Author: jechevarria

The new school year is all about welcoming students, as it should be. But this is an unusual time. The pandemic dramatically changed teaching which, among other impacts, resulted in teachers feeling stressed, isolated, and exhausted. For teachers to be present and effective with students, they need to take care of themselves. At the present time, effective teaching begins with teacher care: take deep breaths, lean on colleagues for support, go for a walk, be kind to yourself. 

More than ever, positive relationships are critical for students. Most students have not been face-to-face with other students and teachers for a long time, so they may need to feel connected to school and experience success early on.

Administrators: In talking with friends and colleagues who are administrators, I’ve garnered some ideas that may be helpful as you begin the school year.

• While continuing to maintain high standards and professionalism in your building, consider prioritizing efforts to build and enhance relationships with staff, families, and students. 
• Avoid assigning staff non-essential paperwork and tasks that create an additional burden during this time when teachers are already going the extra mile. 
• Create systems that welcome diverse learners. For example, greet families at the front gate each morning, preferably by name. 
• Foster a welcoming environment for culturally and linguistically diverse learners all year long by translating notices sent home, including multilingual families in meetings and on committees, and so forth.
• Treat all students, but especially multilingual students, respectfully. Multilingual students are more likely to be sensitive to the attitudes of adults in authority, particularly immigrants who may have had negative experiences with authority figures. 
• Keep an eye out for stressors with teachers.

Teachers. First, consider the impact of the pandemic and plan, even more than ever, to connect with and get to know your students.

• Learn each student’s name. Making students comfortable begins with knowing how to pronounce each student’s name correctly, and then calling them by name. There is a growing awareness of the importance of honoring students’ identity by saying their name correctly. There are resources available for school staff on the topic, including this poster created by Pamela Broussard @LeadingELLs. Consider teaching a lesson that lets students research their names, followed by classroom presentations. Some questions to ask: how each student’s name is pronounced phonetically; their name’s origin; why parents chose the name; its meaning, and so forth. Not only does this activity respect students’ identities but it will help teachers (and classmates) learn more about their students and remember how to pronounce their names. Further, in hallways, on the playground, at school activities, take time to greet students by name.

• Get to know your students. Each one comes to school with interests, likes, dislikes, talents, and strengths. Find out about your students and make it a habit to ask about each one: “How was your basketball game?” “Is your mom feeling better?” “Did you play any video games yesterday?” “I see that you cut your hair. It looks nice.” These interactions take only seconds, but they establish a valuable connection with each student. When teachers connect with students, are respectful, and convey genuine interest, students engage more academically because they want to please their teacher. Aggressive or disruptive behaviors are rare.
• Acknowledge the time away. Spend time talking and writing about students’ experiences during the pandemic. Many students faced the loss of a family friend or relative and others experienced difficult home environments so being sensitive is paramount. Allow students to share as much or as little as they are comfortable doing. Suggest topics such as, The most creative thing I did was… or,  One good thing about learning from home was….. Use students’ experiences as a basis for moving learning forward. 
• Establish classroom routines. Efficient and effective classrooms operate with consistent, predictable routines and norms. These routines and expectations will need to be explicitly taught and/or reviewed, especially routines for transitions and productive group work practices. Consider integrating movement to enhance learning and avoid extensive seat time.
• Create a caring classroom. Not all teachers resonate with “caring” because they associate it as being a touchy-feely person or having or a kumbaya classroom. But caring is an attitude more than a feeling. It’s a decision one makes. Think about an outstanding college sports coach. She inspires, motivates, mentors, and teaches. Players are held to high standards but are taught individually according to their strengths and needs. On the sideline of a game, there isn’t much touchy-feely! There is an expectation of accountability and that high standards will be met; individualized support is provided by coaches, as needed. The same is true with effective teaching. Teachers make a decision to care in the same way. Consider connecting with students by sharing something about your own experience to show empathy.   
• Communicate high expectations, even though there may have been learning loss. Now is not the time to focus on what students have missed but to communicate confidence that students can make progress. Most of us are drawn to a person who believes in us. Letting each student know that you believe she or he can be successful will enhance the relationship: “I see you finished that assignment. I knew you could do it.” “Thank you for being on time again today. I know it’s tough for you sometimes.” In addition to daily affirmations of assurance that students can achieve, talk with them about colleges and careers. Have middle school students research programs offered at high schools and encourage them to participate in college preparation courses, vocational education courses, and school activities.  

Students. Social skills develop through practice and socializing with other children is an important part of growing up. It may take time for students to adjust to being around peers and many students may have forgotten some of the norms of social interaction. 

• Review respectful interaction. Talk to the class about being kind to one another inside and outside of the classroom. Set clear expectations that students will treat one another with respect and kindness. Create an inclusive classroom by make sure that multilingual learners are included – and welcomed — in groups with English speakers.  Consider assigning several students the role of monitoring behavior and intervening when there is unkind or disrespectful behavior. Some multilingual learners have been through difficult or even traumatic experiences and benefit from a safe, caring classroom and school environment where they can thrive, determined in large part by how they are treated by peers.
• Practice routines. Remind students to use established procedures for working together with partners and groups, as well as practices for productive interaction, e.g., turn-taking, and polite disagreement in a discussion. Social behaviors improve with consistent, predictable experiences. Expect that some students may be “rusty” in their ability to collaborate effectively with other students.  
• Encourage students to use their home language. There is growing awareness that one’s language is tied to culture, and restricting use of the student’s home language (L1) sends a message that their language and culture are somehow less-than. Using their L1 doesn’t minimize the importance of learning English. English acquisition is critical for school success, for advancing into college and careers and for being a contributing member of society. However, using their L1 allows students to better express themselves when working with peers, it helps clarify information they don’t understand in English, and is a valuable resource for learning. Using the home language also recognizes the asset of multilingualism. 

Well organized, consistent lesson planning and teaching are what effective teaching  for MLLs is all about but it is built on a foundation of valuing the assets students bring to the classroom, being student-centered, student-focused, and creating a classroom culture that respects each and every student. When you build relationships with your students and connect with them every day, you’ll reap the benefits. 

I am often asked, What can our school (or district) do to improve the academic performance of  English learners (ELs), or multilingual learners (MLLs)? 

First, let’s put these learners into context. Multilingual learners are the fastest growing population in U.S. public schools. More than 10% or nearly 5 million students in public schools nationwide are MLLs. Interestingly, the majority of MLL students are U.S.-born. In fact, more than 85% of pre-K – 5th grade multilingual learners and 62% of 6^th -12^th graders were born in the U.S. Although most districts have a number of languages represented, Spanish is by far the most common language spoken (74.8%) followed by Arabic (2.7%) and Chinese (2.1%).

To improve outcomes for MLL students, begin by focusing on the following three areas:

1. Examine Classroom Teaching

Instruction is at the heart of schooling. An optimal education for every multilingual learner starts with high quality teaching. That’s the baseline. The approach used needs to be research validated, proven to be effective with MLLs, and implemented to a high degree. For example, teachers consider the linguistic needs of their students and use techniques to make content material comprehensible for all students. 

Also, it’s important that the classroom environment and lessons therein are culturally responsive. A culturally responsive classroom is one in which teachers have high expectations for multilingual learners, they value students’ linguistic and cultural assets and integrate their language and experiences into lessons, they create a safe community of learning and encourage students to interact with one another and build relationships. Further, students have opportunities to think critically about topics as well as to express their thoughts, beliefs, and ideas from their own cultural perspectives.

Lack of high-quality instruction contributes to MLL students becoming long-term English learners (LTELS), those students who have been designated as an English learner for 5-7 years or more. They are essentially “stuck” and are not making sufficient progress in the acquisition of English language and literacy skills. There are various reasons that account for their status. These include:

• Weak English language development services at some point in their schooling. Multilingual learners need a specific time each day that focuses on English language development (ELD) so that they can develop the skills necessary to participate fully in all areas of schooling.
• Narrowed curriculum (ELD vs. subject area classes). Although ELD is critical, it cannot come at the cost of content area teaching. Students need exposure to grade-level content. MLL students require separate ELD coupled with attention to academic language and content in general education classes. 
• Attending multiple schools. Mobility is a reality for many multilingual families and with each move it is not uncommon that there is a change in curriculum, approach to literacy teaching, language program offered, e.g., bilingual class, dual immersion or English-only, and so forth.
• Missing school: “limited or interrupted formal education” which are SIFE or SLIFE students. Many unaccompanied minors are typically SLIFE but not exclusively. Other students stop out of school for any number of reasons, had interrupted education in their home country or during the immigration process. These students must catch up on academic skills while learning English. 
• Being enrolled in inappropriate courses and programs due to unidentified or misidentified learning disabilities. Site-based decision-making teams must have representation of individuals knowledgeable about students’ cultures and second-language acquisition. There remains a lot of misinformation about MLL students and their families that can be clarified by school personnel with expertise in cultural and linguistic diversity. 

2. Consider Instructional Programs

Beyond classroom teaching, the type of programs offered in schools have a direct impact on MLL student outcomes. For example, is the ELD program offered appropriate in terms of focusing on developing speaking, listening, reading and writing skills? Is the class taught by a certified ELD specialist? Are students grouped by language proficiency level to maximize learning?  Further, what about the courses offered to MLLs? Do they meet college entrance requirements?

ELD

In a recent Reading Research Quarterly summary of what we know about teaching reading skills to ELs, Goldenberg pointed to the important role of oral language. Oral language skills contribute to literacy development at both the word- and text-level. For example, vocabulary knowledge, awareness of cognates, listening comprehension, and dialogue influence the acquisition of literacy skills. Explicit instruction and structured practice are essential for advancing proficiency. 

Too often ELD teaching that I’ve observed is unstructured and while there are opportunities for speaking and listening, it is not always productive talk that is moving learning forward. We know that literacy is the foundation of all learning whether the subject is math, science, or social studies. So effective ELD should include significant attention to oral academic language development such as creating opinion pieces, making presentations on topics, and participating in debates. Teachers should encourage the use of substantive language linked to the core curriculum. 

How does ELD teaching differ from what is taught in the general education classroom? The purpose of content teaching in general education is to learn the subject matter found in content standards, curriculum guides, and materials. The lesson’s purpose is reflected its content objectives. However, with MLLs, language development is also addressed in lessons, although to a lesser extent than content learning. Teachers consider the language skills needed for students to be successful in the lesson and write language objectives accordingly. General education teachers also capitalize on language learning opportunities as they arise. 

The purpose of a separate ESL or ELD time on the other hand, is to learn about how English works. The primary function is to learn the language so that students can advance in their proficiency in reading, writing, speaking, and listening. Content is the vehicle for language learning; ESL time should build on core lessons but not be used as tutoring for completing an assignment or preparation for a test. The motivation to help MLLs pass their classes is noble but it is short-sighted. The time needs to be used to for structured practice of specific language skills. 

Equitable Educational Pathways for College and Careers

Another aspect of educational programming is offering all students the coursework that will lead them to achieve their dreams and aspirations. Exposure to college requirements and the option to enroll in college preparation courses needs to be a choice MLL students make, not one that is automatically made for them because of their linguistic status. 

There are innumerable examples of MLL students who, with the support of school personnel, were provided access to college preparation courses and achieved their dreams. One example is Jennifer Montepeque Diaz, the 2021 Outstanding Graduate at California State University, Long Beach. A child of Guatemalan immigrants, Jennifer planned to work to help support her family when she finished high school. However, a teacher encouraged her to take college pathway courses, a counselor urged her to become involved in extra-curricular activities to be a competitive college candidate, and a college counselor helped her complete financial aid applications. She not only went to college and graduated with a Master’s degree in school psychology, she excelled. Hers is a powerful story and it demonstrates the power each educator has to come alongside students and change lives. But it begins with programs that are accessible to all students. 

3. Create a Positive School Culture

Finally, student outcomes are enhanced by a school culture that promotes success for each student. Whether an MLL, a student in special education, or an at-risk student, everyone benefits – school staff, students, parents, and the community — when all students make academic progress. 

In many schools, school personnel view multilingual learners as the responsibility of an EL coordinator or similar staff person. Especially in schools with large numbers of ELs or MLLs, a team effort will more likely increase the number of students who reach proficiency, exit EL status, and are equipped to be successful in general education classes. There are several ways schools can develop a culture of moving learning forward. 

Implement an “all hands on deck” approach. Without question, individual teachers can have a positive impact on students but imagine the exponential power of a school-wide approach where every administrator and all staff worked together for a common goal. A first step might be to demonstrate each child’s importance by meet individually with multilingual learners from 3rd grade on to discuss the areas they need to improve, i.e., speaking, listening, reading and/or writing. Be transparent about English language proficiency (ELP) assessment results and set goals for improvement in the area(s) of need. These meetings should probably take place more than once a year to keep students and school personnel focused on their set goals.

Ask a group of principals how many students exited their school’s EL program the previous year and likely few could answer accurately, probably because they depend on their EL coordinators to check on English learners’ progress. Make sure principal and staff are proactive in analyzing each English learner’s progress. One principal had butcher paper covering the wall of her office and had every multilingual learner listed with color codes for proficiency levels in each domain and other pertinent information. Any teacher who walked into her office saw a reminder that advancing English proficiency was a high priority.

Get teachers on board. Transparency about ELP scores and other student language/literacy data extends to teachers. Every teacher should be knowledgeable about their students’ levels of proficiency and need to be informed when they are close to meeting exit criteria so teaching can focus on specific targeted areas. However, in observing classes, some general education teachers couldn’t identify their MLLs when asked to do so much less know their proficiency levels. Instruction can’t be differentiated to meet students’ needs if their levels aren’t known. 

A remedy is to create an instructional profile for each student so that teachers know their specific skill levels and can identify areas targeted for growth. For example, many LTELs have solid listening and speaking skills but fall short in reading and writing. Rather than spending lots of time on simple “turn and talk” type activities, teachers should focus on building academic language skills by providing multiple opportunities for MLLs to read (with scaffolds, independently, with a partner, and with the teacher), talk about what they’ve read, write a response, reaction, or summary, then share it with a peer. Interesting discussions around text coupled with writing activities will advance students’ proficiency in all domains. 

Get buy-in from students. Many multilingual learners, especially LTEL students, have taken a language proficiency assessment every year since they entered U.S. schools. Some students become weary of taking the same test with the same results. Most are not informed about how they performed on the assessment; they only know that they remain an EL student. 

The first way to get students involved in their own language growth is to motivate them with choice. Secondary MLL students typically have limited electives because they take ELD one or two periods a day. Let students know from upper elementary grades on that they will have more choices to take art, band, and other electives if they accelerate their English development. 

Also, be explicit with students about their own control over their education. Let them know that if they double down on their efforts during ELD – and all classes — they will likely perform better on the next proficiency assessment. 

Finally, encourage students to be responsible by giving their best effort on the test. Let them know that every answer counts so they need to take the test seriously. Emphasize the importance of coming prepared for the test by getting a good night’s sleep the night before test day and eating breakfast on the day of the test. Most students (English learner or not) aren’t aware of the impact of sleep and nutrition on performance.

Enlist parents’ help. This valuable resource is often overlooked. Research shows that when EL parents are asked to assist with schoolwork, they do. We can involve parents by asking them to assist with their student’s targeted areas of growth by supervising their work. For example, if reading goals are set, parents make sure their student reads at home each day. Teachers may design an accountability system for reporting work done at home. Further, ask parents to make sure their student attends school on testing day, is on time, and is well rested. When parents are informed that an ELP assessment is high-stakes and impacts their child’s education, they undoubtedly will encourage their student to do his or her best on the test and take it seriously.

It was my great honor recently to be the Commencement Speaker for California State University, Long Beach, College of Education. The ceremony took place at Angel’s Stadium, and it was inspiring for me to witness the enthusiasm of hundreds of students receiving their doctorates, master’s and bachelor’s degrees, and teaching credentials. Although the message was delivered to graduating students, I decided to use it as a blog post since the comments are equally applicable to educators who have experienced one of the most difficult years imaginable. Hopefully you’ll find my comments encouraging. 

It’s a privilege to deliver the commencement address for this incredible group of students who have persevered through one of the most challenging times in the history of the world. I’m reminded of a quote from Supreme Court Justice Sonia Sotomayor, “There are uses to adversity, and they don’t reveal themselves until tested. Whether it’s serious illness, financial hardship, or the simple constraint of parents who speak limited English, difficulty can tap unexpected strengths.” Each one of you has tapped your strength, your perseverance. You’ve already experienced adversity and have come through the other side. And you’re to be congratulated.

This is a momentous time in your lives. You are deciding on next jobs, next steps, careers, or further education. As I thought about my remarks today, I reflected on lessons I’ve learned and would like to share with you. 

1. Go the extra mile. I was the only person in my family who went to college. I lived at home and commuted to California State University, Long Beach while working as a waitress to pay tuition and living expenses. Given my background, my greatest ambition was to finish college and be a special education teacher. I was passionate about it – and I still am.  I went the extra mile and got my bilingual certification to better prepare me to work as a special education teacher. I had no idea the doors that would open as a result. Many times, you don’t want to do something extra, to serve on a committee, attend a professional development seminar, or take the lead on a project. It takes extra work and time, but often these are the most rewarding and valuable experiences. You never know the benefits you’ll reap. As writer Israelmore Ayivor says: “People may teach you, people may advise you, people may inspire you, but it takes you to go the extra mile and make an indelible impact!” 
2. Be willing to take risks. When I was a high school teacher, working on my master’s degree in bilingual special education in the evenings, I was very content in my job. One of my graduate professors, Stephen B. Ross, offered me the opportunity to teach English at a university in Taiwan. That was before we had the internet (yes, I am that old!) and it seemed crazy to leave a secure teaching position and go across the world. Half of my friends kept thinking that I was going to Thailand! Anyway, I took the risk. It was hard, there was initial culture shock and loneliness (phone calls were very expensive, it was almost impossible to get a clear connection and letters took two weeks to deliver), but it was the single best decision of my life to that point – it was truly life-changing. I learned the beauty of another country’s culture, its people and language. I also developed a strong sense of independence and an inner strength to do things that I had never even dreamed of previously. 

When I returned to the U.S., I resumed my teaching career. One day a colleague contacted me about a teaching position at Loyola Marymount University in bilingual special education. At that time, I was the only person in California who had a degree in bilingual special education. (Remember the benefit of going the extra mile?). The position was funded by a 5-year grant so if I left the district, I’d give up all the security that I’d accumulated and step into an unknown future. Having taken one risk, going to Taiwan, empowered me to take another. I took the job and completed my Ph.D. at UCLA. The experience I gained prepared me for a position as a professor at CSULB where I worked with amazing colleagues and flourished in my career. 

For the first 10 years of my career, I never imagined where the path I was on would take me, including doing research, writing professional books, or being invited to speak all over the world to educators. You can’t predict how you’ll use your education. As you get older, your interests and your skills will grow and evolve. My advice is to be open to change. Don’t be afraid to try something new. It might be changing schools, taking a leadership position, or entering into a professional partnership. Take a risk when opportunity arises. 

3. Follow your passion. You picked your field of study for a reason. What was the idea or problem or experience that aroused your passion? Identify the things that really resonated with you in your field experiences and your course work. Then, surround yourself with others who share your passion.  I’m fortunate to have collaborated with two colleagues, Dr. Deborah Short and Dr. MaryEllen Vogt, for more than 25 years. They are equally passionate about educating English learners, and without them I can humbly say that my career would not have been the same. Our synergy propels us to explore new ideas and projects. Collaborate with others who are passionate, and stay away from negativity, the nay-sayers, those who don’t have vision and resent yours. As Albert Einstein said, “Stay away from negative people. They have a problem for every solution.” I have found those words to be true. During tough periods in your career – and you will have them – tap into your passion and embrace it. Let it feed you, inspire you, keep you keeping on. 

Each of you has selected a profession that is in service to others. These are honorable professions, and you are to be commended for your choices. Ultimately, it’s not the things you accumulate in life that bring you joy, it is helping others, being compassionate, touching lives, and making a difference in the world. 

As you embark on your future, consider which of your professors influenced you or inspired you? What qualities does he or she possess? Or those of a fellow student with whom you wanted to work, or someone in whom you could trust or confide? Most of us can identify people in our lives who stand out, who we gravitate toward, who we feel better for having been with. Become that person. Exude those qualities for your students, your clients, the people in your sphere of influence. In the long run, that’s what others will remember about you. Be the person who, down the road, others will say inspired them. 

Remember it’s not what you are but who you are that matters most. 

In closing, this has been an extraordinary year! There is much for you and your families to celebrate today. You’ve received a world-class education and I can’t wait to see what you do with it.

There are some common practices in schools that have no research base or worse, studies show the practice or idea isn’t effective. Yet these practices persist. 

For this month’s blog, I turned to colleague Claude Goldenberg, to get his take on how research studies with English learners can translate into classroom practice. He is Professor Emeritus in the Graduate School of Education at Stanford University and an expert on English learners. 

Let’s start with what research is. There are lots of practices in schools that are said to be “research-based.” What does that mean or should it mean? What can accurately be counted as research?

Well, there isn’t an easy answer.  The NRC (National Research Council) 2002 report, Scientific Research in Education, lays out a reasonable definition. It includes systematic investigations posing questions that can be answered empirically, investigating questions directly and transparently, looking for replication and generalization, identifying and further investigating limits to our understanding. 

We generally hold up RCTs (randomized control trials) as the ultimate in scientific research, and these are of course very valuable to establish causal relations between a practice, curriculum, or technique on the one hand and some desired (or UNdesired) outcome on the other. For example, does a certain vocabulary intervention result in increased (or decreased!) word knowledge, or does a certain program accelerate English language development? Not just one RCT but a number of RCTs converging on common findings might be the strongest way to demonstrate the effect of some practice or procedure. But that’s not always possible, and generally rare in education, so we often have to deal with less than ideal evidence. 

The key thing educators need to ask when they look at or read about a study is, “Does the study ask a question that’s relevant to what I want to do or what I need to know?” Teachers typically want to know whether doing this will work better than doing that. For example, if I use heterogeneous grouping will students do better than when grouped by skill or language proficiency? Or we might want to learn about a group of students from different parts of the world. Research that addresses questions about these students’ customs and practices can be very informative. So that’s the first thing: Look for studies that address questions that will help inform your practice. If a study doesn’t, then even if it’s peer reviewed it’s unlikely to be helpful. 

Next, the study needs to have collected credible empirical evidence, aka data, that answers the question. Typically—but not always— a study published in a peer-reviewed journal will have collected data that are at least reasonably credible. But we often come across studies not found in peer reviewed journals, so the best thing to do is to read all research skeptically, which means actively looking for ways the data, and therefore the findings, might be biased or misleading. Ask questions such as, How were subjects recruited, and could the recruitment process tilt the findings one way or another? What measures were used, and do they address the question adequately and fairly? What claims is the author making, and do the data support the claims, or are the claims speculation that goes beyond what the study actually found?  

But, again, it all begins with a clear and relevant question that can be addressed by collecting and analyzing relevant data. That’s the bottom line. Or lines, I guess.

For English learners, what are the most important research findings that teachers can implement in their classrooms?

Effective instruction for ELs has many similarities with effective instruction for non-ELs. A non-all-inclusive list includes clear, relevant, and meaningful goals and expectations; well-organized, clear instruction and engaging materials and activities directly related to goals and expectations; formative assessments and checking for understanding; feedback that is useful for accomplishing goals and meeting expectations.

With respect to beginning reading instruction specifically, ELs need the same foundational instruction as anyone else: That letters represent sounds; how letters are used to sound out words; and how to fluently read words, sentences, and paragraphs so that reading development can proceed. (This is true whether ELs are learning to read in English or in their home language.) Things get more complex as students get to intermediate and advanced reading levels, but, again, ELs need to learn the same things as non-ELs do.

While there are important similarities in effective instruction for ELs and non-ELs, ELs receiving instruction in English require additional support, primarily with regard to English language development. ELs (and their teachers) face the double-barreled challenge of learning the academic content everyone must learn while simultaneously learning to become proficient in oral English. Unfortunately, we don’t have good evidence about how to narrow the achievement gap in English when students are not yet proficient in English. We have some tools and ideas that might help, but we have a long ways to go. I’d put primary emphasis on figuring out how to help ELs accelerate their English language development. This doesn’t mean exclusively all-English instruction. When tried, English-only policies have not been successful. Rather, there’s evidence that long-term bilingual education at least through middle school, in contrast to short-term transition bilingual education and English-only instruction, can help accelerate English language proficiency. We must work on improving ELs’ English language instruction and development regardless of the program they are in.

Since English learners don’t understand the language of instruction well, how would you suggest that teachers compensate so students understand subject matter content?

The only practice that I know of that has been especially helpful for ELs, more so than for non-ELs, is using video to help students understand key concepts and vocabulary. A study a few years ago found that showing ELs in preschool to second grade short video clips explaining and illustrating key science concepts significantly helped them learn the vocabulary and concepts, so much so that they closed the gap with their non-EL peers on those items. 

Other learning opportunities are also probably important, e.g., opportunities for students to discuss the content and use the target language while reinforcing content concepts, incorporating visual aids and providing hands-on learning opportunities, and building on and leveraging students’ experiences and knowledge to tie instruction to content that’s familiar to them. Probably the most important thing—although we don’t have very good data on this—is to accelerate ELs’ English language development. Absent that, it’s unlikely we’ll close the achievement gap. 

To be very clear, “accelerating English language development” does not automatically mean full-on English immersion. To the contrary, we have evidence that over the long term, dual language instruction can hasten the English proficiency. “Accelerating English language development” simply means what it says, and that can be done in both bilingual and English-only programs. A study with kindergarten and first graders found that a few years ago. 

What is one common misconception about teaching English learners?

That ELs require an entirely different set of instructional tools, strategies, and techniques than do non-ELs.

If you had one piece of advice for teachers who have ELs in their classes, what would it be?

Use what we know about effective teaching. That’s the main grist for the mill. Clear, focused instruction with the attributes listed above. In addition, as with all students, connecting with their life experiences helps make things relevant for them. For example, it used to be that parents wrote letters home to family in their country of origin and writing letters was a regular occurrence in my classroom. I’d give a homework assignment to write a letter to their abuelita or other relative. Now they text, phone, email or TikTok to communicate. Try to connect with students’ lived experiences in a way that leverages those experiences to help you teach what you want to teach and they need to learn. 

Culturally relevant pedagogy (or culturally responsive or culturally sustaining) is an important idea, but there is very little evidence that, in and of itself, it positively impacts achievement. Ideally, it would be part of—but it can never replace—clear, focused instructional practice that helps students acquire content knowledge, academic skills, and English language proficiency. And, again, these can be done in bilingual programs or in English-only programs. My personal preference, because of the value of bilingualism and biliteracy, is for long-term bilingual education programs that actively promote bilingualism and biliteracy. If it were up to me, all students—ELs and non-ELs—would graduate high school proficient in at least two languages, sort of like what most of the rest of the world does.

We’re grateful to Claude for discussing his perspective on research with us. Long-time readers of this blog will recognize that SIOP incorporates the specific practices mentioned for making subject matter comprehensible. In addition, students have opportunities to use and produce English in their content classrooms. 

You can read two recent articles by Claude here and here.

Academic language has important implications for both teachers and students since success in school is achieved largely through spoken and written language. But academic language is challenging for students, particularly for English learners.

Most English learners develop conversational English fairly quickly, typically in 1 to 3 years, since this type of interpersonal language tends to be concrete and is highly contextualized with speech supported by gestures, facial expressions, and body language. Academic language, in contrast, is more formal and abstract and is characterized by features such as more complex sentences (e.g., embedded clauses and conjunctions), precise, abstract vocabulary (e.g., representational democracy in social studies and characterization in language arts), and rhetorical forms (e.g., figurative language or rhetorical questions). Unlike conversational language which students experience in everyday settings, academic language is found almost exclusively in school. 

The importance of developing academic language should be made transparent to English learners. In fact, most children recognize, even at an early age, that language is used in different ways to do different things. They speak in different ways to their friends than they speak to teachers, and they have learned to talk in particular ways in public situations such as a visit to the doctor or at church. Likewise, students use conversational language at times in class discussions but they also need to be taught the academic language that’s used in a variety of ways across content areas.

One way to develop academic language is through the use of sentence frames, also called language frames. These are used widely as a way of providing support for English learners in oral discussions and writing. Examples include:

I think that __________ because ___________________.

I agree with ______________ but would also add _____________________.

Sentence frames are intended to support students in producing language that they wouldn’t be able to produce on their own. The frame provides a model of academic language that is just beyond their current level of proficiency. Students are able to express their ideas more coherently, with support, using correct sentence structure and academic vocabulary. The idea is that after repeated use students internalize the vocabulary and sentence structures which then become part of their linguistic repertoire. 

Since frames are a support, they are differentiated by language proficiency level, providing the right amount of scaffolding needed. The eventual goal is removing frames altogether once students are proficient enough to express themselves using authentic language without support.

For example, a beginning speaker may use a frame, I think _____________. The next level night be, I think __________ because_____________, and a more advanced speaker may use, In my opinion ______________ and the evidence that supports my opinion is _______________________. As you can see, with minimal tweaking, teachers can provide more simplified frames for beginning speakers and more complex sentence structures and vocabulary for more advanced speakers.

Differentiating frames by proficiency level isn’t hard or time-consuming for teachers to do, and the effort is well worth it. Practice with the right frame may advance students’ English acquisition by allowing them to use academic language that is comprehensible for their level of proficiency.

There are innumerable basic sentence frames that are effective such as,

• My favorite character is ___________ because ____________.
• The ___________has __________sides/angles.
• The ___________ revolted against the ______________.
• First __________,then____________, next____________, and finally __________.
• _____________ was caused by______________.
• The experiment demonstrated _________________.

However, teachers might also consider expanding sentence frames in outline form for extended use of academic language, and as a scaffold when reading grade-level texts, which can be difficult and frustrating for EL students. The teacher creates and saves a completed outline of a text’s or lesson’s content. Students use the outline as a guide while reading the text, listening to an audio-recorded version of the text, listening to a mini-lecture, or watching a video. These outlines can be differentiated, as shown below. For students who need less support, some of the detail from the outline can be removed, leaving most headings and some key academic vocabulary. For those who need more support, icons and simple illustrations can be added as additional clues, and the first letters of key vocabulary and concepts also may be included on the outline as hints.

In a science unit on photosynthesis from our new book, 99 Ideas and Activities for Teaching English Learners with the SIOP Model 2e, the outline here uses extensive academic language but it’s scaffolded to be accessible for all students. Students’ completed outlines can be referred to multiple times to reinforce academic language and the lesson’s concepts and, for example, as review for a test or to provide background information during subsequent lessons.

Sample completed Framed Outline

Title: Photosynthesis
I. Difference between animals and plants
     a. Animals consume food for energy.
     b. Plants produce/make their own food.
II. Photosynthesis
     a. Process that plants, algae, and some bacteria use to make their own food.
     b. Process of using the sun and water to make food (sugars) from carbon dioxide.
             i. Carbon dioxide comes from people and other animals
     c. Produces oxygen and glucose (sugar) as food for energy.
     d. Excess (extra) oxygen is a byproduct (something made but not used by the   plants), is released and is used by animals to breathe.
     e. Plants use glucose for:
              i. Energy
              ii. Later use
              iii. To build new parts on the plant


Sample Framed Outline for Intermediate and Advanced Speakers

Title: Photosynthesis
I.  Difference between animals and plants
       a. Animals ____________________________________________________
       b. Plants ______________________________________________________
II.  Photosynthesis
       a. Process that plants, algae, and some bacteria use ____________________
____________________________________________________________.
       b. Process of using the sun and water to ______________________________
              i. Carbon dioxide comes from _______________________________
       c. Photosynthesis produces _____________________________________ for      
          __________________________________________________________.
       d. In photosynthesis, oxygen ________________________________________.
       e. Plants give off _________________, which animals need to breath.
       f. Plants use glucose for:
              i.     _____________________________
              ii.    _____________________________
              iii.   _____________________________

Beginning speakers learn the same grade-level content but are provided visual supports to make the content understandable. As an additional support, beginning speakers may work together or partner with a more proficient English speaker to complete the outline and discuss the concepts.

Sample Framed Outline with Pictures

Title: Photosynthesis
I.    Difference between animals and plants  
    a. Animals__________________________________________________

    b. Plants _______________________________________________   
 
II.   Photosynthesis
      a. Process that plants, algae, and some bacteria use _____________________.
     ____________________________________________________________.
      b. Process of using the sun and water to  
       ______________________________________ .

            i. Carbon dioxide comes from ___________________________.
      c. Photosynthesis produces ______________________________________
         for ______________________________________________________.
      d.     In photosynthesis, oxygen ________________________________________.
      e.     Plants give off _________________, which animals need to breath.
      f.     Plants use glucose for:
             i.     _____________________________
             ii.    _____________________________
             iii.   _____________________________

Sentence frames are valuable tools; they support English learners in expressing their ideas orally and in writing. Consider taking sentence frames to the next level through outlines that enhance comprehension of a lesson’s content and provide practice using academic language in context.