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English Language Proficiency Standards - these are important to include in the language objectives when lesson planning and for determining which language domains are begin addressed with the lesson.

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Proficiency Level Descriptors - these are important to refer to when monitoring the progress of the English learners. They also serve as reminders of what students can do at each level of proficiency within each domain of language.

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resources for First and second language acquisition theories

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resources for First and second language acquisition theories

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First resource: https://www.lltjournal.org
The Language Learning & Technology journal is a website that has a wide array of articles on first and second language acquisition. It is a really great resource for teachers who do not want to fall behind on the latest language acquisition developments so that they can best provide for their students.

Second resource: https://www.actfl.org
ACTFL is a membership based community that would be a great resource for teachers who are passionate about being culturally aware and diverse in their classroom. It provides quality research, assessments, development and more for it's members, and it's mission is to support quality teaching and learning of languages.

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Resource 1: https://www.abcya.com/games/parts_of_speech
ABCya is a website that offers hundreds of educational games for students. The particular game linked is one that has students connect different parts of speech to words of that category. This is a fun way to help students practice their word and parts of speech recognition.

Resource 2: https://www.readwritethink.org
Read Write Think is a website made to help students develop their understanding of grammar and sentence structure. One game I found was Sentence Ninja, where students must 'slice' through incorrect sentences and rearrange them correctly.

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Resource 1: flip.com
Flip is a website where a teacher can create a page where students upload videos of themselves presenting, playing a game, etc. It is a great way for students to develop their oral skills and gain confidence in speaking before they speak in front of a group. As an educator, I can encourage them to practice their tone, delivery and watch their body language to further improve their communication.

Resource 2: Podcasts
As an educator of future EB/EL students, I would encourage them to find a podcast based on something they enjoy, like a game, tv series, etc. Podcasts can help hone their listening comprehension and encourage them to think critically, and if it is on a topic they are interested in, they are more likely to pay attention and get more out of it.

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Things like pictures and charts are very supportive for ELL's and their reading comprehension. Having an image to connect a word to will greatly help with word retention and memorization.

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ELL's should be provided with opportunities to hear a text as they read along with it. Not only will this help improve their aural skills, but it can improve their pronunciation if they hear the words as they read them.

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One way to help EB/EL students retain information given during math is to model the math as you teach, whether it is using visual aids or personal examples. Having an aid as a manipulative to help you show students the concept will help them connect the concepts to what they are seeing.

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Math is a subject with very content specific vocabulary, so having a vocabulary sheet for students to fill out could help to explicitly teach the words. EB/ELs might have a harder time retaining the words, so having peers with them to help will not only help their math skills, but communication skills too.

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Experiments are common in science classes, but they could especially help ESL students in visually learning the material from class. Having a hands-on activity that they can facilitate will promote interest in the activity and greatly assist information retention.

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Ted Talks are a great way for EB/ELs to engage in science topics and hear real world experiences from the speakers. Ted Talks can help improve listening comprehension, and also provides subtitles so that students can read along and improve their reading comprehension.

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Role playing scenarios in social studies can help EB/ELs contextualize the concepts they are learning by fully immersing themselves in the specific historical context. It also promotes active participation, building confidence in their English and help them become more comfortable speaking in a classroom setting.

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Crash Course is a collection of YouTube videos created to visually teach students about different concepts and historical events. This tool is very engaging, with visuals that assist students will comprehension and mini quizzes at the end of each video to test what students learned. It can help ELLs with retention and visualization.

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Kahoot.it is a really fun way to quiz Eb/Els at the end of a unit, school year, etc and showcase what they learned in a competitive way. Teachers have access to the rankings and can see what questions students got wrong in order to see what areas they still need assistance on.

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A slide presentation could be created after a class unit for students to show what they learned throughout the unit. They can then create a Vimeo video presenting the knowledge they learned, improving confidence in speaking and presenting.

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An exit ticket gives teachers information on how EB/ELs are picking up the material. They are extremely useful in telling instructors what content or linguistic areas need to be touched on more, and where they students are doing well.

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A mini-whiteboard activity helps teachers gauge where their students- including ELLs- are in the lesson content. In groups, students work through problems or answer questions, then showing their finished answer to the teacher. This helps ELLs collaborate with others and allows them to practice their writing as well.

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Understood.org is a site that has many resources for parents of students with special needs. It offers a variety of resources for ELLs, and also articles on bilingual special education and assistive technology.

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Computer Assisted Language Learning can be helpful in many ways for teachers and ELLS, like helping with grammar practice, vocabulary, and much more. Making use of classroom technology for students is important, especially because they can further their language development at home, with games, readings, etc.

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Using audio, photos, and videos to tell stories allows EB/ELs to expand their communication and aural skills to a higher level. Students can also create their own stories digitally, utilizing their imagination and interests to better improve their literacy and storytelling skills.

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An EB/EL Special Education student could receive assistance by a committee associated with that students LPAC. They are individualized for that specific student and will give them support in the class content without altering it too much by leveling the playing field.

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An open house allows families of EB/EL students to see how their child/sibling is progressing. Students can showcase work, projects, and crafts made in the classroom, giving them confidence in their work and allowing the, familial praise.

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Encouraging an ELL to join a club or extracurricular activity can promote community engagement, by integrating the student into their community outside of school. They can build relationships, feel more connected to the community, and practice socialization and communication skills.

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Staying informed on policies and laws regarding EB/ELs can help educators best provide resources for their students. In order to support their success successfully, it is important to stay in the know on things in the education world that can effect their learning.

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The Emergent Bilingual Support Division provides direction and leadership with the implementation of Bilingual and English as a Second Language (ESL) Programs for emergent bilingual (EB) students/English learners (ELs).

Announcements

Check out the Emergent Bilingual Student Web Portal TXEL.ORG for continuously updated resources for Teachers, Leaders, Parents and families of Emergent Bilingual Students, and Community Partners.

Language Proficiency Assessment Committee (LPAC) Guidance and Resources

Current School Year

2022-2023 Emergent Bilingual Support Update Meetings with LEAs and ESCs

The TEA Emergent Bilingual Support Division welcomes Local Education Agencies (LEAs) and regional Education Service Centers (ESCs) to join our English Learner Support Update Meetings. See our EL Portal for dates, meeting links, presentations, and recordings.

Program Requirement Resources

These resources, tools, and web pages provide guidance on bilingual and English as a second language (ESL) program requirements:

Program Requirement Resource Web Pages

Program Implementation

The TEA Emergent Bilingual Support Division has developed program implementation rubrics and associated tools to support LEAs with evaluating and enhancing their bilingual education and English as a Second Language (ESL) programs.

Program Statutes

The following statutes relate to bilingual and English as a second language (ESL) programs:

Title III, Part A - English Language Acquisition, Language Enhancement, and Academic Achievement Act

Title III, Part A of the Elementary and Secondary Education Act (ESEA), as reauthorized under the Every Student Succeeds Act (ESSA), aims to ensure that English learners (ELs) and immigrant students attain English proficiency and develop high levels of academic achievement in English. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet.

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Bilingual and English as a Second Language Education Programs

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The Emergent Bilingual Support Division provides direction and leadership with the implementation of Bilingual and English as a Second Language (ESL) Programs for emergent bilingual (EB) students/English learners (ELs). Check out the Emergent Bilingual Student Web Portal TXEL.ORG for continuously updated resources for Teachers, Leaders, Parents and families of Emergent Bilingual Students, and Community Partners.

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At the beginning of the school term, it is important to get to know your EB/ELs- their background, where they're from, their interests, etc. Knowing these can help the educator connect with the student better and be able to better advocate for them, as they will better know what the student needs to succeed.

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Lea, or Language Experience Approach, incorporates first hand experience into the learning of listening, reading, and writing. Relating the material to EB/ELs lives can help them understand the topic and its' vocabulary better.

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Flashcards, or websites like quizlet are age-old ways of helping students learn terms. Quizlet specifically has integrated games that help students, like ELLs, learn vocabulary words and retain them. It also has mastery levels so that the student can see what words and terms they need to work on for mastery.

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The NNAT, or Naglieri Nonverball Ability Test is an assessment that judges is a student may be GT in a nonverbal way. This is important for EB/ELs, because oftentimes they are disregarded as GT in English, just because of their language proficiency. Having an assessment that judges on skill rather than language provides a great opportunity for EB/EL students.

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A way that teachers can see if their EB/EL students may be GT is by providing them with creativity tests to take with their peers. These tests are nonverbal, and can showcase students creative minds in ways like drawing figures based on a few given lines.