Interest Level: K-Grade 2

Classmates, Camila and Romeli, introduce readers to multiple languages in a book about diversity and friendship. Though both children speak English in the classroom, Camila speaks Spanish at home and Romelie’s family uses American Sign Language to communicate with her brother who is deaf. The girls discover other languages in their city including Hmong, French, Somali, Arabic and Norwegian, and make comparisons to their own languages. 

This is a great resource for teachers to read with students. The premise introduces language diversity and encourages recognition and comparison. The language search game played by the characters in the story may motivate students to start their own language search. The book may inspire teachers to begin a class project or engage in class discussions regarding language diversity. The index includes a glossary of words used in the story, the American Sign Language alphabet, as well as other resources for teachers and students to explore language diversity. 

This article looks at several strategies elementary school teachers can use in order to best help their English Language Learners (ELLs) to read in English successfully. The strategies mentioned include phonemic awareness, using visuals to learn words, opportunities to listen and read with peers, and faculty collaboration between ELL specialists, reading specialists and classroom teachers.

This article looks at several strategies elementary school teachers can use in order to best help their English Language Learners (ELLs) to read in English successfully. The strategies mentioned include phonemic awareness, using visuals to learn words, opportunities to listen and read with peers, and faculty collaboration between ELL specialists, reading specialists and classroom teachers.

This is helpful resource for elementary teachers who are unfamiliar with teaching reading skills to ELLs. It is a practical guide to get them started off on the right track.

Because 9% or more of students are English Language Learners (ELLs), and regular classroom teachers often receive little to no training on effective methods for working with ELLs, Jennifer Gonzalez walks the reader through twelve tips for teachers of ELLs. Her suggestions include basic ideas like using group work, giving assignments ahead of time, and using visual aids. She also writes about less obvious teaching and support methods such as respecting the "silence period" and using sentence framing as a class.

Because 9% or more of students are English Language Learners (ELLs), and regular classroom teachers often receive little to no training on effective methods for working with ELLs, Jennifer Gonzalez walks the reader through twelve tips for teachers of ELLs. Her suggestions include basic ideas like using group work, giving assignments ahead of time, and using visual aids. She also writes about less obvious teaching and support methods such as respecting the "silence period" and using sentence framing as a class.

This article will be helpful for elementary teachers looking to support their ELL students. Being able to help them understand is important, but this article dives deeper into helping them feel comfortable with the classroom. 

Building Bridges with Bilingual Books and Multicultural Resources

This book, written by a team of educational diversity professionals, is a K-5 manual complete with lesson plans, literacy games and activities from around the world to celebrate diversity in the classroom. This book contains many ideas to help teachers create safe and inclusive classroom by promoting culturally responsive activities and lessons.

This book, written by a team of educational diversity professionals, is a K-5 manual complete with lesson plans, literacy games and activities from around the world to celebrate diversity in the classroom. This book contains many ideas to help teachers create safe and inclusive classroom by promoting culturally responsive activities and lessons.

This book would be helpful for Elementary teachers looking to make plans to create a culturally responsive classroom. Doing these activities as a class can help all students appreciate language and diversity. 

Graduating High School is a stressful time for many English Language Learners (ELLs). Author Nathan Hall discusses some potential road blocks and pathways for ELL students coming to the end of their K-12 education. He discusses the importance of focusing final lessons on life after graduation. Some support strategies include, assistance with English for college and job applications, exploring resources available for college, job shadowing, and adapting final testing and/or graduation requirements as necessary.

Esperanza Rising
Interest Level: Grades 5-8

In this book by Pam Munoz Ryan, Esperanza and her family were living a comfortable and happy life in Mexico, but one day all of that changed. Esperanza and her mother were forced to flee their home, servants and belongings and go to the United States to work on a farm. In this new place, Esperanza's mother faces poor working conditions, illness and financial trouble. Though she feels alone, Esperanza must learn to work hard and help her family while she tries to assimilate into a new culture and lifestyle. Through it all, Esperanza learns to hold on to her dream of learning English, supporting her family, and buying a tiny house.

This article discusses some online resources available for English Language Learners. These resources can be used whether school is in person or remote. Some of the resources mentioned include Newsela, Duolingo, Kahoot, BBC teach, and Quizlet. Studies have shown that allowing ELLs to complete some activities on the computer increases their retention of information, likely because they are able to go through content at their own pace, through videos, media, flashcards and fun activities.

This article discusses some online resources available for English Language Learners. These resources can be used whether school is in person or remote. Some of the resources mentioned include Newsela, Duolingo, Kahoot, BBC teach, and Quizlet. Studies have shown that allowing ELLs to complete some activities on the computer increases their retention of information, likely because they are able to go through content at their own pace, through videos, media, flashcards and fun activities.

This article would be especially helpful for secondary teachers because teens are very technologically literate, and online activities may help them feel more independent. 

This book is not just for English Language Learner (ELL) specialists, it is for any teacher who teaches an ELL student. Its practical ideas for supporting students are divided into two sections, Reading/Writing, and Speaking/Listening. These categories all have ideas and strategies to best support ELLs and help them succeed in obtaining English Proficiency.

Graduating High School is a stressful time for many English Language Learners (ELLs). Author Nathan Hall discusses some potential road blocks and pathways for ELL students coming to the end of their K-12 education. He discusses the importance of focusing final lessons on life after graduation. Some support strategies include, assistance with English for college and job applications, exploring resources available for college, job shadowing, and adapting final testing and/or graduation requirements as necessary.

This article is helpful for secondary teachers who are in a position to help ELL students transition to life after high school. It can help educate teachers on resources available and strategies to set ELL students up for success.

Chocolate Milk, Por Favor!
Interest Level: K-Grade 5

Gabe has immigrated to America and joins his new classmates at school. One classmate, Johnny, is afraid of the differences he notices and responds unkindly to Gabe. When the teacher encourages all the students to help their new classmate fit in, Johnny and Gabe find that they both love soccer. Even though they speak different languages, their love of a common sport helps to foster a new friendship and breaks down the fears and barriers of differences. 

Gabe has immigrated to America and joins his new classmates at school. One classmate, Johnny, is afraid of the differences he notices and responds unkindly to Gabe. When the teacher encourages all the students to help their new classmate fit in, Johnny and Gabe find that they both love soccer. Even though they speak different languages, their love of a common sport helps to foster a new friendship and breaks down the fears and barriers of differences. 

This is a great book for teachers to use as a conversation starter about immigration and differences for students. It addresses the biased and often hostile misunderstandings concerning immigration. Throughout the story, students are able to see multiple perspectives. The book comes with discussion questions for teachers to present to students before and after reading. As students consider the reactions and feelings of characters in the story, they learn that you don’t have to speak the same language to communicate with kindness and empathy. 

Interest Level: K-Grade 3

Moses and his classmates are deaf. They communicate using visual signs and facial expressions in American Sign Language. In this story they are attending a concert. They use their senses to enjoy the music by holding balloons on their laps to feel the vibrations. A percussionist from the orchestra is also deaf and meets with the students following the concert. 

This an important book for teachers to implement as part of an inclusive curriculum. It raises awareness that deaf children are really no different than other children.  Students learn from characters in the story that those who are deaf enjoy the same things as other students and can even play and appreciate music. Sign language is taught throughout the story to engage students. The book  includes the alphabet and 2 full conversations in ASL.

Interest Level: Preschool - Grade 2

Unhei has just moved from Korea and is nervous to make friends with her American classmates. She wonders if they will like her and if anyone will be able to pronounce her name. She decides to choose a new name. She asks her peers to help her by filling a jar with names she can choose from. By the end of the story her class has learned her real name and its meaning. They encourage Unhei to keep her name and they all learn to pronounce it, Yoon-Hey.

This book is a great resource for educators to teach the value in learning someone’s name even if it is in a different language and difficult to pronounce. Students will learn that they can embrace unfamiliar cultures and celebrate the unique characteristics of each person, including their name. 

Meet Yasmin
Interest Level: K-Grade 2

In this story you will meet an energetic 2nd grader named Yasmin. Yasmin and her multi-generational Pakistani American family speak Urdu. Pakistani culture and Urdu are intertwined within relatable childhood adventures. In this story, her creative imagination takes her on adventures as an explorer, a painter, a builder, and a fashionista. 

Teachers and students will love following Yasmin through this book as she solves problems that all children face. Students are introduced to language diversity as simple words in Urdu are taught throughout the text. The book is a great resource for culture and language diversity as it includes a glossary with Urdu vocabulary and fact sheet about Pakistani culture.

Interest Level: Grades 9-12

At age five, Naoki was diagnosed with severe autism. In his autobiography you discover how he learned to  communicate using a handmade alphabet grid which allowed him to painstakingly form words and sentences. He describes what it’s like to live with autism and not be able to speak. Simple body language like waving goodbye was discovered when he saw himself waving in a mirror; He had been mimicking what he saw and was waving goodbye incorrectly with his palm towards his face. Throughout the book, readers are given a unique glimpse inside the mind of someone who desperately wants to communicate what he thinks and feels. 

This is a fantastic chapter book for secondary students and their teachers to explore as they strive to understand and communicate with friends who have autism. Naoki teaches readers that even though he does not communicate in typical ways, he has thoughts, feelings, and explanations for his behavior he wants you to know about. The book will foster powerful discussions about autism and the possibilities of communication and understanding. 

Interest Level: 3-7 grade

In 2001, summer, at Fadi's age of 12, his parents decided to leave Afghanistan illegally and move the family to the United States. This is a difficult decision for them to made. Unfortunately, during they reaches the assembly point, Fadi cannot find his sister Mariam. It is not easy for Fadi's family to adjust to life in the United States. It seems it is more difficult to find his sister Mariam after the event of Sept.11. When Fadi won a grand prize for a trip to India in a photography contest, he thought this is an opportunity to return to Afghanistan to find his sister. If this picture can bring his sister back home? This book is a moving story of hope, love and persistence, based in part on Sanzai's husband's own experiences fleeing Soviet-controlled Afghanistan in the 1970s.

In 2001, summer, at Fadi's age of 12, his parents decided to leave Afghanistan illegally and move the family to the United States. This is a difficult decision for them to made. Unfortunately, during they reaches the assembly point, Fadi cannot find his sister Mariam. It is not easy for Fadi's family to adjust to life in the United States. It seems it is more difficult to find his sister Mariam after the event of Sept.11. When Fadi won a grand prize for a trip to India in a photography contest, he thought this is an opportunity to return to Afghanistan to find his sister. If this picture can bring his sister back home? This book is a moving story of hope, love and persistence, based in part on Sanzai's husband's own experiences fleeing Soviet-controlled Afghanistan in the 1970s.

This book describes a famimy move to the United States and their process of adjusting to American life. THey have two main difficulties, they are finding the lost kid in their family and adjusting American life. During adjusting American life, language can be a problem for them and students can see the language diveristy in this book. What's more, the event of Sept 11th happened shortly after this family had settled in San Francisco. Hostility and violence against Muslims and individuals who are mistaken for Muslims have increased. Students can study what happened to these groups after 9/11, as well as the many misconceptions about Islam.