speaking, writing, interacting, reading, listening (Honigsfeld & Dove, 2019)

Comprehensible input: making content understandable

Structure output: scaffolding language production

This was a real 90-minute lesson I designed and deployed with my 6th graders. It was the first lesson in our Geography unit when I taught in Bangkok.
: In a paragraph, describe the four types of maps we'll be using.
Beginning

I asked students to take out their notebooks. I explained that we were going to take sketchnotes to help us learn about the four types of maps. Though there are many ways to teach the types of maps, I chose direct instruction this time. However, the lecture was quite short.

To make the lecture more comprehensible, I had students take sketchnotes. This is where I used SWIRL. Students listened to me describe each type of map, and they also wrote notes for each respective map. I had them label relevant parts of the map (e.g. bordering countries, mountains, rivers, a key, etc) to show the distinction between each map. The labeling helped teach the content at the word level (Calhoun, 1999; Gottlieb & Ernst-Slavit, 2014).

I chunked the lesson by showing students one type of map at a time instead of talking about all four without having students stop to process through sketchnoting. By chunking the content and processing our sketchnoting for each type of map, the concept became more comprehensible.
One example of the sketchnotes students took during the lesson depicting physical, political, thematic, and road type maps.
Middle

I placed posters of different map types around the room. Each poster also had a sentence starter: This is a [ ] map because it shows... The sentence starter structured language output at the sentence level (Gottlieb & Ernst-Slavit, 2014). This activity also incorporated the listening, speaking, and reading part of SWIRL. Students read the sentence starter aloud and filled in the appropriate blanks with their own responses. Students listened for missing details that could be added.
This is an example of one of the maps I posted around the room for the processing activity.
End

For the final 20 minutes of class, students worked in pairs to write a paragraph that described the four types of maps. They had to specifically describe each map by its distinctive features. In their groups I provided the following guiding questions:

How many types of maps are there?

What is the purpose of each map?

What are the features of each map?

For extra support, I offered this optional paragraph frame to get students started. I did not offer the entire paragraph frame as the first few sentences model for students the writing they need to produce for the rest of the paragraph: There are [ ] types of maps, which are [ ]. The first type is [ ]. This map shows [ ]. To show this, the map uses [ ].

Both the guiding questions and the paragraph stems structured language output at the discourse level (Gottlieb & Ernst-Slavit, 2014). The sequence of ideas was clearly presented for students to follow. This closing activity also included SWIRL because students had to listen to each other's ideas to successfully co-author a single paragraph. Their negotiation required speaking, listening, and interacting.

Analysis

This lesson was culturally responsive instruction for MLs because it was:

student-centered

simultaneously supporting and challenging students

leveraging students' cultural backgrounds (Snyder & Staehr Fenner, 2021).

When I taught each type of map, I used maps of Thailand because most of my students were Thai. This was assets-based instruction because Thailand's maps are worth showing just like maps from Western countries.

However, when students were sketchnoting, I asked students to sketchnote maps for a country they are most familiar with. Students produced maps for places such as Great Britain/England, Australia, Myanmar, Japan, Poland, and China to name a few.

A ninety minute lesson is extremely long. At the end of this lesson, I overheard one of my students saying to another classmate, "That felt like 10 minutes." The structures I used to design this lesson required students to stay actively engage, which helped time fly by.

We Create the Conditions

Teaching social studies (or any content) is less about receiving students who are ready to learn and more about creating the conditions that support student learning. When these components are present in our lessons, we create the optimal conditions for MLs to learn content and language simultaneously.

I often get asked if I have a template for planning lessons for MLs. Though I can share one, it's more important to rely on the structures that create the conditions for MLs to learn.

When we begin our planning, let's not look for boxes to fill in but instead let's ask ourselves: How can I design a lesson that meets all three conditions that support learning?

While the content of a lesson changes daily, the conditions that make learning successful for MLs must remain unchanged.
Resources
Calhoun, E. (1999). Teaching beginning reading and writing with the picture word inductive model. Association For Supervision And Curriculum Development.

Cummins, J., & Early, M. (2015). Big ideas for expanding minds: teaching English language learners across the curriculum. Pearson Canada Inc.

Gottlieb, M. H., & Ernst-Slavit, G. (2014). Academic language in diverse classrooms : definitions and contexts. Corwin.

Honigsfeld, A., & Dove, M. G. (2019). Collaborating for English learners : a foundational guide to integrated practices. Corwin.

Snyder, S., & Staehr Fenner, D. (2021). Culturally responsive teaching for multilingual learners : tools for equity. Corwin.

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Design Lessons for Multilinguals That Teach Academic Content

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A MiddleWeb Blog A Sufi poet and mystic once said, "What you are searching for is searching for you." My career goal has been to support multilingual students, and I am always on the search for ways to become a better language specialist.

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How to do text engineering for English Learners and multilingual learners to make content comprehensible.

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Support All Students with Engineered Text - Fishtank Learning

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Discover the power of engineered text and learn how to bring this student support into your classroom.

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Rooted Linguistics: Serving Teachers of Multilingual Learners

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Home Page - Ute's International Lounge & Academy

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"Always remember that it is impossible to speak in such a way that you cannot be misunderstood: there will always be some who misunderstand you" (Karl Propper) As internationals we regularly switch between languages and cultures, which is a very healthy cognitive workout for our brain. I'm here to help you foster effective [...]

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Rooted Linguistics: Serving Teachers of Multilingual Learners

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Sentence Frames
Sentence frames essentially frame a sentence and students add in some verbiage. Think of a picture frame where you add in a picture. Sentence frames look very much like traditional fill in the blank sentences.

Here are some examples of sentence frames:

The square has ___sides/angles.

The ____has ___sides/angles.

The ___are the same/different.

Based on the experiment, I can infer that the ____will increase and the ____will decrease.

My name is_____ and I am ___years old.

The _____ revolted against the ____.

____ is north/south/east/west of ____.

___have ____, however, ____ have ____.

​Both ____ and ____ have ____.

Sentence frames are scaffolds that may fit the needs of English learners at beginning levels of English proficiency. Some students may also benefit from visuals and word banks.
However, sentence frames can be used with English learners at higher levels of English proficiency to teach specific language structures or to teach mortar words/tier II words.
Sentence Stems
A sentence stem is the beginning of a sentence. Think of the stem of a plant. It's not the whole plant, just the beginning of it. It helps students get their sentence started. Sometimes we use the term sentence starter interchangeably. Sentence stems give students the inertia to get their thoughts going. Then their sentences bloom.

Here are examples of sentence stems:

What surprised me was...because....

I think that...for example

First...then...next...

In my opinion....in addition...

Based on the passage, I can infer that...for example....

I don't understand why....

Based on the pattern, the numbers will...

Sentence stems are scaffolds for English learners at all levels of English proficiency. They are open ended.
Personalizing
By thinking of the end in mind, you can level and personalize sentence frames or sentence stems to help English learners progress in language proficiency.

Beginning-Simple sentence structure: ____and ___ are quadrilaterals.

Intermediate-Comparative sentence structure: ___and ___ are quadrilaterals, however ___has___.

Advanced-Complex comparative sentence structure: Although___and ___ are ___, ___is different because...

Why is it important for us to provide students with sentence frames or sentence stems?
Learning to communicate effectively is important for all of us. I think we can all agree on that. But providing students with vocabulary lists will not achieve that goal.

Backward Design
Let's begin with the end in mind again. What is our over-aching goal? If we want students to, let's say, understand and communicate effectively using domain specific vocabulary (vocabulary of our content area), then how will we get them there?

Students will need to hear the vocabulary in context (from the teacher and peers)

Students will need to use the vocabulary in context (in speaking and writing)

To set English learner up for success, we will provide them with linguistic supports that they may use until they no longer need them. Any student can use them, but English learners especially will benefit as they are learning English and content simultaneously.

1. We can begin by modeling the language we want students to use. We want students to hear the language structures and vocabulary over and over again.

2. Then we move to letting them use the vocabulary and language structures with partners. We provide them with sentence frames or sentence stems. They practice verbalizing and hearing a peer multiple times.

3. Finally, we move to writing. Students are asked to write. Some students will rely on the sentence frames or sentence stems as scaffolds. Others will be able to write independently. Either way, students will have had the opportunity to learn from the teacher, verbalized themselves, and heard from peers.

This model takes students through the Gradual Release of Responsibility or I do, We do, You do model.
How do I think of vocabulary?
Start with your grade level standard. Look at what students need to know. Whether it's Common Core or not, your state standards will reveal vocabulary that is critical for your students to master.

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Well, first and foremost, we should care if we want our students to speak like scholars. If we want our students to be marketable after they graduate. If we want them TO graduate! Then we should...

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Ellevation: ML Program Management Tools for K-12

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How might we create and nurture a classroom and school culture that encourages respectful conversations where everyone has a chance to participate? What are some practical ways to increase quality conversations with English learners? What is the QSSSA strategy and how might it help engage all students in high quality classroom conversations?

Click here for a complete transcription of this episode.

We discuss these questions and much more in our conversation with John Seidlitz, founder and CEO of Seidlitz Education. Seidlitz Education's mission is to support school districts and teachers with increasing academic achievement for English Language Learners. They provide research-based consultations, trainings, coaching, and products with innovative educational tools that focus on ways to help give students the gift of academic language. They are always looking for user-friendly ways to help teachers give students rich background knowledge and the ability to communicate in academic settings.

John Seidlitz is an independent educational consultant and the author of Sheltered Instruction Plus: A Guide for Texas Teachers of English Learners; Navigating the ELPS: Using the New Standards to Improve Instruction for English Learners; and a contributing author for The SIOP® Model for Teaching History-Social Studies for English Learners. He is the co-author of numerous publications including the 7 Steps to Developing a Language-Rich Interactive Classroom®. He has also been a guest lecturer for many regional and national language development conferences.

John taught social studies and ESL, served as a secondary ESL program coordinator, and held the position of education specialist at ESC Region 20 in San Antonio, Texas. In 2005, he founded Seidlitz Education which is dedicated to the mission of Giving Kids the Gift of Academic Language™.

During our conversation, we reference the following books and resources:

Be sure to subscribe to Highest Aspirations on iTunes or wherever you listen to podcasts so you never miss an episode. Also, please consider leaving us a rating and review on iTunes to let everyone know how we're doing. This will help us get the word out and bring in more great guests.

Finally, we love to crowdsource from the community! If you have an idea for a topic or guest for an upcoming episode, please reach out to stevens@ellevationeducation.com.

As always, you can find more free resources, including our Whiteboard Wednesday short video series, curated news articles, blog posts, and at ellevationeducation.com/ellcommunity. You can join the community there to get a weekly email with fresh content you can use and share with others.

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Using QSSSA to Enhance Classroom Conversations with John Seidlitz

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How might we create and nurture a classroom and school culture that encourages respectful conversations where everyone has a chance to participate? What are some practical ways to increase quality conversations with English learners? What is the QSSSA strategy and how might it help engage all students in high quality classroom conversations?

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At a pond's edge, a woman muses about waterlilies as metaphors for mother-tongue languages and their power to anchor story, wisdom, and heritage.

Dawn Wink

Waterlilies hold a special place in my heart. I did not grow up with them, though. I grew up on a remote ranch amid the sand, rocks, cacti, and dry beauty of the Sonoran Desert in the southwestern United States. I love the intense heat, the plants that thrive on periods of drought interspersed with torrential rains, and the vast open horizons that cup the wide basin of the desert. While I am sure that I knew of waterlilies during my growing up years, they remained something to be read about in books, not anything as real in my life as the towering saguaro cacti, rough bark of the mesquite trees, and treasured green of the rare cottonwoods found near water basins and rivers that only filled and flowed after the monsoon rains. Little did I ever imagine that those read-about and imagined waterlilies would have a profound impact on both my professional and my personal life.

I think of this as I gaze down at the clusters of waterlilies that float atop the glass-smooth surface of my neighbor's pond. This water basin, nestled within her yard in northern New Mexico, provides a welcome oasis of moisture, greenery, and color amid shades of high-desert tan, ochre, and sand, dotted by dusky, dark forest green of piñon and juniper. Below the surface of the water, an orange-and-white koi fish slides under the waterlilies and wends its way through the slender stems attaching the flower to the tuber root encased in the dark mud below. Each cuplike flower bursts with color, bright pink petals spiraling outward from the center, surrounded by heart-shaped glossy green leaves floating on the water.

The waterlily symbolizes linguistic development, specifically the development of the mother tongue and its relationship with the acquisition of additional languages.

Waterlilies first entered my life with a bang when, as a young adult, I learned of Tove Skutnabb-Kangas, an expert in linguistic human rights in education, and of her waterlily metaphor. As Tove puts it, the waterlily symbolizes linguistic development, specifically the development of the mother tongue and its relationship with the acquisition of additional languages. Waterlily flowers on the surface represent languages. A single primary root grounds multiple flowers, which all depend upon that same root to thrive. In the same way, all additional languages depend on their primary root - the mother tongue language - to remain healthy. Spoken language is what floats above the surface of the water, like the waterlily's leaf and flower. The roots of the language lie unseen beneath the surface, like the waterlily's stem and root.

When children learn to speak an additional language, they often become verbally fluent very quickly, to the point that they soon appear and sound as fluent in the additional languages as they are in the mother tongue. A single root nourishes the primary flower (the mother tongue) and the other flowers that will stem from this single plant. This matters, as the waterlily of an additional language can float as beautifully on the surface as the waterlily of the mother tongue, making it easy to mistake the fluency in the additional language as being equally strong as the fluency in the mother tongue. But that impression can be misleading. If the primary stem (the mother tongue) remains deeply rooted and nourished, then yes, all of the interconnected flowers will thrive. If the primary stem of the water lily is cut, however, eventually all flowers will wither. The strength of all the flowers depends on the strength of the primary stem leading to the root.

When story, wisdom, and heritage are conveyed through the mother tongue language - through the original root - they manifest the spirit of their context.

As a lens for understanding mother tongue languages, the waterlily embodies the very essence of reverence, respect, reciprocity, and responsibility. When story, wisdom, and heritage are conveyed through the mother tongue language - through the original root - they manifest the spirit of their context. But try to express them in languages other than the mother tongue of their culture and creation, and integral elements will be winnowed away, much of the biocultural holism and nuance being lost. The waterlily reflects how true reverence, respect, reciprocity, and responsibility toward any culture, people, and environment require revering and respecting each and every mother tongue language, encouraging reciprocal protection of mother tongues in all fora, and taking individual, familial, and collective responsibility for fostering, protecting, and/or revitalizing each.

Later, I heard of Lilyology. I had no idea what that word meant, but by then the mother-tongue metaphor of the waterlily had been a foundation in my life for over two decades, so I naturally brought strong positive connotations to this new idea that I had yet to explore. "Lilyology?" I said, "I love it! Now, what is it?"

I went on to learn that Nerida Blair, an Australian Aboriginal educator and scholar, created this concept as a framework in which elements of the natural world are used to integrate Indigenous wisdom and story, and a sense of relatedness, connectedness, and belonging, into areas of historic marginalization and silencing of Australian Aboriginal Peoples. Such areas include in particular academia and research, as well as various literary genres, which historically have been seen through a dominant Euro-Western lens, to the exclusion of other lenses. Blair asks us to imagine a drawing of a square that frames a waterlily, a brick wall, and a bush (sweet) potato. The waterlily represents stories that convey Indigenous knowings, with the petals of the flower embodying a multiplicity of stories. The brick wall symbolizes boundaries and hierarchy as seen through a Western lens. The bush potato represents a central nourishing core. The spaces in-between reflect the disconnect between Indigenous knowings and Western knowledge, while the transparent, strong threads of a spider's web make connections across it all.

The decolonizing framework of Lilyology honors and embraces reverence, respect, and reciprocity, as well as responsibility, by lifting Indigenous ways of knowing and story into arenas historically reduced to Western scientific approaches and metrics.

I lean down to look more carefully at the waterlilies in my neighbor's pond and peer yet closer to study their stems trailing down into the mud below, envisioning each as a distinct Indigenous language - linguistic expressions rooted in reverence for nature, story, and the often-mysterious wonders of each - and think of the knowledge and way of being in the world embedded in each. Reverence creates a space to respect all languages, and with this comes a reciprocity of responsibilities for the protection and nourishment of all languages and their speakers. Waterlilies embody the rich, full tapestry of nature, culture, language, and story and reveal their interwoven relationship.

As I sit near the waterlily pond, I take in the individual textures and colors of each petal and envision each as a unique story, language, culture, and ecology. Recent centuries ushered in a time that deems only the languages, cultures, and stories of colonial conquerors as worthy and the ecology of the planet only there to serve. I look at the clusters of flowers and imagine a majority of petals ripped from the flowers, cast on the ground, and trampled underfoot. I see the weakened flowers with few petals remaining bobbing on the surface. Gone is the spectrum of rich colors, textures, and vibrance. A monochromatic single hue replaces the tapestry of nuanced colors. We find ourselves here at this time in history, glancing at this impoverished human and natural landscape.

To experience life through a lens of waterlilies holds the potential to weave respect for biocultural richness into our daily and global lives.

David Harmon, a biocultural expert and co-founder of Terralingua, talks about the natural human proliferation of creativity, an urge to create that is a hallmark of human life. "Our creativity," he says in Biocultural Diversity: Reason, Ethics, and Emotion, "is registered in what my collaborator, Jonathan Loh, has called the 'second flowering of the tree of life' - the emergence of human cultural evolution." What catches my attention is this idea of flowering of the tree of life. My thoughts turn back to waterlilies. In a time of unprecedented biocultural extinction, to experience life through a lens of waterlilies holds the potential to weave respect for biocultural richness into our daily and global lives. We can protect, encourage, strengthen, and cultivate a rich spectrum of petals. Our thoughts and actions can work as a spider web to connect Western paradigms and Indigenous knowings.

All this swirls through my mind as I sit down on the flat stones beside my neighbor's pond and skim the surface with my hand. Ripples trail behind my fingertips and move across the water. We each cast ripples - the ripples of our thoughts and actions. And, whether intentional or not, those ripples expand around us and impact the whole environment. I trace a circle around a single plant and watch as the tiny movement of the water fans out to touch other flowers. What ripples do we want to cast around us?

A dear friend and colleague of mine recently exclaimed, "Dawn, you're a Lilyologist!" I had not thought of this before but immediately embraced the idea. I am a Lilyologist. I invite many of us to wear this mantle. As Nerida Blair puts it, it is vital that we spread the vibrations across the spider webs of our relationship with the natural world, that we create connections, rather than boundaries, respect instead of repudiation, and reverence instead of dominance. A biocultural worldview upholds the individual responsibility of each human being and the collective responsibility of our global community to see the beauty of each distinct waterlily petal of nature, culture, language, and story not as separate and expendable, but as an essential component nestled within the greater whole of the flower. When we think of biocultural diversity, let us think of waterlilies and the wisdom they hold and share.
Back to Vol. 11 | Read the Table of Contents | Like Our Stories? Please Donate!
Dawn Wink, PhD, is a writer and educator whose work explores language, landscape, wildness, beauty, and imagination. Author of Meadowlark, Teaching Passionately (with Joan Wink), Raven's Time, and Wild Waters: Landscapes of Language, Dawn is Director of Education at Santa Fe Community College in New Mexico, USA, where she lives.

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Language, Culture, and Land: Lenses of Lilies - Terralingua

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Dawn Wink muses about the waterlily as a metaphor for mother-tongue languages and their power to anchor story, wisdom, and heritage.

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Language Friendly News - Language Network Meeting

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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What is translanguaging?

Translanguaging is the term used to describe practices that allow and encourage EAL learners to use their full linguistic repertoire in order to empower them and help them to realise their full potential. This means encouraging them to speak, write and/or translate to and from their first language or any language they speak and English, to support their learning.

Encouraging translanguaging involves fostering positive attitudes towards multilingualism and encouraging EAL learners to be proud of all their language skills. Allowing learners to choose which language to use at any time is a key feature of translanguaging.

Examples of activities

Translanguaging can be used with EAL learners at all stages of English language proficiency, at any age and across the curriculum. Here are a few examples:

1. Bilingual and multilingual glossaries:

These are useful to help EAL learners to build on their prior knowledge. For example in Organs and Systems there is a multilingual word bank giving the names of organs, which many EAL learners may know in their first language. Other resources on this website recommend encouraging learners to compile their own bilingual glossary of key terms.

2. Drafting written work in first language:

When being asked for an extended piece of writing, such as a newspaper article in English, EAL learners with good literacy skills in their first language often produce a more sophisticated result if they are encouraged to draft it in their first language before writing it in English, particularly if they are at the New to English or Early Acquisition stages. This is because they can concentrate on the content first without being constrained by thinking about how to express it in English. They can then try and translate it with the help of a bilingual dictionary or translation software.

3. Online research:

If learners are asked to conduct their own research on a topic this can often be done entirely or partially in their first language. For example in Life and Works of Charles Dickens learners are asked to find out information such as which books some of his most famous characters appear in, or matching the name of a character with a short description, and some of this research could be carried out in the EAL learner's first language.

4. Group discussion:

Many of the group and pair discussions in resources on this website provide good opportunities for translanguaging.

How translanguaging works

As well as the examples above, translanguaging includes any activity that empowers learners to choose which language they use, for example:

Note making (e.g. making their own notes from a text, graphic organiser or during practical work), in their first language, English or a mixture

Note taking (e.g. noting down information while someone is talking or while watching a video), in any language(s)

Use of subject specific books in their first language

Any collaborative group or pair activity with peers who share a language, where the discussion can be in their language(s) of choice

Encourage and support EAL learners to take GCSE exams in their first language (if available)

Make EAL learners feel proud of their first language, and make positive references to their bilingualism in class

Encourage development of first languages by providing texts in a range of languages, e.g. fiction and non-fiction books, magazines and newspapers

Top tip: Make sure that the EAL learners in the class are clear that they are encouraged to use their first language in lessons (unless asked to use English for a specific task) and that this will help them to develop both/all their languages.

Why is translanguaging a Great Idea for EAL learners?

All EAL learners have useful language skills in their first language, and many also have literacy skills, which they can build on to acquire academic English. Learners may sometimes find it easier to engage with new concepts in their first language and transfer that knowledge and understanding to English. The principle of building on the learner's prior knowledge is a key aspect of EAL pedagogy (NALDIC 1999).

Research such as the work of Cummins (dual iceberg and threshold theories), and Collier and Thomas (2002) recommends a socio-culturally supportive school environment for EAL learners that allows natural language, academic, and cognitive development to flourish in their first and second languages. Welsh research into bilingual education (Baker and Wright 2017) points to the advantages of bilingualism and bilingual education, and there is also research that suggests the cognitive benefits continue into later life (e.g. Bialystock et al. 2012).

Researchers into translanguaging, such as Garcia and Li, argue that giving EAL learners the opportunity to use their full language repertoire empowers them and enables them to reach their full potential. The importance of a positive attitude to multilingualism has been suggested by various researchers and activist for a long time. For example, Skutnabb-Kangas (1984) coined the term 'linguistic human rights' and challenged what she saw as 'linguicism'. Levy et al (2014) suggested that learners whose first language is seen as low status in schools feel less included. Conteh (2015) reinforces the idea that valuing multilingualism in schools promotes success for EAL learners.

References

Baker, C. and Wright, W.E., 2017, Foundations of bilingual education and bilingualism (6th edition), Bristol: Multilingual Matters.

Bialystock, E., Craik, F. I., Luk, G. 2012, Bilingualism: consequences for mind and brain, Trends in Cognitive Science 16, 240-250.

Conteh, J., 2015, The EAL Teaching Book: promoting success for multilingual learners (2nd edition), London: Sage.

Levy, T., Little, S., Clough, P., Nutbrown, C., Bishop, J., Lamb, T. and Yamada-Rice, D., 2014, Attitudes to Reading and Writing and their Links with Social Mobility 1914-2014: An evidence review, Sheffield.

NALDIC, 1999, The distinctiveness of English as an Additional Language: a cross-curricular discipline, National Association of Language Development in the Curriculum, Working Paper 5.

Skutnabb-Kangas, T., 1984, Bilingualism or not the education of minorities.  Clevedon, Avon: Multilingual Matters.

Thomas, W.P. and Collier, V.P., 2002, A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement. Office of Educational Research and Improvement (ED), Washington, DC.

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Great Idea: Translanguaging Play What is translanguaging? Translanguaging is the term used to describe practices that allow and encourage EAL learners to use their full linguistic repertoire in order to empower them and help them to realise their full potential. This means encouraging them to speak, write and/or translate to and from their first language ...

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5 Simple Ways to Invite Translanguaging -and all its benefits!- Into Your Classroom - The All-Access Classroom

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Invite your multilingual learners to use translanguaging for learning! Here are some practical tips to get started!

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Jim Cummins - Methodology in Language and translanguaging - Binogi

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Texthelp - World Leaders In Assistive Technology and Edtech Software

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From early years to adulthood, our reading, writing, maths and accessibility software helps 30+ million people all around the world.

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

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Teaching Math to Multilingual Students, Grades K-8: Positioning English Learners for Success (Corwin Mathematics Series)

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Amazon.com: Teaching Math to Multilingual Students, Grades K-8: Positioning English Learners for Success (Corwin Mathematics Series): 9781071810842: Chval, Kathryn, Smith, Erin Marie, Trigos-Carrillo, Lina, Pinnow, Rachel JaDean: Books

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This powerful book reminds us of every student's assets and cultures in the learning spaces. The intentionality of using specific language and content are powerful
scaffolds and culturally sustaining practices is essential for drawing the brilliance of multilingual learners. Educators seeking practical approaches to support multilingual learners will find clear guidance for immediate implementation. -- Ma Bernadette Andres-Salgarino

action steps that educators can take to build on MLLs' cultural and linguistic backgrounds while fostering both content and language learning. -- Sydney Snyder

E
It is so exciting to see a book for MLL instruction in K-8th that focuses on math and science! Soto's framework connects language and content with
culturally responsive teaching. Vignettes, equity moves, and strategy descriptions provide a practical way to address math and science standards
with guiding questions to engage teachers. Sample lessons highlight the aspects of the framework. -- Margarita E. Calderon

Soto, Sagun, and Beiersdorf speak to the critical need to build on student assets while engaging in authentic learning through cultural and responsive standards-based pedagogy. The equity moves come alive with specific student examples and the research base and scaffolds needed to engage in authentic learning so multilingual learners can thrive. -- Imelda L. Nava

Delivering math and science instruction for multilingual learners will remain elusive without this how-to book. Successful STEAM or STREAM
education hinges on reducing the language barrier to conceptual understanding for students who are linguistically different. This clearly written
book provides a blueprint for changing the learning trajectory for multilingual learners with teaching strategies that are engaging, effective, and practical for today's diverse classrooms. -- Kenneth A. Wesson

Through the inclusion of research-based instructional strategies, concrete examples, and classroom vignettes, Soto, Sagun, and Beiersdorf
demonstrate how a culturally responsive teaching lens can be naturally integrated into math and science lessons. Their equity moves quity Moves to Support Multilingual Learners in Mathematics and Science, Grades K-8 is an important work that connects research to practice in meaningful and useful ways. It is a powerful tool for all teachers of multilingual students and should be required reading in teacher preparation programs. Congratulations to the authors for this outstanding work. -- Jody Z. Priselac

Ivannia Soto, PhD , is a professor of education and the director of graduate programs at Whittier College, where she specializes in language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English language development to a population of 99.9% Latinos, who either were or had been multilingual learners. Before becoming a professor, Soto also served LAUSD as a literacy coach as well as district office and county office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Council of Urban Education Associations. As a consultant, Soto has worked with Stanford University's School Redesign Network (SRN), WestEd, and CABE, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Recently, Soto also directed a CABE bilingual teacher and administrator program across California.. Together, the books tell a story of how to equitably engage and include multilingual learners by ensuring that they gain voice and an academic identity in the classroom setting. Soto is executive director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English learners (SELs) via linguistically and culturally responsive teaching practices/, is a faculty advisor in the Teacher Education Program (TEP) at the University of California, Los
Soto has authored and coauthored 12 books, including The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners; ELL Shadowing as a Catalyst for Change , a best seller that was recognized by Education Trust-West as a promising practice for ELLs in 2018; Moving From Spoken to Written Language With ELLs ; the Academic English Mastery four-book series; the Common Core Companion four-book series for English language development; Breaking Down the Wall ; and Responsive Schooling for Culturally and Linguistically Diverse Students Theodore Ruiz Sagun, EdD

Angeles (UCLA). In this role, he works and supports mathematics and science teachers who are new to teaching. Sagun is also
the director of mathematics instruction and learning at UCLA's Community Programs Office where he works alongside middle school and high
school mathematics teachers to surface and recognize students' strengths. While in this position, Sagun has also served as a co-investigator of a Carnegie research project focused on the teaching and learning of mathematics. Prior to these experiences, Sagun served as an associate director of the UCLA Mathematics Project (UCLAMP). In this role, he became curious and interested in students' mathematical thinking and ideas related to Cognitively Guided Instruction (CGI). Sagun has facilitated professional development spanning elementary to secondary mathematics for the UCLAMP. In other roles, Sagun has worked with NCSM: Leadership in Mathematics Education to contribute to its Essential Actions Series. In this effort, he helped to write Culturally Relevant Leadership in Mathematics Education for NCSM (2022). Sagun also served on the California Mathematics Curriculum Framework and Evaluation Criteria Committee in 2012 and 2020. He has presented at an array of conferences including the International Psychology of Mathematics Education, National Council of Teachers of Mathematics (NCTM), CGI, and California Mathematics Council North, South, and Central. Sagun has served as an adjunct professor at Whittier College and began his mathematics teaching career working with middle school and high school students in Whittier, California.

Michael Beiersdorf is a National Board Certified equity-driven educator who believes passionately in the power of education to
transform students' lives. He currently serves as the administrative coordinator for the Los Angeles Unified School District (LAUSD) Micro-Credentialing Program, where he is honored to play a role in supporting the growth and development of highly effective educators. In this role, he was responsible for developing and launching the LAUSD's inaugural micro-credential in science, technology, engineering, the arts, and mathematics (STEAM) during the 2018-2019 school year. The micro-credentialing process allows educators to cultivate expertise in identified areas, use data and reflection for improvement, and be recognized for their accomplishments in driving student learning. In addition
to his micro-credential work in STEAM, Beiersdorf has collaborated with partners inside and outside his district to develop and launch additional micro-credentials in various subject areas, all ultimately grounded in language and literacy with an equity lens.
Before leading the work of micro-credentialing within LAUSD's Human Resources Division, Beiersdorf served as a district science
and STEAM content expert, where he designed and delivered professional learning for teachers and administrators that supported their implementation of the Next Generation Science Standards and STEAM instruction. Beiersdorf's professional development expertise extends beyond science and STEAM, and he has led initiatives in various disciplines to build the capacity of all adults who interact with students. Audiences have included new and experienced teachers and administrators, paraprofessionals, and classified staff in both in-person
and virtual settings. As his district pivoted to distance learning at the beginning of the COVID-19 pandemic, he led its Future Ready Certification, which was a collaborative effort to prepare approximately 14,000 educators to serve their students and families online. His work as a science and human resources administrator was preceded by 17 years as a science teacher for multilingual middle school students in Los Angeles and high school students in Tanzania, East Africa, where he served as a Peace Corps Education Volunteer. During his time teaching,
in addition to earning his National Board Certification in early adolescence science, Beiersdorf was honored to be selected as one of his district's Teachers of the Year. He is currently in the process of completing the dissertation for his doctorate in education at California State University, Northridge, with a focus on science teacher professional development.

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Equity Moves to Support Multilingual Learners in Mathematics and Science, Grades K-8 (Corwin Mathematics Series)

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Amazon.com: Equity Moves to Support Multilingual Learners in Mathematics and Science, Grades K-8 (Corwin Mathematics Series): 9781071873601: Soto, Ivannia, Sagun, Theodore, Beiersdorf, Michael: Books

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EYFS Best Practice - All about...multilingualism and critical thinking

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Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates.

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Multilingualism at school is better than monolingualism. #1 Strategies at school: Translanguaging

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Kerrilyn Thacker- Building Teams to Consolidate Belief Systems and Transform Policy into Practice .pdf

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What will readers learn?

This website contains articles about language instructional practices that support multilingual learners. Each article has an infographic that synthesizes the essential information from the article. The intention of sharing these resources is to provide strategies to educators who work with multilinguals.

At times, my resources can be used across the various content area, while at other times, are more relevant for just language specialists. I know that many of you are busy and do not have time to sift through the literature, books, articles, and videos and cannot attend conferences. It is my job to curate these resources for you.

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Welcome | ML Instruction | Empowering ELLs

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Sharing ELL strategies that work. Helping ELL teachers implement classroom-tested, research-backed ELL strategies that develop social and academic language

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LUDIA = UDL + AI Designed by Beth Stark and Jérémie Rostan http://bit.ly/LUDIA_FYI ...Discover the 4T's Process and Learn More About LUDIA. LUDIA, your AI-powered UDL partner, can help you reduce learning barriers and discover ways to support all learners in reaching their full potential as expert learners. Disclaimer: Nobody is perfect. LUDIA's suggestions are here to enhance, not replace, your own professional reflection and judgment. Get in touch! [email protected] Please Note: As the creators of LUDIA, we do not have access to the information generated by the use of LUDIA or any identifying information about users or followers of LUDIA. We receive no financial revenue from LUDIA. Universal Design for Learning. Universally Accessible. That is Our Goal. Accessibility Statement: In anticipation of user variability, we have followed the Web Content Accessibility Guidelines (WCAG 2.0, Level AA), published by the World Wide Web Consortium (W3C), as closely as possible. Conformance with these guidelines will help to reduce barriers and expand web equity worldwide. If you have any comments or suggestions about improving the accessibility of LUDIA, please contact us, or the Platform for Open Exploration (Poe): https://help.poe.com/hc/en-us/requests/new View more

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LUDIA = UDL + AI Designed by Beth Stark and Jérémie Rostan http://bit.ly/LUDIA_FYI ...Discover the 4T's Process and Learn More About LUDIA. LUDIA, your AI-powered UDL partner, can help you reduce learning barriers and discover ways to support all learners in reaching their full potential as expert learners. Disclaimer: Nobody is perfect.

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Flippity.net: Flashcards and Other Resources for Educators and Learners

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Create an interactive scavenger hunt activity.

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Scroll through the list below to see all 60+ of the incredible AI tools for educators in MagicSchool!

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Create your own jeopardy template online, without PowerPoint. Or browse the pre-made templates created by other people!

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

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

English as a Second Language Education

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

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

Benefits of ESL Education

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

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

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

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

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

The Need for ESL Education

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

Addressing the Barriers Faced by English Language Learners

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

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

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

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

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

Methods for Teaching English Language Learners

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

Educators can employ the following methods to support ELLs.

Total Physical Response

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

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

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

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

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

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

Communicative Language Teaching

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

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

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

Designing Communicative Tasks

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

To design effective communicative tasks:

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

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

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

Promoting Pair and Group Work

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

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

To promote successful pair and group work:

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

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

Providing Constructive Feedback

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

Things to keep in mind when using this tool:

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

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

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

Content-Based Instruction

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

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

Educators can effectively implement CBI by:

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

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

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

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

Collaborative Learning

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

Educators can implement various practical collaborative learning techniques including:

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

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

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

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

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

Task-Based Language Teaching

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

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

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

Strategies and techniques for implementing TBLT effectively include:

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

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

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

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

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

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

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

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

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

Resources for Educators

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

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

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

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

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

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

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

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

Resources for ELLs and Their Families

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

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

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

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

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

Create Inclusive Environments for English Language Learners

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

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Supporting English Language Learners: Resources for Educators and Administrators

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

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Language acquisition unit plan example - alisonyang.com

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I received an email from a language acquisition teacher a few days ago. She inquired about the possibility to exchange unit planners. She is the only language acquisition teacher at school and doesn't have anyone to build language acquisition unit plans collectively. What a great idea!