~We, as the educator, can talk clearly and naturally, be aware of our pace. We can simplify our language whilst raising our ELL's to the standards we know they can healthily achieve.

~Especially as I teach Language Arts, I want my students to have access to all kinds of written material and language reminders/rules/functions around them. This can include--but is not limited to--books, posters, labels, sentence frames, group roles descriptions, etc.

~I want to create interactive lessons that will stimulate the "want" to learn rather than solely the "need." It's important to practice wait times between questions rather than doing all of the talking ourselves. ELL students learn by venturing out and dipping their toes in the water rather than watching everybody else swim and enjoy the fun.

~Applying a helpful and constructive feedback policy is a necessity. ELL students deserve just as much time and effort put into their corrections/feedback as each and every other student. Instead of overwhelming them with an endless list of the same corrections just worded differently, pick out 5 major ones for them to focus on. Instead of "yes" or "no" and "correct" or "incorrect," give specific examples of standards and expectations.

~If we want our ELL students to receive the most effective education possible, then that means inviting the entire village to help. Interacting with parents/guardians, receiving support from reading specialists and translators, and collaborating with colleagues are among only a few of the possible resources available. Even in smaller districts where it may be more scarce, help can be found if we seek it out.

~ELL students should not be stuck in the furthest corner of the classrooms by themselves. In order to build safety, courage, and motivation in the classroom we need to build a home first and foremost. Whether that's by sitting our students together if they speak the same language or not (as some languages like tribal languages aren't nearly as common). Kids may often feel more comfortable trying new things and expressing themselves in front of a fellow peer rather than the teacher.

~GLAD (vocab chart competitions)

~Sentence frames/fill-in the blanks

~Audio books WITH reading along with hard copies

~Homework assignments/information for parents/guardians typed in both English and (if possible) their native language to keep up with both rather than keeping one and losing the other

~Pictures everywhere to encourage connecting the dots and for context

~Videos

~Physically demonstrate specific instructions (folding the paper hamburger vs. hot dog style for example)

~Practice partner/group work OFTEN

~Text-to-Text, Text-to-Self, Text-to-World strategy

~Booklet strategy for a more difficult reading excerpt (title in the front, picture on the inside left page, 3 main ideas in their own words on the top right side of the page, word bank directly from the text bottom right side of page)

~Sequencing narratives (Mexico Strip Story from textbook)

~Social/emotional support derives from individual knowledge of who the student is and where they come from outside of our classroom. How do they view community? Were they raised in a culture that values the individual or the family? What is encouraged and what have they never been exposed to before? How do they communicate with their parents/grandparents/etc. at home? Do they have a lot of younger siblings? Is it a multigenerational household?

When we know who the family is (it's not always easy depending on each student and their home life) we also find out who the student is, even just a piece of their heart. Home is also the pathway to discovering answers to the many questions that might pop up in the classroom. The family's "why" for their child and their desire for them to have a good education might end up matching our "why" as the teacher because it shows that we care, too.

~I don't mean starting every class with prayer and the Bible on our desktop. I think the most powerful way we can support our students and who they are as human beings is through prayer (even if they don't know it). Starting the work day off in prayer as we drive to school is one of the most encouraging ways we can fight for our students even if it's in the background. We won't always know the depth to which students are struggling at home, to fit in, or to grapple with the new languages and material. We get only a piece of the entire puzzle, and prayer opens up the door to realizing what we can do vs. focusing on what we can't do as teachers for our kids.

your works are wonderful,

I know that full well."

What characteristics of God's image do I see in my students?

This is a question I frequently come back to and ask myself. They are more than academics, more than their varsity sport, more than all of the A+ and 100% they can possibly stack up. No matter the differences in language, the unique characteristics of each culture (all wonderfully good things) they were God's children first.

Teaching in general takes work, teaching ELL's also takes work and dedication, all of that is worth it not only because we love our students--but because we know that He loves them, too. Language can and will be a bridge, we can work for a greater purpose of His glory even if that looks like brainstorming vocabulary words and crafting sentence frames. Even if others (sometimes even colleagues) say that "they're not worth it," or "they won't remember anything that you taught them yesterday," we can correct the narrative by the way we love WHO we teach even more than we love WHAT we teach.

I'm a vessel to shine the Lord's light, and His light doesn't pick and choose based on who speaks English or not and who is raised in Western culture or not. His light is brightest in the small one-on-one interactions with students where you give them a verbal check-in, or give them praise for their creative project where they finally got to showcase what they're passionate about. Even if just one student sees the Lord through what you did for them, it's all worth it. All the effort is worth it when a student knows that you're joyfully willing to learn about their native language, and willing to ensure that it's treasured while also opening up the doors for so many other opportunities.

If I want to understand how to teach the creation, I have to know the Creator. If I want to love my students well, I have to love the Father first. If my relationship with Christ suffers, my relationships with others will, too. I will not have all of the answers, but He will. Whenever I am frustrated and not feeling adequate or equipped enough to help a student-He is the one to reveal and teach me. Once a student always a student (in different forms and chapters of our lives). Just as my kids are learning things from me, they teach me a lot as well. What an honor it is to be called to shine His light on the next generations!

Just as we serve a bigger purpose for Christ as salt and light here on Earth--so our lessons must also serve a greater purpose. Building foundational skills for our ELL's is important, yes. However, a foundation is just the beginning, what are we using to build off of that? Our we trying to build a house or just settle for a floor plan? It's not just bricks, it's bricks AND mortar.