Supporting English learners across all content areas requires a comprehensive and inclusive approach that recognizes the intersection of language development and academic content. Understanding their language development means knowing what students know and can do across all language domains - listening, speaking, reading, and writing. This information can be found in each ELs WIDA Access data but it also can be learned from talking with your students. If they aren’t yet speaking English, there are tech tools and apps you can use to communicate with each student. Learning about their culture, their interests, their insecurities and their strengths can help teachers learn how best to teach these children.
When our ELs are still learning English, we must be patient and understanding of their learning process. Imagine what it would be like for you to go to a foreign country, sit in school 7-8 hours a day, trying to learn all of the topics, skills, and content, but everything everyone is saying is in a language you do not understand. Imagine the cognitive load, the emotional distress, and the frustration you would endure. Now imagine that happening day after day, and with some people barely speaking to you or acknowledging you at all. We can’t do this to our students because they deserve teachers who care enough to implement effective practices with compassion that will support their social and academic development. As educators, that’s what we signed up for. Afterall, we didn’t enter the education field to teach kids who already know everything.
There are several evidence-based practices that are effective in fostering English learner success across all subject areas. It’s not impossible, but it does require intentional planning, gathering feedback from students, and consistently and thoughtfully reflecting on our practices.
Effective Practice 1: Differentiated Instruction
Differentiated instruction is a practice many of us are familiar with yet still struggle to effectively plan and execute with students. Differentiated instruction for ELs means we are modifying instruction by considering language proficiency levels (listening, speaking, reading, and writing), their academic backgrounds, and their learning styles. In order to effectively differentiate for our ELs, we can consider varying the instructional materials, the assignments, and the assessments that accommodate their language abilities. Carol Ann Tomlinson recommends differentiating the content (the information and skills that students need to learn), product (how students make sense of the content being taught), product (how students demonstrate what they have learned), and or the affect (the feelings and attitudes that affect students' learning) to meet the needs of all learners. For example, if a student is expected to read content in social studies or science but the text is not at the students independent reading level, we might provide a lower Lexile version of the same content.
Effective Practice 2: Language Modeling
Consistently model correct language usage in the classroom, demonstrating appropriate academic discourse and communication. When using figurative language like idioms, be sure to explain the meaning of the phrase you are using. Explicitly teach and demonstrate academic language, vocabulary, and sentence structures. Teach explicit strategies for reading comprehension and writing, emphasizing skills that are transferable across content areas. Provide instruction on strategies such as summarization, predicting, and making connections. Offer writing support, including guidance on organizing ideas and constructing coherent sentences. Encourage students to use modeled language in their responses. Using scaffolds like sentence frames and sentence starters can support this practice.
Effective Practice 3: Scaffolded Instruction
Scaffolded instruction is the gradual release of responsibility to students by providing support that aligns with language proficiencies and background knowledge. To scaffold instruction for ELs, explicitly teach with graphic organizers, sentence frames, sentence starters, visuals, read-alouds, and movement to help students comprehend and express ideas. Visuals like diagrams, charts, and images, support students in understanding key ideas, processes, or concepts. Adjust the level of support based on the individual needs of your learners.
Effective Practice 4: Interactive and Collaborative Learning
Peer interactions and collaborative learning experiences can enhance the language development and content understanding for ELs. To accomplish this, implement group activities, guided discussions, and cooperative projects. Encourage all students to work collaboratively, providing opportunities for language practice for ELs in authentic contexts. It’s important to provide students with strategies to communicate with one another if language is a barrier. Also, it’s important to know that some students will not always want to talk and share if they are unsure of what to say. Again, imagine if you were in their shoes. Groups of 3 can help relieve some of this pressure in conjunction with appropriate scaffolds.
Effective Practice 5: Technology Integration
Integrate technology tools and resources that support language development and content understanding. To accomplish this, you can use multimedia presentations, interactive software, and online resources. Check out the blog post titled Tech Tools+App Smashing = Knowledge Building and Engagement where I discuss this in greater detail. Leverage educational apps that provide additional language practice, but first consult with district-approved apps to ensure student safety.
Effective Practice 6: Cognizance of Language Demands
Be mindful of the language demands within the content area you are teaching. These are the areas where you will need to provide targeted support. Recognize the unique language requirements of your content and teach explicit language instruction related to academic genres and discourse. This practice is effective for all learners, not just English learners. When students are learning content specific information and vocabulary, they need explicit instruction with practice.
Incorporating instructional practices for English learners supports a learning environment across all content areas that fosters both language development and academic success. Continuous collaboration and professional development among teachers, language specialists, and content area instructors contribute to a more inclusive and effective educational experience for ELs. Developing an inclusive and supporting classroom environment requires attending to the needs of all learners. When we know better, it's our responsibility to do better.
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