Cultural diversity is something to be appreciated and honored, but is too often devalued or belittled in schools. When students feel that their identities matter their motivation increases and achievement takes place. In A Strength-Based Approach to Teaching ESL, the author shares many tips for creating a culturally responsive school environment.
ELL Teachers wear many hats besides their teacher hats. We are advocates for our students and their families. We are often interpreters, actors, cultural representatives, researchers and many, many other roles to meet the needs of our culturally and linguistically diverse families. This post explains the responsibilities and duties of ELL teachers.
SDAIE is an instructional strategy for offering shetlered instruction that focuses on academic language for English learners. This video shows how SDAIE can be implemented in a 1st grade ELA lesson. Source: SDAIE Strategy ELA 1st Grade Video
Specially Designed Academic Instruction in English is an approach to sheltered instruction for English Learners. This provides comprehensiblity and a way for ELs to access the curriculum and acquire academic language and content simultaneously. This blog post summarizes SDAIE and has a list of wonderful, easy strategies. Source: Specially Designed Academic Instruction in English
Because research has shown that English Language Learners benefit from being in the classroom with their peers rather than being pulled from instruction, many schools have begun implementing coteaching models of instruction. There are many models of coteaching, but without deliberation and intentinality, teachers can accidentally be “pushing in” to classes rather than truly coteaching. This article at Education called Eight Tips for Making the Most of Coteaching has some great advice.
This resource is shared from Dr. Broady’s blog. I don’t think I can find enough resources on diversity and supporting families in their native languages, so I was glad to find this resource.
So I’m sharing this post because I’m extremely proud of my 5th graders! They have been working hard on summarizing nonfiction articles this year and I just wanted to show off their work. To keep them engaged, we have read articles, listened to podcasts and watched videos about immigration and the history of immigration in the United States. Considering this entire group consists of refugees, immigrants or children of immigrants, they have been fascinated with this unit. I’ve discovered that by integrating something students are interested in with various media and opportunities for reading, writing, listening and speaking has greatly improved my students’ engagement and writing. I also taught them how to use the top portion of their workspace as a graphic organizer to lead up to summarizing a text. This seemed to really help them and their summaries have improved this year. Not only am I proud, but I’ve caught some of my students coming by 5 or more times a day to read their writing, because they feel proud of themselves! Today was a good day. 🙂
Learning a new language is an incredible opportunity that many people never have. Learning a new language while acclimating to a new culture and country has many challenges. Being a language learners and immigrant in the United States is incredibly difficult, especially during the current political climate. This article at Colorin Colorado (2017) Serving and Supporting Immigrant Students: Information for Schools, includes many articles, videos and tips for schools to make this process easier. Not only are there practical suggestions for teachers and administrators, but also legal considerations as well.
This article is a great resource for teacher leaders. It has ideas for advocating for ELL students school-wide at the administration level.
Important for principals. Read “Six Things Principals Can Do To Support Their English Language Learners” at