This week, we are chatting all about different classroom strategies that we can use to support our English language learners (or multilingual learners). We'll explore a variety of strategies to support learners at varying levels of language learning in our classrooms. Katie is super pumped for this episode since teaching English language learners is her wheelhouse!

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/96**

• What works for ELLs, (English language learners) also works for ALL learners
• Universal Design for Learning approach

Strategies:

• Use of images/visuals along with words (decreases reliability on translators) - dual coding theory
• Academic (content-specific, assessment words, etc) vs conversation/social language
  • Requires explicit teaching
  • Collaborative vocabulary lists (Frayer model, SEE-I model) - include word, translation, interaction opportunities, images
  • Read&Write for Google Chrome and Google Slides to build class vocab lists
  • Dual/single language vocab placemat for assessment language
  • Incorporate student voice
• Asking questions - be specific (what questions do you have about x? etc)
• Demonstration of learning:
  • Consider early language learners - how can they demonstrate what they know? Need to offer options!
  • Make use of first language
  • What are you assessing? Knowledge or language?
• Mastery-based learning (Modern Classrooms Project)
• Word banks, sentence stems, sentence frames - add scaffolds into assessments
• Model writing with your class (I do, we do, you do - groups then individual)
• Try fill-in-the-blanks as a scaffold and then pull back the scaffolds over the semester
• Graphic organizers:
  • Teaching different note-taking methods (jot dots, Cornell notes, etc)
  • Plagiarism happens because our language learners don't have the language to be able to put it into their own words
• Know that students come from a lot of different lived experiences - build relationships, cultural awareness, critical conciseness, and trauma-informed teaching and learning strategies

Support the Show.

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show