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Larry Ferlazzo's "Best Resources, Articles, & Blog Posts for Teachers of ELLs in 2020" -it's worth checking it out!!

https://larryferlazzo.edublogs.org/2020/12/21/the-best-resources-articles-blog-posts-for-teachers-of-ells-in-2020/

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The Best Resources, Articles & Blog Posts For Teachers Of ELLs In 2020

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This is another end-of-year “Best” list. I’m adding this list to ALL END-OF-YEAR “BEST” LISTS FOR 2020 IN ONE PLACE! You can find previous editions of this list, along with all “Best” lists…

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Google's "Aloud" tool (2022!) - create a video in one language, upload the text narration and Aloud will “dub” your video in one of several languages (and they plan on adding more). (Ferlazzo, 2022)

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AIPs - work alongside the ELL Teacher to determine language acquisition proficiencies in speaking, listening, reading, and writing.

Informal Assessments
- can include performance-based and portfolio based assessments
- these utilize typical classroom activities to measure progress toward curricular goals and objectives
- can be monitored and recorded by teacher observation and student self-assessment (Colorin Colorado)

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Colorin Colorado. (n.d.) Using Informal Assessments for English Language Learners.

Ferlazzo, L. (2022). Google's new "Aloud" Tool Could be a Huge Asset to Teachers who want to Make their Content Accessible to ELLs. [Blog.] ESL Web.

Ferlazzo, L. (2020). The Best Resources, Articles, & Blog Posts for Teachers of ELLs in 2020. [Blog.] ESL Web.

Fisher, D., Frey, N., & Rothenburg, C. (2008). Procedures for Classroom Talk. Ch.5. Content Area Conversations.

Goldenberg, C. (2013). Unlocking the Research on English Language Learners. American Educator. 2(27).

Gonzalez, V. (2017). How to Stop Ourselves from Doing all the Talking. Middle Web.

Huynh, T. (2021) Transforming learning with Translanguaging.

Saunders, W., Goldenberg, C., Marcelletti, D. (2013). English Language Development: Guidelines for Instruction. American Editor.

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- pre-teach content vocabulary
- give many authentic opportunities to use vocabulary (read alouds, discussions, word banks, graphic organizers, games, sentence frames) in context
- explicitly teach dictionary and thesaurus usage (include dual-language dictionary tips, too!)

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use learning and language targets to help guide lessons and learning (helps both students and teachers be reminded of the goals for a particular lesson or class)

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can be used as a scaffold (translating, dictation, read aloud, practice)
Ex. Duolingo, Microsoft Immersive Reader, Clicker, Inspiration, Google Translate, SayHi, Book Maker, PowToon, etc.

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can be used to help facilitate, enrich, and support academic discourse

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multimedia (videos, immersive readers with picture capabilities, etc) can help with vocabulary comprehension (Goldenberg, 2013)

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encourage use of L1 in all areas of language acquisition (listening, speaking, reading, writing)

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use sentence stems / linguistic frames to help support oral participation (Fisher et al., 2008)

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use a variety of grouping options to promote academic discussions (Fisher et al., 2008)

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model academic discussions (Gonzalez, 2017)

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Meaningful academic discourse is a must, as are accountability and relevancy

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ELLs benefit from social interactions when learning a new language - it's a "social process in which language develops largely as a result of meaningful and motivated interactions with others" (Saunders et al., 2013)

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providing ELD instruction is better than not providing it

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"instruction should continue at least until ELLs attain advanced English language ability" (Saunders et al., 2013)

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"elements of the English language as applicable to both academic and conversational language, with significant time devoted to speaking and listening, and particular attention to meaning and communication" (Saunders et al., 2013)

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- Generally effective practices are likely to be effective with ELLs
- ELLs require additional instructional supports
- L1 can be used to promote academic development
(Goldenberg, 2013)