in order to learn new words the students need to internalize the context of the words in order to attach the meaning to the word; without context words are not acquired

context reduces the number of exposure needed; with context they only need 17 exposures, without they need 70 exposures

students who are in a silent period are still listening and acquiring words

visuals are really important for students in the beginning and emerging stages

intentionally plan and intentionally choose the activities and vocab you will teach students; don't pick randomly and make sure they are appropriate and relevant

DO NOT: rote memorization of word lists, writing out words repetitively, weekly spelling tests of random words, teach words in isolation, ignore word roots and etymology, overemphasize dictionary definitions, repetitive fill-in-the-blank activities, one-size-fits-all vocabulary lists

DO: build spelling lists/tests based on phonic patterns, find kid-friendly definitions or have students come up with their own, point out connections to the students native languages, use real-world application

Advocacy is a noun and a verb; its important to take action to advocate for MLL students

advocacy is not about placing blame or complaining, its about finding solutions and working with others to create meaningful change; requires persistence

get to know students to identify problems and do research in order to find out how to effectively address those problems, compile observations in order to create solutions and collaborate with others to make a stronger case

Scaffold 1: using visuals; real items, picture cards, labeled diagrams or pictures, interactive posters, infographics, annotated photographs, videos with subtitles, visual vocabulary list, consistent symbols or hand motions

Scaffold 2: sentence stems; begin with simple sentence stems, introduce attributes, gradually incorporate more complex language stems, challenge the students, then introduce formal mathematical language with stems

Scaffold 3: word banks; start with basic vocabulary with images, add in attributes and expand word bank with images, include simple definitions, add in more complex terms and start removing basic vocab, introduce formal mathematical language within context, check for cognates and make the word banks interactive

cooperative learning is beneficial for ELLs because it provides opportunities to practice language skills and learn from their peers while gaining confidence in a supportive setting

teachers should create scaffolds and strategies in the classroom to promote conversations between students

cooperative learning structure: organize classroom instruction, content free and repeatable, implements basic principles of cooperative learning- positive and interdependent, individual accountability, equal participation, simultaneous interaction

examples: think pair share, inside outside circle, numbered heads, showdowns

build trusting relationships and involve students in decision-making

have clear established routines for pull-out and push-in sessions

use positive reinforcement and a reward system; pointing out students who are misbehaving can be harmful

welcoming classroom layout and organization

visually appealing vocabulary displays and anchor charts

diverse library that represented the cultural backgrounds of your students

interactive bulletin boards and displays to showcase student work and highlight language skills

visual schedules and routines

classroom labels and signs in both English and in native language

picture dictionaries to support vocabulary development

technology as a tool to support language learning

create an environment where the parents feel comfortable asking questions; include translations and visuals on things that are being sent home

work with teachers, staff, and community members to host training sessions for the parents either in person or virtually

find ways for the parents to come and share something about their culture with the class