Teaching MLs

https://amzn.to/3WCWNdy Though multilingual learners (MLs) comprise nearly 25% of the school-age population, the most widely-used social emotional learning (SEL) frameworks and programs lack an intentional focus on these students’ unique strengths and challenges. To foster MLs’ academic success and wellbeing, educators must consider students’ cultures, languages, assets, expectations, norms, and life experiences when integrating SEL practices. In this groundbreaking book, Dr. Diane Staehr Fenner and Mindi Teich break down how each of the five competencies in the Collaborative for Academic, Social, and Emotional Learning (CASEL) SEL framework can be implemented with ML success in mind. Staehr Fenner and Teich’s practical and engaging guide provides SEL considerations that are unique to MLs, relevant research, easy-to-implement educator actions, and tools to seamlessly integrate SEL practices into content and language instruction.

In this episode, our guest Dr. Huseyin Uysal shares insights into personalized teaching strategies for multilingual learners. Drawing from his vast experience in curriculum development and academic leadership, he sheds light on the transformative power of differentiated instruction. From his own journey as an English instructor in diverse settings to receiving a prestigious award in TESOL leadership, Dr. Uysal unveils the intricacies of fostering inclusive educational environments. He delves into the nuances of labeling practices in education, advocating for a balanced perspective that acknowledges both benefits and drawbacks. Furthermore, listeners gain invaluable guidance on launching ESL programs, including key components essential for student and family success. From differentiated instruction methods to leveraging technology and community resources, Dr. Uysal empowers educators to embrace change and champion equitable learning opportunities for all students. Tune in to explore how tailored approaches can unlock the full potential of multilingual learners!

https://amzn.to/3VvNeNh Decades of research (Wright, 2016), and the experience of millions of educators, make one thing abundantly clear about the modern classroom: students need to talk about their learning. Engaging students in small-group, academic conversations is one of the most effective ways to: enhance comprehension reduce misbehavior build academic language proficiency support literacy develop socioemotional skills promote question-asking and deep thinking, and create a sense of community within the classroom So why don’t all lessons have all students talking about their learning, all the time? Unfortunately, asking students to “turn and talk” to their partners has proven frustrating for many educators, who see students not talking, or students talking about non-academic subjects, or gregarious students dominating conversations while shier students are voiceless. As a teacher, I had all of these frustrations, too. I gave my students the opportunity to talk about their learning, but I wouldn’t see them doing it—at least not the majority of my students. When I asked them why they weren’t talking, I heard a variety of responses, which I dismissed as excuses at the time: “I don’t want to go first.” “I don’t know what the question is asking, sir.” “I didn’t learn this.” “I don’t even know what we’re supposed to be doing.” I knew that students engaging in new activities tend to thrive with more structure, but I wasn’t sure what structure I could add to these conversations. And then I came across QSSSA. The Question, Signal, Stem, Share, Assess routine was first introduced in 7 Steps to a Language-Rich, Interactive Classroom by Seidlitz and Perryman in 2011, and has since taken modern classrooms across the nation by storm (as evidence, try an image search of QSSSA). Research has shown that regularly using QSSSA results in enhanced participation and enthusiasm from students (Seidlitz et al., 2024). QSSSA is so effective because it provides exactly that structure I was looking for in my classroom. Students feel safe and confident in the QSSSA process and are intuitively engaged in participation. In all content areas and at all grade levels, it is one of the most versatile, effective tools in the teacher toolkit, and can be used any time you want to have students participate in structured conversations using academic language. A Routine for Academic Language Development Each step of the QSSSA routine was deliberately designed to help students develop academic language, first by reducing the affective filter, and second by providing supports that encourage students to use academic language. Here is how to implement each step of the routine.

You can follow Claudia's podcast here: https://podcasts.apple.com/us/podcast/growing-with-proficiency-the-podcast/id1647436152

https://amzn.to/3I4m9Zn

Bring classroom content to life for multilingual learners In this eagerly anticipated revision of their bestselling book, authors Diane Staehr Fenner, Sydney Snyder, and Meghan Gregoire-Smith share dynamic, research-backed strategies that every educator of multilingual learners (MLs) can add to their repertoire. Including more of what educators loved from the first edition―authentic classroom examples, a wide variety of research-based instructional strategies, and practical tools to implement across grade levels and content areas―this is the ultimate practical guide to unlocking the potential of MLs in K-12 classrooms. With fresh graphics and eye-catching colors, this thoroughly revised edition also includes: Situated within five core beliefs that frame the must-haves for MLs’ equitable and excellent education, Unlocking Multilingual Learners′ Potential is a guide to research-based practices and a toolbox of strategies every educator can implement to make content accessible and increase language proficiency among MLs. https://amzn.to/49yXo3a

@regieroutman bravely and loving shares many of her personal stories to help restore our sense of hope, joy, and possibility in uncertain times. Free PDF of Chapter 5 (https://s3-eu-west-1.amazonaws.com/s3-euw1-ap-pe-ws4-cws-documents.ri-prod/9781032445502/Chapter%205.pdf) Companion website for free resources (https://sites.google.com/view/theheartcenteredteacher/home) Order the book (https://amzn.to/3RX2wat)

@DebbieZacarian and Dr. Cohn-Vargas team up to share how we can create identity safe spaces for all students, especially MLs.

https://amzn.to/46J230K mpowering multilingual learners, families, and teachers With its emphasis on relationship building as the backdrop for linguistically and culturally sustainable assessment, the bestselling second edition of Assessing Multilingual Learners significantly impacted the field of language education. Applying the groundbreaking assessment "as," "for," and "of" learning model to new contexts, this updated third edition offers educators welcoming and encouraging ways to support multilingual learners to succeed in school and beyond. Through eight thoroughly revised chapters, Dr. Margo Gottlieb ties assessment to teaching and learning to foster agency and empowerment for multilingual learners, families, and teachers. This book envisions assessment as a process integral to and embedded in curriculum and instruction through: Assessing Multilingual Learners explores the realities and possibilities of classroom assessment as a road to inspire multilingual learners, their families, and teachers to reach great heights.

Dr. Corrigan shares how Hattie’s work correlates perfectly with effective ML instruction. https://amzn.to/3uzybqt

This book transformed my writing instruction. It is practical, easy to implement, and thoughtful. https://amzn.to/3uscLLA

Equity-based mindsets + language and literacy practices in all classrooms! Sarah Bernadette Ottow has spent over 20 years supporting schools and organizations with her Language Lens® approach that improves the learning experience for every student. The Language Lens for Content Classrooms: A Guidebook for Teachers, Coaches & Leaders shows educators how to center language learners while improving accessibility across Tier 1/universal instruction for all learners in all classrooms, featuring: The second edition of The Language Lens is designed for all teachers and all instructional leaders, now including guidance for coaches and principals.

Dr. Benegas and Natalia’s Benjamin share how we can bring academic and heritage languages together.

Dr. Claude Goldenberg shares the science behind effective reading instruction for MLs in this conversation. The research articles he mentioned during the conversation can be found here: https://drive.google.com/drive/folders/1Yj2DY-4mu3uNknvqI95TWTwe_ysjIpOR?usp=sharing

@Larryferlazzo shares 4 factors that foster intrinsic motivation in this podcast based on his newest book. https://amzn.to/44pF8qT

Maria Potvin (@bilingual_lab) will share her article on supporting bilingual reading at home (https://onraisingbilingualchildren.com/2023/04/18/10-powerful-and-effective-strategies-to-promote-and-support-reading-at-home-for-bilingual-children/).

Learn how to best support English learners and address the needs of newcomers! This professional book provides step-by-step strategies for teachers of ELs. Written by Eugenia Mora-Flores and Stephanie Dewing, this book offers practical tips to help teachers bring English language instruction into any classroom. With this meaningful resource, teachers will meet English learners’ diverse needs and make newcomers feel safe and welcome. https://amzn.to/3X5fJ2Z