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No student exists in a void, and English Language Learners are likely especially aware of their own families and cultures, as they may contrast sharply with those of their classmates and peers. It is important to recognize those differences and embrace them, rather than ignoring or, worse, denying them. Here are some ways to appreciate the home life of ELLs.

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While we likely never forget that our students are also children, it can especially important to have patience with and care for the whole of our English Language Learners. Here are some ways to keep the whole person in mind.

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Parents and caretakers from other cultures may have different views about family involvement in schooling. Their native traditions may dictate that parents be completely hands-off when it comes to schooling. It can be extra challenging to engage these families in culturally respectful ways. This website has some suggestions and ideas for doing just that.

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English Language Learners

Schools can better support students who are still learning English by working to involve their families in their education.

Marmaduke St. John / Alamy Stock Photo

The most impactful plans for student growth engage not only the learner but also his or her family. In fact, research points to parents and caretakers as invaluable stakeholders in students' academic achievement. Unfortunately, parents who are new to English are often left out of family engagement at the school level to some degree. How can we do a better job of appealing to and including the parents of English language learners (ELLs) as valuable members of the school community?

Here are six keys to successfully engaging ELL parents and families.

1. Make It Reciprocal

Engagement is a partnership between the parents and the school to serve the best interests of students. The school is responsible for meeting certain expectations, some of which are legally mandated through the Every Student Succeeds Act, such as provisions for translation of vital school information into students' home languages.

Parents also have specific obligations, which aren't always clear, especially when there are cultural differences-we cannot assume that the American idea of doing school is shared by all families in our community. Teachers can help by explicitly communicating parents' key responsibilities, such as taking an active role in helping their child learn to organize his or her study time. Parents can also be encouraged to monitor engagement, limit distractions, build consistency, and celebrate periods of concentration.

Parents can also set aside a quiet place for their child to learn and read at home, and be available to answer questions. They should utilize school-based technological and translation resources, including bilingual dictionaries, home anchor charts, and web-based language translation applications, if needed. They should also take time to discuss school matters with their child, asking questions about the school day: friends, concepts learned, struggles and discomforts, successes and achievements.

2. Aim for Authenticity

Efforts to engage diverse parent groups must be authentic and meaningful. Begin with a deep dive of your school's unique demographics. What values, interests, and funds of knowledge are represented on campus? Is the school's interest in students' home lives perceived as genuine?

Support authenticity by intentionally fostering a welcoming, inclusive environment where families see reflections of themselves. Work to engage firsthand resources to your school, including bilingual staff members. Champion relationship building through collaboration. Authenticity breeds connection.

3. Use a Culturally Responsive Approach

Where do families' deeply rooted cultural values show up in the school? How do parents' cultural perspectives drive expectations for parent engagement? Do we use these references to ignore, diminish, or empower our families as members of our school community?

To make the shift toward empowerment, be mindful of culturally relevant dates and holidays, and avoid scheduling important events on these days. Ensure that school-based activities, language, and school menus reflect cultural considerations. Be critical of trivial displays of culture. Openly communicate norms for parent engagement, and work to share this information in a variety of ways. Invite student and parent input, and make a point of reframing cultural or linguistic misconceptions as teachable moments.

4. Keep It Simple

Communication is essential to successful parent engagement efforts. We should aim for clarity in all of our exchanges with parents, especially those who are still new to English.

Explore your school's registration paperwork and parent communications from a fresh perspective. What can be streamlined, condensed, or eliminated? Be particularly mindful of acronyms, educational jargon, and terms that may be unfamiliar to parents, including ones related to mental health like trauma.

Look for ways to provide appropriate support for language learning parents. Many of the strategies we use to make content comprehensible for ELLs are also helpful in working with linguistically diverse parent populations. Think: visuals, graphic organizers, and translated or icon-based cheat sheets for potentially unfamiliar terminology (for example, immunizations, English language development services).

Actively facilitate advisory, advocacy, and mentorship roles that are inclusive of caretakers who are learning English.

Intentionally craft and promote volunteer opportunities and teacher aide positions that appeal to diverse parent groups.

Host a variety of parent-school partnership events.

Offer outreach partnerships and community liaison roles that require cross-cultural or multilingual expertise.

Create an accessible bank of relevant tools and resources based on parent interest.

Organize parent-created learning sessions.

Collect input via English-learner parent focus groups, advisory committees, suggestion boxes, surveys, and interviews.

Consistently utilize parent feedback to inform decision making at the classroom, school, and district levels.

5. Increase Capacity

Grow English learner caretakers as leaders in the school community by providing a range of low-risk opportunities for parent input, feedback, and cultural sharing. Here are some ideas:

6. Find Your Way Home

In building and nurturing relationships with ELL families, the value of teacher home visits cannot be understated: They provide essential insight into a student's home life and unique learning needs, and "support academic gains and positive social integration for ELLs." They are linked to improved academic progress and attendance rates. Perhaps most importantly, teacher home visits lay a foundation of trust as the frontrunner to school-based parent engagement.

In the vast majority of cases, our English learner parents have high hopes for their children's scholastic well-being and wish to contribute to that success. When parents feel that they are a part of an inclusive learning culture and have a clear awareness of their role in their child's learning, true partnerships can occur.

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6 Tips for Engaging the Families of English Language Learners

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Schools can better support students who are still learning English by working to involve their families in their education.

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Taking periodic rests from structured study and learning time can help to re-elasticize the brain and re-energize the student. Here are some activities that can be done during these brain breaks to help break up routine while still spurring learning.

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We have all experienced those moments in the classroom where our students are noticeably sleepy, overwhelmed, or beginning to get disengaged. Often, these times come when we are presenting complex information, when students have spent significant time with students in one place, or towards the end of the day when students are tired from having been focusing on learning throughout the day.

For our English learners, this cognitive exhaustion may be compounded by the fact that they are not only learning a lot of new information, but also learning that information in a new language. All students, but perhaps English learners in particular, can benefit from "brain breaks," momentary pauses in learning to get refocused, motivated, and re-engaged in instruction.

Many teachers are familiar with the concept or brain breaks, especially since the explosion of the "Baby Shark" challenge. "Baby Shark" is a short chant/song that students sing/perform with movement. A quick search online will yield many examples of students performing "Baby Shark."

The idea behind this movement, and any brain break, is to get students up and moving, and to take a quick break from the hard work of learning. While "Baby Shark" is one example of a brain break, there are many other examples that can be incorporated with students. Some can include other content and a measure of language practice while still reducing the cognitive load for students, incorporating movement. These are fun, engaging, and motivating.

Brain Break Strategies

Stretching

Stretching can be an effective way for students to take a break by releasing tension and relaxing for a moment. By taking a short stretch break, and leading students through a short stretching exercise, you are both helping students to take a quick "brain break" and assisting students who are at the beginning proficiency levels, reviewing body parts vocabulary, verbs, directions and prepositions.

Fan your hands: Stretch your arms out in front of you and spread your fingers as far apart as possible. Breathe in and out at least twice.

Wing it: Sit up or stand up straight with your fingers interlocked behind your head and your elbows out. Keep your shoulders down, lift your chest, and bring your elbows back as far as you can.

Reach for the sky: Raise your arms with your fingers interlocked over your head. Reach as high as you can.

Listen to your body: Lower your ear to your shoulder on one side. Breathe in and out at least twice. Repeat for the other side.

Knee pull: While seated, bring one knee up to your chest and hold. Breathe in and out at least twice. Repeat for your other knee.

Movement activities

Any time we can get students up and moving around we are helping them to bring oxygen- and glucose-rich blood to their brains, which helps to nourish and stimulate their brains. I have written previously about using movement in the classroom, and there are many, many ways to get students up and out of their chairs.

You might begin with some simple interaction activities in which students are to have a short discussion with someone else regarding an aspect of instruction. Rather than having students talk to an elbow partner all of the time, have students get up and meet with someone from another table.

To make this more of a true brain break, have students discuss personal connections to the topic, experiences they have had, or what they find interesting, fun or exciting. Alternatively, have students discuss vocabulary or concepts that they have learned previously or are familiar. In this way you are lowering the cognitive demand for students.

The addition of sentence frames or starters during these activities can also be an effective tool, especially for English learners, as they have less of a focus on developing the language that they need to share their ideas. The following ideas can be fun and engaging ways to have students meet with someone from another group.

Find someone who...

In the "Find someone who..." activity, students are instructed to find someone from another part of the room (another table group, someone two rows or more over, etc.) who fits the specific criteria assigned.

For example, you might have students find someone in the room who is wearing the same color of garment, someone who has similar shoes, someone who has a similar number of siblings, or someone with the same or adjacent birth month. Choose one of these aspects and have students get up and discuss the prompt with another person.

Centers

Centers are used in multiple grade levels and in various subject areas as a way to provide small group instruction to a group of students while keeping the rest of the students in the class engaged in meaningful and productive practice.

When working with English learners, centers can provide opportunities to provide specific lessons to help students improve language skills, preview upcoming content, or review previously presented content. Centers can also be used as a way to help students practice content knowledge and skills, but in a way that lowers the cognitive demand.

For example, have students play games in centers as a way to practice vocabulary, such as playing memory, or playing a matching game. Puzzles that depict something related to the content are another possibility, as are online games that help students practice knowledge and skills.

Four corners

The four corners activity is designed to get students up and moving to a specific area of the classroom. Once there, students can engage in a conversation or discussion, or do an activity.

There are a number of ways to get students to the differing places in the classroom. You can assign students to a specific corner (numbering off, assigning letters or colors, etc.), or have students choose which area they will go to.

For example, you can post, in each corner or different area of the room, activities students might like to engage in, and have them go to the corner that fits them best: reading, sports, video games, family time. This activity provides students the opportunity to get up and move, and can serve as a brain break if the activity they do at one of the four corners lowers the cognitive demand of the learning they were engaged in prior to moving to that area.

Find the match

In this activity, students find a match based on criteria you give them. Unlike the "Find someone who..." activity, though, this activity uses a physical object such as a piece of paper with word, words, or picture printed on it.

Hand out word cards, definition cards, and/or picture cards randomly so that each student in the classroom has a card that matches one or two other cards. Be sure to tell students if there is just one match or if they will be forming groups of three.

They should be prepared to explain why the words, definitions, and pictures match. As an alternative, take a picture book that is familiar to students. Copy the pages, and cut the text from the pictures. Hand out the text pages to some students and the pictures to others.

Students have to walk around and find the match, and discuss and prove that the two match. As an added dimension, play some music as the students walk around finding the match.

Carousel

In the carousel activity, a variety of charts are posted around the room. Make enough charts so that each chart will have three to five students stationed there. Students are assigned to one chart, and head to that particular chart.

Once at their assigned charts, students engage in an activity. Depending on the assignment, students might look at and discuss pictures posted on the charts; answer and post responses to a question; or create a visual or graphic organizer.

Using songs and chants as brain breaks

I have previously written about using songs and chants in the classroom as effective tools to teach vocabulary and content concepts. Songs and chants also serve as an excellent brain break.

By singing a song or chant, students are switching modalities, and by having students move to where the song is posted, they also get the opportunity to move and oxygenate the brain. If the song is one that they are already familiar with and have been singing repeatedly, there will not be a high cognitive demand, and this will help to make the activity more of a brain break. However, you will still be subtly reinforcing the key content concepts and vocabulary within the unit of study.

Team-building activities

Team-building activities are another great tool for providing students a brain break from the rigorous content you are teaching, while at the same time using the brain break time as an opportunity to improve student skills.

Team-building activities provide students the opportunity to get to know each other, to strengthen the bonds between students, and develop empathy for each other. There are many, many team building activities available to teachers. A quick online search of "team-building activities for students" will yield myriad websites and activities that can be incorporated meaningfully into the classroom.

Any and all of these ideas can be fun ways to take a brain break and still have a focus on school, the classroom, content, academic language, and vocabulary.

Because learning is hard work, and learning in a new language is even harder work, providing students the opportunity to take a break through movement, interacting with others, playing a game, or doing team-building activities will benefit your English learners on multiple levels. Other types of brain breaks can also be included, of course, but whenever possible, reinforce learning in fun and engaging ways to help students continue their journey as learners.

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MultiBrief: Brain breaks for English learners increase focus, motivation, and engagement

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We have all experienced those moments in the classroom where our students are noticeably sleepy, overwhelmed, or beginning to get disengaged. Often, these times come when we are presenting complex information, when students have spent significant time with students in one place, or towards the end of the day when students are tired from having been focusing on learning throughout the day.

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Culturally relevant teaching is important for all of our students, regardless of their proficiency with the English language. It can be an especially helpful tool for working with English Language Learners, as they may be feeling isolated and alienated. Recognizing their own cultural context and working it into the classroom can be a huge help to them. Here are some ways to do that.

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While seeing and working with the whole student is critically important, we also need practical, hands on tools we can use to actually teach our English Language Learners...English. Here are some useful tools to keep in mind for your lessons.

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Social and emotional learning has become a major topic for schools across the country, especially since the COVID pandemic. SEL has proven important for all students, regardless of their native language. Teaching our ELLs SEL is especially important, as they may need a somewhat different skillset in the United States versus the native culture.

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What is social and emotional learning (SEL)? And how can schools ensure that English language learners (ELLs) are fully included and supported through SEL activities in the school setting?

This article offers an introduction to SEL along with helpful resources from organizations such as the Collaborative for Academic, Social, and Emotional Learning (CASEL). In addition, this article also shares ideas on how to ensure that ELLs are able to fully participate in SEL lessons and activities.

To highlight those examples, we have mapped a few ELL considerations and strategies to CASEL's SEL framework. These strategies represent just some of the ideas that educators can try and they also detail important considerations when introducing new initiatives or ideas in a classroom or school community.

You will also find relevant examples and strategies in Teaching and Supporting English Learners: A Guide to Welcoming and Engaging NewcomersbyEugenia Mora-Flores and Stephanie Dewing.

What is SEL?

SEL is a process by which students can develop skills that help them thrive skills such as such as the ability to regulate emotions, form healthy relationships, manage stress, and contribute to a community. While many educators have incorporated SEL into their instruction for a long time, it has gotten more attention in recent years as schools and families continue to navigate the impacts of the long-term disruptions brought by the COVID-19 pandemic and also look for ways to help students navigate other changes or challenges in their lives.

CASEL describes the big picture goal of SEL in the following way:
"SEL can help all young people and adults thrive personally and academically, develop and maintain positive relationships, become lifelong learners, and contribute to a more caring, just world."
How does it do that? The CASEL framework focuses on developing the following core competencies, which you can explore via CASEL's interactive SEL wheel:

1. self-awareness

2. self-management

3. social awareness

4. relationship skills

5. responsible decision-making

These are valuable skills that not only can help students today but set the stage for healthy and productive lives in the future.

Is SEL an "extra"?

While many schools may hesitate to "add on" SEL, the renewed focus on SEL offers an opportunity to reframe its role. In fact, schools who regularly incorporate SEL describe it as the foundation from which everything else grows. The more comfortable and secure students feel in the classroom, the more likely they are take risks, try new things, and contribute to the classroom.

For example, Principal Sue Stanley, whose elementary school has long prioritized SEL, writes, "We understand students cannot learn until they feel safe and connected." This is particularly true in schools where large numbers of students have experienced trauma, as in the case of her school where many students have experienced hardship and family separation due to the civil war in Yemen.

In addition, we have heard from multiple educators of ELLs in particular that the investment of time early on building relationships, getting to know students, and creating a welcoming culture and environment in the classroom pays off all year long.

Related resources

Related videos

SEL 101: What are the core competencies and key settings? (CASEL)

Looking at the whole child: Conversations with an award-winning social worker

Principal Sue Stanley: Why creating a calm, safe environment in schools matters

Teacher Christine Price: Showing students you care

SEL and ELLs: The CASEL Framework

What does all of this look like for ELLs? One way to share some concrete examples is by using the CASEL SEL framework. We have shared excerpts of the framework here and encourage you to look at the complete framework on CASEL's website. Please note that under "Examples," we have only highlighted a few skill sets that are particularly relevant for ELLs, but CASEL lists others as well.

You may also find it helpful to pull in free bilingual resources from Feel Your Best Self, a puppet-focused SEL program for children from the University of Connecticut that provides videos and related materials for educators and caregivers in English and Spanish.

Tips for lesson/activity planning

Before jumping in, we'd like to highlight some of the ELL recommendations that you will see throughout the rest of the article:

Look for opportunities to build relationships with students and get to know them.

Learn more about the unique experiences of special populations of students, such as refugees, unaccompanied minors, children in migrant farmworker families, and Indigenous students from Latin America.

Identify the key concepts and vocabulary words that will be the focus of your lesson or activity.

Pre-teach those concepts and vocabulary so that ELLs can engage meaningfully with the content.

Use visuals, hands-on objects, and other tools to make new concepts and words clear.

Look for connections to students' languages. For examples, English and Spanish share words that are similar called cognates. You can use these connections to support student understanding.

You can learn more tips from our article on lesson planning for ELLs.

1. Self-awareness

CASEL definition: "The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts."

Identifying personal, cultural, and linguistic assets

Reflect on the following for your setting:

Welcome students' languages and cultures by:

Do ELLs' regularly hear the message that their languages, cultures, and experiences are assets and strengths?

Do teachers and peers respect ELLs' diverse perspectives and multilingual skills?

Identifying one's emotions

ELLs may still be learning:

Teach ELLs vocabulary words for different emotions. Ask them how to say those words in their language.

Give them lots of practice using emotion words, especially through check-ins like mood meters and feelings charts.

Ask colleagues who share students' cultures if there are cultural nuances you should be aware of.

Give young students or newcomers opportunities to draw pictures about how they are feeling.

Having a growth mindset

ELLs may be so focused on what they haven't learned yet that it can be easy to lose sight of what they have learned. It can be easy to become frustrated and feel behind and left out.

Focus on what students " can do" and also teach students targeted strategies for adopting a growth mindset.

Examining prejudices and biases

This complex topic can go both ways. Students may have experienced discrimination and bias against them based on a number of factors.

Look for ways to create safe spaces for talking about identity in your classroom.

If you note that additional support or communication is needed around these topics for your or your class, look for resources or colleagues that can support you in this work.

At the same time, students will likely have their own biases as well.

Principal Nathaniel Provencio: The gifts ELLs bring to school

CASEL definition: "The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations."

Managing one's emotions

As noted above, a first step in helping ELLs manage their emotions effectively is identifying and naming emotions.

If you are introducing emotion management strategies, be sure to:

clearly name and identify the target emotions you are addressing

provide students with lots of different hands-on way to show and practice the strategies through puppets, role play, stories, and more

In addition, students will benefit from:

learning how to manage different emotions

practicing new strategies they learn

Identifying and using stress management strategies

Students may have a wide range of stressors during their days, whether at school or at home.

If you are introducing stress management strategies, be sure to:

You may wish to introduce the concept of stress and ask students:

Note: For students who have experienced trauma, these conversations may be triggering. Plan activities with care and stay attuned to the needs of your students. Stay flexible and seek additional support for students if needed.

Setting personal and collective goals

As noted above, ELLs may be overwhelmed by what can feel like mountains to climb in terms of learning a new language, acclimating to a new culture, and keeping up in their classes. Reaching some smaller goals, however, can build confidence over time, as can doing activities related to their strengths.

Help ELLs set small, specific goals that they can reach to build confidence.

Incorporate activities that connect to students' interests.

When talking with the class about goals, offer the options of "collective" goals along with individual goals and encourage creative thinking about how to reach those goals.

Share examples of success stories, such as immigrants, ELLs, or others your students may relate to.

In addition, keep in mind that many ELLs may come from "collectivist" cultures that focus on the well-being of the group over the individual. Use this to your benefit in planning group work and setting goals for the class.

Jorge Bermudez, High School Math Teacher: How advisory periods are helping my students

CASEL definition: "The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts."

Taking others' perspectives

ELLs bring a rich diversity of perspective to the classroom. The opportunity to learn from those perspectives can be lost if ELLs aren't encouraged to share their ideas as part of a respectful class community.

Give ELLs scaffolds to support their participation in class discussions, such as sentence frames and sentence starters (e.g., "I agree that...because...")

Give ELLs lots of practice discussing informal topics so that they can become comfortable with using these structures.

In addition, ELLs have the opportunity to learn from their peers when classroom communication is working well.

Recognizing strengths in others

ELLs have numerous strengths, interests, and talents that may be overlooked. Provide frequent opportunities for all students, including ELLs, to share their talents and interests with the class and in personal ways.

Ask students to share special talents or interests as part of icebreakers early in the year.

Look for ways to incorporate students' interests in the classroom.

Demonstrating empathy and compassion

There are many ways to develop empathy in the classroom. Keep in mind that some of ELLs' life experiences will be shared, universal experiences; others will be very different from what their peers have gone through.

Introduce the concept of empathy and help students understand it before any empathy-focused activities.

Teacher Paul Barnwell describes an activity in which students write three statements about themselves. The teacher then reads them anonymously to the class and students begin to get an idea of the "range of intense experiences and perspectives (the) classroom community contains."

Regularly using questions such as, "What do you think that was like?" or "How do you think she's feeling right now?" can also help strengthen empathy muscles!

Using culturally responsive materials that reflect students' experiences can also open opportunities for students to share and provide teachable moments that develop empathy in peers. While it's important not to put students on the spot or force a point, being mindful of how your students see themselves in the classroom can open valuable doors.

Understanding and expressing gratitude

There are so many ways to express and lift up gratitude in the classroom. Asking students to reflect on when and why they feel gratitude is a valuable opportunity for growth.

Introduce the concept of gratitude and help students understand it before any gratitude-focused activities.

Invite students to share how they say "Thank you" in their language and make a poster board with signs of all of their translations!

We have lots of other ideas in our article Making Space for Gratitude: 15 Ideas for Schools During Challenging Times, which include appreciation boards, thank you note campaigns, and writing prompts.

You may be surprised at who in the school community or their own life is making a difference!

Identifying diverse social norms, including unjust ones

When it comes to social and cultural norms, there are a few different layers. First and foremost, students' own norms may be different, such as a cultural norm in which looking away from an authority perspective is a sign of respect, rather disrepect.

At the same time, different social norms may come up in classroom discussions. It is essential to create a culture of respect when discussing diverse experiences and perspectives. You may also need additional support if topics that relate to justice or differing expectations around concepts like human rights or women's rights are part of a discussion so that everyone feels safe within the discussion.

Teacher Omar Salem: My students' many talents

You Are Welcome Here: Preview

This preview of our award-winning film You Are Welcome Her e highlights what culturally responsive instruction can look like.

4. Relationship skills

CASEL definition: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.

Communicating effectively

Providing ELLs with lots of opportunities to interact in all kinds of situations and in different settings or group sizes will build their skills and confidence in communication.

Pay attention to whether ELLs are able to communicate their needs and ideas to you and to peers. Give them lots of practice to do so in both informal and formal settings.

When grouping students, you may sometimes wish to put students who speak the same language together so they can have an in-depth conversations and then summarize to the group in English.

Practicing teamwork and collaborative problem-solving

Peer learning is a great opportunity to practice teamwork and problem-solving. Making sure that ELLs understand their role, the purpose of the activity, and the steps they need to complete to make these activities more successful.

You can learn more in our related article 6 Strategies to Help ELLs Succeed in Peer Learning and Collaboration.

Peer learning Problem solving

Encourage students to try lots of hands-on activities and clubs.

Make sure ELLs know about enrichment activities where they can focus on problem-solving, such as robotics clubs, Maker space, Odyssey of the Mind, quiz bowls, and games clubs.

Resolving conflicts constructively

Students will need practice not only with new conflict resolution strategies but also with the language they need to use those strategies.

Introduce the concept of "conflict resolution" and any related vocabulary as needed.

Show students models of any strategies you are using through videos, photos, or role playing.

Give students practice with new strategies through role play or stories.

Review the tips in 8 Tips to Protect ELLs from Bullying in Your Classroom and School.

There may also be some cultural nuances in how students approach conflict and you may wish to ask students for ideas of different conflict resolution strategies before introducing new strategies.

In addition, it's critical to make sure that all students and families have a shared understanding of what bullying is and why it is not acceptable under any circumstance.

Showing leadership in groups

ELLs often have hidden reserves of leadership potential. Many ELLs are resilient, resourceful, and creative students who have navigated many challenges in their life and bring a big picture view of the world to their classroom. If the teacher isn't looking for those qualities and experiences, however, they may remain hidden.

Encourage ELLs to take leadership roles in pair or group work once they feel comfortable doing so. (Some may be ready to try it even if they are newcomers, while others may want a lot more practice!)

Also ensure that ELLs have opportunity to participate in any clubs or activities that foster leadership. Don't limit their options by assuming they won't be interested!

Note: Every spring, we read about high school valedictorians who started off in U.S. schools as ELLs and have achieved great things in a short time within a supportive school environment.

5. Responsible decision-making

CASEL definition: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations.

Identifying solutions for personal and social problems

As noted above, ELLs can show great resilience and resourcefulness when given the chance. They also understand the impacts of big social issues that may have touched their lives. For example, many ELLs were caregivers for younger siblings and relatives during school closures in the early months of the pandemic and continue those responsibilities now outside of school.

Give students choices to pursue topics that interest them where possible.

You may wish to try a project-based or inquiry-led approach where students can dive deep on a particular topic of interest.

Having lived through a range of situations (often in other countries) provides ELLs with different lens and perspectives that can enrich the class.

Anticipating and evaluating the consequences of one's actions

As with the other topics above, it's essential to ensure that students have the vocabulary and language they need to engage in conversations or activities related to sophisticated conversations about topics like consequences. Like their peers, ELLs will likely have meaningful examples to share when taking about the consequences of one's actions.

Note: An example of an English/Spanish cognate, or word that's related in two languages, is "consequence/ consecuencia."

Reflecting on one's role to promote personal, family, and community well-being

As noted above, ELLs may come from cultures that are focused on the well-being of the group, whether it's the family, community, culture, or country.

Be sure that students have opportunities to share how they are contributing to their families and community. Those activities and responsibilities may remain hidden otherwise.

Students may be caregiving, working for a family business, actively participating in a community or faith institution, and supporting their family through employment, translation help, and other ways.

Exploring these perspectives not only can provide interesting insights -- it can help your classroom run more smoothly and even improve family engagement, such as in the example of a teacher who switched to group parent teacher conferences with her ELL families and increased attendance dramatically.

Closing Thoughts

As you can from the examples above, considering ELLs' experiences and perspectives beforehand can go a long way in ensuring that they can fully participate in all classroom activities. Along the way, they and the rest of your class will also benefit from increased collaboration and communication around SEL and so much more!

Resources from Colorin Colorado

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SEL for English Language Learners: What Educators Need to Know

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What is social and emotional learning (SEL)? And how can schools ensure that English language learners (ELLs) are fully included and supported through SEL activities in the school setting? This article offers an introduction to SEL along with helpful resources from organizations such as the Collaborative for Academic, Social, and Emotional Learning (CASEL).

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For English speakers, trying to pronounce non-English names can be equal parts frustrating and intimidating. You may feel unprepared and doomed to fail when faced with (what seems to you) a strange sequence of letters or even characters and symbols you've never before seen. Nevertheless, learning how to pronounce those names properly can be instrumental in building rapport with ELLs - which can be critical to helping them learn long term.

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One of the most important steps to building a positive relationship with ELLs is to learn to pronounce students' and families' names correctly. It is also critical to make sure that students' names are spelled correctly when entered in school databases. We have some strategies and tools for learning new names below, as well as tips on how to ensure that student names are written and spelled correctly.

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Getting a student's name right is not just a question of pronunciation. Incorrectly entering student names in school databases can mean that the same student is listed in different databases in various ways, often with incomplete records. Consequently, students who are eligible for services (for example, English learner support) can be unidentified or overlooked.

This set of naming conventions guides from IES and REL Northwest can serve as a reference for accurately and consistently entering students' names in school, district, and state databases as well as address and greet parents and other family members in a culturally responsive and respectful way. The guides are available for students with home languages of Arabic, Chinese, Hindi, Korean, Russian, Somali, Spanish, Tagalog, Ukrainian, Urdu, and Vietnamese.

Articles and Websites

Dr. Edward Fergus is Associate Professor of Urban Education and Policy at Temple University. Dr. Fergus is a former high school teacher, program evaluator, and community school program director. His 2016 book, Solving Disproportionality and Achieving Equity: A Leader's Guide to Using Data to Change Hearts and Minds, focuses on Black and Latino boys' academic and social engagement outcomes, disproportionality in special education and suspensions, and school climate conditions.

In this excerpt from the introduction, Dr. Fergus describes the moment when, after arriving in the U.S. from Panama at the age of 9, he was instructed to change his name from "Eduar/Eduardo" to "Ed" or "Eddie" and the power of that moment in his life.

Tips from a Teacher

Teacher Chris Homiak recently shared this activity with us :

Tried something new today: had students write their names phonetically, along with the way some teachers (in this first week) have been mispronouncing them. Recorded short videos on iPads, and practiced conversations of how to share with teachers.

I learned that I needed to fix my pronunciation on a few as well. So important to make space for getting this right. By middle school, many have given up and adopted different or shortened names. Many needed to be convinced of the right to expect correct name pronunciation.

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One of the most important steps to building a positive relationship with ELLs is to learn to pronounce students' and families' names correctly. It is also critical to make sure that students' names are spelled correctly when entered in school databases.

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Body language is often done completely unconsciously, which makes it all the more important that we consider it carefully amongst ELLs. An innocuous or supportive signal in one culture may be offensive in another. Knowing, understanding, and even using the body language of your ELLs can help to make them feel welcome in your classroom, and put them at ease with you.

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In our last article, we explored if body language is really a language. And whether you just nodded in approval or raised your eyebrows, you just proved that nonverbal communication is universal.

It's also essential to convey emotions, enhance your language and bridge linguistic and cultural gaps.

Now, the fact that nonverbal communication is used around the world does not mean it's the same everywhere. Just like traditional languages, body language varies greatly from country to country.

From the champions of hand gestures, Italy, to the 34 bows of the Land of the Rising Sun, please give the thumbs-up to a tour of body language around the world!

What is body language?

Body language is the unspoken language we use through gestures, expressions, and movements. It adds depth to our words, showing emotions and intentions. It bridges gaps in cross-cultural communication and enhances your connection with others. Nonverbal communication includes facial expressions, gestures, posture, eye contact, and touch.

It's studied through kinesics, proxemics, haptics, chronemics, and oculesics. Body language can support or contradict words, and sometimes, our true feelings leak out unintentionally. And of course, context matters for interpreting body language.

Does culture impact body language and non verbal communication?

Some aspects of nonverbal communication are universal, like basic facial expressions. For instance, a smile can work wonders pretty much anywhere!

However, others vary culturally. Different cultures have their own set of norms, values, and social expectations, which influence how people express themselves nonverbally.

We'll cover this in depth below.

Body language in different cultures around the world

As mentioned, culture has a significant impact on nonverbal communication. Sometimes, nonverbal is even contradictory from one country to another. Some gestures are even considered offensive and can lead to an embarrassing faux-pas.

Hence the importance of culture training if you work with people from different nationalities.

Never make a circle with your index and thumb at a French restaurant, or worse - tragic music - stick your chopsticks upright in China, South Korea or Japan!

You have no idea what I'm talking about? Check out these gestures that can get you in trouble abroad. You'll thank us later!

Below is an overview of body language cultural differences. We won't mention laughing, as it universally expresses joy, amusement and connection. Unless it's a sarcastic or evil laugh, of course!

Keep in mind that these are generalizations, and individual variations exist within each country and culture - sometimes even between regions or genders. Context also matters. Finally, globalization and increased cultural interactions are leading to more cross-cultural understanding and shared interpretations of facial expressions.

Facial expressions and head movements

North America

Smile: Happiness, friendliness, agreement.

Eye contact: Sign of attentiveness, confidence, and honesty.

Nodding: Agreement or understanding.

Raised eyebrows: Surprise or curiosity.

Frowning: Displeasure or sadness.

Laughing: Joy and amusement.

Europe

Smile: Similar to North America, although some countries might smile less than what you're used to in America - Especially some Nordic countries and Russia, where smiling is limited with strangers.

Eye contact: Generally interpreted as attentiveness and honesty. Uncommon in Russia.

Nodding: Agreement or acknowledgment.

Frowning: Displeasure or concern.

Asia

Japan: Controlled smiling, blushing can signify embarrassment or shyness.

China: Smiles can indicate politeness, respect, or discomfort.

South Korea: Minimal smiling, nodding to show understanding.

India: Nodding can mean acknowledgment more than agreement, and the famous head wobble can have many different meanings.

Thailand: Smiles used frequently, even in awkward situations - I'd say in Indonesia too, when they don't know something. Which can be misleading when you're trying to get train directions and schedules, trust me!

Middle Eastern Countries: Limited smiling with strangers, eye contact varies.

Middle East

Smile: Reserved for close relationships, less common with strangers.

Eye contact: Varies across cultures, can show respect or challenge.

Nodding: Often slower and more deliberate, indicating agreement.

Frowning: Used to display attentiveness rather than displeasure.

Latin America

Africa

Australia and Oceania

Hand gestures

North America

Thumbs up: Approval, agreement, or positivity.

Peace sign (V for Victory): Generally means peace or victory.

Europe

A-OK Sign (thumb and forefinger forming a circle): In some countries, it means "okay" or "good," but can be offensive in others. In France, as mentioned, it can mean "zero".

Crossed fingers: Symbolizing luck or wishing for good fortune.

Asia

China: Beckoning gesture (palm down and to the side, fingers moving toward you): Used to call someone over.

South Korea: The same gesture can be seen as rude.

Middle East

Hand on heart: Used to show sincerity or emphasize a statement.

Hand to mouth: Can indicate surprise or disbelief.

Latin America

Horns gesture (index and pinky finger extended): In some countries, it's used to ward off the evil eye.

Africa

Cupped hand to mouth: Used to call someone silently.

Open hand gesture (fingers spread): A gesture of sharing or giving.

Australia and Oceania

Thumbs up: Similar to North America.

Waving: Common gesture for calling attention or saying hello.

Silence

North America

Silence in conversations: May indicate discomfort, awkwardness, or a pause for reflection.

Silence in public spaces: Generally seen as normal, with no specific cultural connotations.

Europe

Silence in conversations: May be perceived as listening attentively or needing time to think. In Nordic countries, it's not uncomfortable at all and there's no need to fill it. Actually, small talk is completely overrated. My friend from Helsinki reminds me of that everytime I keep chattering!

Silence in public spaces: Considered normal, with variations based on context. For example, in countries like Spain or Italy, it's unlikely to find a silent public space.

Asia

Middle East

Silence in conversations: Pauses are common, allowing speakers to gather their thoughts.

Silence in public spaces: Considered normal, with variations based on cultural practices.

Latin America

Silence in conversations: Pauses are common for reflection or thoughtful responses.

Silence in public spaces: Similar to Southern Europe, pretty unlikely.

Africa

Silence in conversations: Used to show attentiveness or respect for the speaker.

Silence in public spaces: Generally seen as normal, but cultural norms can vary.

Australia and Oceania

Silence in conversations: Pauses might be seen as a moment for reflection.

Silence in public spaces: Generally similar to North America.

Greetings

North America

Handshake: Common greeting in professional and social settings.

Hugs: Common among friends and family.

Europe

Cheek kisses: Common in many European countries - as la France bien sûr - number of kisses varies.

Handshake: Common, varying in strength.

Asia

Japan: Bowing is common for greetings.

India: "Namaste" (hands pressed together at chest level) is a common greeting.

Middle East

Handshake: Common, but varies between men and women due to cultural norms.

Cheek kisses: Common in some Middle Eastern countries, varying based on the region.

Latin America

Cheek kisses: Common greetings, varying number of kisses.

Handshake: Common, can be more relaxed than in some other cultures.

Africa

Handshake: Common, often accompanied by a warm grip and shoulder pat.

Hugs: Common among friends and family.

Australia and Oceania

Handshake: Similar to North America and Europe, common greeting.

Hugs: Common among friends and family.

Check out this article for verbal ways to say hello in 113 languages.

Touch

North America

Europe

Hugs: Just for close friends and family.

Arm linking: Indicates closeness or camaraderie.

Asia

Japan: Limited physical touch.

China: Physical touch varies.

Middle East

Latin America

Hugs: Common among friends and family.

Africa

Australia and Oceania

Hugs: Common among friends and family.

Shoulder touch: Indicates camaraderie or support.

Personal space

North America

Personal space: Generally larger, especially in public settings.

Queueing: People maintain distance while waiting in lines.

Europe

Personal space: Varies across countries; Northern Europe tends to have larger personal space, Southern Europe generally has smaller. In the Nordic countries, social distancing was cool long before Covid!

Public transport: Personal space may be limited due to crowded transportation.

Asia

Personal space: Generally smaller, especially in crowded urban areas.

Crowded environments: Limited personal space in markets, public transport, etc.

Middle East

Personal space: Smaller, especially in social and conversational settings. Might vary across genders.

Close conversations: Standing closer during conversations is common.

Latin America

Personal space: Smaller, especially in social interactions.

Close conversations: Standing closer during conversations is common.

Africa

Personal space: Varies across regions; personal space is often smaller in social settings.

Crowded places: Close proximity in crowded environments is normal.

Australia and Oceania

Personal space: Larger, similar to North America and Europe.

Respect for space: People tend to maintain distance in social interactions.

Posture

Posture is pretty universal. Generally speaking, an upright posture is considered attentive, respectful and engaged, while a relaxed posture indicates comfort and informality.

13 examples of unique body language across different cultures

Bowing in Japan

In Japan, bowing is a traditional way of showing respect and politeness. The depth and duration of the bow can vary. Bowing is a fundamental part of Japanese culture, conveying messages and social status without the need for words.

And it's not as easy as it might seem. Once, I tried to bow to greet my Japanese colleagues, and they burst out laughing. Not sure what I did wrong, but here is a guide for you.

Thumbs up in Iran and Greece

While the thumbs-up gesture typically means "good" or "okay" in many cultures, it's considered offensive in Iran and can be taken as a vulgar gesture in Greece.

Head wobble in India

As seen above, the head wobble, a side-to-side movement, is common in India and can mean different things depending on context. It might signal agreement, acknowledgment, or simply be a neutral response.

Finger tapping in Japan

Tapping your temple with your index finger in Japan signifies that someone is acting arrogant or thinks they're clever.

Tongue clicking in South Africa

In some South African cultures, a tongue click is used to get someone's attention or emphasize a point. If you were looking to learn an unusual nonverbal language, check that out.

Hand clapping in Spain

In Spain, rhythmic hand clapping, known as "palmas," is a form of communication and expression often used in flamenco performances.

Foot tapping in Morocco

In Moroccan culture, tapping your foot while seated can indicate impatience or frustration. Actually, I also do that to answer my rabbit Ginger when she thumps at me!

Hand on heart in the Middle East

Gently placing your hand over your heart while greeting someone in the Middle East is a sign of sincerity and warmth.

Pointing with lips in Philippines

In the Philippines, it's common to point with the lips instead of using the finger to indicate something. In other countries, it may indicate that you want a kiss. Read the room!

Forehead nod in Bulgaria

In Bulgaria, nodding is done by moving the head slightly upward instead of the usual up-and-down nod.

Hand talking in Italy

It's not a just a cliché. Italians use their hands to express feelings and ideas. From small movements to big gestures, hand talking is a natural way for Italians to show excitement, agreement, and lots more.

Rubbing noses in New Zealand

Called " hongi," this traditional Maori greeting involves touching noses and foreheads to exchange breath, symbolizing the sharing of life force.

Crossed arms in Finland

While crossed arms might generally signal defensiveness or closed-off body language, in Finland, it can simply mean a comfortable and relaxed posture.

Check out these other cultural differences in communication.

In the world of communication, words are just the tip of the iceberg. Beneath the surface, nonverbal cues have proven to be the global emojis. After all, a simple gesture can mean the world-or trigger a conflict!

However, besides a few exceptions, body language around the world is often universally understood, especially facial expressions and emotions.

So, next time you're in a country where you don't understand the language, relax and remember: a smile can go a long way.

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Body language in different cultures around the world: A top guide

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Give a big thumbs-up to a tour of body language around the world. We explore cultural differences in facial expressions, hand gestures and more.

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Whether used solo (personal) or as a conversation with the teacher (dialogue), journaling can allow ELL students to stretch their skills at their own pace and without the pressures and constraints of verbal classroom work. A student that may feel self conscious or nervous speaking English in front of peers may take to it more easily when they have the time to write things down.

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Journaling has become a staple in many classrooms, giving students additional writing practice to help them sharpen their skills. While writing can be daunting for any student, it can be distinctly challenging for English language learners (ELs/ELLs). When teaching English as a second language (ESL), journaling can be an effective tool for developing skills and building confidence in young writers.

Benefits of Journaling for ELLs

There are many benefits to making journaling a routine in your classroom:

Whether you're new to student journaling, or you're specifically looking for new writing activities for your English language learners, consider these ideas.

Ways to Use Student Journaling for Reflection

When it comes to journaling for personal reflection, it's up to you to determine what level of correction you want to offer. You can ask your students to choose the entries they'd like you to review or have them revisit earlier entries to self-correct.

Personal Journals

Personal journals provide students with a safe space to express their feelings, opinions, and emotions about any topic that interests them. Students can free-write or you can provide specific ESL writing prompts to help get them started. It's beneficial for ELs to write in their native language in their personal journals.

Personal journaling can also be good for mental, emotional, and social health. Journal writing can provide a healthy outlet for ELL students as they face unique challenges both in and out of the classroom.

Dialogue Journals

Dialogue journals create a one-on-one conversation between students and their teachers. Not only can you learn about your students, but students can also express questions, concerns, or opinions they wouldn't feel comfortable sharing in front of the classroom.

Given their interactive nature, dialogue journals are especially useful for scaffolding writing for ELLs. Dialogue journals offer the perfect opportunity for teachers to model how to approach thinking before, during, and after writing. In dialogue journals, teachers can write questions to prompt students to dig a little deeper, use vocabulary terms in a natural context, and utilize them for individual instruction.

5 Academic Uses for Student Journaling

Journal writing can go beyond personal reflection and relationship building and can be used for academic purposes. When you utilize journaling in other curricular areas, you can evaluate both your English learner's progress in acquiring content skills as well as their developing writing skills.

1. Writing Prompts

Writing prompts are useful when planning ESL writing activities for beginners. Many students are overwhelmed by open-ended writing-this is especially true for ELLs. Your students will benefit from selecting ESL writing prompts that tie into your curriculum and help them make personal connections.

2. Dual-Entry

Dual-entry (or Double-Entry) journals are often used to support reading comprehension. Have students fold their paper in half. Then on the left side of the paper, have them write down a passage or quote, critical fact, key event, or emerging problem/conflict from their reading. On the right side of the paper, they can respond with their reaction, theory, or explanation.

In addition to writing skills, these journals promote students' vocabulary development, comprehension, and content retention, which are literary foundations for teaching English language learners. This ESL writing exercise can activate prior knowledge as well as text-to-self connections, which creates more meaningful learning opportunities.

3. KWL Charts

Student journaling is also a great tool for helping students organize the information they learn throughout a unit by creating KWL charts (Know - Want to Know - Learned) in their journals. KWL charts can easily serve as a formative assessment. Teachers can use the data collected from KWL charts to focus lessons for large and small group instruction.

While this type of journaling is beneficial for all students, it can be extremely useful for ELLs. When using KWL charts with ELLs, consider allowing them to record information in their native language or utilize pictures or other non-linguistic representations.

4. Free Writing / Creative Writing

Another style of journal writing is called free or creative writing. It's a departure from prompted writing, as it allows students to create poems or stories on whatever topics they choose. While some students thrive with free writing, beginning English learners will benefit from the structure of a prompt. Be sure to incorporate both styles in your ESL writing exercises.

5. Lifted Line

Lifted line journaling tasks students with pulling a single quotation or line of text from their reading or lesson and responding to it. For more advanced ELLs, they may choose to select a line themselves. For beginning ELLs, you may want to select a line for them.

Student Journaling Opportunities In Other Subjects

Journal writing in your English language arts curriculum seems like a natural fit. But another one of the benefits of journaling is how easily it can be integrated across your curriculum.

Math

By using a math journal, ELs can build academic language and expand their background knowledge. Many math curricula will ask students to explain their work, which can be difficult for ELL students. Encourage students to use their journals to write out, in their own words, their process for solving different types of problems.

Science

Our job as teachers is to make content accessible for our English learners, which can be particularly challenging in the area of science. Science is filled with specific, technical, academic language that can quickly turn into cognitive overload for English learners.

Journals are an excellent tool for teaching science to ELLs. Students can use journals to write, sketch, or diagram their observations, collect data, and apply specialized science vocabulary terms. Science ESL writing activities for beginners may include asking students to draw their responses or providing them with sentence frames.

Social Studies

A social studies curriculum allows for opportunities to journal about connections between the past and present, timelines of events, and their interpretations of historical events.

For ELLs, this can be difficult as they come from different backgrounds, cultures, and experiences. As they progress through the upper grades, the vocabulary and concepts in social studies become more complicated, and extra support is crucial to their success.

Social studies teachers must provide writing activities for English language learners that will help them grasp more abstract concepts and apply specific vocabulary terms. When it comes to scaffolding writing for ELLs in social studies journals, you may consider using writing prompts, sentence frames, or sentence starters.

Looking for more ESL resources for your classroom? Check out our guide to find the right fit for you!
This blog was originally published on September 25, 2017. It was updated on September 23, 2022.

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Student Journaling as a Tool for ELLs | Continental

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Find some fun and creative ways you can use journaling to help your English language learners build confidence in writing.

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Common roots between languages can lead to cognates, which can be a powerful tool for ELLs. Students that are just starting the journey are especially situated to gain an early burst of confidence and hope if they can learn even just a handful of words quickly and easily.

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Adapted from: Calderón, M., August, D., Durán, D., Madden, N., R. Slavin & M. Gil (2003 and in press). Spanish to English Transitional Reading: Teacher's Manual. Baltimore, MD: The Success for All Foundation.

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Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language.

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While the majority of "book learning" is likely to come directly (or indirectly) from a teacher, ELLs may gain as much or more from practicing with classmates and peers. Using the language themselves is necessary in gaining fluency, and doing with classmates can be low stress but still effective.

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That's the only way they'll achieve English fluency and find their own voices in their new language.

It's not good enough if it's just in their heads.

It's not good enough that they're mumbling along while the whole class chants together.

You've got to get your ESL students in the zone and get them talking.

We've got some ESL pair activities for your lessons to help you do just this!

Contents

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

1. Read a conversation script together

If you're using a textbook or creating your own materials, you'll often want students to practice a conversation to shake things up. To help them learn good spoken English and also use proper conversational intonation rather than a flat reading voice, give them these instructions:
"Always look at your partner when you speak."
To achieve this they must first read the line they're going to say, hold the words in their memory, look up at their partner and then say the line. When they've said their line(s), their partner can look down, read and prepare to say theirs.

This may seem slow, at first, but they'll retain the language much more effectively and they can practice good English intonation (which is so different from many other languages).

2. Act out a drama or role-play

This involves more action than just reading through a script. The students may or may not have prepared the words themselves-it's up to you if you want them to draft a script together at some point.

They could be improvising or repeating learned words. They could be moving around and acting things out. They could even be using props! But the one thing that they're not doing is reading. Students love being active, and this could be a good follow-up activity to the previous one. This really takes speaking to another level.

This could also be a very quick activity for an in-class review of recent lessons. For example, your students could quickly pair up and practice asking each other the time, complaining about the lateness of the bus or discussing something else involving vocabulary you've just been studying.

3. Information gap

This is often referred to as a "jigsaw" activity. It involves getting pairs to converse naturally about a topic. When you speak to someone in real life, you don't know the whole story already-and a script will give away the whole story.

In this activity, you'll be giving each student in a pair half of the information for the conversation. Then you'll let them talk about it until they both have the complete story.

Many textbooks include information gap activities, and there are worksheets for this that you can take from ESL websites. However, you can also create your own worksheets and stories to suit what you're presently teaching in class. Some examples are:

A filled-in crossword puzzle with each part missing different letters or words.

A story or series of sentences with gaps for different words in each.

Two pictures with different items or details removed from each.

For more ideas, visit this post:

4. Line up role plays

In this activity your students get to pair off several times with different people and have a similar conversation with each new partner. They get to practice improvising a little bit instead of just repeating the same things over and over. Students are divided into two groups and each group is assigned one of two roles, such as:

Complainers and listeners

Or anything else that you've been working on teaching in class.

Students in one group pair up with members of the other group, each for a few minutes, and then move on to another at your call. They could have specific guidance from the teacher about what to discuss at each position or they could improvise, depending on their level of ability.

For example, in a buying and selling role play each Seller could have a list (or pictures) of what they're selling. This could either be devised by the teacher beforehand or created by them during the activity. The Buyers could each have a shopping list (words or pictures) also devised by the teacher or created by students. The Sellers could be seated, and the Buyers could each approach a Shop and ask about something(s) on their shopping list: do they have the item, how much is it, etc.

When the students hear the signal or call from the teacher, each Buyer moves on to another Seller's table. It's kind of like speed dating!

5. Getting to know each other

One of the first things that any ESL teacher does with a new class is have students introduce themselves to one another. Introductions can be done in pairs to reduce the pressure and possible stress of being in a new group. You can even add new layers to the whole "getting to know you" phase, as students can swap partners and tell their new partner about their old partner.

With partner swapping activities, it often works to have the students sit in two circles, one inside the other. When a change is called, one circle can move to the next partner in a specified direction.

If this isn't one of the very first lessons, the students can use the same partner swapping movement but instead ask about other topics such as hobbies, favorite foods, family. As before, have them move on to tell their next partner about their last partner (using appropriate pronouns and verb tenses).

6. Two team games

After pairing up, partners can compete against each other.

The class lines up in two lines, one from each pair in each line. As they arrive at the front of their lines, they'll be competing with one another to answer a question, spell a word, write something on the board, fill in a blank or whatever competition you set up that's relevant to your lesson at the time.

Alternatively, after pairing up each pair can be a team and work together. When their turn comes, they'll approach the board and try to list the greatest number of food words beginning with the letter B. Of course, you're welcome to change this up according to your recent lessons' thematic focus.

You could also lead into this activity by having partners sit together momentarily to discuss options and ideas.

7. Picture dictation

After pairing up for this activity, partners will need to sit facing each other, one with a blank sheet of paper and the other with a simple picture held so that their partner can't see it. (Make sure that the light doesn't shine through so that their partner can see it.) The student with the picture dictates to their partner what to draw.

Dictation vocabulary will depend on what stage your students are at. If the picture is very simple then it can be described in terms of shapes (circle, line, straight, etc.), sizes and spatial relationships (next to, under, etc.). For a more complex picture, the elements could be described as they are (man, dog, house, hill, etc.)

To make it interesting, the students could both have the same background picture in front of them to start. One student in the pair will have simple stick figures or animals in the foreground that the other student doesn't have. The student with the more elaborate illustration will then attempt to describe how to complete the drawing.

8. Rhythm games

Young students especially enjoy a sense of rhythm, and becoming aware of rhythm is actually an important part of their general language development, not just second language acquisition.

In pairs, they can improve their concentration and coordination with clapping games where they follow a sequence of clapping their own hands and then their partner's hands, possibly adding another body percussion, such as knee pats and shoulder taps. You may remember some of these sequences from your own playground days, or you could create some of your own.

Choose an English poem or song (which maybe they're already learning) and increase their appreciation of it as well as improve their learning by getting them to practice saying it with their partner while following a clapping sequence.

9. Grammar chants

Grammar chants and jazz chants were famously introduced to the ESL community by Carolyn Graham.

You can find many examples of her original works as well as similar offerings from others on the Internet, and you can very easily create your own based on what you're teaching in particular. (There may even be some examples in a textbook that you're using.)

Chants are different from other practice conversations, mostly by virtue of their strong rhythmic nature. They can be practiced as a "Call and Respond" whole class activity, but the best way to get students familiar with them is by working in pairs. It's recommended that students be encouraged to click their fingers (if they can) or move to the strong beat of the chant.

10. Who's who?

There's a well-known game out there called "Guess who?" or "Who's who?". I'm betting you've heard of it!
One student selects a character. The other student looks at a collection of character pictures and asks questions about their appearance or clothing until they can guess the right character.
Along with practicing the appropriate usage of vocabulary and pronouns, practicing questions and answers is always an excellent basis for a classroom activity.

The student holding the complete set of character pictures, the one who's trying to guess which character has been selected, must ask yes or no questions. Students often do a lot of practice with "Wh- questions" but fumble over using auxiliary verbs (such as "do" and "does") in yes or no questions.

There are many downloadable versions of this game available such as this Guess Who Matching Game, or you can create your own set of characters from clip art or printed-out celebrity photos to suit the concepts you've been teaching.

To add extra interest, you could even have your students create simple pictures of people and scan them into a printable set for this game.

11. Puppet plays

Whether reading a script or simply improvising, using puppets can help shy students as well as add excitement. When practicing dialogue with a partner, each student can manage two puppets-one in each hand-or even more if finger puppets are used.

Creating the puppets themselves first gives added interest and opportunities to practice English. A picture of the character printed out (or drawn by the students) can easily be cut out and stuck onto a Popsicle stick, chopstick or drinking straw. The picture can be stuck or drawn onto a paper bag for a quick hand puppet. If small enough, puppet characters can be sticky-taped onto fingertips.

12. Telephone conversations

In this paired activity, partners sit back-to-back to have a phone conversation. This requires careful speaking and careful listening as a lot of the usual visual cues are missing. They could be given specific questions to ask each other and information to find out.

Of course, nowadays many students actually have their own phones, and maybe if the situation is suitable-for example, they aren't paying too much for calls, and you can trust them to speak only English-you could send one group outside or into another room and they could actually phone each other.

13. Memory cards

Students in pairs can practice vocabulary and even some rules or concepts by playing the well-known game of "Memory" or "Concentration" using cards with relevant words and/or pictures. The matching pairs could be identical pictures or words, a picture and a word, or two things that go together in some other way.

The cards are spread face-down in a grid. Each student takes a turn and turns over two cards. They should then say the word out loud and make sure their partner sees and hears it. If the cards don't match, they'll turn them back over in the same positions and the partner takes their turn. If the cards do match, then the student picks them up, keeps them, gains a point and has another turn.

14. Story retelling

Everybody loves a good story! As an ESL teacher, you'd do well to tell stories as often as you can. They don't need to be long, or even particularly significant, but you'll notice as soon as you start to tell a story (even about something that happened on the way to work) that your students will "prick their ears up." Even if they don't understand all of it, they'll want to listen.

After telling a story, especially when you've noticed interest, reinforce it by pairing students up and seeing if they can retell the story to each other. They may have slightly different-correct or incorrect-memories of the story to compare.

You can use a short video from to find a great topic (and clip) for a story-retelling activity. There's also YouTube FluentU, a language learning program that offers authentic content, so your students can watch clips such as movie clips, commercials and more, that were made by and for native speakers.

FluentU has features such as interactive subtitles, flashcards, vocabulary lists and personalized quizzes. It supports your students so that they can learn on their own, and you can assign clips for them to watch and retell.

In this activity, students can watch a clip and then summarize it for their partner as best they can. They'll love the authentic connection to everyday spoken English from the content.

You could even ask them to change the ending. Young students could then go on to illustrate the story and tell their versions to the class.

15. Short story creation

In most cases, your students might have had the chance to read a few stories and understand the flow needed for a story to work. Now all they need is a writing partner to craft an exciting, concise story with. This ESL pair activity is a perfect way to get in multiple skills at once.

Have your students pair up and create a story together. A great way to do this is to present a place and some interesting characters (maybe people, animals or both), and evoke a conflict for your students to use in their story. Conflict will help your students to develop a dialogue between the story's protagonist and supporting characters.

Once they have a well-developed short story, let the dynamic duo share it with the rest of the class. This will give them great public speaking practice and further their presentation skills in English. You can also have your students put together an illustration for their story, depending on how far you want to take the activity.

16. Acting out

In this ESL pair activity, you will let your students craft scripts and later act them out. There is a twist that will add an element of fun: The partners develop their dialogue separately and act it out together without collaborating first or discussing how it will flow.

You will want to whip up a very concise worksheet for this ESL activity, which the students will work on alone before acting out in pairs. This worksheet will help guide your students in a specific direction relating to a scenario. The dialogue your students create will be of their own imagination, but they will have a small guide to follow in their development.

Here is one example of how this could work:

Set the scene. First, you will need to set the scene where the dialogue will take place. For this example, we will use a neighborhood park on a sunny day. This will give your students an image to help their creativity flow.

Guide the conversation. Each student will read a set of short questions and develop their dialogue sentences from these. The first question on the worksheet could be, "How do you introduce yourself to someone new?" or "How do you open a conversation with a stranger?" From these questions, they can craft a working dialogue. For example, "Hello, do you come to this park often?"

Add layers. Next, you will add layers to the situation. In the park example, you could add dogs into the mix. Here your students will see the next set of questions to help them build more dialogue: For example, "How do you ask what breed a dog is?" or "How do you compliment someone on their dog?" Your students may develop dialogue like, "Your dog is so cute, what breed is he or she?" The important thing to focus on is the natural flow and language of a conversation, like in these examples.

In order to get fun dialogue, it's essential to guide your students a bit toward some more specific areas. Again, you will give your students a specific scenario, for example, a sunny day at the park or waiting for the train.

This is an excellent chance to run over a few vocabulary words they can use in their dialogue as well. For our dog walking example, using words like "breed" or "leash" may be beneficial in overall understanding for your students. Once you have gone over vocabulary, you can have them fill out a dialogue sheet silently by themselves.

After they have crafted their scripted lines, it's time for the fun to begin. One student will read their first line and then their partner will follow with their first line. The two lines may have nothing to do with each other, which is sure to draw a laugh or two from the peanut gallery. You can have the class chime in afterward and help the two actors piece together a more well-developed and coherent dialogue.

17. Great debate

Here, you will give your students a chance to use all their English superpowers and go head-to-head with their partner over an important and interesting issue.

Let them debate topics covering things happening in their communities, cities and countries. This will allow them to apply English to the issues that directly affect them. The class period before having the debate is the perfect time to brainstorm a few issues your students are interested in. Make a list of topics on the board, discuss them each briefly and let your students make notes and suggestions about what is important to them.

After all the issues are on the table, employ your students to build a working outline of the key attributes they will cover during their debate. Go over the importance of "pros and cons" with supporting evidence to back what they say.

18. Picture portrayal

This activity is a slightly more advanced version of the picture dictation activity above. It's a delicate balance of fun, challenge and philosophical breakthrough, so you should be on the lookout for pictures that help develop deep thought and allow your students to have mentally exciting ideas. They should be able to craft several ideas from a single photo. An example of photos that could be good for this is from National Geographic.

Ask your students to write down what the photo means to them. The key to this activity is to let your students first individually view the photo and craft their own thoughts about it without outside interference. Putting a time limit on the individual part of this activity will benefit your students' quick response abilities.

After your students have developed and recorded their ideas surrounding the photo, put them into pairs and let their ideas collide in a perfect ESL storm of subjective thought and collaborative discussion. Your students will enjoy discussing unique and thought-provoking insights with their partners as you float around the classroom, listening to their words and perceptions.

Why You Should Have ESL Pair Work in Your Lessons

It's a great idea to use pair work in your ESL classroom because:

Individual students will be speaking out loud and getting a chance to exercise their English speaking skills.

Working with a partner is less threatening for shy students.

All students will be involved, not just a select few.

While the students are all occupied with their partners, the teacher can walk around and observe.

It can be a lot of fun, and the students will be motivated.

It's an opportunity for repetition without boredom, and as such is super useful for practicing grammar and vocab.

It doesn't need to go for very long. There could be several short sessions in one lesson.

Considerations for Choosing Partners

This is the moment that can make or break your lesson. If you simply say, "Choose a Partner!" some students will excitedly grab their best friend, while others will slump in their seats feeling that no one will want to choose them. It's time to be creative, have a bit of fun and take your students by surprise.

Take a look at the following ideas for assigning partners and letting students organize themselves. You'll need to take into consideration the size of your class, the age of your students, how familiar they already are with each other and your teaching style.

Let them just choose their own partners from time to time. They can work with the people they're most comfortable with, and they can even work in threes if that makes them comfortable.

Make it a lottery. Each student writes their name on a scrap of paper, puts their name in a container and then you-or they-pull out the names to decide who works with whom (this time).

Have a different kind of lottery. Make a card for each student in your class. Half the deck of cards will have English words written on them, and the other half of the deck with have pictures that correspond to these words. Of course, this could relate to recent vocabulary they've learned. Pass out the cards and then let the students move around and find their partner (the student with the card that matches theirs).

Have fun and practice language by getting them to pair off after lining up according to height, age, birthday or alphabetically by first (or last) name.

Get them to pair up with someone who's wearing a similar color shirt or shoes, or something that follows on from a vocabulary category that you've already been teaching. Always allow leeway so that no one ends up feeling left out.

Prepare the classroom ahead of time by sticking colored post-its under chairs or desks. There could be numbers, words or pictures to match up as with the lottery cards. The surprise of looking for their sticker adds to the fun.

The important thing is to make sure that no one dreads pair work, including the teacher!

Pair work is never an end in and of itself. It's a practice time where all of the students get to be involved.

Sometimes, especially if they've been working on a drama or play, it'll be suitable to finish the session by having a few pairs come forward and demonstrate what they practiced in front of everyone.

Generally speaking, not everyone will want to do this. As with any speaking activity, they should be encouraged to speak up but not forced to do so (and there should never be ridicule from the rest of the class).

The key is to make things fun, and the learning will follow!

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18 ESL Pair Work Speaking Activities That Get Students Psyched | FluentU English Educator Blog

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ESL pair activities are a great way for students to practice their English speaking. In pairs, students do twice the talking! Check out these 18 pair activities that allow ESL students to get speaking, such as role plays, picture dictations, debates, interviews and more.

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The prospect of learning another language, especially at a young age, can be incredibly stressful. As a teacher, be especially mindful of the emotional state of your ELL students. This is doubly important if those students don't yet have the knowledge or vocabulary to explain how they're feeling. Piling on work when they're already tired, stressed, and feeling defeated from previous lessons will only hurt.

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One day, as her students were returning to the classroom from a specials class, first-grade teacher Amanda Tokko noticed that a little boy was upset. She asked him if he wanted to talk. He shook his head and walked over to the calm corner that Ms. Tokko had created. It included a hanging canopy, a box of fidget toys, and a book called "The boy looked through the book until he found the page about frustration. After looking at the page for a few moments, he went back to Ms. Tokko and told her he was ready to talk about what had been upsetting him. After a brief conversation, the boy had calmed down and returned to their class activity. I Know What to Do When I Am Feeling..."
At Salina Elementary School in Dearborn, Michigan, these small yet significant moments are happening in classrooms throughout the building thanks to the school's deep commitment to social and emotional learning (SEL).

Salina Elementary is a Title I school whose student population is mostly English language learners (ELLs), many of whom are newcomer immigrants from the war-torn country of Yemen. Since numerous students in the Salina community have experienced family separation, trauma, and hardship related to the war or displacement, the school has long prioritized strong social and emotional supports for its students informed by training in trauma-informed practice.

When the COVID-19 pandemic hit, however, the school quickly recognized that they needed to further intensify their focus on SEL. Their efforts have yielded school-wide positive results in terms of students' ability to regulate emotions, manage conflict, and focus on their learning.

We had the opportunity to learn more about Salina's approach to SEL through surveys and interviews with the school staff and leaders. The following article highlights some of the reasons SEL is working at Salina and the staff's takeaways about why it matters. You can learn more about Salina from our documentary about the school and related resources below.

School-wide Initiatives

As the Salina staff has embarked on a deeper exploration of SEL within their own professional learning, they have scaled up SEL work they were already doing before the pandemic, integrating it into the classroom more intentionally, while also focusing on the social and emotional well-being of families and staff. This work has included the following:

1. Staff training

School leaders have ensured that the staff has had extensive training related to social-emotional learning, which continues on an ongoing basis. One of the key leaders of this effort has been the school social worker, who has led regularly scheduled professional development sessions on topics such as trauma-informed instruction. This not only provides important information for staff; it also fosters more collaboration between the social worker and teachers.

Principal Sue Stanley writes, "In terms of the school social worker and collaboration, it boils down to a school-wide practice of -- not just a belief in -- collaboration. When true collaboration is present, it is natural for staff to reach out to the social worker for any questions or concerns. The social worker must be viewed as a leader...If the school leader sees it as a priority, the staff will as well." Ms. Stanley notes that the social worker is also part of the school's Multi-Tiered Support System (MTSS) meetings each week where teachers bring students for discussion and support.

2. Calm Classroom

Before COVID-19, the school had implemented the Calm Classroom program based on the recommendation of the social worker, which includes a curriculum that has weekly lessons and teaches students calming practices such as guided meditations. Principal Stanley writes, "Teachers and students start their day with short scenarios, calm breathing and classroom affirmations." Ms. Stanley notes that laying the groundwork around trauma and SEL can lead to meaningful conversations about why the Calm Classroom is important. "It's not hard to implement and takes just a few minutes a day. The results are so powerful," she says.

Ms. Tokko notes that she and her class do Calm Classroom exercises multiple times a day, including at times when the class needs to settle down. She and her students have some favorites, and she does the exercises with the students. She has noticed that the impacts of this program are extending home as well -- her students are teaching their families how to do some of the breathing exercises at home.

Teacher Diana Goodhue mentions the importance of ensuring that all students, including her ELLs, fully understand the activities before starting them. "I do the Calm Classroom activities with them so they see me model it," she says. "Then we stick with the same Calm Classroom for a week at a time so that they get comfortable with it."

3. Books and read-alouds

The school has also made reading a priority in their SEL work. For example, Classroom Book-A-Day is a school initiative that promotes read-alouds in the classroom. Many of the books that teachers read have to do with SEL. Ms. Tokko writes, "I like to read a book in the morning during morning meeting and after lunch to calm students down." Some of the books that Ms. Tokko has used are included in our SEL booklist, and others are listed at the end of the article.

In addition, the school participates in an initiative called "One School One Book," in which all students read a chapter book as a school. For example, when the school read by Katherine Applegate, which is the story about an immigrant girl who moves into a town that is not welcoming, the school planted their own Wishtree and did a dedication with their favorite quote: When things get tough, "stand tall and reach deep." The students then went into the neighborhood and left messages on the doors of their neighbors, focusing on the theme "our differences make beautiful gifts" for the school year.

4. Family engagement

The school also continues to provide regular, ongoing communication in families' languages about things that are happening in class, how families can help their students, and supports such as social services. The school also holds regular family meetings where families have a chance to share their questions and concerns and talk about any challenges they are facing. Just as importantly, the school has figured out how to make its family outreach culturally responsive and align it to families' preferences. For example, in the Salina community, many of the mothers prefer to be in groups that only include other women, and so the school plans family events accordingly.

Classroom Environment

Another priority for the staff is building relationships with students and making them feel welcome. "I try my best to help students build confidence in themselves," says Ms. Tokko. "Our classroom really is a family." Here are some ways the staff is creating a nurturing environment for students.
Dear Students,
You are important.
You are listened to.
You are cared for.
You are respected.
You can be or do
Anything
You put your mind to.
I support you.
You are in a safe place!
Love, Ms. Alhaiki
5. Creating a welcoming classroom

The staff have placed a strong emphasis on creating a welcoming environment, posting notes of encouragement around the school, and getting to know students' interests. For example, teacher Welaya Alhaiki, pictured at the top of this article, has posted the following sign outside of her room:

Other signs around the school promote a sense of community while encouraging students to adopt a growth mindset. Positive messages are almost always in view of students throughout the building.

6. Calm corners

In addition, the leadership team has provided each teacher a small budget to create a calm corner in their classroom. Items include a canopy or tent, a few fidgets, and a special book, like the one Ms. Tokko mentioned above. Teacher Rebecca Rosemary uses her calm-down tent "for students having a hard time with emotions," while Ms. Goodhue reiterates the importance of making sure students know how to use the calm corner. "I demonstrate everything they have to use in the Calm Corner," she says.

Ms. Stanley notes that she used Title funds for the calm corner supplies, but that other parent clubs, program budgets, or SEL projects could also support this kind of initiative. The investment is well-worth it, says Ms. Stanley, especially when compared to what the schools spends on supplies.

Classroom Strategies

At the core of these efforts are the daily strategies that teachers are using to check in with students and help students build their emotional vocabulary. These efforts are integrated throughout the day and are part of students' routines so that they know what to expect and how to ask for help if needed.

7. Daily check-ins

One strategy the staff has been using regularly is student check-ins. These may be through individual conversations or circle time. Ms. Tokko also uses a letter box where students can leave a private note about how they are feeling. Ms. Kdouh does the same. She says, "I have this 'mailbox' in my calm corner with a pack of large sticky notes and a special pen where students who come to the calm corner can draw/write about how they're feeling or why they came to the calm corner. Students fold their note and slip it into my letter box. I check it daily before leaving school and it is locked so no one else can open it except me. Students are aware of this and share their feelings without feeling embarrassed or afraid that a peer might see it. After a student drops a letter in there, I unlock it and remove it so I can help them as soon as possible."

8. Building emotional vocabulary

These practices have also supported creative ways to increase students' communication around emotions and calming practices. For example, the teachers talk about what different feelings might feel like and have set up different ways for students to identify their feelings on a certain day. Ms. Tokko writes, "Students complete this feelings chart (pictured to the left) in the morning and after lunch to let me know how they're feeling and how I can help. The clothespins have their student numbers on the other side but are flipped over for privacy." This way, Ms. Tokko can check in with the students who indicate they are upset.

The teachers also use commonly-used ELL scaffolds to support these resources and strategies. Kindergarten teacher Emily Wagner writes, "We use detailed visuals for emotions and calm-down practices so students know how to follow without knowing the words."

In addition, the social worker also provides SEL lessons to students and teachers look for way to make these connections to curriculum as well.

Celebrations

9. Celebrating successes

The school is also mindful of celebrating successes within the classroom and more broadly in the school. For example, Ms. Tokko has encouraged her students to clap for each other when they achieve positive accomplishments, no matter how small. She writes, "Students are always clapping for their peers' successes by themselves and using positive words in our classroom." (And she says that they clap for any guest who enters the classroom!) Ms. Stanley also notes that SEL goals and achievements will now be included in the school's Celebration Wall in the front office.

Ms. Kdouh has created a family/student picture wall in her classroom.

Ms. Goodhue gives each student a "spotlight week" where they take home a poster and a pack of crayons to fill out about themselves. Ms. Goodhue writes, "Their poster is put in the hall for the week and they get to share it with the class. This gives them a chance to share things that are important to them and their family. It also gives parents a chance to help."

10. Celebrating families in the classroom

In addition, the staff at Salina are also actively partnering with families around SEL activities in the classroom. Some of their efforts include the following ideas:

The school is also brainstorming ways to highlight these activities as part of family engagement this year so that families can continue to support SEL at home.

SEL in Action: Photos from Salina

Ms. Kdouh: "Students enjoy coming to school and don't feel uncomfortable or scared."

Ms. Goodhue: "Many students have taken charge of their own mental health, taking breaks when needed, asking for help when they need to, and working on communicating with friends when there are issues."

Ms. Wagner: "Student self-regulation has improved, and students are able to guide themselves through calming practices. Students think more deeply about their emotional state and can identify ways to help themselves feel better."

Ms. Rosemary: "I am seeing fewer abrupt meltdowns in the classroom, and students are able to have more of a discussion when they are having strong feelings."

Ms. Tokko: "I have been able to instill empathy and compassion in our classroom. Students also have respect for me as well as their peers because I have showed them that I have respect for them as well. Students are more eager to learn and listen....and I try my best to help students build confidence in themselves."

Principal Stanley: "I am amazed at the gains we are making in behavior...The overall impact on the SEL focus is the safe space that is created in our school. This space is here for everyone. The comment that everyone makes when they walk into Salina is that it has such beautiful energy. That can only be achieved by everyone in the building feeling that way. The positive energy is there because everyone, both big and small are emitting it.

Impacts of SEL and Lessons Learned

Ms. Kdouh: "There is no one size fits all. All students convey emotions in a different way. This is why I use more than one SEL strategy."

Ms. Rosemary: "The importance of how SEL can help within other aspects of the school day."

Ms. Wagner: "Students are very responsive to routine, and SEL can easily fit into the academic routine."

Ms. Tokko: "Being calm in the classroom goes a long way. I have a student who is sensitive to loud noises. Incorporating Calm Classroom and creating a stress-free environment is crucial. Also, building a classroom community full of respect, trust, and confidence helps academics. SEL is the foundation...Students need social and emotional learning in order to succeed."

Ms. Goodhue: "It doesn't take a lot of effort to make it work. A little bit goes a long way to helping a lot of kids. You can grow as you go."

When asked what the impact of these efforts have had on students, teachers' responses are overwhelmingly positive. Here are what the teachers who completed our survey had to say:

We also asked teachers to share their lessons learned about SEL. Here's what they shared:

Support from Leadership

Shown appreciation and emotional support for teachers and students

Given staff opportunities to show their appreciation for each other

Provided opportunities for staff to build community through activities such as sharing a favorite photo with colleagues

Modeled the practices that are highlighted

Supported collaboration among team members and with social workers

"Tried to keep up staff morale even through a rough school year with the pandemic"

As noted throughout the article, this strong emphasis on SEL is made possible through direct and ongoing support from the school leadership team. From the teachers' perspectives, they shared that direct feedback, training, and dedicated time and resources for SEL were key ways in which school leaders were supporting their efforts in SEL.

The staff also note that the leaders have:

Ms. Tokko writes, "Our principal is like our cheerleader. She is always there for the teachers and staff and helping us get through the toughest times, especially during this pandemic."

For her part, Ms. Stanley knows that what she does matters, not only in terms of the support and resources she provides but also in terms of her example and priorities. She writes, "We will collectively discuss how to move students forward rather than 'catching up.' As a leader, I know I must model that behavior for staff as well. Teachers feel continual pressure to fit all the academics in.

"While we understand students cannot learn until they feel safe and connected, that takes time. I will continually be the reassurer and voice for that. I will commit to creating that same type of environment for them through thoughtful and intentional planning. And as their leader, I will be standing shoulder to shoulder with them and reminding them of this every step of the way."

Videos

Principal Sue Stanley: Why creating a calm, safe environment in schools matters

Principal Sue Stanley: When loud noises in school cause post-traumatic stress

A warm welcome for immigrant families in the front office

Norieah Ahmed, the Child Accounting Secretary at Salina Elementary School in Dearborn, MI, talks about her role in welcoming newcomer immigrant families to the school from the moment they walk in the door.

Looking at the whole child: Conversations with an award-winning social worker

Meet Dr. Rola Bazzi-Gates, a special education coordinator for Dearborn Public Schools and Michigan's 2016 Social Worker of the Year. Learn how her personal experience living through conflict helped prepare her to support students and families today.

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10 Strategies for Supporting SEL for ELLs: "Grow As You Go"

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One day, as her students were returning to the classroom from a specials class, first-grade teacher Amanda Tokko noticed that a little boy was upset. She asked him if he wanted to talk. He shook his head and walked over to the calm corner that Ms. Tokko had created.

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Trying to discourage or de-incentivize using ELLs' own native language, at home or in the classroom, only has negative consequences. Their native language is part of who they are. Changing that is not our goal; we are only trying to equip them for navigating a majority-English speaking classroom.

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As a parent, you may be wondering whether you should be reading to your children in Spanish or English. You may be afraid that reading to them in Spanish will confuse them as they try to learn English, and that it will make it harder for them to read in English. You may also be concerned that you shouldn't read to them in English if you don't feel comfortable with your own English skills.

While it is important to encourage and support your child's efforts to learn English, research shows that children who are read to in their native language (such as Spanish) will have an easier time learning to read in their second language (such as English). The benefits are even greater for children who learn to read first in their native language. This means that by developing your child's literacy skills in Spanish, you will be making it easier for them to learn to speak, read, and write English in the future. This article provides information about the research done on this topic, and suggestions of ways that you can help your child develop his or her literacy skills in your family's native language.

Research Findings

Definitions

Academic language: "the language necessary to speak, listen, read, and write in an academic environment" (Anstrom, 1999).

Cognitive foundation: the development of the brain's ability to process information

Native language: the first language a person learns to speak

Second language: the second language a person learns to speak

A number of studies have been conducted about the ways in which children learn to read in a second language most effectively. Some of the results of those studies include the following findings:

1. Young children who were exposed to age-appropriate books and literature in their native language developed stronger pre-literacy skills than children who were only exposed to books in their second language (Association for Childhood Education International, 2003).

2. Children who learn to read in their native language first will have an easier time learning to read in their second language than children who never learned how to read in their first language (Anstrom, 1999). Children who can read in their native language understand the process of reading, even if they need to learn new letters, sounds, and words to attain reading proficiency in a second language. Children who are learning to read for the first time in their second language have twice as much work to do because they are learning the process of reading from the beginning at the same time that they are learning a new language (Short & Fitzsimmons, 2007).

3. Although children seem to learn new languages very quickly, without a strong cognitive foundation in their first language, children learning a second language "will tend to take much longer to acquire cognitive academic language skills in the second language" (Ramirez et.al, 1991).

4. The first three years of a child's life are critical to brain development, and increased exposure to a child's native language lays an important foundation for strong literacy skills when the child is older (Department of Education, Archived Information). In addition, when a child's brain is exposed to language at a very young age, the brain develops a life-long capacity to learn language, including foreign languages (McGill University, 2002).

5. Infants exposed to spoken language (reading out loud, talking, singing, and listening to music) show more language proficiency and better reading skills once they enter school than those who had not heard a lot of spoken language during their infancy (Center for Early Education and Development, 2001).

Creating a Print-Rich Environment in Your Native Language

Now that you know some of the reasons that it is important to encourage literacy in your child's native language, how can you get started? Creating a rich language environment at home in your family's native language will stimulate your child's cognitive, linguistic, and social development, and will enforce his/her early literacy skills. You can do this by:

Reading books in Spanish with your child on a daily basis

Talking about the stories you have read together

Playing rhyming games and singing songs in Spanish together (Example: I'm thinking of an animal that rhymes with globo: lobo)

Encouraging your child to write in Spanish

Keeping Spanish print material in your home such as books, greeting cards, magazines, and newspapers

Exposing your child to games, puzzles, and music in Spanish

Encouraging your child to use Spanish to tell stories

Expanding your child's Spanish vocabulary by teaching him/her new words, pointing out and naming objects, and helping him/her improve pronunciation

Visiting the public library regularly to check out books and other resources

Libraries, bookstores, and community centers in your neighborhood may offer books in Spanish that you can read with your children. Even if you can't purchase books to take home, you can make special "reading trips" to these places to enjoy books with your children. If you can't find any children's books in Spanish in your community, talk with other parents about ways to create a collection of books or Spanish-language resources that many families can enjoy.

So when you see Spanish-language books at your library or bookstore, don't hesitate to pick them up and take them home - they may be just what you need to get your child on the road to reading and to becoming a successful English language learner!

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Why Reading to Your Kids in Your Home Language Will Help Them Become Better Readers

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As a parent, you may be wondering whether you should be reading to your children in Spanish or English. You may be afraid that reading to them in Spanish will confuse them as they try to learn English, and that it will make it harder for them to read in English.

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Using real world objects - things you can experience directly with your senses - instead of relying primarily on intellectual concepts and digital media can help your students connect with the material on a more fundamental level.

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BridgeUniverse - TEFL Blog, News, Tips & Resources

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If you're a teacher, chances are that you've used realia at some point in your classroom and you may not have even realized it! Whether you've held up a real object to elicit a vocabulary word from students or brought in a special item from home to grab your students' attention, you've used realia. If you are beginning to learn how to teach kids English, looking for a way to spice up your online classes, or trying to find fun activities for adult learners, using realia is a great technique to help your students learn!
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What is realia?

Simply put, realia refers to authentic objects from real life that one uses in the classroom to teach a specific concept. Realia can be both physical and virtual, as long as it is something used in the real world (rather than created specifically for an ESL class).

Why use realia in the classroom?

Realia for ESL can make the learning experience more memorable and create connections between objects and vocabulary words or other language concepts. This can make it easier to recall information. For in-person classes, it adds a kinesthetic element for people who learn better with hands-on activities. For online classes, it provides a visual aid to engage students. Additionally, realia is more dynamic than a written word or flashcard used to teach a concept.

What are some examples of realia?

Realia can incorporate what's already in your classroom, such as a desk, chair, or poster. Or, it can be something you've brought from outside of class, like a collection of colorful brochures, a stuffed animal, tickets, or souvenirs you got while traveling. While any of these will work for both an in-person class or an online class (for the latter, simply hold the objects up to your screen), you can also make use of virtual realia in the online classroom. Virtual realia refers to authentic resources found online, such as advertisements, photographs, menus, receipts, or maps. Similar to using props to teach English online, incorporating realia into the virtual classroom engages students and makes for a livelier class.

How is realia useful to English teachers?

Realia reinforces language skills and appeals to both visual and kinesthetic learners of all ages. Most teachers use realia to demonstrate the meaning of vocabulary words. Think of the difference between teaching students the words for fruit versus showing them the real thing and having them guess the name. It's especially helpful when teaching students whose native language (L1) you don't speak.

How can I use realia in the ESL classroom?

ESL realia can be incorporated into a ton of fun activities that can liven up your in-person or virtual classroom and get students excited about learning English. Here are ten to get you started!
Watch an excerpt from the BridgeUniverse webinar, "Using Traditional and Digital Realia When Teaching English Online," to learn more about how realia can engage learners.
Realia activities for young learners

1. Recreate the realia

Young students love arts and crafts, and getting them to make their own version of a newspaper, train ticket, or other realia that you've shown them is a great way to solidify the lesson. It helps make vocabulary memorable and gets students to apply what they've learned. Plus, this one can be done in both an in-person class and an online class.

2. Scavenger hunt

You can hold a scavenger hunt both inside and outside of the classroom to review a number of subjects such as nature or classroom objects. To use as a game for younger kids or beginner learners, ask them to find an item for each color or shape. This activity gets students moving and teaches them to differentiate between vocabulary words, but it also allows you to assess who has a firm grasp of the lesson and who may need additional help. It's also a great activity for the virtual classroom, as students can quickly find objects around their own homes.

3. Following directions

One of my favorite ways of using realia is to give students directions to carry out with the objects. For instance, if you're teaching prepositions, have students take out the items from their pencil bags, and give directions like, "Put the pencil under the eraser" or, "Put the eraser in the pencil bag." Or, for a lesson on comparing objects say, "Hold the pencil higher than the eraser." It's a great way to make students active participants in the lesson. Again, this game can easily be played in both the physical or virtual classroom.

4. What is it?

Fill a bag with realia and have students take turns trying to guess what one of the objects is by putting their hand in the bag and feeling it. They can use vocabulary to describe the object to their classmates as they guess. This game can be adapted to the virtual classroom by hiding an object in a bag or under a cloth. Students can look at the shape and listen to you describe the object (e.g., it's heavy, it's round, etc.) while they try to guess what it is.

5. Ask students to bring in their own realia

Get to know students better by asking them to bring in several items from home that they feel represent them. If you're teaching online, students can hold objects up to their cameras instead. Have them present these items to the class and explain why they chose each object. For a variation of this activity, have classmates guess how the objects represent their fellow students. Students love to share things about themselves and are usually excited about activities that involve getting to talk about their own lives.
Teaching ESL virtually? Bridge's Micro-credential course in Games and Activities for the Online Classroom (Young Learners) has plenty of tips to make your class more fun.

Realia activities for teens and adults

6. Act out a scene

No matter what concept you're teaching, acting out scenes and roleplaying is a wonderful way to help students memorize the material and encourage speaking skills through an easy activity. Try using realia to inspire the students and really get them invested in the role they're playing.

For example, if you're teaching a lesson focused on ordering food at a restaurant, bring in some food items and a menu and have students take turns acting out a scene in which one student is the waiter and another is the customer. Realia will help them generate lines and guide them to review essential vocabulary.

Students can act out situations in the virtual classroom as well. Tell them to bring certain items to class ahead of time, and then have them use the objects to create a dialogue with another student(s). If the teaching platform you're using allows it, enlarge the camera feeds of the students currently acting so the rest of the class can easily see who is speaking.

7. Incorporate realia into a writing prompt

To make writing assignments come to life, bring in random objects and place them at the front of the classroom. Have students write a short story (either with or without a prompt) incorporating all or a certain number of the objects. This activity gets students to think outside of the box and reflect on how they can use the vocabulary they've learned in everyday life. It's another great one for both the physical and virtual classroom as well, as you can simply hold the objects up to the screen if you're teaching online.

8. Island survival

Bring in a handful of items and divide students into small groups. Have each group discuss which three things they would choose to have with them if they were stranded on a desert island. Have them explain why they chose each object and how they would use it. You can modify this activity by changing the number of items students can pick or by having them discuss how they could use each item you brought in. If you're teaching online, simply turn the game into an individual activity and hold the objects up in front of your camera to show them. Students can take turns sharing their thoughts.

9. Price guessing game

Set up a row of objects (either on a desk at the front of the classroom or on a table in front of your webcam) and have students try to guess what each of the items costs. Reveal the real prices at the end of the activity. This is a great game to play to practice numbers and shopping vocabulary (e.g., how much does it cost, is it expensive, etc.). You can alter this activity to have students try to organize the objects from the least expensive to the most expensive, which can help with giving commands, vocab related to directions, and more (e.g., "Move the basketball to the left of the T-shirt"). You can also choose a theme - like groceries or clothing - for the objects in order to target specific vocabulary.

10. Memory

If you're in a virtual classroom, quickly pass objects by the screen, one after the other. See if students can recall which objects they saw and whether they can name them in the correct order. If you're in a physical classroom, you can set the items out on a desk and hide each object under a cloth or paper bag. Then, lift the bag/cloth for a few seconds to reveal the object. If you're wondering how to teach vocabulary, this is a great activity, as you can choose items from a specific theme/category (food, sports, objects that are different shapes or colors, etc.).

To learn about more games and activities to incorporate into your classroom, check out our Specialized Certification courses in Teaching English to Young Learners and Teenagers.

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10 Fun Ways to Use Realia in Your ESL Classroom

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Realia, or real objects you use when teaching, can be incorporated into a ton of fun activities that can liven up your ESL classroom and get students excited about learning English.

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ELLs may feel a disconnect between their new context and their past - their previous home and culture. This disconnect can make it difficult to learn, as many things are unfamiliar to them. Connecting lessons to their background can help them forge connections with the material in new ways. It's important to do this in a respectful, sensitive way - depending on their context, their background may be a source of pain or trauma.

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What are some other ways you can tap into background knowledge if it's very different from your own? You can start by choosing a single topic to research that you think might be relevant to your students. These might include learning about:

your students' native countries, cultures, or educational systems

historical figures, musical and artistic traditions, geography, or biodiversity from your students' countries so that you can connect your lessons to something that the students already know.

Family liaisons are an excellent source of information here and can also guide you to choose examples that are likely to be appropriate and meaningful to students.

Helping students make connections

You can also find ways for your students to contribute their own cultural experience, funds of knowledge, talents, and interests in the classroom. You can do this by asking students to:

show how a topic connects to their lives

give an example of a particular idea as they would experience it in their native country

bring music or art from their culture and describe its significance and meaning to their classmates.

Another activity is to ask students to interview their family members in order to learn more about their memories and experience. ELLs may find interviews valuable because even if they speak their native language at home and are surrounded by their culture, they may not have had an opportunity to learn about their family members' life experiences and values.

Note: These strategies will work in mainstream classes as well as students may engage more deeply with content when they can relate it to historical and cultural information shared by family members.

Proceeding with care and sensitivity

If you plan to ask students to contribute their experiences to the class, it is important to keep a few things in mind. First, Dr. Cynthia Lundgren and Giselle Lundy-Ponce remind teachers to consult with multiple sources and not to expect students to be the sole 'ambassador' for a culture. They write, "Do not put a particular student on the spot without asking them beforehand if they are comfortable sharing information with the whole class. Each student is an individual and their experiences may or may not be similar to that of the group they represent."

It is tempting to view your students as the experts, and it is certainly important to draw on what they have to offer to the class, but it is also important to discuss whether they feel comfortable doing so beforehand, and to avoid putting them on the spot - particularly about cultural, political, or religious subjects that might be particularly sensitive.

This is also important because students may not feel comfortable sharing their culture or prior experiences for a wide range of reasons, including trauma or stigma. For example, some Indigenous students from Latin America "hide" their culture and identity because of the persecution (sometimes violent) that they have faced in their home countries. Be patient with your students, and look for ways to increase their confidence in the classroom as you get to know each other. They may share information with you privately that they do not wish to share with the class. Honor their confidence and look for other ways for them to contribute.

Related resources

Video: Getting to know your students

Teacher Omar Salem talks about the importance of getting to know your ELLs, their interests, and their concerns.

Go beyond the textbook

Look for resources that go beyond the textbook that will engage students and involve them in the learning process so that they find elements they can connect to and learn from. These may include:

Artwork

There are many ways to bring educational content to life through art, and to use art as a starting point for discussing different cultural traditions. For example, in a history class, you may offer students a couple of different artistic representations of historical events from different perspectives, and ask whether a particular perspective resonates with their experiences.

Or you might want to compare artwork depicting similar kinds of events as they occurred in different countries, such as revolutions, battles, the signing of a famous document, inaugurations, elections, protests, and major milestones. Perhaps students can share depictions of those kinds of events in their country as a way to open up the discussion and connect their experience to the content as well. Students can examine artistic style, theme, the artist's intent, and the materials used while comparing artistic works from different cultures as a way of applying what they learning about the content.

Finally, be sure to invite students to share artwork and traditions from their own cultures and look for ways to connect what they share with the curriculum.

Using artwork that depicts day-to-day events and celebrations can also be a provocative starting point for a discussion about the similarities and differences between other cultures, and a way of affirming the students' daily lives, traditions, and lifestyles in the classroom. You may find that these connections are even more powerful than you expected, as seen in the student story below.

Video: Why an indigenous student hid his identity

ESOL resource teacher Manuel Portillo Gomez shares the story of an Indigenous student who kept his cultural identity hidden for much of the year until Manuel planned a lesson plan about Guatemalan basket weaving.

Music & dance

Students are a great resource for sharing music, and older students especially like to share music, discuss the meaning, and connect it to content. If the song is in a language some students do not understand, ask the student to translate it and discuss the meaning. Songs from other countries often describe political events or re-tell folk stories in poetic form.

When it comes to dance, students may enjoy sharing videos of traditional dances from their own cultures and talking about when certain dances are performed. You never know - you may just have a performer in your midst who would like to share some talent with the class, as teacher Omar Salem discovered below!

Video: My students' many talents

Teacher Omar Salem describes a student who sings, dances, manages her own YouTube channel, and edits all of the video.

Culture kits

I got this idea from the Dakota County library system in Minnesota. They have a learning resource called "Bifolkal Kits" that patrons can check out. The kits have themes such as the "The Fifties," "Work Life," or "African American Lives." Each kit contains items relevant to the topic, reading materials, and questions that can be asked of a person who has experience in that area. It would be a wonderful addition to a curriculum if students created their own Culture Kits with special items that would bring culture alive as a way of sharing their cultures and discussing what can be learned from different multicultural traditions.

Special traditions, celebrations, and recipes

Invite students to share special traditions, holidays, and foods from their cultures throughout the year and across the curriculum. For example, students could describe a favorite recipe in writing or in a presentation (with plenty of practice beforehand). Ask students early on in the year what holidays they celebrate and what those celebrations look like, and invite families to share their own experiences with the class.

Video: Thirty kinds of "mole"

Juan Felipe recalls a conversation with a student who comes from the town of Hidalgo, which is famous for having many different kinds of mole, a Mexican sauce.

Realia

Using concrete objects, often called "realia," is a great way to build background knowledge and tap into students' existing background knowledge. Some objects may be very familiar, while others may be to new students. Other objects may have particular significance for students. Students can share what they know about particular objects through drawing, writing, or native language discussion groups before sharing a summary with the class.

Video: Using "realia" to build background knowledge

Albuquerque teacher Ali Nava describes the "realia" activity she used to introduce Burro's Tortillas and some of the items she brought into the classroom for the lesson.

Note: You can also see materials related to this lesson plan in our classroom module created in collaboration with Dr. Diane August.

Use things that are familiar

In addition to making important cultural connections, look for ways to tie learning to everyday objects that students are likely to have seen and used (without making assumptions, as discussed below). For example, ESOL specialist Katy Padilla prepared her ELLs for a lesson about vascular plants by pre-teaching the concept with straws - an even more relevant example since they were previewing the content in their special Secret Science Lunch Club!

Video: Making the connection between vascular plants and straws

Katy describes the challenge of the week, which is designed to increase ELLs' use of the target vocabulary.

Look for "mirror books" for your students

Using books, stories, and poems where students can see themselves, also called " mirror books," is a powerful way to tap into their experiences. Culturally relevant books are a great place to start. However, finding books about broader experiences, family traditions, or familiar situations that students recognize and relate to can be powerful as well.

Middle school teacher Anna Centi, who teaches newcomers in Dearborn, Michigan, also notes that her students dig in more deeply when they feel that connection and that she has been able to push them with more rigorous texts. You can see Miss Centi's students, most of whom come from Yemen, reading A Long Walk to Water by Linda Sue Park in an excerpt from our award-winning film, You Are Welcome Here below.

Note: It is critical for teachers to be sensitive to what students have been through and not to ask a lot of direct questions about personal stories, especially in front of others; training in trauma-informed instruction is essential in order to lead conversations about students' experiences safely. Yet figuring out how to do this with care is worthwhile as it gives students a chance to connect more deeply with content and share their own stories if they wish. You may wish to request that training be offered to staff since it can benefit all adults in the school community.

Use literature, stories, and folktales from across cultures

By reading texts from different cultures, you can encourage students to connect what they are reading to their own experiences. While this seems like a simple and logical place to start, it will take some research to find just the right additions for an educational unit, as well as to find literature that is authentic and culturally relevant. If you are working with bilingual colleagues or cultural liaisons, ask them if they have recommendations or can help you make the best selections for your students.

Libraries across the nation have increased the amount of multicultural literature available from a wide variety of countries and cultures. Some of the material is written in other languages, and some of it is translated into English. There are also many publishers who have focused on increasing multicultural literature in the classroom, and Language Arts series often will have a multicultural connection with suggestions of books to read with the class. To read about one high school teacher's use of multicultural literature in the classroom, read Time is Not on Our Side: Literacy and Literature for High School Language Learners, on our sister site, AdLit.org.

In addition, you can also look for connections across stories. For example, many cultures have a story version of "Cinderella", as seen in the video below.

Video: Introducing different versions of Cinderella

In this classroom video, Albuquerque teacher Clara Gonzales-Espinoza introduces a character study of Cinderella by sharing a number of diverse versions of the Cinderella story, chosen to reflect the cultures of her students.

Note: You can also see materials related to this lesson plan in our classroom module created in collaboration with Dr. Diane August.

Use storytelling in the classroom

Many cultures have a rich tradition of storytelling that often gets lost in the U.S. with the focus on developing literacy skills. Many of the common stories in cultures have been translated and written in story form, but children also enjoy telling and acting out stories. There are many resources to help build storytelling skills, and some students may also have a relative who is a great storyteller and would be willing to visit the class and tell a story. The class can have great discussions about what made the story interesting, what the story was trying to tell them, and if they know other stories that are similar.

Asking students to share folk tales

In addition, you can ask students to share popular folk tales or legends from their own culture or bring them to life through writing, artwork, or a digital storytelling activity. You may find that many cultures have similar stories based on a certain theme, or that students have heard different versions of the same story. This is also an excellent way to engage families - who also will have strong opinions about the "right" way to tell a certain story!

Video: "How many of you have heard that story?" Teaching folklore through students' cultural experiences

Juan Felipe describes a project he oversaw for a Chicano folklore class in which students interviewed their families and compiled stories, jokes, and legends they had grown up hearing.

Video: My favorite section in the library

Storyteller Lucía González describes how family stories led to an important discovery in the library.

Avoid assumptions

Just as it's important not to put students on the spot, it's important not to make assumptions about the experiences they may (or may not) have had. For example, Dr. Ayanna Cooper shares a story in the video below about U.S. history teachers who mistakenly thought their Haitian students were African American students who had a deep knowledge base about U.S. history. As mentioned above, the better you know your students, the better you can plan lessons that will give all students access to grade-level content.

Finding resources for culturally responsive instruction

Teachers spend a lot of their own money to add to the school curriculum in order to meet the needs of their students. Adding culturally relevant curriculum and materials shouldn't be an additional financial burden on the teacher. Many schools are willing to fund the purchase of culturally relevant items if the teacher has researched the purchase and can explain how it will enhance student learning. If the school does not have resources, there may be funding at the district level or diversity grant funding available to teachers. You can find additional researched-based information in our resource collection about culturally responsive instruction.

Closing thoughts

Accessing students' background knowledge is a powerful way to make your instruction more culturally responsive and meaningful for all students. In the end, the efforts that teachers make to add a rich, cultural dimension to the curriculum will enhance student learning and comprehension, and create excitement in the classroom. The most wonderful thing about adding diverse cultural perspectives to the lesson is that it is a way of letting your students know - particularly ELL students - that their diverse experiences and backgrounds are valued in your classroom. Students may also be motivated to explore content and deepen their understanding of material.

As students share insights with you and with each other, they will develop appreciation for other cultural perspectives and they may find that there are more similarities than differences among them - and that might prove to be the greatest lesson of all.

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How to Connect ELLs' Background Knowledge to Content

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What are some other ways you can tap into background knowledge if it's very different from your own? You can start by choosing a single topic to research that you think might be relevant to your students.

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Use readings and texts - and really any materials - that are relevant to your ELL students. By using material in which they can see themselves and their experiences, students will connect and learn faster and more deeply.

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Culturally Relevant Books in the ELL Classroom

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In this excerpt from English Language Learners: The Essential Guide, ELL researchers David and Yvonne Freeman offer a comprehensive set of tips for choosing culturally relevant books in the ELL classroom. They also offer a number of book recommendations and a rubric that teachers and students can use to determine whether a book is culturally relevant.