“I think I have learned that the best way to lift one’s self up is to help someone else.” – Booker T. Washington
Spending a major part of my life surrounded by educators, I have witnessed the creativity, and resilience, of teachers who have had to work with very little (resources, supplies, support) with the goal of reaching every heart and mind in their classrooms. Teachers love what they do because they witness the ‘spark’ of understanding when a student who has struggled finally ‘gets it.’ Having taught in a predominantly Spanish-speaking community, seeing children begin to talk with others using English always excited me. Not because they were simply speaking English but mostly because the confidence it took to try was encouraging. Ask me if I would have the same confidence to speak Filipino in the Philippines (having grown up in a Filipino-speaking household with Filipino-speaking extended family) and I’d look at you with my lips zipped, shaking my head side to side.
Why am I saying all of this? Because our English Language Learners (ELLs) have additional hurdles to jump besides having to learn remotely. In a physical classroom, they struggle but often receive one-to-one and small group instruction depending on language level (sometimes with the support of a paraprofessional who speaks their L1), and are provided materials expressly designed for their language learning ability (like books that are visually heavy and text light). What can a teacher do to make sure that remote learning benefits their ELLs academically and motivates them to practice their English-speaking skills?
First and foremost, supporting your students’ social-emotional well-being is vital. Our ELLs are coming from different life experiences—some are in migrant families that move often or have arrived in the U.S. as refugees. Not only will they need to maneuver through academics while learning a new language, but they will also have to do so remotely (assuming they have the resources to do so). To help ease the stress and anxiety not only for the students but also their families, set up conversations with each family, explaining how you will support them during the school year, and inviting them to ask questions about assistance and resources. If possible, do so physically but following safety guidelines. Also encourage families to reach out when they have concerns or questions. Yes, this can be overwhelming. Yes, this may take lots of time. Seek out school and district resources that can help you manage (if either has not already provided this). Resources might include web-enabled devices (Chromebooks), mobile hotspots for Internet access, materials translated to L1, and the help of a translator for family conversations.
Then, identify the ed tech tools available to help you meet instructional goals best. If the school/district has already chosen software or platforms, learn how they can be optimized for your ELLs. For example, if your school is using Microsoft Teams, learn how to use tools such as Immersive Reader, Microsoft Translator, and OneNote. When introducing these tools to your students, do so in parts and emphasize the usefulness of the tool to learn the academic content. For example, when reading text use Immersive Reader to read the text once, then practice reading the text independently. To show you their progress, you can set up a one-on-one video meeting so they can read to you or they can audio/video record themselves reading the text and send to you. In either case, immediate feedback is important (start with the positives!).
Additionally, the following research-based strategies have proven successful with ELLs in a remote learning situation:
These are just some things that you can do to support your ELLs. Teachers are beyond creative, and searching online for other ways to help your ELLs grow will produce pages of articles and resources. Just be careful to prioritize strategies that help students learn academic language (ex. using words such as add, divide, cells, solar, informative, etc.). They will need this language as they progress through grade levels and in preparation for standardized tests. And of course, incorporate activities that bring out your students’ personalities and motivate them to “show up” for their learning both asynchronously and synchronously (ex. activities similar to Taboo for practicing conversation and YouTube videos that include L1 support). Thinking beyond the classroom is a necessity at this point, but careful and thoughtful planning can change things for the better for your ELLs.
“Every student can learn, just not on the same day, or the same way.” – George Evans
For tips on using Microsoft 365 to support ELL students, read Supporting ELLs in the Virtual Classroom - Teaching Tips and Teams.
For information on teacher PD, including courses for using G Suite for Education and Microsoft 365, click here: Professional Development for Teachers.
To learn about Boxlight learning solutions including MimioConnect® Blended Learning Platform, go to mimio.boxlight.com.