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-it could also be due to a language barrier because the class is held in a language that is different than most of the students' native languages

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-I am wondering if this is because there is added pressure in a dual language classroom to meet content standards and language standards

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-I have not seen any morning meetings or anything similar
-sometimes the students get to share some personal things when something relavant comes up in a lesson or book

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-my CT used lots of instructional strategies and culturally responsive pedagogy, but there does not seem to be much time dedicated to forming relationships with the students

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-my CT has established a sense of community in the classroom and emphasized that each member of a community is different but that is what makes them special

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-there are many posters and other representations of Latin America around the classroom

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-my CT is from Mexico and is bilingual which gives most of the students a perspective they are not used to

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-using visuals and motions
-giving a word a corresponding action that will help the students understand and remember the meaning
-having pictures next to the word they are learning

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-teacher can model for students the correct pronounciation, or model sentence starters/ the correct way to use academic language
-native speakers of a language can be models for the students who are learning the language

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Students are given many opportunities to use the language they are learning

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Students are given many opportunities to use the language they are learning

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-encouraged to speak what letters they are writing
-allows multiple students to answer the same question even if they say the same thing

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***do not make lessons or work easier for ELs but instead give them the support they need to be successful

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EXAMPLES
-multiple representations of information
-using visuals and motions
-modeling
-asking strategic questions

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-need for ongoing and sustained professional development

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-shared academic goals

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-successful models can start in the classroom, but the goal is for an entire school and school community to be committed to the learning and success of ELs

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-scaffolds need to be put in place for ELs to be able to understand and communcate in the classroom

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-collaboration is a great tool to use with English learners and should be used strategically
-collaboration offers ELs another chance to practice language w/ peers

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-giving students time to use the language they are learning

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should be more than just pointing out "exotic" differences like food, holidays, etc. Instead teachers should give students a multicultural perspective.

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the more that teachers respect and acknowledge the diversity of their students, the more welcoming the class will be, and there will be better relationships formed.

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"teachers determine the quality and quantity of participation of ELs in their classrooms"- Levine & McClosekey

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-common themes throughout my field placement
-effective instructional strategies

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-culturally responsive teaching
-effective instruction
-successful models