Using a students home language fosters a sense of belonging in the classroom. Encourage the students to use their home language in their work as it may be their strongest. Teachers should include resources in the classroom for students home languages.

Teachers should use an asset-based approach where the teachers should view a student's home language as an asset not a hindrance. They can use the students home language to help them better understand the lesson and get more out of the students.

Teachers should not have an English only rule their classroom as it prohibit the students from using their home language and affects their learning. This can also affect the students as they feel they are not being welcomed into the classroom.

An example of this is giving a students a text in their home language so they are able to understand it.

What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

• Dialogue and shared activities can refine their ideas

  • Linguistic and non-linguistic

• Help scaffold the necessary information for students

• "Inequalities arise when information is presented to all learners through a single form of representation."

• Important for Clarity, comprehension, and understanding

• Project-based Learning, one-on-one time, graphic organizers, and translanguaging( allowing students to use multiple languages) address a lot of MLL needs

• Debate, word processing, and student-led conferences are not the most effective

Sentence Frames help MLL's visualize the progression of writing and differentiate between styles and purposes. These can demonstrate claim to evidence, evidence to reasoning, lead-ins for evidence, or countless other writing purposes. Sentence frames can differ across contents but they remain just as effective no matter the subject. MLL's often know the correct conceptual answer, so providing these frames offers them a greater opportunity to delve into content knowledge rather than getting hung up on grammatical structure. While there is a time and place for practicing writing, this shouldn't hinder them from participating in higher level thinking. Providing sentence frames can help boost MLL's confidence and lead to increased participation as well.

Sentence frames can be incorporated into graphic organizers, short essays, short answer questions, or any other writing based assignment. In English, you may offer frames such as, "The author uses persuasion by stating, ..." or as shown in the text, "A reason why X is true..... is because of...."

Some students may simply need a word bank or the first few words of a sentence, but other students may benefit from blanks with an assigned part of speech as a guide.

Translanguaging is a classroom practice that allows students to listen, read, write, and speak across multiple languages, even if the teacher does not know these languages. It is a way that we can be more inclusive to students who speak more than one language, and may not be fully comfortable with their English skills yet. This is a way we can provide an accessible education to our MLLs. Students may not be able to tap into their full linguistic potential if they are limited to only using English. It also shows our students that we value their language, and it is valid for them to use it in the classroom.

For example, if two students in class share a home language, and they are stuck on a word problem in English, they can communicate in their home language to make sense of the problem, since it is easier for them to communicate in their home language. It could also look like allowing students who speak a different language at home to draw connections between their language and English, and how they used their home language to help them process the information, and then produce output in English.

Translanguaging is NOT translation, as it is not word-for-word. It is more about allowing students to understand language functions, such as the placement of adjectives. They are making sense of English in their home language, and then using their better understanding to create an output in English.

Resources:

• https://www.edweek.org/teaching-learning/what-is-translanguaging-and-how-is-it-used-in-the-classroom/2023/07

• https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/strategies/translanguaging-literacy-7-12/summary

• https://udlguidelines.cast.org/representation/language-symbols/languages-dialects/

Multimedia learning involves the use of technology to deliver multimodal content. Some examples include recorded videos, infographics, images, audio, social media posts, and animations. These formats engage multiple senses and support various learning styles.

Multilingual learners (MLLs) benefit from multimedia representations because they make meaning visible and accessible. MLLs often decode words without fully understanding them, so pairing visuals (like diagrams or images) with oral language and context helps bridge that gap. This supports the understanding of word meanings in context (semantic reasoning), learning and remembering words (vocabulary acquisition), and comprehension. Multimedia also reinforces learning for native English speakers by improving recall, engagement, and their grasp of big ideas (conceptual clarity). Research shows that multimodal instruction enhances understanding across age groups and aligns with evidence-based reading practices.

Multimedia representation also encourages student engagement by making learning more interactive and visually stimulating. For MLLs, this can reduce anxiety and build confidence, especially when language barriers might otherwise discourage participation. Tools like digital storytelling or captioned videos allow students to process information at their own pace and revisit content as needed.

Using videos helps students activate more cognitive processes because they are seeing as well as hearing the content

Videos capture the attention of learners and allow them to experience stories and scenes outside of the classroom

They give an opportunity for multiple perspectives and cultures to be represented, which fosters a sense of belonging and impactful learning opportunities

The transcripts can be translated into the home language and watching without sound to focus on imagery can help

https://help.discoveryeducation.com/hc/en-us/articles/360057867973-Using-Videos-with-English-Language-Learners

Students learn better and understand math more deeply using multiple representations, such as: objects, drawings, words and symbols. Representations allow for students to show, explore and communicate their mathematical thinking.

The multiple types are:

• Physical - using hands-on tools like base ten blocks, counters, fingers, folded paper, or measurement tools.

• Visual - Drawing models such as number lines, graphs, arrays, area models, or diagrams.

• Symbolic - Using numbers and symbols in expressions, equations, or algorithms.

• Verbal - Talking about math using informal and formal vocabulary.

• Contextual - Connecting math to real-world situations that help give meaning to the numbers.

Multiple representations help MLL's as it provides accessible pathways into mathematical ideas, supports language development through representation translation and discourse, allows choice and flexibility, promotes deeper conceptual understanding, and aids in linking language and mathematics. Using the different types listed above gives a strong framework which aligns very well with supporting MLL's in mathematics.

I didn't find an example in this article but during my Professional Development week as my county wide PD, I learned that having a board or possible even a note card that has symbolic, visual, contextual and what they actually say on key things during the given unit is especially beneficial as sometimes they don't understand the word, but know what it looks like.

Additional Resources:

• https://www.mixandmath.com/blog/teaching-with-multiple-representations

What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

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It is important to be deliberate in your modeling by using relevant visuals and examples, thinking out loud, and clearly communicating the process for our students.

By effectively modeling, we help students be successful and take more responsibility in their own learning. Taking the time to work through the steps as a class supports our students in learning skills to complete work more independently.

One example would be modeling finding the meanings of words in a text. Teachers model breaking down the words by looking at the roots, prefixes, and suffixes so students can understand the thought process as they read on their own.

Providing writing models to help students identify the strengths and weaknesses of a sample response. They can look at models to improve their own writing and see what they need to add to their own responses.

Directly helps MLLs by providing visuals, scaffolding, and making content more accessible. This is critical for multi-language learners so they can better grasp directions, expectations, and follow along with the teacher.

https://www.edutopia.org/blog/modeling-essential-for-learning-karen-lea

All students should have the opportunity to succeed by assessment regardless of their language proficiency. Teachers should offer assessments that are equitable for an MLL student's content knowledge over language comprehension.

When curating exams for MLL students, don't reduce the academic standards. Instead change the language to help students understand instructions and expectations with simple words. Using synonyms next to unfamiliar words to guide MLL students. Example: Students will identify (list) the pros (good) and cons (bad) of the Boston Tea Party (see image).

Guiding MLL students with the help of chronological sequenced questions, templates, or sentence starters can allow them to relay the content needed for their response. Using directive prompts will more likely yield appropriate details to the questions asked and the order in which they are asked.

Creating an equitable environment for MLL students inevitably helps them learn and reach learning goals. Maintain high standards, but give all students the opportunity to deliver.

Word sorts are a great way to introduce a unit or topic within the unit by having students categorize vocabulary terms into chosen (open sorts) or assigned categories (closed sorts). Word sorts can be paper-based, include visuals, or utilize drag and drop features to make the sorting more engaging and accessible for MLLs. They help all students and MLLs develop their inhibition, as they can focus their attention on essential vocabulary as opposed to "irrelevant input" (Digital Promise). They are especially accessible when visuals are used to allow MLLs to find commonalities within images as opposed to words. Word sorts are interactive models that help students explore content on their own, as they explore patterns and find relationships between vocabulary terms, concepts, images, etc. It also helps students connect prior knowledge to new learning, as their categories may be based on something that they explored in the past.

There are a variety of ways to do a word sort. Examples of categories students may sort words into include prefixes/suffixes, positive/negative connotation, goods/services, even/odd, character traits/emotions, proportional/non-proportional relationships, fiction/non-fiction, etc. There can be as many categories as you choose or as the student chooses. Students could categorize terms in terms they know and terms they don't, or make their own categories based on similarities they find among the words. Any categories are acceptable as long as students can justify their decisions.

The websites below are great resources to explore more about word sorts across different content areas.

• https://strategiesforspecialinterventions.weebly.com/word-sort2.html

• https://www.mrelementary.com/teaching-vocabulary-with-word-sorts/

• https://nz.pinterest.com/pin/word-sorting-is-the-process-of-grouping-sounds-words-and-pictures-into-specific-categories-word-sorting-includes-teacherd--550142910732800032/

• https://www.pinterest.com/pin/208080445270968656/

  
  

Peer Teaching is an extremely helpful strategy for MLLs and can be implemented in a number of ways. Students can teach in small groups with their peers, to the entire class, with the teacher, or simply post a recording of them reading through a project. Having to teach and communicate using subject-specific language can also help students grasp their meanings.

Peer Teaching improves upon or helps to build important skills for MLLs, such as oral fluency and overall comprehension, as they have to explain their topic or project in a way that other students will be able to grasp.

One simple way to support Peer Teaching for MLLs is by building groups with intention. Grouping students by their language groups or intentionally mixing them each provides different opportunities. When students of the same language work together in groups, they can better understand each other's interpretations. Mixing groups can also be helpful as more advanced students could be able to assist lower performing students with tasks they understand.

As little as 90 minutes a week (18 minutes a day) of Peer Teaching has been proven to improve MLLs' understanding of complex topics and improve oral reading fluency, vocab development, syntax, and comprehension.

References

• https://www.colorincolorado.org/article/6-strategies-help-ells-succeed-peer-learning-and-collaboration

• https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/strategies/peer-teaching-literacy-7-12/summary

• https://www.readingrockets.org/topics/english-language-learners/articles/best-practice-ells-peer-assisted-learning

What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

AND - Add a graphic that seems to capture some aspect of what you discovered!

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What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

AND - Add a graphic that seems to capture some aspect of what you discovered!

YOUR NAME!

Even if it is unintentional, using language or symbols that may have cultural biases can hurt MLL students if they are from somewhere that it means something different. This could hurt them either academically or emotionally, as they could misunderstand what the teacher is saying.

Oftentimes, students who speak a different language or dialect are seen as having a deficit in education.

• Inequalities show when the teacher is using a single form of representation to teach students.

The best way to support MLL students is by using multiple languages and learning about the meaning of particular symbols to ensure everyone can understand what is being taught. Additionally, avoid using language or symbols that has its roots in oppression or discrimination.

Language is a huge part of one's culture and identity, and it is important that, as future educators, we embrace it rather than try to "fix" it.

What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

AND - Add a graphic that seems to capture some aspect of what you discovered!

YOUR NAME!

What did you find out in your research? How does this principle apply to instruction for MLL's? Examples? Suggestions?

AND - Add a graphic that seems to capture some aspect of what you discovered!

YOUR NAME!