Strategies for Teaching English Language Learners

Dear educators Please stop using English learners when talking about students who speak more than one language. People who speak more than one language are bilinguals, trilinguals, and multilinguals. They carry with them access to multiple cultures and forms of knowledge. If you are unable to speak their language and the only form of language you provide is English, then as an educator, you are the one who needs to do the work to access your bilingual/trilingual/multilingual students. How Provide translations Use art/sound/music/play Make multilingual groups Allow multiple languages in the classroom Invite the community Learn from your students how they learn, not how you want them to learn Language is about connections and collaborations. And learning happens when students have access to knowledge. Access to knowledge happens in English, Mandarin, Arabic, Spanish, Indigenous languages, Tagalog .......... De-center English They will learn English faster than you think because you would have allowed them to access the knowledge in their native languages. And for some of us, native means more than one language.

🚨🚨Educators in Multilingual Language Learning (MLL), simplify your approach to scaffolding. You don't need a multitude of tabs open to make a significant impact.🚨🚨 After extensive experience in multilingual classrooms, here are MY five Research-Backed, Low-Prep, High-Impact Strategies that align with SIOP, are easy to execute, and highly beneficial for MLLs: ❇️ Use Sentence Frames with Purpose: Shift from basic structures to more complex formats to enhance academic language skills swiftly. ❇️ Implement Visual Word Banks: Combine images, words, and definitions for easy reference and improved retention, aiding independent student work. ❇️ Engage in Quick Partner Talk Routines: Encourage fluency, reduce barriers, and ensure every student has a voice through structured discussions. ❇️ Use Color-Coded Graphic Organizers: These tools assist in organizing thoughts and improving writing skills, facilitating tracking, assessment, and differentiation. ❇️ Introduce Choice Boards for Tasks: Empower students by offering multiple ways to demonstrate understanding, fostering agency and engagement. These strategies go beyond mere tactics; they are transformative tools that have elevated language proficiency, confidence, and autonomy for MLLs—and they can do the same for your students. 💬 Share with me: What low-prep strategy do you rely on for MLL success? #MLLs #SIOP #LanguageEducation #Scaffolding #MultilingualLearners #TeacherTips #EdLeadership #ELD #ESOL #MLLEducator #AngelMartinez

☎️ Make the call. I used to coach teachers on communication strategies with parents/guardians and it has been one of the most transferable experiences I’ve taken with me into a career in logistics sales. Back then, I used to think: • Why is it so difficult for teachers to pick up the phone and call a parent/guardian? • Why do teachers resort to behind-the-screen messaging (i.e. classroom app messages or email)? • Why are teachers worried about negative results from parental/guardian outreach? What I learned: ▪️Teachers were communicating with a reactive strategy and not being proactive. ▪️Teachers were only communicating with parents/guardians when their child was underperforming or in trouble. ▪️Teachers were only communicating when they needed something. This behavior created a cloud of negative energy and anxiety amongst many teachers due to the nature of the messages they were sending or responding to. So, how did I propose we shift this negative energy into something positive? ⭐️ Call parents/guardians just to make a brief introduction and inquire about their child’s interests - no strings attached. ⭐️ Call parents/guardians just to express how much you enjoy their child being in their class and share something specific they did or said that was positive that day. ⭐️ Call parents/guardians to share information about upcoming activities, lessons, or events that their child will be asked to participate in. By being proactive in making genuine positive engagement on the front end, teachers build authentic relationships with parents/guardians leading to less anxiety and negative outcomes when they have to make future calls that carry the weight of negative news, concerns, or an ask. The same goes for how we choose to communicate with our clients. #communicationstrategies #coldcall #relationshipbuilding #womeninlogistics #womeninsupplychain

I used to struggle connecting with my students. I knew that was the most important part of my job. So I found a better way. I hope you find it as useful as I did. It's the R.E.L.A.T.E framework. Don't skip any step. It's a package deal. R - Recognize individuality Every student is different. Notice their strengths, weaknesses, and interests. If you don't understand them, you can't reach them. E - Empathize with them What might they be experiencing? Don't just assume. Dig and find out. Teaching isn't just about academics. L - Listen to them Find out what they're going through. Understand why they might be disengaged. When you care you become someone they trust. A - Affirm their feelings Identify their concerns. Explain why their feelings are valid. Make sure they see you understand them. A few moments can make them feel seen and respected. T - Teach human skills It's not all about academics. Teach them empathy, responsibility, resilience. Validate their need to learn these skills. This helps them trust your guidance. E - Ensure regular feedback Address any concerns they have about their performance. Provide constructive feedback (hint: use AI). Encourage them to do better. When students see you put in effort They will reciprocate. This framework has been a game-changer for me. I hope it does the same for you.

In coaching and teaching, "Cold Calling" can be a powerful tool for fostering engagement, inclusivity, and confidence in any learning environment. When used thoughtfully, it provides each participant an opportunity to feel seen, heard, and valued. Here are four key techniques to make Cold Calling a positive experience: 1️⃣ Preparation: Give students a chance to collect and organize their thoughts before sharing. Techniques like “Stop and Jot” and “Turn and Talk” ensure everyone has a meaningful contribution, setting the stage for success and quality insights. 2️⃣ Honor the Work: Recognize the quality in students’ responses and make Cold Calls feel like a privilege. Acknowledge a student's insight with specifics (e.g., “Lucas, I love your perspective on…”). This simple affirmation can transform the experience from intimidating to empowering. 3️⃣ Formative Language: Using inviting language like “Can you get us started on…” signals that perfection isn’t the expectation—contributions are. Lowering the stakes helps students feel comfortable participating, even if they’re unsure of their response. 4️⃣ Post-Answer Referencing: Peer validation is crucial. When classmates respond or build upon a student’s answer, it signals that their contributions matter. This encourages future participation and builds a collaborative culture. With these strategies, Cold Calling becomes a tool for connection, rather than intimidation, encouraging an inclusive environment where everyone’s voice is valued. https://lnkd.in/gPDfSi3P

Students who are seen and not heard are students who don’t learn. In the classroom, students should be talking 80% of the time. Here’s why: Students learn when they are speaking. 🗣️ As educators, we need to shift the focus from our voice to their voices. We can guide them, but the real magic happens when they engage in: -conversation -problem-solving -collaborative learning But the above is easier said than done, I know - especially if our current lesson plans and models focus more on our voices. Here are a few evidence-based instructional practices for educators who want to make an intentional shift: 1. Revise your lesson plans. First define whether it’s  a grammar lesson or a comprehension lesson. If it's a comprehension-focused lesson, prioritize communication over perfection. Don’t correct every mistake you hear or observe - that can disrupt the flow and impede learning. But in a grammar lesson, corrections are essential as the focus is on accuracy. Then ask yourself: How can I foster a conversation around this topic? 2. Break students into small groups of 2 or 3 and assign speaking roles. Start with the English speaker with the most experience, allowing other students time to observe. 3. Incorporate tangible items. Give students something to talk about, like a picture or object. Ask them to walk around, discuss, and write down their thoughts. 4. Set time limits. Teachers should speak 20% of the time or less. Time your instructions, repeat key points, model, then let them do the work. Think of yourself as the facilitator, not the lecturer. 5. Observe your students. Walk around, listen, and note where your students struggle and excel. This informs your next steps in supporting their language development. To the other educators out there - any other evidence-based practices you’d offer on this subject? #EducationEquity #LanguageLearning #CulturalHeritage #LanguageLiteracy

Implementing discussion strategies in the classroom enhances critical thinking, collaboration, and communication skills, fostering a dynamic learning environment where students feel valued and engaged. When students actively participate in discussions, they develop deeper comprehension, learn to articulate their thoughts clearly, and build social-emotional skills that support respectful dialogue. To make discussions fun and engaging, consider interactive methods like Think-Pair-Share, where students first reflect independently, discuss with a partner, and then share with the class this structure builds confidence while encouraging participation. Storytelling circles allow students to contribute imaginative twists to a collective narrative, making learning feel like an adventure. Using games like “Would You Rather?” or mystery debates where students defend surprising viewpoints motivates children to express their ideas in a lively, playful way. Role-playing activities, like having students take on characters from history or literature, immerse them in learning while strengthening their ability to present and justify perspectives. By weaving movement, creativity, and social connection into discussions, educators can cultivate an atmosphere where every student is excited to share their voice.

Connecting our elementary English learners with their middle school bilingual peers of the same language is one of the most eye opening experiences for both groups of students. Our elementary students gain a sense of connection and comfort. They realize that they are not alone! Our middle and high school level kids gain a sense of confidence. They understand their vital role in leadership! I believe that Connection, Comfort, and Confidence are the ingredients that move the needle towards a successful district EL program. When we can instill these ingredients in not only the students, but in the teachers, families, and administrators that collaborate with them, it creates a commitment to a culture of encouragement and engagement for all. How are you creating these components in your districts? I’m happy to share how we do anytime!

Question: Do you see an increase in diversity among your students at your school? How culturally responsive are the teaching practices at your school? In this PD session today I shared 6 Culturally Responsive Teaching Practices with the group of teachers pictured below. Here are 3 of them. 1. Get to know your students and about their cultures. Before you can use what you know about a student’s culture to teach them, you must first know them well. Learning about your students is the key to culturally responsive teaching. This includes talking with students, asking them questions, truly knowing about their family life, history, and experiences. Then you can look for ways to use the assets of various cultures to enhance what you are teaching. 2. Develop an asset-based mindset. Culturally responsive teachers understand that being bilingual is a true asset for the student both socially and globally. Growing the bilingual brain is of utmost importance. Teachers who embrace culturally responsive teaching build a classroom community that embraces languages and literacy of all types. Literacy in the native language is valued and encouraged. This leads to point number 3. 3. Learn a few words in your students’ native language and introduce them to students in class who do not speak that language. Why? Imagine moving to China and not knowing how to speak Chinese. Everything is written in Chinese and all you hear is a language you are unfamiliar with. Imagine now that your teacher learns a few words in English and says them to you. Maybe she says “Hello” or “Welcome.” Whatever it is, imagine the feeling it would evoke. Wouldn’t that make you feel a little more comfortable? When students are new to the country and speak little or no English, learning a few words in their native languages helps form a connection, shows that we care, and comforts them. For more tips feel free to reach out! Let’s work together to create learning environments where ALL students feel accepted, valued, and appreciated!

Why hiring star teachers 𝘪𝘴𝘯’𝘵 𝘵𝘩𝘦 𝘢𝘯𝘴𝘸𝘦𝘳 to your parent engagement challenges. And why clear communication, consistent messaging, and a space for honest conversations 𝘪𝘴. Story time... I was in my late 20s, late September, leading a team of 6 teachers at a well-resourced school. There was a knock on my classroom door. “𝗬𝗼𝘂’𝗿𝗲 𝗻𝗼𝘁 𝗴𝗼𝗶𝗻𝗴 𝘁𝗼 𝗹𝗶𝗸𝗲 𝘁𝗵𝗶𝘀,” my boss said, “but the parents aren’t happy.” I blinked. Not mine, surely. I had already built strong relationships with families. “Other classrooms’ parents. They’re saying it’s not fair that two of our strongest teachers are paired. We've got to split you up.” 𝗜 𝘄𝗮𝘀 𝘀𝘁𝘂𝗻𝗻𝗲𝗱. “You want me to leave the students and families now?” “This isn’t exactly a choice.” But to me…it had to be. 𝗕𝗲𝗰𝗮𝘂𝘀𝗲 𝘁𝗵𝗶𝘀 𝘄𝗮𝘀𝗻’𝘁 𝗮𝗯𝗼𝘂𝘁 𝗳𝗶𝘅𝗶𝗻𝗴 𝗮 𝘁𝗲𝗮𝗰𝗵𝗲𝗿 𝗽𝗿𝗼𝗯𝗹𝗲𝗺. 𝗜𝘁 𝘄𝗮𝘀 𝗮𝗯𝗼𝘂𝘁 𝗮𝗱𝗱𝗿𝗲𝘀𝘀𝗶𝗻𝗴 𝗮 𝘵𝘳𝘶𝘴𝘵 𝗽𝗿𝗼𝗯𝗹𝗲𝗺. One that wouldn’t be solved by shuffling teachers like chess pieces. The real issue? Parents had questions.  They wanted transparency.  And they needed reassurance that their kids were getting the same quality of experience. Instead of caving to surface-level demands,  I proposed something else: a roundtable conversation with parents.  Here’s what we did: 1) LISTENED. I invited parents to share their concerns - no defensiveness. 2) VALIDATED. Of course, they had big feelings. Their children are their world. 3) CONNECTED. We aligned around our shared goal: student success and wellbeing. 4) GOT TRANSPARENT. I shared how planning happened collaboratively across classrooms. Instructional quality wasn’t a one-room wonder. It was a team effort. 5) ASKED. What would help them feel heard and confident in our program? 6) RESPONDED. My team got creative and consistent in how we communicated and delivered. 7) FOLLOWED UP. The thank-you emails and student growth said it all. In the end? My team morale stayed intact, parents were extremely satisfied, and kids didn't suffer because of adult anxiety. — School principals and leaders: I get it. Opening the door to parent concerns can feel intimidating. And sidestepping tricky conversations may temporarily feel easiest. But what if we started asking:  • Are our communication practices clear, regular, and two-way?  • Are we inviting parent voices, not just their attendance at events?  • Do we inadvertently create competition among parents by championing select staff? When 𝘦𝘷𝘦𝘳𝘺𝘰𝘯𝘦 𝘪𝘴 𝘴𝘶𝘱𝘱𝘰𝘳𝘵𝘦𝘥, teachers are aligned, families are heard and respected,  and we all serve students better. Because the goal isn’t to silence the squeaky wheels. It’s to build relationships where nobody has to squeak to be heard. 𝗬𝗼𝘂𝗿 𝘁𝘂𝗿𝗻... 💬 Have you ever seen “star teacher culture” cause more harm than good? Or... Do you have a story about a surprising parent or teacher conversation that changed perspectives and results? Let’s hear it.