Reflections on Teaching Multilingual Learners

My district has supposedly been told by our State Department of Education that the SIOP English language development (ELD) class is a violation of students’ civil rights. Since then, we have had many English learners NOT graduate or they have to come back for a 5th year since they lacked English Language Arts (ELA) credit. Can someone illuminate this issue for me?

Recently I have received a couple of questions similar to this one, so I thought it was important to take this opportunity to clarity some misperceptions and misinformation that is floating around. This question, and others like it, reflects two issues: 1) How SIOP is used in schools and 2) How credit toward graduation requirements is assigned in high schools. 

First, the SIOP Model is not an educational program, per se. It is a proven approach for teaching English learners (ELs) in a variety of settings. SIOP classes offer EL students opportunities to use language in authentic ways, collaborating with peers around grade-level concepts and information, practicing and applying the material to meet the lesson’s objectives. SIOP provides teachers with a coherent approach for planning and delivering relevant, meaningful lessons that provide ample opportunities for students to interact with one another around content concepts aligned to state and national standards. While doing so, students develop academic English skills across the four domains – reading, writing, listening, and speaking. A fundamental aspect of SIOP teaching is to make lessons culturally relevant by integrating students’ background experiences, language, and culture into lessons.

The very essence of SIOP is to offer English learners equitable access to the same curriculum and instruction as English-speaking students. Application of SIOP teaching includes:

• Sheltered instruction classes. SIOP is used in classrooms of all grade levels and across all content areas. Some secondary schools offer sheltered classes for English learners such as sheltered biology and sheltered social studies. In elementary schools, especially those with large numbers of ELs, sheltered teaching is a part of daily instruction. Research has shown that all students benefit from the strategies and techniques used in SIOP teaching such as posting and reviewing content and language objectives, explicitly teaching vocabulary, using visuals, providing hands-on learning and opportunities to practice and apply new concepts and vocabulary, and so forth. Research studies on the effectiveness of SIOP demonstrate that student achievement in both acquisition of content and language outpaced that of students in control (non-SIOP) classes. 
• ESL/ELD classes. English learners receive a dedicated instructional period where the focus is on English language learning using content-based curricula. SIOP teaching can be used during ESL/ELD. 
• Newcomer programs. Students who are recent arrivals to U.S. schools require specialized instruction that addresses issues such as orientation to the ways of American schools, interrupted education, and limited formal literacy experiences. These students require intensive language learning beginning with social English in low-risk situations and vocabulary building. SIOP teaching makes lessons comprehensible for these students.

In these three language support programs, the goal is to move English learners through ELP levels so they eventually exit ELD, and to progress through sheltered instruction classes to general education content courses.

• Dual language programs. SIOP can be part of dual language programs when students are studying content through their new language. For example, in a dual language program with English-speakers learning Mandarin and Mandarin speakers learning English, SIOP teaching makes the content understandable for each group of students. 
• General education courses. Teachers can also continue to use SIOP, or some features of SIOP, as needed by the English learners in their classes. 

Although the SIOP Model has eight components, it is not a step-by-step approach. Rather, it is an integrated system for lesson planning and teaching that ensures that critical features of instruction in combination are present in every lesson. Furthermore, it allows for natural variation in teaching styles and lesson delivery because the SIOP Model is curriculum- and materials-neutral. It has been successfully adapted for use in a variety of settings and cultural contexts worldwide.

Equity and SIOP

The question of equity and SIOP is perhaps rooted in confusion about the federal guidelines. In our work with districts for the Department of Justice, investigations into possible abuses of English learner civil rights vis-a-vis education, it is clear that SIOP is an acceptable model for ELD and for content courses. However, an issue arises if students are in ELD classes exclusively all their time in the EL program and never in regular ELA or supported ELA, such as co-taught ELA. DOJ would suggest that ELP Level 4 students receive general education ELA with supports. Concerns around students’ civil rights are likely based on these programmatic decisions.

The issue is linguistic isolation, not SIOP implementation. Equitable means giving EL students the resources they need to reach parity, and sheltered courses using the SIOP Model is one resource among several to support students in reaching parity. 

The second part of the teacher’s question is about credit toward high school graduation. In some states a sheltered ELA course or ELD course might qualify for core ELA credit because it meets the standards; in others it might not. At this time there isn’t a uniform policy regarding how credit is assigned for English learner classes. 

The pandemic has been challenging for all of us — teachers, parents and students. Many English learners, however, are being disproportionately challenged by current modes of service delivery, because of inequitable learning opportunities created by the digital divide. 

Even for those students who have adequate devices to use for learning and have sufficient internet connectivity, one reality of the pandemic is reduced instructional time whether it is face-to-face, online, or a hybrid approach. The time that English learners have with teachers should be spent using practices that are most effective in building their English language proficiency so that they can better access grade-level materials and instruction, thus enabling them to participate more fully in class. 

Now seems to be a good time to review some of the factors that affect second language acquisition since instructional time is at a premium. In this post, 5 factors from our book, Sheltered Content Instruction, will be discussed along with ideas for enhancing language acquisition. 

First, it is important to remember that:

• Language represents only one aspect of an individual. Focus on teaching the whole child rather than viewing language as the only aspect that needs support. 
• English learners have language differences, not deficits. Build on the assets students bring from their home language. 
• Second language acquisition is a complex process. There are many factors that influence why some students seem to learn English more quickly than others and this can’t be explained by a single factor.

1. Motivation                                                                                                                         

Recognizing the need to learn the second language and being motivated to do so are key ingredients for second-language learning. Research indicates that some students are motivated to integrate into another language group while others are motivated to learn a new language for practical reasons such as finding a job or passing a test. The latter type of motivation is not as effective in mastering a second language since it tends to involve short-term goals. The desire to integrate into a group increases the likelihood of becoming proficient in the second language because it involves developing personal relationships that are potentially long lasting.

Another way to look at motivation is to think of “investment” as a way to depict the relationship between the learner and the target language (e.g., English). Sometimes a learner may be highly motivated to learn English but may nevertheless have little investment in the language practices of a given classroom. The classroom environment may not be supportive and inclusive, and the student may perceive an uneven balance of power between English speakers and English learners. The resistance to being part of that type of class impacts the student’s language learning. 

To enhance language acquisition:

• Examine your own practices and attitudes to ensure that English learners are treated equitably and are regarded as valued members of the class. 
• Encourage English learners to develop relationships with English-speaking students by assigning shared responsibilities, having students work collaboratively on assignments, and assign activities that promote getting to know one another.  This can be done with remote teaching as well as face-to-face.
• Become familiar with and acknowledge each student’s social/cultural identity. Recognizing a student’s social/cultural identity makes a meaningful connection between a learner’s desire to learn a language and maintaining their own identity.    
• Particularly with older learners, be aware of teacher behaviors that may create anxiety, frustration or embarrassment, emotions which can hamper learning. 
• Remember without the contextual clues that occur naturally in face-to-face teaching such as teacher facial expression and pointing, English learners in online teaching settings may be less motivated to participate. To the extent possible, be expressive, use bitmojis to convey an idea, and use other visuals to maintain motivation.                                                                                                                                 

 2. Personality                                                                                                            

Extroverts tend to prefer the social aspects of relationships such as talking, playing, and working in collaborative groups so they have increased opportunities for interaction and practice using English. As a result, they develop social language quickly. Introverts, those quiet or shy students, are temperamentally prone to be reflective and prefer working alone or with a partner rather than in a large group. Therefore, teachers shouldn’t, for example, urge introverted students to speak up in front of the whole class or encourage them to be “more outgoing.” With respect to temperament, there is a saying that extroverts conspire to convert introverts to be like them. Most introverts learn that there are times they need to move out of their comfort zone and be more social, but their innate preferences are not something they will “grow out of.” Likewise, extroverts need to learn, for example, to defer to others rather than dominate a discussion. 

Some of the considerations about personality have cultural and linguistic implications as well. While the distribution of introverts and extroverts is found throughout humankind, beginning English learners and newcomer students may resemble introverts in their behaviors. For instance, newcomer students may appear shy and reticent because they are unfamiliar with American educational practices such as working collaboratively with peers, engaging in contests and participating in discussions. Beginning English speakers will likely be reserved about speaking English aloud and shouldn’t be forced to speak before they are ready, especially in front of the class.  

 To enhance language acquisition:

• Remember that students are more likely to practice using English when they are in a setting that is comfortable for them. 
• Within activities that appeal to extroverts such as competitive games and assignments, create roles for introverts where they will be more comfortable such as letting them judge a contest, document a discussion, or create questions.
• Respect student differences and, to the extent possible, provide opportunities for each to shine in their own way. 
• Keep in mind that both types of students can learn to interact well with peers but don’t force socialization that may intimidate some students.
• With remote teaching, introverts may be more comfortable with their camera off. Please see https://twitter.com/MrsParkShine/status/1300401054404796416 for an excellent idea by Esther Park to accommodate different learners in an online setting. 

3. First-Language Development                                                                                                       

Learning a first language, although a natural process, is complex and requires a minimum of 12 years. Although a tremendous amount of language is acquired from birth to age 5, children from ages 6 to 12 continue to develop more sophisticated forms of semantics, phonology, morphology, syntax, and elaborated speech. Certain aspects of language development such as vocabulary expansion continue for a lifetime.

Research reveals that one’s level of first-language development significantly influences second-language development. Students who have had the benefit of schooling in their first language are more efficient at acquiring a new language. Strong oral language and literacy skills developed in the home language provide a solid basis for the acquisition of language, literacy, and other academic skills in English. Those who achieve full cognitive development in both languages will gain the cognitive benefits of biliteracy; when development of the first language is discontinued, there actually may be negative consequences.  Many English learners who have low literacy levels find it difficult to catch up academically in the second language, a language they do not yet fully comprehend. Continued first-language instruction is beneficial since the deeper the conceptual foundation, the higher the ability to build.    

To enhance language acquisition:                                                                                                                                          

• Do not discourage or restrict use of students’ first language at school or at home. (Obvious exceptions would be tasks that require the use of English, such as oral presentations, written assignments or assignments designed to practice using academic English.) Students benefit from clarifying concepts, information and terminology in their first language with peers or the teacher so that their learning doesn’t lag. The more students develop their first language, the better prepared they will be to learn English. 
• Encourage parents to create a language-rich home by talking, singing, telling stories, and so forth. When parents use their native language, their children become familiar with word order and patterns, rhyming, vocabulary, and concept development—as well as background knowledge upon which to build. Sending home books or links to websites in their home language can also foster language and literacy development.
• With time at home, remote teaching may benefit English learners in balancing assignments and activities completed in their first language with family support, and assignments in English. 
• Explore offering dual language or bilingual programs at your school so that students can develop a strong foundation in their home language.

4. Access to the Language                                                                                                                 

Research shows that English learners benefit from opportunities to use the language with English speakers, and adolescents demonstrated stronger English proficiency outcomes when they had opportunities to use English in informal settings such as in their neighborhoods, at work, with friends and in the hallways of school. In classrooms, language acquisition is fostered when English learners work in collaborative groups with English speakers since these activities allow English learners to practice using English and the context itself makes English accessible. However, simply hearing the language doesn’t provide access. Many of us come into contact with speakers of other languages in various settings, but we don’t actually learn the language when we hear it spoken. In the same way, English learners may spend many hours hearing English in school without really accessing it in any meaningful way. Learning requires contextual clues to make the message understandable, which is why conversational language is more readily developed than academic language. Social conversations are inherently full of clues while academic language is much more decontextualized and requires high-quality instruction to be accessible for English learners.                                                                                                          

To enhance language acquisition:

• Plan multiple opportunities for English learners to interact with English-speaking students through partner work, group projects, paired reading and other ways to ensure that English learners are accessing the language in meaningful ways. 
• With remote learning, English learners might partner with English speakers in breakout rooms to engage in partner reading and other activities. 
• Encourage participation in extra-curricular activities so that English learners have access to English-speaking peers outside of the classroom.
• Use teaching techniques that make academic content comprehensible for English learners so that they can more easily access its meaning. (See #5 below)

5. Quality of Instruction                                                                                                      

Fundamentally, effective instruction begins with having high expectations for students. The attitude and expectation that English learners can and will learn grade-level material are reflected in high-quality instructional practices:

• Follow consistent daily routines
• Engage in lesson preparation 
• Use visuals, multimedia and other contextual clues to make teaching meaningful
• Build on students’ background knowledge and experiences
• Model use of instructional strategies 
• Acknowledge sociocultural factors that affect English learners 
• Implement techniques for differentiating instruction
• Provide opportunities for students to practice and apply new information and skills
• Use assessment-informed instruction

These practices positively impact English learner outcomes, including language acquisition. Researchers have suggested that many learning problems experienced by students learning English are pedagogically induced, or the result of instructional practices that are not suited to the learner, sometimes resulting in inappropriate placement in special education. Effective language learning takes place in well-organized classrooms where teachers use instructional practices that are effective for English learners. If instruction is not made comprehensible and accessible for students, the opportunity to learn both English and academic content material decreases.                                                                                 

To enhance language acquisition:

• Develop clear content and language objectives so that students know which aspect of language is the focus of the lesson.
• Use instruction that is based on research-validated practices, listed above.
• Provide opportunities for interaction with the teacher and peers that allow students to use elaborated language around relevant topics, building English skills while at the same time developing content knowledge. 

Some of the suggestions for enhancing language acquisition are impeded to one degree or another by remote teaching. However, all can be used at least to some extent depending on your own situation. For example, interaction can take place in online breakout rooms. 

These are challenging times for educators. Hopefully this post will serve as a reminder about the linguistic needs of your English learners and provide you with some use-tomorrow ideas to enhance their language acquisition. 

Many content teachers have made a significant investment in preparing to teach a specific subject area such as science, math, social studies, music, and so forth. It’s natural that their focus is on teaching the content topics in their area of expertise. Elementary teachers also teach a variety of subjects and tend to focus on the topic at hand whether it is teaching a science lesson or poetry. Few would disagree that language permeates all topics and subject areas.  

In this time of remote learning, teachers are experiencing the reality that many students, English learners and English-speaking students alike, are challenged by the rigorous content and skills associated with high academic standards. Meeting standards is challenging when teaching face-to-face but is even more so in a remote environment. 

It’s important to keep in mind that English learners are learning the same content as other students, but they are reading, writing, listening and speaking a language in which they are not yet completely proficient. What a difficult job they have!  

At the same time, these students are developing a level of English language that English-speaking students and teachers typically take for granted, such as stating an opinion, asking for permission, clarifying a statement, and reading written instructions. Also, they’re learning lots of high level of academic vocabulary.

It’s easy to see that English learners might disengage from remote lessons when the lesson’s content and instruction are well beyond their level of English proficiency.

In planning and teaching lessons, attention to the linguistic needs of English learners is critical for them to be able to participate fully in lessons and learn academic content. Effective teachers, those whose English learner students thrive, intentionally teach language and content simultaneously. 

In reality, all teachers are language teachers. Teachers with English learners in their classes need to think about ways to integrate language into content lessons. Every content area — math, science, language, arts, history — requires students to use language in a particular way. For example, texts in social studies tend to use more expository writing which differs from a narrative story in English language arts that uses metaphor. 

The academic language used in school is particularly challenging for English learners because it differs from the everyday language students “pick up” in day-to-day life. It is more grammatically dense and formal than the kind of language found in conversations at home and with peers. It includes more sophisticated and technical vocabulary, complex sentence structures, and rhetorical forms that are used almost exclusively in academic settings. It’s unlikely that English learners are exposed to this type of language outside of school. 

Integrating language into content lessons begins with lesson planning. In designing lessons, focus on the purpose of the lesson and its associated language by writing both content objectives (What students will learn, based on standards) and language objectives (The language students need to be successful in the lesson). Ask yourself:

• What vocabulary do students need in order to understand the content?
• What kinds of language functions do I need to teach, e.g., compare and contrast, use of superlatives, or making predictions?

The answers to these questions become your language objectives. Then think about meeting those objectives and ask:

• When in the lesson will I explicitly teach the language needed?
• What activities will I plan that provide opportunities for students to use language and meet the objectives?
• What scaffolds will I use to make the lesson more comprehensible, e.g., visuals or a partially completed outline?

When teachers post and review objectives with students, students internalize the idea that both content and language are the focus of learning.  By way of demonstrating the power of making students aware of the lesson’s objectives, let’s look at what happened in a second-grade class. The class had been reading “How To” books and the assignment was: Think of something you can do. Write a “How To” book of your own.  One English learner surprised her teacher with the following beginning to her book:

It’s evident that Angelica learned that both content and language are important. In fact, her objectives are actually quite good!  She even listed the materials needed: popcorn, microwave and bowl.

Routinely posting and reviewing content and language objectives helps teachers think about the language demands of the content lesson they are planning. And, it lets students in on what they are learning and why. Potent stuff.

Since language is an integral part of learning content, English learners benefit when teachers think through the language demands of lessons and teach students what they need in order to learn the lesson’s content information and skills. Indeed, all teachers are language teachers.

Based on: Echevarria, J., Vogt, M.E, Short, D. & Toppel, K. (2024). Making content comprehensible for Multilingual learners: The SIOP Model, Sixth Edition. Boston: Pearson.

Short, D. & Echevarria, J. (2016). Developing Academic Language Using the SIOP Model. Boston: Pearson. 

(A version of this post was published on February 22, 2016)

The advantages of parent involvement in their child’s school life are well documented. Students’ academic achievement is positively impacted when their parents are involved in their education, no matter how academic achievement is defined. A meta-analysis of studies found that the relationship between parent involvement and student achievement was strongest if parental involvement was defined as parents’ expectations for the academic achievement of their children. One could argue that parents, especially those of English learners, need to know what the expectations of school are for their children in order to support them in meeting academic expectations. 

There are myriad ways to create family-school partnerships with English learner families. A unique family-school program at a middle school in Texas created a path for parent literacy called, English for All. It went beyond the typical adult ESL programs offered to communities as an outreach method. One goal of the program was to create a student-centered school, one in which families become an integral part. Further, classes were geared to the needs of the parents rather than simply being an English language class. Finally, the program offered an avenue for speaking to parents about their student’s performance in the classroom. 

In order to recruit participants for the program, a letter was sent home to the families of all EL students at the school describing the benefits of the program and the nature of the classes. The letter was written in both English and Spanish. Parents were asked to return a form indicating their interest. Once the number of parent participants was known, then the following 5-step process was initiated.

English for All: Five Steps 

1. Identify a team. One team member was an administrator so that the team had someone with authority to open the building, be a liaison to the superintendent and/or site principal, acquire funds as needed and so forth. The superintendent approved funds for teacher pay and for necessary supplies. Teachers on the team volunteered to participate and were paid for their time. In other programs similar to this one, teachers might give their time as a service to the community since finds aren’t always available to support teachers after regular hours. 

2. Assess the needs of the adult students. There were two aspects to the assessment. At the initial meeting, each parent was given a questionnaire asking about their perception of the school, what they expected to learn in the course, and specific needs they may have. The assessment revealed that, for example, some parents wanted GED preparation while others wanted to learn and practice interview skills. In addition, parents were given an entry quiz to determine their home language and their level of English proficiency. 

3. Devise a plan based on assessment results. All parents were Spanish speakers so the only consideration for planning for class groups was level of English proficiency.  Admittedly, the program couldn’t accommodate each of the requests that parents wrote on the questionnaire, but the course content was centered on what the majority wanted and set out to make it “a great place to learn” for all. 

Teachers were assigned to classes based on their strengths. One teacher had an affinity for newcomer students, so she was assigned to beginning speakers while an English teacher was assigned to the advanced group. Knowing teachers’ strengths and using them appropriately was important for the program’s success. 

It was decided that sessions would take place on Tuesday and Thursday evenings from 5:30 – 7:30. 

The team elected to include students in the program to serve as a support to their parents in the adult classes. They could also receive tutoring in math, history and science if they needed extra support in those subjects.

 4. Implement the plan. When parents arrived, they went to their assigned classroom where there was a sign-in sheet and light snacks were provided. Many parents came straight from work, so refreshments were appreciated. 

5. Conduct follow-up and feedback. Using feedback to inform the program was a priority and was one of the most important aspects of the five steps. For example, the original 5:30 meeting time didn’t work for some parents, so the time was changed to 6:00. This adjustment based on feedback illustrated its value. If not for the feedback, some parents may have quit coming without the teacher ever knowing why. 

Teachers also were provided feedback by the administrator who observed classes. For instance, he suggested ways to make content and language objectives more student-centered and made suggestions for changing some content. Teachers also shared with their school colleagues about what they did in their evening classes and colleagues provided feedback. Follow up and feedback were done in a spirit of collaboration. Parents appreciated the responsiveness of the team and teachers felt supported by the administrator and fellow teachers. 

Structure of English For All Classes

Classes were designed to give parents a window into their child’s school day, so each class was set up to resemble the usual classroom. Since Aldine ISD uses the SIOP Model for lesson planning and teaching, evening lessons also reflected SIOP’s components. Parents were able to experience teaching and learning that was similar to that of their students. 

Teachers posted content and language objectives for the lessons each evening. The team thought it was important for parents to see that lessons were well thought out and were not pulled together on the spur of the moment. Each lesson provided opportunities for parents to speak, listen, read and write. 

The most important components of SIOP for adult learners in Aldine’s program were Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, and Practice & Application. (Lesson Delivery and Review & Assessment weren’t as critical in this context). Some of the specific SIOP features that teachers utilized included:

• Define clear content and language objectives.
• Plan meaningful activities that incorporate language.
• Provide opportunities to engage in academic conversations. 
• Teach specific academic vocabulary. For example, vocabulary terms were taught before practicing interview skills.
• Plan with all proficiency levels in mind. 
• Use wait time appropriately.
• Clarify concepts as needed.
• Ask higher order questions.
• Provide hands-on activities such as vocabulary cards for beginners and computer programs for the advanced group. 
• Differentiate instruction based on parents’ needs and strengths.
• Use a variety of grouping configurations, allowing parents to move around.

Parents were involved in a variety of activities such as role playing, mock interviews, matching pictures with English words and saying words aloud, and friendly competitions where each table of parents tried to be the first to complete an activity and win a door prize. Also, homework was given, and completed homework assignments were presented in class. 

The teachers created a safe classroom environment where parents felt free to actively participate. Parents were grouped in ways that ensured that each would be successful. They clapped for one another and were very supportive. Parents were from various regions of Latin America and through the activities they learned about other cultures and shared their differences. For example, during the holidays, classes made snow globes to represent their cultures. Each parent, usually along with their child, did a presentation of their snow globe in English. 

There were numerous benefits of the program. The primary purpose of this program was to increase parents’ English proficiency. In the process, it created a bridge between the school and families. Relationships that developed through the program carried over to the school environment. For example, a girl was having difficulty getting along with others in her class. The girl and her parent had been participating in the English for All program and during one of the evening classes, the student’s teacher and the administrator had the opportunity to discuss the issue with her. The student confided that there were a group of girls who did not like her because she was different. The next school day her teacher and the administrator met with the students and had a conversation about the issue and about how they were going to find a solution. The students apologized to the girl and they then became friends. Subsequently, the girl began flourishing in the classroom and growing academically. 

One of the most significant outcomes of the English for All program was that student achievement improved for those students whose parents were in the program. Based on practice standardized tests, growth in reading, writing, speaking and listening for participating students exceeded that of students whose parents did not participate in the program. This trend is promising, although the Covid-19 pandemic interrupted standardized testing which made definitive data unavailable. However, the trend is consistent with research on parent involvement and its positive impact on student achievement. 

A special thanks to Dr. Frank Cisneros, Assistant Principal in Aldine ISD, who had the vision to start the English for All program and was the administrator behind its implementation. 

A variety of tools for educators intended to support student learning come in and out of fashion. Language frames, for example, are used widely and have been a popular scaffold for English learners and other students for many years. Although a valuable support for oral and written expression, language frames are most effective when used appropriately. Currently with remote learning, many teachers are keen on using digital tools such as bitmojis as a way to create virtual classrooms and enhance visuals for their students. These tools can be quite effective for improving the visual interest and attractiveness of virtual classrooms and slides, as well as for presenting information in a graphic form to boost comprehension. But like other tools, the parameters for responsible use need to be considered. 

Here are a few considerations to keep in mind when using digital tools. 

1. Use images purposefully. Instructional time is extremely valuable, especially with remote teaching. The temptation to add cute, clever, interesting items to a screen without an instructional purpose needs to be avoided. Bitmojis and other images are intended to make information more comprehensible for students by providing a visual representation. Sure, there can be some fun screens created for your students but when using bitmojis with informational slides, make sure there is a clear instructional purpose. Focus on the information that is necessary for understanding a topic or instructions, and display it in a clear, instructive presentation.
2. Keep it clean. The visual field, just like a physical classroom, can become cluttered with too many items. Many students – especially English learners — have difficulty distinguishing important from unimportant details which renders the screen incomprehensible. I recall when one of my own kids struggled with biology. I confidently assured the teacher I would work with him to get his grade up. However, my confidence faltered when we opened the textbook and found each page in the chapter filled with text boxes, photos, graphics, and narrative text. It was difficult to tell what information was critical to understanding the chapter’s topic and what was not. There was simply too much visual representation of information which made reading for main ideas difficult. Remember, less is more.  
3. Assure confidentiality. School must be a safe place for students and their families where confidentiality is guaranteed. Photos of students should not be posted on social media nor included in classroom graphics that might be distributed beyond your class. We owe it to our students and their families to respect their privacy, especially in an online environment. 

While thinking about digital tools, I consulted Xatlí Stox, an instructional technology specialist and ESL/Title III consultant in North Carolina (@teacherxatli). She graciously agreed to provide some ideas for using digital tools to enhance instruction. The following are some of her ideas and resources that are accessible to educators.

Q: What do you think about the use of digital tools?

Xatlí: Integrating digital tools into instruction is great! There are so many fascinating tools and there is a new one available every day. Sometimes, we think that the more tools we incorporate into our instruction the better it is for our students. We want them to develop language skills and access the content. So, why not add a few new tools that help them accomplish these goals? However, I have learned that mastering one tool, or at least being comfortable using just one, is more important than selecting several tools at once. A tech-savvy teacher might use multiple tools, but for one teacher who is new to integrating technology, using a limited number well is the best approach to navigate this ocean of tools.

We should select a digital tool by thinking, How would this tool enhance my instruction? How would this tool help my English learners access the content? and How would this tool help my students demonstrate they understand the content?

Q: What are some of your favorite digital tools?

Xatlí: As an educator, I would always be drawn to free and easy-to-use tools. I want to be able to incorporate a tool quickly into my instruction and for my students to be able to use it easily as well. I recommend checking with the school district’s IT department to find out which tools the district has purchased and what training is available for teachers. Most of the time, we have tools available at school and we don’t know about them or we have not received training to use them effectively. Also, it is important to check as to whether the tools I would like to use are approved and aligned to the school’s technology plan. Once we have identified tools that enhance our instruction and increase our students’ engagement and comprehension, we should make sure that, 1) students understand the importance of using these tools responsibly and 2) parents are aware of the use of these tools and that they give their consent to share our students’ work outside of our classroom.

The North Carolina English Learner (NC EL) Teacher Network hosted a Twitter chat called “Twitterstorm of Strategies”. Question #4 was about digital tools used by teachers to help their English learners. I would invite readers to check out the tweets from the chat. 

Q: What are your thoughts about visual supports in the classroom? 

Xatlí: Visual supports are a wonderful and powerful tool to use in the classroom. There are so many uses for visual supports. They can be used at all proficiency levels to activate background knowledge, make content comprehensible, introduce and review concepts, start conversations, engage in critical thinking tasks, demonstrate understanding, communicate and engage in interaction using academic language, retain and recall information more easily. The list would be endless! What matters is, Why are we using visuals? What is the end goal?

These are a couple of tweets I would like to highlight from the conversation about “the power of visual supports with ELs” that reflect the importance of using this scaffolding technique:

Q: What are some recommendations for using Bitmojis? 

Xatlí: Typically, avatars have been used to represent a character in video games. However, with the growing switch to blended learning and flipping the classroom, the use of these graphic representations has increased in education. This specific app has grown in popularity because it is very easy to design the avatar and it offers plenty of features that help the users create a more accurate representation of themselves. I personally love it. It provides some phrases with the avatar and it conveys so much meaning. It’s perfect for visual learners and to be used as visual support!

I have enjoyed designing Bitmoji scenes/virtual classrooms with different purposes. A couple of samples are my summary of the 15th episode of the Empowering LLs podcast and the virtual office for the LinguaFolio formative assessment tool. I was able to share plenty of free high quality resources on one single slide in a fun, creative, and memorable way.

Finally, I would recommend teachers who are new to these tools to check the free resources shared by educators members of the Facebook Groups Bitmoji Craze for Educators and Bitmoji for Distance Learning.

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