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The gist is that anytime L1 is used, it should be clearly connected to an English language learning outcome. For example, in the first video, L1 speaking, listening, and writing was used to support English speaking, reading, and writing development. -D. Schmidt

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The gist is that anytime L1 is used, it should be clearly connected to an English language learning outcome. For example, in the first video, L1 speaking, listening, and writing was used to support English speaking, reading, and writing development. -D. Schmidt

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Explain in your own words: use whatever words you need to process the information, English or L1 or a mix

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Allowing students to use their native language to translate key words, verbs, phrases to study at home.

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I use many of these approaches and have so many wonderful moments that have happened by leveraging L1 of students whose L1 I do not speak. I would like to use something similar to the graphic novel approach and see it used in Social Studies content.

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The appropriate time to use it is when a student struggles to say the phrase or word in English and to have access to a Google translate to translate a word or phrase to have a better understanding of the reading.

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Student asked another student to explain his own understanding using L1

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Students clarify their understanding in L1

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The teacher was asking follow-up questions about the Math problem and asked the student how to say it in their L1.

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The intro video it talks about fusing it as an asset, and create deeper thinking in English.

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The intro video it talks about fusing it as an asset, and create deeper thinking in English.

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A colleague in our room mentioned her use of graphic organizers to bridge English and the various L1s in her classroom.

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The evidence she created was having the graphic novels to show how she thought out the lesson. 

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The evidence she created was having the graphic novels to show how she thought out the lesson. 

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The teacher asks the student to explain the math problem in English. In the second video, the teacher asks the student to explain to the other student the content in English.

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She was letting them process deeper thinking by writing first in the L1. Then continued to write what they could in English.

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She was letting them process deeper thinking by writing first in the L1. Then continued to write what they could in English.

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Allowing students to write/speak in L1 to access deeper thoughts (Then having them draw out so teacher understands the meaning); selective translation of keywords

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Allowing students to write/speak in L1 to access deeper thoughts (Then having them draw out so teacher understands the meaning); selective translation of keywords