Empowering LLs

Elise White Diaz is well-versed in the challenges facing diverse students from difficult backgrounds. Prior to her work in public education, Elise's passion for trauma-informed pedagogy began when she moved to Tegucigalpa, Honduras to serve at a school for child laborers in the garbage dump. There she taught bilingual and ESL education at the secondary level, and learned so much from her students who overcame obstacles and went on to college.  Upon returning to the United States, Elise brought her experiences to a diverse district in North Texas. She wove together principles from culturally-relevant, trauma-informed education and language acquisition in innovative ways, bringing dramatic gains in standardized test (STAAR) scores. Soon after, she began to mentor and coach teachers in how to recreate these routines. Elise has served in various roles in Emergent Bilingual education, including co-teaching, instructional coaching, writing curriculum, and offering professional development to Texas schools. As a consultant for Seidlitz Education, Elise enjoys supporting teachers in their important work of building language and connection across cultures and obstacles. She holds a Master's degree from Fuller Seminary in Intercultural Studies and lives in the Dallas area with her husband and two children. She is a member of the National Association for Bilingual Education and Women-for-Orphans-Worldwide, and returns to Central America wherever she can.

Engage, Empower, Educate: Unleash the Potential of Multilingual Learners What′s your "why" for being a teacher? Unlike other professionals, teachers often have strong reasons for why they teach and a clear sense of purpose. Acknowledging and understanding this purpose helps educators to not just do what they do but do it well. This illustrated guide was designed for all classroom teachers to emphasize the unique challenges and opportunities that arise in multilingual learner education. Using Simon Sinek′s Golden Circle theory to understand and elevate that sense of purpose, the book is organized into three parts: the why, the how, and the what of teaching multilingual learners. You will learn The benefits and goals of a multilingual education How to design learning experiences for multilingual learners and how to respond when students are not learning Culturally inclusive pedagogy and how it positively supports the identities of your students How to foster oral language skills, build vocabulary, and increase students' word knowledge How to engage families and caregivers and create a sense of belonging in your classroom And so much more! With a clear understanding of the research-based tools, techniques, and instructional strategies described and illustrated in the book, a solid sense of purpose, and a dash of grace for you and your multilingual learners, you will be well on your way to creating productive and positive learning opportunities that meet the best interests of all students, families, educators, and the community.   To support this podcast, please consider purchasing Valentina's book using this link https://amzn.to/4itjloY

This book is written for teachers with intellectual agility, compassionate hearts, and creative minds — those who want to support their students and appreciate specific strategies. This essential guide is compact, research-based, and includes the most basic supports. It's accessible with ideas that can be implemented in a teacher's established or current structure. This book will provide secondary teachers with essential tools to support Multilingual Learners (MLs) in your classes. After reading this book, teachers will have two main takeaways: one, you'll realize that your classroom is enhanced when you are fortunate enough to have Multilingual Learners in it; two, you'll have the tools to support MLs or English Learners or ESL learners in your classroom and see their growth without compromising the learning of primarily English speakers. https://amzn.to/4gR8Ond

Here is an example of the newcomer hub Megan talked about: https://docs.google.com/presentation/d/1Fxo0d6labSdIBCQwL92ln0X4mcO48WXSbT2Hna6IgEQ/edit#slide=id.p She is generously sharing her email to those who want to know more about the newcomer hub: megan_dreher@fis.edu

One in five students are identified as speaking English as an Additional Language (EAL) and all teachers are highly likely to be teaching multilingual students in their classrooms. As our schools become more culturally and linguistically diverse, they must respond to the needs of the students in front of them, and this book provides a range of strategies and resources to ensure teaching is adaptive and responsive so that all learners thrive and fulfil their academic potential. At the heart of the book is developing an understanding of how languages are acquired and an awareness that all students, regardless of their current English language proficiency, need to be offered a challenging and supportive environment. Chapters offer: High-yielding, practical approaches and strategies to ensure that students are able to access content-appropriate lessons and simultaneously develop their language A plethora of resources and step-by-step examples, showcasing how explicit vocabulary and grammar learning can be context-based for the benefit of all learners Each teacher is positioned as a language teacher, with the responsibility of planning sessions where language is not perceived as an add-on, but as an integral and pivotal part. This book will empower you as an educator and ensure that your classroom is a language-aware and stimulating environment for your students. It will be essential reading for all secondary school educators and teaching assistants who support EAL students in mainstream lessons and are responsible for producing resources and implementing classroom strategies.

You can access the article that Ruslana referenced in this podcast conversation.   https://www.colorincolorado.org/article/teaching-writing-content-areas-research-practice   Here are the links to some of my work connected to the conversation. Teaching Writing in the Content Areas: from Research to Practice https://www.colorincolorado.org/article/teaching-writing-content-areas-research-practice  Teaching with the WIDA 2020 ELD Standards in a Second-Grade Literacy Block by Dr. Ruslana Westerlund Scaffolding Multilingual Learners' Access to Wisconsin Social Studies Inquiry Through the WIDA ELD Standards by Dr. Ruslana Westerlund and Elizabeth Folberg Scaffolding for Multilingual Learners in Elementary and Secondary Schools available here on Routledge Making Language Visible in Social Studies: A Guide to Disciplinary Literacy in the Social Studies Classroom    

https://amzn.to/4cHbS2A In its second edition, Breaking New Ground for SLIFE builds on its model for supporting students who are new to English and may have experienced a disruption in their schooling. The practices presented in this book emerge from the belief that education for students with limited or interrupted formal education, also known as SLIFE, should not be remedial but should build on the students' prior learning experiences and existing areas of knowledge. This second edition has been significantly updated, informed by recent research in the field, feedback from teachers, and new scholarly treatments of the topic. Breaking New Ground for SLIFE, second edition, explores the MALP approach, highlights how technology can be incorporated into classroom activities, and includes actual MALP projects implemented by MALP-trained teachers of both young and adolescent learners. In addition, the authors provide a newly revised MALP Teacher Planning Checklist. By reading Breaking New Ground for SLIFE, educators will: - Further develop their understanding of the needs of students with limited or interrupted formal education (SLIFE) - ​Learn about the Mutually Adaptive Learning Paradigm (MALP) and how to integrate it into their classrooms - Discover and learn about the MALP instructional approach and how to use it to develop a project-based curriculum using examples from teachers in the field

Join bestselling authors Margo Gottlieb and Andrea Honigsfeld on an engaging journey to showcase collaborative assessment within assets-driven instructional practices. Integrating instructional and assessment cycles, explore how multilingual learners can interact with each other and their teachers to form lasting partnerships. Using evidence-based, research-informed strategies, Gottlieb and Honigsfeld invite educators to form partnerships to fortify linguistically and culturally sustainable assessment within their classroom routines. Collaborative assessment approaches AS, FOR, and OF learning encourages relationship building to foster multilingual learners' academic, linguistic, cultural, and social-emotional development. This practical guide supports educators in enacting collaborative assessment and welcomes multilingual learners to be partners in the process.

Cooperation, coordination of services, and impactful collaboration are critical to the success of multilingual learners with exceptional needs. Written by experts in the fields of language and literacy development, equity, and special education, this practical guide emphasizes the power of partnership and inclusive pedagogy to transform educational practices for culturally and linguistically diverse students. Through six comprehensive chapters, the book offers strategies for effective co-planning, co-assessment, and co-teaching, while emphasizing the importance of cultural diversity and equitable classroom-based approaches for students with exceptionalities.   Links mentioned in the podcast:  https://udlguidelines.cast.org/       https://www.edweek.org/teaching-learning/1-500-decisions-a-day-at-least-how-teachers-cope-with-a-dizzying-array-of-questions/2021/12 

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.

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: Considerations for newcomers and students with interrupted or no formal education (SLIFE) An added chapter on building scaffolded instruction and peer learning opportunities into MLs' academic reading and writing activities Additional opportunities for reflection and application A new unit planning template aligned with research-based instructional practices, including a completed example unit 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: Assets-based language Student-centered activities Classroom assessment tools Portraits of practice illustrating authentic assessment practices References and resources for stimulating discussion Deep questioning for thinking through processes, dilemmas, or challenges 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: Ideas to invest in all students' identities Strategies to boost the learning of all students through speaking, listening, reading, and writing skills across the curriculum Tips to support student ownership in their academic success and, ultimately, their career, college, workplace, and life readiness! 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 Natalie 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

@MenendezAlestra & Anna Torres apply the SoR to cultivating biliterate students in this highly insightful podcast. 

@adrianmendozaed shares how we can teach content in all disciplines, especially math. https://amzn.to/3nWMmTh

@NataliaESL shares the practical strategies to build better writers in this highly practical book.  You can connect with Tan on Twitter at @TanKHuynh and TanKHuynh.com.  You can learn more about my courses at https://tankhuynh.com/courses.  

Legendary elementary school literacy expert, Matt Glover shares how to facilitate craft and process studies and not just genre units. amzn.to/3m1kPza 

@ValentinaESL & her daughter share their 1st children's book. This one is about cooking krafne. They'll talk about how culturally responsive children's books affirm & inspire MLs to bring their cultures into school.

 @farhananshah shares the challenges Muslim students experience in school and what teachers can do in this enlightening podcast conversation.

Dr. Jennifer Himmel shares in detail the what, the how, the when, and the why of writing language objectives. No wonder it's the most-read article on @@ColorinColorado.   https://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners

 Dr. Cloud, Dr. Genesee, and Dr. Hamayan share the key researched-based strategies for reading instruction in this highly affirming and practical strategy. We focus just on reading in this conversation even though the book covers writing, listening, and speaking as well.  https://amzn.to/3XXSZ3I

 @calderonexc and @LMTartaglia share how we can integrate SEL with language and literacy development. What a thoughtful combination. amzn.to/3lTwmjE

Dr. Veronica Benavides shares how she lost her Spanish during childhood and how she reclaimed it as an adult. She'll also talk about what schools can do to preserve students' languages. 

Joan Sedita for @KeystoLiteracy shares a highly practical conversation on helping the 7 principles that develop Ss' writing skills. Such a great conversation. amzn.to/3I40xxl

Dr. @JPBGerald talks about his book called Antisocial Language Teaching. It's a thoughtful invitation to reflect on our ideologies that shape our service to MLs. 

Lydia Breiseth is Director of Colorín Colorado, the nation's leading website for educators and families of English language learners, which is based at PBS station in Washington, DC and reaches more than 3 million unique visitors a year. In this role, she manages content development, multimedia production, and outreach. She also manages collaboration with Colorín Colorado's founding partner, the American Federation of Teachers, as well as with the National Education Association. Ms. Breiseth has presented at numerous national conferences and published articles and blog posts on a variety of topics on behalf of Colorín Colorado, and she wrote the foreword to Corwin's bestselling publication, Unlocking English Learners' Potential: Making Content Accessible.  She also won a Michigan Emmy Award for Colorín Colorado's documentary about two sister schools in Dearborn, Michigan, You Are Welcome Here: Supporting the Social and Emotional Health of Newcomer Immigrants. A graduate of Cornell University, Ms. Breiseth spent a year in Ecuador teaching English to graduate students with the educational exchange program WorldTeach. She lives in Arlington, VA with her husband and daughter.

Dr. Michelle Benegas shares how having a multilingual learner instructional coach is one way to a school-wide focus on supporting MLs. 

@SarahOttow shares updates to her wildly influential book: The Language Lens. https://amzn.to/44Ntt5f

@LnzyBird shares her suggestions for creating newcomer programs and approaches to boosting their English literacy. 

@AndreaHonigsfel and Dr. @joan_lachance's new book show us how to bring collaboration to dual language instruction. I

@megan_vosk & @ShafaliShafali share how they turned their narrative unit into a multi-grade digital storytelling unit and its benefits to MLs. 

Jessica Lander (@jessica_lander) shares her research from innovative schools around the US who have created safe places for newcomers to thrive. amzn.to/3Vk5Dsu

Pamela Broussard (@LeadingELLs) shares from her decades of experience practical ways to welcome and instruct newcomers.

@JoannaAlcruz & Dr, Blair share their approaches to more responsive, affirming classroom management for MLs in this podcast.  https://amzn.to/3TLntnR