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Amira Learning, Inc. (n.d.). Amira Learning. Retrieved from https://amiralearning.com/

Amira is AI program designed to help students become better readers. When a student reads out loud, Amira listens and gently helps them with words they find tricky, making reading practice less stressful and more fun. Amira gives extra support to students who are learning English, too. After listening, Amira creates easy-to-understand reports for teachers, showing how each student is doing and where they might need a little more help. This way, both students and teachers can see progress and focus on the skills that matter most.

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Cutter, M. (2015). Using technology with English language learners in the classroom [Master's thesis, St. John Fisher University]. Retrieved from https://fisherpub.sjf.edu/cgi/viewcontent.cgi?article=1314&context=education_ETD_masters

The thesis investigates how digital tools can enhance the classroom experience for English Language Learners (ELL) by boosting their interest, motivation, and understanding. It also highlights the crucial role of ongoing teacher training in using technology effectively and tailoring lessons to meet the needs of students from varied backgrounds.

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Estrellita. (n.d.). Estrellita. Retrieved from https://estrellita.com/

Estrellita is a Spanish literacy program created to support English Language Learners (ELL) by first strengthening their skills in their native language. Unlike programs that simply translate English reading methods, Estrellita’s approach is rooted in the unique linguistic structure of Spanish.

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Lía D. Kamhi-Stein. (2024). Integrating Mixed-Reality Simulations in TESOL Teacher Preparation Programs: Principles, Benefits, and Challenges. CATESOL Journal, 35(1). https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1449498&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

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Babinski, L. M., Amendum, S. J., Carrig, M. M., Knotek, S. E., Mann, J. C., & Sánchez, M. (2024). Professional Learning for ESL Teachers: A Randomized Controlled Trial to Examine the Impact on Instruction, Collaboration, and Cultural Wealth. Education Sciences, 14(7), 690. https://doi.org/10.3390/educsci14070690

A recent randomized controlled trial involving 29 ESL educators across three school districts assessed the impact of specialized, culturally responsive professional development. The research revealed that teachers participating in these targeted programs gained effective strategies for addressing the diverse backgrounds of their students. As a result, educators were able to create more inclusive classrooms, fostering greater student engagement, higher-quality instruction, and improved motivation and confidence among English learners.

The study recommends expanding this work through larger, long-term studies involving more diverse schools and directly measuring student outcomes. By investing in culturally responsive training, schools can empower teachers and boost student success, creating more equitable and effective learning environments for all.

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Sato, M., & Storch, N. (2022). Context Matters: Learner Beliefs and Interactional Behaviors in an EFL vs. ESL Context. Language Teaching Research, 26(5), 919–942. https://doi.org/10.1177/1362168820923582

Teachers can design more inclusive and impactful lessons by understanding how students’ backgrounds and classroom environments shape their language learning. This awareness empowers educators to address individual needs and celebrate diverse linguistic resources. By combining student feedback with traditional assessment data, teachers gain a fuller picture of each learner’s progress. As a result, they can offer more targeted support, boosting students’ confidence and motivation in acquiring English.

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WETA Public Broadcasting. (2023). Colorín Colorado. https://www.colorincolorado.org/

Colorín Colorado is a national multimedia initiative dedicated to offering extensive, bilingual, and research-backed resources for teachers and families supporting English language learners (ELLs). Developed as an educational project by WETA, the public broadcasting station, its website features an expansive collection of complimentary guides, toolkits, videos, and articles—available in both English and Spanish. The site addresses a broad spectrum of topics, from effective classroom strategies and professional growth to family involvement and literacy instruction. The name “Colorín Colorado” is inspired by a whimsical Spanish expression commonly used to mark the end of a story, akin to saying “The End” in English.

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ReadTheory.org. (n.d.). ReadTheory. Retrieved from https://readtheory.org/

ReadTheory is an online platform offering adaptive reading comprehension practice for students from kindergarten through grade 12, ESL learners, and adults. Its AI analyzes each student’s reading skills to deliver personalized passages and quizzes, keeping the material challenging but manageable.

Teachers can monitor progress with real-time reports showing performance by grade, Lexile level, and Common Core alignment. ReadTheory also motivates students through gamified features like points and badges, making reading practice more engaging.

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O'Donnell, A. I. (2017). Social Emotional Learning and English Language Learners: A Review of the Literature. Indiana TESOL Journal, 14(1), 2–9.

The evidence presented by O'Donnell affirms that SEL is not merely an add-on, but a fundamental element of effective teaching for ELLs. By prioritizing SEL, educators can nurture the whole child and unlock pathways to academic and linguistic success. Integrating SEL into daily instruction paves the way for more resilient, motivated, and connected learners—ensuring that every English Language Learner has the opportunity to thrive.

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Williamson, A. (2022). Culturally and Linguistically Responsive Teaching Practices for English Learners [Master's thesis, Concordia University, St. Paul]. DigitalCommons@CSP. https://digitalcommons.csp.edu/teacher-education_masters/58

Teachers who implement culturally and linguistically responsive (CLR) teaching practices experience a host of meaningful benefits in their classrooms. Research indicates that CLR strategies not only enhance literacy outcomes for English Language Learners (ELLs), but also foster more positive and informed teacher attitudes toward student diversity. By embracing CLR methods, educators gain access to a suite of effective literacy techniques tailored to the needs of ELLs, enabling them to design lessons that are inclusive and impactful.

Moreover, CLR practices empower teachers to respond more effectively to the varied linguistic and cultural backgrounds present in their classrooms. This approach encourages ongoing professional growth, as teachers learn new strategies for engaging students and cultivating motivation. While most studies have focused on Spanish-speaking ELLs and limited resources, expanding CLR research to encompass a wider range of student backgrounds will further strengthen teaching practices. Ultimately, teachers who utilize CLR strategies are better equipped to support literacy development, foster independence, and promote positive outcomes for all learners.

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Zhang, F. (2022). A Theoretical Review on the Impact of EFL/ESL Students’ Self-Sabotaging Behaviors on Their Self-Esteem and Academic Engagement. FRONTIERS IN PSYCHOLOGY, 13. https://doi.org/10.3389/fpsyg.2022.873734

This research undertook a systematic review of qualitative studies exploring how self-esteem and self-sabotage shape the learning experiences of ESL, EFL, and ELL students. The findings revealed that self-sabotage often stems from efforts to avoid academic responsibilities, a pattern that can hinder both performance and personal growth within these language-learning communities. As self-sabotaging behaviors persist, students may face a decline in mental health, which in turn affects their sense of self-worth. While the research did not follow an official procedural framework, it offered thoughtful analysis and synthesis concerning the intricate relationship between self-sabotage and self-esteem. Looking ahead, these insights underscore the importance of raising educators’ awareness of the challenges faced by ELL, ESL, and EFL students, thereby enabling them to better nurture self-esteem and promote positive learning outcomes.