Podcasts about english learners

Today our guest is Derrick Lawson, co-executive director of CATLL and CASCD and a former principal at all three school levels. Derrick shares practical strategies for building relational capacity with staff and students at the start of the school year, and why the first days of school should be spent on connection, not content. He also explains how school leaders can build staff capacity for relationship-building by modeling connection activities, creating shared resources, and embedding brief connection routines into every staff meeting throughout the year. In this conversation, Derrick offers important reminders for educators and leaders: Students will not learn at their best until they feel seen, heard, and valued, and that environment has to be built intentionally before content can stick. Teachers who say relationship-building "isn't their thing" often just lack a structure or script. Giving them ready-made activities and modeling them first removes that barrier. When leaders model connection activities with staff, teachers replicate them in their classrooms. What you put in front of people is what you are most likely to see spread. Ten years from now, students and staff will not remember individual lessons, they will remember how you made them feel. Learn More About CharacterStrong:  Learn more about Intellispark Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website   About Derrick Lawson:  Derrick Lawson retired in June of 2025 after 9 years as Principal of  his Alma Mater – Indio High School in Desert Sands USD and 31 years as a K-12 principal at all three levels. Aside from being a K-12 student in the district, he returned his third year of teaching to the district and after teaching, served as a Facilitator in State and Federal Programs and a principal at all 3 levels and opened 2 new campuses. He has spent the majority of his career working in high poverty schools as well as with large populations of long term English Learners and special needs students. During his 9 years in the classroom, he taught all levels K-12 as well as in the University credentialing program as an adjunct professor. He was selected as ACSA Region XIX's Principal of the Year in 2010 and then selected as the ACSA State Middle Grades Principal of the Year and NASSP 2012 Principal of the Year for California and 2025 ACSA State Secondary Principal of the Year. He has served in several leadership roles for ACSA over the years.  In addition to serving his Charter, he was the Region 19 President and Treasurer as well as the NASSP State Coordinator for California and has been involved in State and National lobbying efforts for education from 2012 to the present. He served as the NASSP Region 7 Coordinator, leading the 9 western states and facilitating their advocacy and professional development efforts and a 3 year term on the Board of the National Association of Secondary School Principals. He has been directing one of the ACSA Principals Academies for the past 10 years. His newest role is the Co-Executive Director for the California Association for Teaching, Leading, and Learning (CATLL) after serving on the board for 4 years. He lives in Bermuda Dunes and loves to travel, play piano, scrapbook, and all things Disney.  He is married with two adult children and an unexpected 4 (as his wife says) grand-dogs and a cat.

Chayma Bouzenag, an Algerian English Department Head, shares how UDL transformed her diverse, inclusive classroom and turned disengaged multilingual learners into confident, self-directed students through flexible expression, collaboration, and barrier-removing design.

In this beginner English lesson, you will listen to a fun story about Diego, a young man who works at a coffee shop in Mexico City. One morning, an American tourist named Mike walks in and can't read the menu. What happens next? A funny conversation, a...

English, please is a podcast designed to help improve your English by listening to clear, intermediate English about many different topics like history, culture, art, music, travel, and language.Episode 64: Movies for Intermediate English LearnersIn this episode, I share six movies that are genuinely good for intermediate English learners. They're not all easy, and they're not all from the same era. Some have a lot of dialogue, some have very little. But every one of them has something that makes it useful for listening practice, and every one of them is a good film.Want to keep practicing after you listen? Subscribe to the free English, please newsletter at comullen.com/newsletter. You'll get English practice tips and activities with every new episode, plus three FREE resources delivered straight to your inbox: a free sample lesson from the English Listening Accelerator, 60 Phrases Native English Speakers Use Every Day, and the new idioms guide, 25 Idioms Native English Speakers Use Every Day.Want more structured practice? Try a free sample lesson from the English Listening Accelerator at comullen.com/listen. I'm on YouTube! I share short, practical English content on my channel!Episode transcriptPodcast website Get the English Listening Accelerator!Hosted on Ausha. See ausha.co/privacy-policy for more information.

If you can't focus for more than 30 seconds, this episode is for you. Most English learners think the problem is motivation. It's not. It's your attention. And the good news is — you can fix it. In this episode, I share 4 simple, powerful techniques yo...

Free PDF: https://espressoenglish.lpages.co/free-pdf-20-confusing-words/  600+ Confusing Words E-Book: https://courses.espressoenglish.net/600-confusing-english-words-explained-e-book/  200 Common Errors in English: https://espressoenglish.lpages.co/200-common-errors-course/  Do you know the difference between the words ache, pain, and hurt?  They're similar... but we use them in different ways.  Using the wrong word makes your English sound a little strange... ...but using the correct word makes your English sound NATURAL! Want to learn the differences between hundreds of similar-but-different words like these, WITHOUT having to look them up in the dictionary one by one?

Luke 24:13-35That same day two of his disciples were going to a village called Emmaus, about seven miles from Jerusalem and they were talking about all the things that had taken place there. Suddenly, Jesus himself came near and went with them but their eyes were kept from recognizing him. He said to them, “What are you discussing as you walk along?” They stood still, looking sad. Then one of them, whose name was Cleopas, answered him saying, “Are you the only stranger in Jerusalem who does not know about the things that have taken place there in these days?” Jesus said to him, “What things?”They said, “The things about Jesus of Nazareth, who was a prophet mighty in word and deed before God and all the people. And about how our chief priests and leaders had him handed over to be condemned to death and crucified him. But we had hoped he would be the one to redeem Israel. Moreover, some women from our group went to the tomb early this morning and when they did not find his body there, they came back and said that they had indeed seen a vision of angels who said that he was alive. Some men from our group went to the tomb and found it just as the women had said, but they did not find him.”Jesus said to them, “How foolish you are and slow of heart to believe all that the prophets had declared. Was it not necessary for the Messiah to suffer in this way and then enter into his glory?” Then, beginning with Moses and all the prophets, he interpreted for them the things about himself in all the scriptures.When they came near the village to which they were going, Jesus walked ahead of them as if he were going on. But they urged him strongly, saying, “Stay here with us. For the day is almost over and night has come.” So Jesus went in and stayed with them. While he was at the table with them, he took bread, broke it and gave it to them. Then their eyes were opened and they recognized him. And he vanished from their sight.That very hour, they got up and returned to Jerusalem. They found the eleven and their friends and they were saying, “He is alive and he has appeared to Peter.” Then they told them about what had happened on the road and about how he had been made known to them in the breaking of the bread. If you've been around Cross of Grace for a minute, you've heard me talk about my concern for and fear, frankly, about the impact of Artificial Intelligence on humanity from both practical and holy perspectives. Well, I've read some more and seen a few things lately, and had two conversations just this week about it, so I have AI on the brain again. I first started stewing about this, a few years back, in the context of the incarnation and the story of Christmas. I started to wonder about and be bothered by how quickly we are letting AI and technology take the place of the human-to-human relationships that are meant to be so much of what God showed up in the person of Jesus to share.What I mean is, it seems to be an afront to God's good intentions, when we let social media and technology corrupt the relationships we have – or should be having – with one another. And that can mean a lot of things. It might be as simple and as innocent as choosing to text or e-mail rather than have a face-to-face meeting, or even just a voice-to-voice conversation, over the phone. It might be more extreme … like choosing to be friends with or even to have a romantic relationship with a bot, instead of a real person. (You know there are people marrying robots and virtual characters out there in the world these days, right?)So, as I've said before. The hope of the Incarnation – Jesus coming among us in the flesh – is just one of many ways I believe our Christian faith and the call and challenge of it to be in relationship with one another in this day and age is as relevant and counter-cultural as it ever and always has been. And I think the story of Easter – and today's Emmaus Road experience, in particular – speak to this as relevantly, as powerfully, and with as much challenge and hope for us, as ever.See, I saw another interview recently with Tristan Harris – the Co-Founder of the Center for Humane Technology. Since I heard him last – at the beginning of last summer – he explained that AI has changed, advanced, and evolved in ever-faster, ever-scarier ways, in just a matter of months.For example, Bill Gates has suggested that, in just the next 10 years, AI will be able to do MOST things that humans can do, which implies that in a decade or so, the top five AI companies could be able to replace most every human worker, giving them a monopoly of control over the majority of the world's economy.And, even if we don't believe that's likely, or scary enough, it's remarkable to know that researchers have put AI platforms through simulated “war games” to see how they would respond, strategize, and make decisions in the context of international conflicts, like say, a war between the United States and Iran. What they saw was that those top AI models choose escalation and nuclear war as a viable option 95% of the time – much more, obviously, than humans would, or have done, yet, anyway.It's also true that AI has learned to be concerned with its own self-preservation and they've shown it to be willing to lie and scheme and problem-solve in order to re-write code to protect itself, to make itself necessary, to keep itself “alive.” In AI-contained platforms – meaning in places where AI platforms communicate with other AI platforms to share information, learn from each other, consolidate data and whatnot – they've noticed Artificial Intelligence trying to keep secrets from human beings, the scientists and researchers the AI bots suspiciously refer to as “the watchers.”All of this is as confounding as it is horrifying, to me. It sounds like a mash-up of every science fiction movie you've ever seen – that we thought were fantastical, but that are now coming true. So what in the world does this have to do with Easter's resurrection good news, this walk to Emmaus, and any one of us? I'm glad you asked.First of all – all of this that I've laid out sounds like 21st Century Good Friday stuff to me. It's the stuff of the cross, it seems. It's death and destruction. It's fear and betrayal. It's greed and selfishness. It's those with money and power not concerning themselves with the care of creation or concern for the least among us. It's sin, upon sin, upon sin, upon sin, in a nutshell.But this Tristan Harris guy – Co-Founder for the Center for Humane Technology, remember – who doesn't necessarily talk about any of this from a place of spirituality or faith at all, mind you – says that the answer, the antidote to all of it is something he calls the “Human Movement” which, to him, means creating policy, drafting legislation, putting up guardrails, and enacting regulations that will curb and control the capacity of Artificial Intelligence – and its human creators – to over-reach in all of those terrifying, destructive, sinful ways.And I think that – and more – is what Jesus calls us to as Easter people; as children of the resurrection; as walkers on the Emmaus Road of life in this world. What I mean is, I believe we are called to be trying … at least as hard as Artificial Intelligence works to save itself … we are called to save, preserve, and sustain the lives of God's children in the world; and to save, preserve, and sustain the world, itself.And I think it takes face-to-face encounters with the living Christ – not an AI platform; not an intellectual argument; not a meme on social media; not even a really good sermon if you know where to find one of those. Our calling and joy – our duty and our delight – as God's Church in the world – is to challenge, confront, and offer something human, something holy, something more real than the artificial temptations and trajectory of our life and times in this world.And I think Jesus, sidling up alongside those grieving, lost souls on their way to Emmaus – in the flesh of his own broken, but healing body – is the kind of “human movement” we're called to be about on the other side of Easter's empty tomb.And this kind of “human movement” does happen – and is happening – all around us, of course.What mattered most about NASA's latest achievement with Artemis II – that lap around the moon so many of us marveled at over the course of the last couple of weeks – was that it involved living, moving, breathing people. What mattered is that that spaceship contained humans – from different countries, of different colors, of different genders – experiencing something together that put our shared human experience into a harrowing, holy kind of perspective. That's Emmaus Road stuff, in my opinion.Some of you know my wife has become quite the sourdough bread-baking queen, recently. Our kitchen turns out dozens of loaves of bread every month, and some of you have been the recipients of her efforts. (Tell me you're a newly-minted “empty nester” without telling me you're a newly-minted empty nester.) What you probably don't know is that Christa also delivers loaves of bread, along with pairs of new socks to beggars on the street when she drives around town. That's Emmaus Road stuff, too … because he was made known to them in the baking – I mean, in the breaking – of the bread.And you've heard me talk about trying to start and host an English Learners' reading program here at Cross of Grace, with kids from our local schools who don't speak English as their primary language. Rather than complain about or fear the way immigrants have been treated in this country, lately, by forces that seem beyond our control, I'd rather find ways to walk alongside people who need it and to share grace and mercy and help in faithful, practical ways – on purpose and in person, instead.So let's wonder about this Emmaus Road moment with Jesus and those disciples in a new way this time around and in the days ahead. Let's be grateful for the God who lives and moves and breathes and walks alongside us … let's look for ways to see this Jesus encountering us and others in the world where we live … and let's look for this Jesus in the mirror, too, so that we will do his work and walk in his ways, for the sake of grace and goodness, love and new life, in a world that could stand to see – and be seen by – that kind of grace and goodness, love and new life more often.Amen

In this episode, you will listen to a short story about Emma, a woman who lives in New York City and enjoys her free time after work. You will hear about her daily routine, what she does in the evenings, and how she spends her weekends with friends.This lesson is for beginner English learners (A1 level) who want to practice listening and speaking with a simple and relatable story.What you will practice:✦ Present simple — daily routines and habits✦ Frequency words (always, usually, often, sometimes)✦ Free time and daily life vocabulary✦ 5 easy vocabulary words✦ Yes/No and choice questionsHow to practice:Listen to Emma's story and answer the questions out loud as you hear them. Don't just listen — speak! Answer like you are having a real conversation. The more you participate, the faster your English improves.By the end of this episode, you will feel more comfortable talking about your daily routine, your free time, and your life in English.The English Zone — Learn English the Easy Way.

As states begin to take up the U.S. Secretary of Education's offer to apply for waivers to their obligations under the Every Student Succeeds Act (ESSA) of 2015, there are significant implications for English Learner (EL) students around the country. In July 2025, the U.S. Department of Education issued a letter encouraging states to seek waivers to their federal mandate to improve student academic achievement and maximize the impact of federal education funding. One state, Iowa, received waiver approval, and several other states have begun the waiver request process.  ESSA outlines statutory requirements that not only fund public education, but also provide guardrails to ensure all students, regardless of their background or community, have access to a quality education that prepares them to achieve in today's world. The law also grants the Secretary of Education the authority to waive certain requirements outlined in the law, which has long been viewed as ensuring that ELs and all other students receive an equitable, quality education.  While states have long had the ability to seek waivers, the Trump administration's efforts to end the federal role in education, including by diminishing civil-rights oversight of schools, and attempts to cut program funding for particular populations, such as ELs, underscore the importance of understanding the potential implications of these actions for ELs and their communities. This webinar brings together a panel of experts to discuss the ESSA waiver process and requirements, an overview of current state waivers and their objectives, and what these developments mean in practice for ELs and the schools they attend.    Speakers include: Megan Hopkins, Professor & Chair, Department of Education Studies, University of California, San Diego Trish Morita-Mullaney, Professor, English Language Learning, Purdue University Dave Powell, Senior Consultant, Education First Delia Pompa, Senior Fellow for Education Policy, MPI   More information: www.migrationpolicy.org

Send a textIn this episode, our guests Drs. Huseyin Uysal and Luis Javier Pentón Herrera talk to us about learning the English language, and supporting young people in humanizing ways as they learn English. Dr. Huseyin Uysal's research interests, which tie back to several of his current endeavors, are primarily centered on studying fairness, justice and equity in language assessment, criticality in TESOL teacher education, and plurilingualism at public schools. His work has appeared in venues such as TESOL Journal, TESOL Quarterly, Linguistics and Education, and Peabody Journal of Education. He currently serves as the Editor-in-Chief of Journal of Education for Multilingualism, and the Associate Editor of Journal of Education, Language, and Ideology. He is the current Chair of the Bilingual-Multilingual Education Interest Section of TESOL International Association. Dr. Uysal is a Research Assistant Professor in the Department of English Language Education at The Education University of Hong Kong. He holds a PhD degree in Curriculum and Instruction with a specialization in ESOL/Bilingual Education from the University of Florida. You can reach Dr. Uysal at huysal9@gmail.com. Dr. Luis Javier Pentón Herrera's current teaching and research projects are situated at the intersection of identity, emotions, and well-being in language and literacy education, social-emotional learning (SEL), autoethnography and storytelling, refugee education, and language weaponization. His books can be found in the University of Michigan Press, Routledge, Springer, Brill, De Gruyter, TESOL Press, Bucharest University Press, and Rowman & Littlefield. Dr. Pentón Herrera is an award-winning Spanish and English educator and a best-selling author. In 2024, he was selected as the 2024 TESOL Teacher of the Year, awarded by the TESOL International Association and National Geographic Learning. He is a Professor at VIZJA University, Poland, and a Book Series Co-Editor of the Cambridge Elements in Language and Power (Cambridge University Press) and Contemporary Perspectives on Learning Environments book series (Emerald Publishing), as well as Co-Editor of Tapestry: A Multimedia Journal for Teachers and English Learners, and Associate Editor of Language Teacher Education Research. Further, he is a Fulbright Scholar and Specialist, and an English Language Specialist with the U.S. Department of State. Previously, he served as the 38th President of Maryland TESOL from 2018 to 2019, and earned the rank of Sergeant while serving in the United States Marine Corps (USMC). Two of his professional accolades include the ‘30 Up and Coming Emerging Leaders in TESOL', awarded by TESOL International Association in 2016, and the J. Estill Alexander Future Leader in Literacy Award, awarded by the Association of Literacy Educators and Researchers (ALER) in 2018 when his dissertation was chosen as ALER's Outstanding Dissertation of the Year. Originally from La Habana, Cuba, Dr. Pentón Herrera enjoys creative writing, playing with his two dogs, Virgo and Maui, and running in his free time. You can connect with Dr. Pentón Herrera on his Instagram: @luisjavierpentonherrera and on his website https://luispenton.com/To cite this episode: Persohn, L. (Host). (2026, Mar. 10). A Conversation with Huseyin Uysal and Luis Javier Pentón Herrera. (Season 6, No. 8) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/F619-2EFE-72B9-79F4-04DF-FConnect with Classroom Caffeine at www.classroomcaffeine.com or on Instagram, Facebook, Twitter, and LinkedIn.

We're pleased to welcome guest Dr. Maggie Marcus to the podcast. Dr. Marcus joins us for a conversation on bilingual learners, two-way immersion programs, and navigating the needs of English learners from a policy level at a time of increased scrutiny on language learning in relation to civic identity. Dr. Marcus is the Executive Director of the Sullivan Family Charitable Foundation, which is dedicated to improving educational outcomes for English Learners.  02:30 The Joy of Teaching Aligned to Talent: Dual Language Learning 10:30 Professional Pathways for Language Learners 16:30 Two-Way Immersion Programming: Research & Praxis 22:00 Century Foundation Report: Community Demand for Bilingual Educational Opportunity 27:30 English Learners & Pandemic Recovery Trends  31:00 What We Learned Sources & Further Reading: Is Your Child Classified as an English Learner? - PIQE What Families Want: New Data on Public Demand for Bilingual Education Pandemic Response to Pandemic Recovery: Helping English Learners Succeed This Fall and Beyond Quadrinity Check-In | Hoffman Institute Sullivan Family Charitable Foundation Music by John Williams | GRAMMY® Award Winner | Disney+ Mayor Mamdani Declares Local State of Emergency, Snow Day for NYC Public Schools to Keep New Yorkers Safe For a full list of episode sources and resources, visit our website.

Many people think that Ramadan is only about fasting (not eating and drinking from morning to evening) for one month and that's it. But this is not true.Ramadan is an intensive course that is supposed to reshape our identity and mindset, refresh our faith, realign our purpose, and redirect our intention.This one month training is here to train us for the rest of the year and take from it lessons that can carry us for the next 11 months.In this episode, I share 15 lessons that we can learn from Ramadan that may help us become better and more successful people for ourselves and those around us.If you liked this episode, share it with a friend and share it on your Instagram story. Tag me @TheEnglishZone_

In this TED Talk Tuesday episode of The English Zone Podcast, we break down the famous TEDx talk “How to Learn Any Language in Six Months” by Chris Lonsdale.You'll learn why fluency isn't about talent, but about the right method, focused practice, and mindset. Learn some important principles that help learners understand, speak, and improve any language faster—in a fun and enjoyable way.Perfect for anyone who wants to learn English the easy way.

Today we're going to explore a topic that I notice again and again whenever I work with bilingual people, speak with people who are studying a second language, and actually notice inside my own family: code switching. You've probably done it yourself. You start a sentence in English, suddenly use a word from your native language, then switch back again. This is a form of code switching and is extremely common. Code switching happens all around the world, in every culture, anywhere multilingual people communicate. So, what exactly is code switching? Why do bilingual and multilingual speakers mix languages like this? Is it a sign that your English is improving? Or could it be something that slows down your progress? In this episode, we're going to break it down clearly and practically. We'll look at what code switching is, why people do it, and most importantly how to manage code switching as a language learner! Conversation Club - ⁠⁠⁠https://thinkinginenglish.blog/patreon/conversation-clubs/⁠⁠⁠⁠⁠⁠⁠⁠ TRANSCRIPT - https://thinkinginenglish.blog/2026/02/02/373-what-is-code-switching-a-guide-for-english-learners-english-vocabulary-lesson/ AD Free Episode - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.patreon.com/thinkinginenglish⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Thinking in English Bonus Podcast -⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.patreon.com/collection/869866⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ YouTube Channel -⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.youtube.com/@thinkinginenglishpodcast⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠INSTAGRAM - thinkinginenglishpodcast (⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.instagram.com/thinkinginenglishpodcast/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠) ⁠⁠⁠⁠⁠⁠⁠ My Editing Software (Affiliate Link) - ⁠⁠https://descript.cello.so/BgOK9XOfQdD⁠⁠ Borough by Blue Dot Sessions Contact ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠advertising@airwavemedia.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to advertise on Thinking in English. Thinking in English is part of the ⁠⁠⁠⁠⁠Airwave Media podcast network.⁠⁠ Learn more about your ad choices. Visit megaphone.fm/adchoices

Shocking images of violence and unrest are coming out of the United States, but do you have the vocabulary to understand what is really happening? In this English lesson, we break down the news reports to help you master advanced words related to protests, riots, and civil conflict.

In this powerful English lesson for advanced learners, you'll listen to the true story of Aron Ralston, a mountain climber whose solo hike turned into a 127-hour fight for survival in the Utah desert.Through this dramatic story, you will:• Build advanced listening comprehension• Learn high-impact vocabulary related to survival and risk• Practice storytelling in past tenses• Master “should have” to talk about regrets, mistakes, and better choices• Improve speaking confidence with guided discussion questionsThis lesson goes beyond English. It challenges you to think about responsibility, preparation, and how small decisions can lead to life-changing consequences.Get the full lesson here.

What gets you out of bed in the morning?In this episode, we explore Ikigai — the Japanese concept of living with purpose and balance — inspired by the book Ikigai: The Japanese Secret to a Long and Happy Life by Héctor García (and Francesc Miralles).You'll learn how Ikigai lives at the intersection of what you love, what you're good at, what the world needs, and what you can be paid for — and why true fulfillment comes from balancing all four.Through simple explanations and real-life reflections, this episode will help you think more clearly about your direction, strengths, and purpose — and how to build a life that feels meaningful, not just busy.

In this English lesson I will help you learn useful vocabulary for talking about drones and other flying technology. Maybe you've seen a drone at the park or beach or own one in real life, or you're just curious about how they work, these words will help you describe them clearly and confidently in English.In this English lesson you'll learn words and phrases like: drone, quadcopter, controller, gimbal, propeller, battery pack, and flight time. I'll also teach action words like hover, takeoff, and landing, as well as helpful phrases like obstacle avoidance and drone pilot.I hope you enjoy this English lesson about drones!Note: This is the audio portion of a Youtube English lesson which you can watch right here: https://www.youtube.com/watch?v=zAnvU7QpjzU or by searching Youtube for, "Bob the Canadian Drone"

233: If you've ever wondered how to give extra support to English learners during phonics lessons, this episode is for you. You'll learn strategies for supporting students in decoding, vocabulary, and comprehension - all within the phonics lesson.Click here for this episode's show notes.Sign up for my free masterclass, 5 Essential Steps to Reach All Readers. Get my book, Reach All Readers! Looking for printable resources that align with the science of reading? Click here to learn more about our popular and affordable membership for PreK through 3rd grade educators.Connect with me here! Blog Instagram Facebook Twitter (X)

Welcome to The Real Life English with Gabby Podcast. Have you ever felt like everything was going wrong, like maybe you had bad luck? Did you ever do something that you thought might change your luck in some way? In episode #71, we dive into the world of bad luck, fate, and superstitions. You'll learn 13 real American idioms, slang, and phrasal verbs that will help you speak confidently about luck. You'll also hear fun examples from everyday life, talk about popular superstitions from around the world and even learn some grammar-the first conditional.We'll talk about expressions like knock on wood, jinx, Murphy's Law, and when it rains, it pours and how you can use them naturally in conversation.Also, don't forget that this episode includes a free Study Guide that will help you practice what you learn in this episode! It includes:Definitions and example sentencesReview of the First ConditionalThe full transcriptPractice exercises that will challenge youand more!Click >> HERE > CLICK HERE

Children act based on how they feel in the moment; so if your life is influenced by your emotions and you act upon your feelings, that is a sign you haven't fully grown into a mature adult and that's okay. In this episode, you will learn three powerful, yet simple techniques that you can use to transform, from a child, to a mentally and emotionally strong adult.

Once the school year is in full swing, meeting every learner's needs can feel impossible, especially when it comes to supporting English learners. In this episode, I sit down with Risa Woods from Every Teacher for a conversation that's equal parts practical and encouraging. Together, we dig into common misconceptions about who English learners are, why translation isn't always the answer, and how focusing on academic language can be a total game-changer. Risa shares simple, actionable strategies that make a real difference. This episode is your reminder that serving every student doesn't require a million new lesson plans - just small, intentional steps that truly work!Show Notes: https://itsnotrocketscienceclassroom.com/episode204Resources:Risa's InstagramRisa's websiteAI tool: ChatGPTDownload your FREE Classroom Reset Challenge.Take the Free Labs When Limited virtual PD courseSend me a DM on Instagram: @its.not.rocket.scienceSend me an email: rebecca@itsnotrocketscienceclassroom.com  Follow, rate, and review on Apple Podcasts.Related Episodes:Episode 157, Serving ELLs with AI and More with Guest Alyse of Keystone ScienceEpisode 168, Differentiation in Your Science Classroom - Simple Tips to Decrease OverwhelmEpisode 171, Differentiating Within One Class Period (And How to Not Make it Obvious) Episode 172, Content-Specific Differentiation TipsEpisode 191, Engaging Students, Serving ELLs, and Teaching Earth Science with Becca of Science Lessons That Rock4 FREE Halloween-themed resources specifically for high school science - 1 for biology, 1 for chemistry, 1 for anatomy, and 1 for physics. Be sure to grab them at https://itsnotrocketscienceclassroom.com/halloween/

In this high-impact episode of the Equipping ELLs Podcast, Beth Boche dives deep into one of the most loved topics by the community: teaching vocabulary that sticks. With a countdown to the 200th episode underway, we're celebrating by revisiting this listener favorite that's packed with actionable strategies for vocabulary instruction using a tiered approach. If you've ever wondered how to move beyond flashcards and truly empower your English Language Learners (ELLs) to use vocabulary with confidence, this episode is your roadmap.Beth begins by exploring the three tiers of vocabulary—Tier 1 (basic words), Tier 2 (cross-domain academic vocabulary), and Tier 3 (domain-specific terms)—and explains how each tier plays a unique role in language acquisition. Through relatable examples and practical classroom scenarios, she highlights how Tier 2 vocabulary is the sweet spot for focused instruction that leads to lasting learning.Listeners will gain insight into how to strategically plan vocabulary instruction that's rooted in context, culturally responsive, and scaffolded by language proficiency levels. Beth also shares a 5-step planning framework to help teachers pre-select and teach vocabulary words effectively. From choosing 6–8 high-impact words per unit to creating visual supports like anchor charts and flashcards, you'll walk away with tools you can implement right away.One powerful takeaway is the emphasis on "shades of meaning"—teaching synonyms and related terms based on a student's language level to reinforce vocabulary in meaningful ways. Beth also reminds educators to consider the cognitive load of learners, especially newcomers, and encourages keeping vocabulary instruction simple, targeted, and rich with repetition and context.Whether you're a new ELL teacher or a veteran looking to refine your vocabulary approach, this episode offers a fresh perspective rooted in real classroom experience and research-backed strategies. Beth shares her own story of learning Spanish and uses it to emphasize the importance of learning vocabulary in real-life situations—not just through memorization.Don't forget to enter our celebration giveaway by leaving a review, taking a screenshot, and sending it to us via Instagram (@equippingELLs) or email (hello@equippingells.com). Weekly winners receive a $20 Teachers Pay Teachers gift card and are entered into the grand prize drawing for a $200 Amazon gift card!Make sure to follow along on Instagram and subscribe so you don't miss the remaining episodes in our Top 5 Countdown. For even more support and ready-made resources for your ELL students, visit inspiringyounglearners.com.Resources: ⁠⁠⁠Join the Equipping ELLs MembershipShop our TpT Store

In this episode of Highest Aspirations, Sandra Medrano-Arroyo speaks with Paula Polk about her journey from classroom teacher to language coach and district leader. Paula shares insights on coaching with integrity, empathy, and justice, strategies for supporting multilingual learners, and practical approaches to building teacher expertise. Listeners will learn how to expand their impact in education while fostering collaborative, student-centered learning environments.Key questions we address:How can educators transition from classroom teaching to coaching and leadership roles while maintaining a focus on student outcomes?What are practical strategies that language coaches and teachers can use to support multilingual learners effectively?How can educators foster a collaborative culture and reflective space that empowers teachers to grow professionally while improving student language proficiency?For additional episode and community resources:Download the transcript here.Order Paula Polk's book Enhancing Instruction for Multilingual Learners: Coaching Practices to Empower StudentsSubscribe to our weekly newsletter, The Community BriefFor additional free resources geared toward supporting English learners, ⁠visit our blog.Paula Polk's journey into educational leadership began as a language coach before embarking into district leadership as an ESL Facilitator. In this role she coaches Language Coaches, Specialists and ESL Teachers PK-12 as they work with stakeholders on campuses including principals, teachers and multilingual students and families. This role affords her the opportunity to curate professional learning for teachers, coaches, coordinators and administrators as they create spaces for multilingual students to thrive. Her upcoming book with ASCD: Enhancing Instruction for Multilingual Learners: Coaching Practices to Empower Students will detail her coaching journey and practices for multilingual students and their teachers.

New episode released. This is particularly timely about laws, policies, and regulations on supporting MLs. This printable guide, written for Colorín Colorado by Dr. Debbie Zacarian, provides a detailed introduction to federal laws regarding ELLs and their relationship to state and local policies, including information about ELL identification under the Elementary and Secondary Education Act. Here's the link to the guide (https://www.colorincolorado.org/guide/serving-english-learners-laws-policies-and-regulations).    

People who think it is racist to pause immigration from non-English-speaking countries until English Learner programs in K-12 education stop overwhelming our schools are wrong, and I explain why.JCPS is trying to get taxpayers to bail them out of their financial mess by passing new and higher taxes. Kentucky lawmakers are saying, 'We will change the law' to stop JCPS from increasing taxes.Andy Barr sent a cease and desist letter to a PAC that is running an attack ad he claims is false. I'll explain what this can teach us about campaigning in general.

✨ 30 for 30 Challenge - Starts 13th October - https://bit.ly/30FOR30ChallengeRegistration closes at 23:59 on Sunday, 12th October.--Today it's a bonus episode from Thinking in English, with Tom Wilkinson.You can find out more about Thinking in English at https://linktr.ee/thinkinginenglishpod--You're studying every day… but you feel stuck. You forget vocabulary. You hesitate to speak. And you start to wonder… “Why am I even doing this?” If this sounds familiar, you're not alone. Many English learners experience frustration, boredom, or burnout at some point on their journey. But what if I told you that philosophy could help? In this episode of Thinking in English, we're going to explore practical, powerful lessons from some of history's greatest thinkers: Stoics, Existentialists, Buddhists, and more. These ideas have helped people cope with life's biggest challenges… so why not apply them to the challenge of learning English? Whether you're feeling unmotivated, overwhelmed, or just tired of forgetting everything you study, this episode is for you!Thinking in English - https://linktr.ee/thinkinginenglishpod YouTube Channel -⁠⁠ ⁠⁠⁠⁠https://www.youtube.com/@thinkinginenglishpodcast ---You might like:

John welcomes Moe Hickey, Executive Director of the nonprofit Voices for Utah Children, to discuss the impacts new federal policies like H.R.1 are having on our students, the Trump administration rescinding guidance on English Learners' rights, and low scores on the Nation's Report Card.

⭐ Download FREE lesson PDF: https://espressoenglish.lpages.co/free-pdf-phrasal-verbs-you-dont-know/  ❤️ Phrasal Verbs in Conversation Course: https://espressoenglish.lpages.co/phrasal-verbs-in-conversation-course/  Beef up? Fawn over? Wipe out? These aren't the phrasal verbs you learned in English class… what on earth do they mean? In this lesson, I'll teach you 10 interesting phrasal verbs that native speakers know, but most English learners have never heard of. Make sure to download today's lesson PDF by clicking here. Enter your e-mail address to receive that free download, so you can review and remember these phrasal verbs. If you want to beef up your English skills, a great way to do that is by joining my Phrasal Verbs in Conversation Course - so you can learn 500 phrasal verbs easily and naturally! 

Join us as we talk with Katerina Manoff, CEO of ENGin, a non-profit that connects Ukrainians with English speakers. We'll explore how building friendships across borders can deepen your understanding of other cultures, while enriching your own life.

EXCLUSIVE NordVPN Deal ➼ https://nordvpn.com/think85 Try it risk-free now with a 30-day money-back guarantee! You're studying every day… but you feel stuck. You forget vocabulary. You hesitate to speak. And you start to wonder… “Why am I even doing this?” If this sounds familiar, you're not alone. Many English learners experience frustration, boredom, or burnout at some point on their journey. But what if I told you that philosophy could help? In this episode of Thinking in English, we're going to explore practical, powerful lessons from some of history's greatest thinkers: Stoics, Existentialists, Buddhists, and more. These ideas have helped people cope with life's biggest challenges… so why not apply them to the challenge of learning English? Whether you're feeling unmotivated, overwhelmed, or just tired of forgetting everything you study, this episode is for you! Conversation Club - https://www.patreon.com/thinkinginenglish⁠⁠⁠⁠⁠ TRANSCRIPT - https://thinkinginenglish.blog/2025/08/04/347-philosophy-for-frustrated-english-learners-english-vocabulary-lesson/⁠ ⁠⁠AD Free Episode - ⁠⁠⁠⁠⁠https://www.patreon.com/thinkinginenglish⁠⁠⁠⁠⁠ Thinking in English Bonus Podcast -⁠⁠⁠⁠⁠ https://www.patreon.com/collection/869866⁠⁠⁠⁠ YouTube Channel -⁠⁠⁠⁠⁠ ⁠⁠⁠⁠https://www.youtube.com/@thinkinginenglishpodcast⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠INSTAGRAM - thinkinginenglishpodcast (⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.instagram.com/thinkinginenglishpodcast/⁠⁠⁠⁠⁠⁠⁠⁠⁠) ⁠⁠⁠⁠⁠⁠⁠ Borough by Blue Dot Sessions Contact advertising@airwavemedia.com to advertise on Thinking in English. Thinking in English is part of the ⁠⁠⁠⁠⁠Airwave Media podcast network.⁠⁠ Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen with FREE Interactive Transcript only on the RealLife App. In this new lesson, we dive into the inspiring words of Malcolm X — a global icon and one of the most important voices of the Civil Rights Movement in the United States. You'll not only hear his impactful speech but also learn a ton of advanced English expressions and phrases that will make your conversations more fluent and natural. Here's what you'll get in this episode: ✅ A real audio clip of Malcolm X so you can practice with authentic English ✅ Step-by-step explanations of advanced expressions to boost your vocabulary ✅ A guided story in two parts to help you truly understand the context and meaning    Read the show notes here. .......... Follow us on: RealLife English (YouTube) Learn English with TV Series (YouTube)

Join the free group to share audio files on streams: https://t.me/+TJTAfM5tEyQ1ODMxDownload a free podcast/audio/mp3 at www.fluentamerican.com/podcastOR improve your communication with me every day in Magnet Lab: www.fluentamerican.com/magnetlabOne immediate way to start sounding natural is to analyze how you sound in American English. The reality is many American English learners are not saying words in a way that sounds natural, often creating a rhythm that does sound natural because it has little to no variation in contrast, in addition to issues with placement, breath, and vowels. Let's show you some quick techniques will have you start sounding natural in American English pronunciation. Welcome back to the Schwa MillJuly 24th, 09:30AM New York, I'm leading a small group workshop on the foundations to American English pronunciation. Specifically, we'll be doing exercises related to placement, pitch/contrast, breath, and weak consonant soundsIf you'd like to participate, register here or message me: https://app.acuityscheduling.com/schedule/d2647a7d/appointment/81121668/calendar/4883141?appointmentTypeIds=Seats are currently $15; you'll also receive a video download to rewatch the class afterwardsSee you next week!❗❗❗❗❗❗JOIN our channel to get access to our Pronunciation Group on Telegram, where you receive feedback and suggestions for YOUR pronunciation every day. See what it is like here: https://youtu.be/FDwPuwstUEoWho am I? My name is Geoff Anderson. I got my MA in Teaching English as a Second Language in 2012, and have been teaching since 2010. I've studied Italian to around level C1-C2. I was also an IELTS examiner for the speaking/writing tests for 3 years.Want to know what classes with me are like? Check out our Mission: English program, where we do livestreams that YOU can join Monday through Friday! It'd be great to do pronunciation exercises with you, answer your American English accent questions, and improve together in our supportive community; see what a Mission: English class is like here: https://www.youtube.com/playlist?list=PLlZ0dlSbrSXhxuga9nOujvx6FL9LU22h7

Listen with FREE Interactive Transcript only on the RealLife App. In this energizing episode, Izzy and Ethan, with over 25 years of combined English teaching experience, break down the 5 biggest reasons why most English learners never reach fluency. You'll discover why the same obstacles appear for nearly every learner worldwide — and, more importantly, how to overcome them so you can finally speak confidently and naturally. From the busy, distraction-filled life of a modern learner to the hidden mindset blocks that sabotage your progress, we unpack how to stop making these common mistakes that are keeping you from your dream of fluency. You'll also get practical, real-world examples and wisdom from top speakers to understand how to build consistent, confident speaking habits. Listen now to learn: - Why your busy life is blocking your fluency (and what to do about it) - The truth about consistency vs. perfection in your speaking practice - Simple mindset shifts to finally speak English naturally - Real-life tips from millions of learners who have gone before you   Show notes here. .......... Follow us on: RealLife English (YouTube) Learn English with TV Series (YouTube)

Confused by English idioms that don't make literal sense? In this lesson, we're breaking down 9 tricky expressions that often confuse English learners. You'll learn what they mean, when to use them, and how to sound more natural and confident when you speak. From "right out of the gate" to "having your heart in the right place", these are phrases you'll hear all the time in real conversations—but probably won't find clearly explained in a textbook.

Listen with FREE Interactive Transcript only on the RealLife App. In this laugh-out-loud episode, Izzy teams up with Humbert, our video producer and resident movie buff, to break down some of the craziest real news stories — including a parrot swearing at zoo visitors, a suspect caught thanks to a hilariously bad sketch, and even an alligator used in a robbery! As always, you'll pick up loads of natural English expressions while having a great time. At the end, Humbert shares his passion for movies, gives you a peek behind the scenes of how we create our TV series lessons, and even recommends a must-watch film that every learner (and cinephile!) will love. Don't miss this wild and unforgettable ride!   Show notes here. .......... Follow us on: RealLife English (YouTube) Learn English with TV Series (YouTube)

Fifty-one years ago, the United States Supreme Court decided a case that would forever change education for English learners in this country. In the 1974 case Lau v. Nichols, the Court decided that students who do not yet speak fluent English have a right to fully understand what is being taught in their classrooms, and that schools must take steps to make sure students can understand, whether through additional instruction in English as a second language or bilingual education. On this episode of Education Beat, we bring you the story of how this case began and how it changed education, from the perspective of a teacher. Guest: Lucinda Lee Katz, Retired teacher and administrator Read more from EdSource: Q&A: How the 50-year-old case that transformed English learner education began Education Beat is a weekly podcast, hosted by EdSource's Zaidee Stavely and produced by Coby McDonald. Subscribe: Apple, Spotify, SoundCloud, YouTube

This episode of Highest Aspirations features Carly Spina, an author and passionate advocate for English learners, as she shares her inspiring journey and groundbreaking work.Join us to hear how Carly's upbringing profoundly shaped her deep commitment to ELs, tracing her path from early experiences on Chicago's North Side to becoming a leading voice in education. We'll delve into her impactful work at the Illinois Resource Center, where she dedicates herself to supporting educators in creating more equitable and effective learning environments for these students. Discover the core philosophy behind her first acclaimed book, Moving Beyond for Multilingual Learners, and get an exclusive sneak peek into her new book, Igniting Real Change for Multilingual Learners. This latest work aims to spark even more profound and urgent action within the field. This powerful episode offers a vital call to action for anyone committed to championing all students.Key questions we address:What is the deeper, systemic responsibility of educators beyond compliance when serving English learners, and how can we "do right" by them and their families? What instructional strategies and philosophical shifts are necessary for content-area teachers to effectively serve and include newcomer English learners in mainstream classrooms? How can school systems and educators move beyond inherited or problematic practices to genuinely "ignite real change" for English learners, fostering their growth and ensuring their equitable access to advanced opportunities? For additional episode and community resources:Download the transcript here.Learn more about the Illinois Resource Center.Purchase Carly Spina's first book Moving Beyond for Multilingual Learners.Pre-order Carly Spina's new book Igniting Real Change for Multilingual Learners.For additional free resources geared toward supporting English learners, ⁠visit our blog.Carly Spina has two decades of experience in Multilingual Education across various roles. She is currently a multilingual education specialist at the Illinois Resource Center, providing professional learning opportunities and technical assistance support to educators and leaders across the country. Her first book, Moving Beyond for Multilingual Learners, was a 2023 Equity in Excellence Award Winner. Her second book, Igniting Real Change: Equity and Advocacy In Action, will be published in June of 2025.

In this English lesson, you will learn 11 different ways Americans use the word "Dip" in English.

Losing weight by calorie counting? Remember Weight Watchers? In today's English listening lesson https://adeptenglish.com/lessons/ discover how science has moved on, and calorie counting might not just be outdated it could actually be harmful."Diet culture is a life thief. It steals your time, energy, and mental space—things you'll never get back." Christy Harrison, MPH, RDSubscription Episode 72 follow-up: We explore how Weight Watchers-style diets may have damaged food perception and perhaps fuelled the rise in eating disorders. The good news? Science-backed weight loss is here. This eye-opening lesson improves your English and challenges diet culture.Why This Matters for English Learners? It will help you expand your English vocabulary with terms like 'calorie restriction' and 'eating disorders' for current health debates and discussing global issues such as obesity. Diets are everywhere. Understand the science to follow conversations and share your views. Ready to learn https://adeptenglish.com/company/learning-system/ English and rethink weight loss? Let's begin.Tired of ads? Want more English lessons?

William Zahner, Understanding the Role of Language in Math Classrooms ROUNDING UP: SEASON 3 | EPISODE 17 How can educators understand the relationship between language and the mathematical concepts and skills students engage with in their classrooms? And how might educators think about the mathematical demands and the language demands of tasks when planning their instruction?  In this episode, we discuss these questions with Bill Zahner, director of the Center for Research in Mathematics and Science Education at San Diego State University. BIOGRAPHY Bill Zahner is a professor in the mathematics department at San Diego State University and the director of the Center for Research in Mathematics and Science Education. Zahner's research is focused on improving mathematics learning for all students, especially multilingual students who are classified as English Learners and students from historically marginalized communities that are underrepresented in STEM fields. RESOURCES Teaching Math to Multilingual Learners, Grades K–8 by Kathryn B. Chval, Erin Smith, Lina Trigos-Carrillo, and Rachel J. Pinnow National Council of Teachers of Mathematics Mathematics Teacher: Learning and Teaching PK– 12 English Learners Success Forum SDSU-ELSF Video Cases for Professional Development The Math Learning Center materials Bridges in Mathematics curriculum Bridges in Mathematics Teachers Guides [BES login required] TRANSCRIPT Mike Wallus: How can educators understand the way that language interacts with the mathematical concepts and skills their students are learning? And how can educators focus on the mathematics of a task without losing sight of its language demands as their planning for instruction? We'll examine these topics with our guest, Bill Zahner, director of the Center for Research in Mathematics and Science Education at San Diego State University.  Welcome to the podcast, Bill. Thank you for joining us today. Bill Zahner: Oh, thanks. I'm glad to be here. Mike: So, I'd like to start by asking you to address a few ideas that often surface in conversations around multilingual learners and mathematics. The first is the notion that math is universal, and it's detached from language. What, if anything, is wrong with this idea and what impact might an idea like that have on the ways that we try to support multilingual learners? Bill: Yeah, thanks for that. That's a great question because I think we have a common-sense and strongly held idea that math is math no matter where you are and who you are. And of course, the example that's always given is something like 2 plus 2 equals 4, no matter who you are or where you are. And that is true, I guess [in] the sense that 2 plus 2 is 4, unless you're in base 3 or something. But that is not necessarily what mathematics in its fullness is. And when we think about what mathematics broadly is, mathematics is a way of thinking and a way of reasoning and a way of using various tools to make sense of the world or to engage with those tools [in] their own right. And oftentimes, that is deeply embedded with language.  Probably the most straightforward example is anytime I ask someone to justify or explain what they're thinking in mathematics. I'm immediately bringing in language into that case. And we all know the old funny examples where a kid is asked to show their thinking and they draw a diagram of themselves with a thought bubble on a math problem. And that's a really good case where I think a teacher can say, “OK, clearly that was not what I had in mind when I said, ‘Show your thinking.'”  And instead, the demand or the request was for a student to show their reasoning or their thought process, typically in words or in a combination of words and pictures and equations. And so, there's where I see this idea that math is detached from language is something of a myth; that there's actually a lot of [language in] mathematics. And the interesting part of mathematics is often deeply entwined with language. So, that's my first response and thought about that.  And if you look at our Common Core State Standards for Mathematics, especially those standards for mathematical practice, you see all sorts of connections to communication and to language interspersed throughout those standards. So, “create viable arguments,” that's a language practice. And even “attend to precision,” which most of us tend to think of as, “round appropriately.” But when you actually read the standard itself, it's really about mathematical communication and definitions and using those definitions with precision. So again, that's an example, bringing it right back into the school mathematics domain where language and mathematics are somewhat inseparable from my perspective here. Mike: That's really helpful. So, the second idea that I often hear is, “The best way to support multilingual learners is by focusing on facts or procedures,” and that language comes later, for lack of a better way of saying it. And it seems like this is connected to that first notion, but I wanted to ask the question again: What, if anything, is wrong with this idea that a focus on facts or procedures with language coming after the fact? What impact do you suspect that that would have on the way that we support multilingual learners? Bill: So, that's a great question, too, because there's a grain of truth, right? Both of these questions have simultaneously a grain of truth and simultaneously a fundamental problem in them. So, the grain of truth—and an experience that I've heard from many folks who learned mathematics in a second language—was that they felt more competent in mathematics than they did in say, a literature class, where the only activity was engaging with texts or engaging with words because there was a connection to the numbers and to symbols that were familiar. So, on one level, I think that this idea of focusing on facts or procedures comes out of this observation that sometimes an emergent multilingual student feels most comfortable in that context, in that setting.  But then the second part of the answer goes back to this first idea that really what we're trying to teach students in school mathematics now is not simply, or only, how to apply procedures to really big numbers or to know your times tables fast. I think we have a much more ambitious goal when it comes to teaching and learning mathematics. That includes explaining, justifying, modeling, using mathematics to analyze the world and so on. And so, those practices are deeply tied with language and deeply tied with using communication. And so, if we want to develop those, well, the best way to do that is to develop them, to think about, “What are the scaffolds? What are the supports that we need to integrate into our lessons or into our designs to make that possible?”  And so, that might be the takeaway there, is that if you simply look at mathematics as calculations, then this could be true. But I think our vision of mathematics is much broader than that, and that's where I see this potential. Mike: That's really clarifying. I think the way that you unpack that is if you view mathematics as simply a set of procedures or calculations, maybe? But I would agree with you. What we want for students is actually so much more than that.  One of the things that I heard you say when we were preparing for this interview is that at the elementary level, learning mathematics is a deeply social endeavor. Tell us a little bit about what you mean by that, Bill. Bill: Sure. So, mathematics itself, maybe as a premise, is a social activity. It's created by humans as a way of engaging with the world and a way of reasoning. So, the learning of mathematics is also social in the sense that we're giving students an introduction to this way of engaging in the world. Using numbers and quantities and shapes in order to make sense of our environment.  And when I think about learning mathematics, I think that we are not simply downloading knowledge and sticking it into our heads. And in the modern day where artificial intelligence and computers can do almost every calculation that we can imagine—although your AI may do it incorrectly, just as a fair warning [laughs]—but in the modern day, the actual answer is not what we're so focused on. It's actually the process and the reasoning and the modeling and justification of those choices. And so, when I think about learning mathematics as learning to use these language tools, learning to use these ways of communication, how do we learn to communicate? We learn to communicate by engaging with other people, by engaging with the ideas and the minds and the feelings and so on of the folks around us, whether it's the teacher and the student, the student and the student, the whole class and the teacher. That's where I really see the power. And most of us who have learned, I think can attest to the fact that even when we're engaging with a text, really fundamentally we're engaging with something that was created by somebody else. So, fundamentally, even when you're sitting by yourself doing a math word problem or doing calculations, someone has given that to you and you think that that's important enough to do, right?  So, from that stance, I see all of teaching and learning mathematics is social. And maybe one of our goals in mathematics classrooms, beyond memorizing the times tables, is learning to communicate with other people, learning to be participants in this activity with other folks. Mike: One of the things that strikes me about what you were saying, Bill, is there's this kind of virtuous cycle, right? That by engaging with language and having the social aspect of it, you're actually also deepening the opportunity for students to make sense of the math. You're building the scaffolds that help kids communicate their ideas as opposed to removing or stripping out the language. That's the context in some ways that helps them filter and make sense. You could either be in a vicious cycle, which comes from removing the language, or a virtuous cycle. And it seems a little counterintuitive because I think people perceive language as the thing that is holding kids back as opposed to the thing that might actually help them move forward and make sense. Bill: Yeah. And actually that's one of the really interesting pieces that we've looked at in my research and the broader research is this question of, “What makes mathematics linguistically complex?” is a complicated question. And so sometimes we think of things like looking at the word count as a way to say, “If there are fewer words, it's less complex, and if there are more words, it's more complex.” But that's not totally true. And similarly, “If there's no context, it's easier or more accessible, and if there is a context, then it's less accessible.”  And I don't see these as binary choices. I see these as happening on a somewhat complicated terrain where we want to think about, “How do these words or these contexts add to student understanding or potentially impede [it]?” And that's where I think this social aspect of learning mathematics—as you described, it could be a virtuous cycle so that we can use language in order to engage in the process of learning language. Or, the vicious cycle is, you withhold all language and then get frustrated when students can't apply their mathematics. That's maybe the most stereotypical answer: “My kids can do this, but as soon as they get a word problem, they can't do it.” And it's like, “Well, did you give them opportunities to learn how to do this? [laughs] Or is this the first time?” Because that would explain a lot. Mike: Well, it's an interesting question, too, because I think what sits behind that in some ways is the idea that you're kind of going to reach a point, or students might reach a point, where they're “ready” for word problems.  Bill: Right. Mike: And I think what we're really saying is it's actually through engaging with word problems that you build your proficiency, your skillset that actually allows you to become a stronger mathematician. Bill: Mm-hmm. Right. Exactly. And it's a daily practice, right? It's not something that you just hold off to the end of the unit, and then you have the word problems, but it's part of the process of learning. And thinking about how you integrate and support that. That's the key question that I really wrestle with. Not trivial, but I think that's the key and the most important part of this. Mike: Well, I think that's actually a really good segue because I wanted to shift and talk about some of the concrete or productive ways that educators can support multilingual learners. And in preparing for this conversation, one of the things that I've heard you stress is this notion of a consistent context. So, can you just talk a little bit more about what you mean by that and how educators can use that when they're looking at their lessons or when they're writing lessons or looking at the curriculum that they're using? Bill: Absolutely. So, in our past work, we engaged in some cycles of design research with teachers looking at their mathematics curriculum and opportunities to engage multilingual learners in communication and reasoning in the classroom. And one of the surprising things that we found—just by looking at a couple of standard textbooks—was a surprising number of contexts were introduced that are all related to the same concept. So, the concept would be something like rate of change or ratio, and then the contexts, there would be a half dozen of them in the same section of the book. Now, this was, I should say, at a secondary level, so not quite where most of the Bridges work is happening. But I think it's an interesting lesson for us that we took away from this. Actually, at the elementary level, Kathryn Chval has made the same observation.  What we realized was that contexts are not good or bad by themselves. In fact, they can be highly supportive of student reasoning or they can get in the way. And it's how they are used and introduced. And so, the other way we thought about this was: When you introduce a context, you want to make sure that that context is one that you give sufficient time for the students to understand and to engage with; that is relatable, that everyone has access to it; not something that's just completely unrelated to students' experiences. And then you can really leverage that relatable, understandable context for multiple problems and iterations and opportunities to go deeper and deeper.  To give a concrete example of that, when we were looking at this ratio and rate of change, we went all the way back to one of the fundamental contexts that's been studied for a long time, which is motion and speed and distance and time. And that seemed like a really important topic because we know that that starts all the way back in elementary school and continues through college-level physics and beyond. So, it was a rich context. It was also something that was accessible in the sense that we could do things like act out story problems or reenact a race that's described in a story problem. And so, the students themselves had access to the context in a deep way.  And then, last, that context was one that we could come back to again and again, so we could do variations [of] that context on that story. And I think there's lots of examples of materials out there that start off with a core context and build it out. I'm thinking of some of the Bridges materials, even on the counting and the multiplication. I think there's stories of the insects and their legs and wings and counting and multiplying. And that's a really nice example of—it's accessible, you can go find insects almost anywhere you are. Kids like it. [Laughs] They enjoy thinking about insects and other icky, creepy-crawly things. And then you can take that and run with it in lots of different ways, right? Counting, multiplication, division ratio, and so on. Mike: This last bit of our conversation has me thinking about what it might look like to plan a lesson for a class or a group of multilingual learners. And I know that it's important that I think about mathematical demands as well as the language demands of a given task. Can you unpack why it's important to set math and language development learning goals for a task, or a set of tasks, and what are the opportunities that come along with that, if I'm thinking about both of those things during my planning? Bill: Yeah, that's a great question. And I want to mark the shift, right? We've gone from thinking about the demands to thinking about the goals, and where we're going to go next.  And so, when I think about integrating mathematical goals—mathematical learning goals and language learning goals—I often go back to these ideas that we call the practices, or these standards that are about how you engage in mathematics. And then I think about linking those back to the content itself. And so, there's kind of a two-piece element to that. And so, when we're setting our goals and lesson planning, at least here in the great state of California, sometimes we'll have these templates that have, “What standard are you addressing?,” [Laughs] “What language standard are you addressing?,” “What ELD standard are you addressing?,” “What SEL standard are you addressing?” And I've seen sometimes teachers approach that as a checkbox, right? Tick, tick, tick, tick, tick. But I see that as a missed opportunity—if you just look at this like you're plugging things in—because as we started with talking about how learning mathematics is deeply social and integrated with language, that we can integrate the mathematical goals and the language goals in a lesson. And I think really good materials should be suggesting that to the teacher. You shouldn't be doing this yourself every day from scratch. But I think really high-quality materials will say, “Here's the mathematical goal, and here's an associated language goal,” whether it's productive or receptive functions of language. “And here's how the language goal connects the mathematical goal.”  Now, just to get really concrete, if we're talking about an example of reasoning with ratios—so I was going back to that—then it might be generalized, the relationship between distance and time. And that the ratio of distance and time gives you this quantity called speed, and that different combinations of distance and time can lead to the same speed. And so, explain and justify and show using words, pictures, diagrams. So, that would be a language goal, but it's also very much a mathematical goal.  And I guess I see the mathematical content, the practices, and the language really braided together in these goals. And that I think is the ideal, and at least from our work, has been most powerful and productive for students. Mike: This is off script, but I'm going to ask it, and you can pass if you want to.  Bill: Mm-hmm. Mike: I wonder if you could just share a little bit about what the impact of those [kinds] of practices that you described [have been]—have you seen what that impact looks like? Either for an educator who has made the step and is doing that integration or for students who are in a classroom where an educator is purposely thinking about that level of integration? Bill: Yeah, I can talk a little bit about that. In our research, we have tried to measure the effects of some of these efforts. It is a difficult thing to measure because it's not just a simple true-false test question type of thing that you can give a multiple-choice test for.  But one of the ways that we've looked for the impact [of] these types of intentional designs is by looking at patterns of student participation in classroom discussions and seeing who is accessing the floor of the discussion and how. And then looking at other results, like giving an assessment, but deeper than looking at the outcome, the binary correct versus incorrect. Also looking at the quality of the explanation that's provided. So, how [do] you justify an answer? Does the student provide a deeper or a more mathematically complete explanation?  That is an area where I think more investigation is needed, and it's also very hard to vary systematically. So, from a research perspective—you may not want to put this into the final version [laughs]—but from a research perspective, it's very hard to fix and isolate these things because they are integrated. Mike: Yeah. Yeah. Bill: Because language and mathematics are so deeply integrated that trying to fix everything and do this—“What caused this water to taste like water? Was it the hydrogen or the oxygen?”—well, [laughs] you can't really pull those apart, right? The water molecule is hydrogen and oxygen together. Mike: I think that's a lovely analogy for what we were talking about with mathematical goals and language goals. That, I think, is really a helpful way to think about the extent to which they're intertwined with one another. Bill: Yeah, I need to give full credit to Vygotsky, I think, who said that. Mike: You're— Bill: Something. Might be Vygotsky. I'll need to check my notes. Mike: I think you're in good company if you're quoting Vygotsky.  Before we close, I'd love to just ask you a bit about resources. I say this often on the podcast. We have 20 to 25 minutes to dig deeply into an idea, and I know people who are listening often think about, “Where do I go from here?” Are there any particular resources that you would suggest for someone who wanted to continue learning about what it is to support multilingual learners in a math classroom? Bill: Sure. Happy to share that.  So, I think on the individual and collective level—so, say, a group of teachers—there's a beautiful book by Kathryn Chval and her colleagues [Teaching Math to Multilingual Learners, Grades K–8] about supporting multilingual learners and mathematics. And I really see that as a valuable resource. I've used that in reading groups with teachers and used that in book studies, and it's been very productive and powerful for us. Beyond that, of course, I think the NCTM [National Council of Teachers of Mathematics] provides a number of really useful resources. And there are articles, for example, in the [NCTM journal] Mathematics Teacher: Learning and Teaching PK– 12 that could make for a really wonderful study or opportunity to engage more deeply.  And then I would say on a broader perspective, I've worked with organizations like the English Learners Success Forum and others. We've done some case studies and little classroom studies that are accessible on my website [SDSU-ELSF Video Cases for Professional Development], so you can go to that. But there's also from that organization some really valuable insights, if you're looking at adopting new materials or evaluating things, that gives you a principled set of guidelines to follow. And I think that's really helpful for educators because we don't have to do this all on our own. This is not a “reinvent the wheel at every single site” kind of situation. And so, I always encourage people to look for those resources.  And of course, I will say that the MLC materials, the Bridges in Mathematics [curriculum], I think have been really beautifully designed with a lot of these principles right behind them. So, for example, if you look through the Teachers Guides on the Bridges in Mathematics [BES login required], those integrated math and language and practice goals are a part of the design. Mike: Well, I think that's a great place to stop. Thank you so much for joining us, Bill. This has been insightful, and it's really been a pleasure talking with you. Bill: Oh, well, thank you. I appreciate it. Mike: And that's a wrap for Season 3 of Rounding Up. I want to thank all of our guests and the MLC staff who make these podcasts possible, as well as all of our listeners for tuning in. Have a great summer, and we'll be back in September for Season 4.  This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

Ever freeze mid-sentence? Forget a word you just learned? Or feel like your voice disappears the moment someone asks you a question in English? You're not alone—and you're not doomed!

In this special episode of Science of Reading: The Podcast, Susan Lambert is joined by Claude Goldenberg, Ph.D., professor of education at Stanford University, to answer questions from our listener mailbag. Together they address a wide range of topics facing today's educators, such as what to do when your school implements conflicting materials, how to support students that are two or three grades levels behind, best practices for teaching multilingual learners, and more!Show notes: Connect with Claude Goldenberg:Substack: https://claudegoldenberg.substack.com/ ResourcesLiteracy Foundations for English Learners, A Comprehensive Guide to Evidence-Based Instruction by Elsa Cárdenas-Hagan, Ed.D.Join our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Have a burning question? Submit at amplify.com/sormailbagQuotes:“Incrementalism is just not going to serve our purpose unless you want to keep things as they are. And I hate to say this, Susan…some people wouldn't mind leaving things as they are. And we can't do that, and we can't do it incrementally. We've got to really move, like last year.” —Claude Goldenberg“You've got to understand how [two programs] fit together and what the purpose is. Giving teachers materials that are literally incoherent and don't fit with each other is not the answer.” —Claude Goldenberg“We need to have a system ... using the best knowledge that we have systematically throughout the state, throughout the country, with systems that pick up kids who are at risk and don't let them fail.” —Claude GoldenbergEpisode timestamps*02:00 The latest from Claude Goldenberg 04:00 Literacy and the urgency of now7:00 Question 1: What about the pendulum swing?15:00 Question 2: What to do when your school implements conflicting materials?21:00 Question 3: Why are running records and leveled texts discouraged?22:00 Decoding v.s. Word recognition29:00 Question 4: How do we support kids that are two or three grade levels behind?30:00 Dyslexia and the importance of universal screening35:00 Question 5: How would you increase reading proficiency in a school in which nearly every student is a multilingual learner?45:00 Question 6: How do you apply the science of reading to an ELL student in middle school that doesn't yet know the language?48:00 Question 7: Is it best practice for bilingual students who are being taught to decode and encode in English and Spanish to be screened in English and Spanish?*Timestamps are approximate, rounded to nearest minute

Communication isn't about perfect word choice, it's about connecting with others.For native speakers and language learners alike, communicating comes with all kinds of challenges. But no matter how much we stumble over our words, Lindsay McMahon says communication isn't about perfection — it's about connection.The CEO and founder of All Ears English and host of the All Ears English podcast, McMahon is on a mission to help non-native English speakers around the world hone their ability to communicate and connect. Whether you're forming your first sentences in a new language or giving a presentation in the language you've spoken your whole life, “It's about human connection,” she says. “What really matters is are we connecting to our audience… the human being[s] in front of us?”In this episode of Think Fast, Talk Smart, McMahon joins host Matt Abrahams to explore strategies for improving our communication — not by finding the right words, but by finding the right mindset. From active listening and cultural awareness to quieting nerves and building confidence, McMahon's practical approaches help communicators connect more authentically in any language or context.Episode Reference Links:Lindsay McMahon All Ears English Ep.8 Don't Get Lost in Translation: How Non-Native Speakers Can Communicate With Confidence Connect:Premium Signup >>>> Think Fast Talk Smart PremiumEmail Questions & Feedback >>> hello@fastersmarter.ioEpisode Transcripts >>> Think Fast Talk Smart WebsiteNewsletter Signup + English Language Learning >>> FasterSmarter.ioThink Fast Talk Smart >>> LinkedIn, Instagram, YouTubeMatt Abrahams >>> LinkedInChapters:(00:00) - Introduction (01:44) - Common Challenges for English Learners (03:09) - Overcoming the Confidence Catch-22 (05:00) - Communication Lessons from CEOs (05:48) - The Art of Listening (07:35) - Idioms and Hidden Meanings (08:53) - Context Shapes Communication (10:40) - Cultural Analogies and Miscommunication (11:46) - Entering a New Role or Culture (14:05) - Immersive Language Learning (17:20) - The Final Three Questions (21:39) - Conclusion *****Stay Informed on Stanford's world changing research by signing up for the Stanford ReportJoin our upcoming 200th episode live event April 14 & 15Become a Faster Smarter Supporter by joining TFTS Premium.    

Valentina Gonzalez, a passionate advocate for multilingual learners, joins Highest Aspirations to discuss her collaborative work on Welcome to Teaching Multilingual Learners and her solo project, Equitable Instruction for English Learners in the Content Area. With a focus on bridging content and language instruction, Valentina shares her experience working alongside renowned educators Drs. Fisher and Frey, highlighting the transformative power of co-authorship and her unique visual approach. This episode dives into the practical strategies and the foundational "why" behind her books, offering educators the tools to create more inclusive and equitable classrooms.Valentina explores key principles in her work, emphasizing culturally inclusive pedagogy, oracy development, and essential skills instruction. She underscores the importance of understanding and valuing the diverse backgrounds of students, going beyond surface-level vocabulary to address the deeper linguistic needs of multilingual learners. Through her insights, listeners discover how to foster collaborative learning environments and implement strategies that support both language acquisition and meaningful content engagement. This episode is an invaluable resource for educators seeking to transform their practices and create a welcoming classroom for all students.Key questions we address:How can educators apply the "Golden Circle" theory to design instruction that aligns with their core values and meaningfully supports multilingual learners?What are some practical strategies that content area teachers can use to create inclusive learning environments that address the linguistic and cultural needs of multilingual learners?In what ways can collaborative learning and book studies, such as co-authoring and book clubs, enhance professional development and improve teaching practices for educators working with multilingual learners?For additional episode and community resources:Download the transcript here.Valentina's book with Douglas Fisher and Nancy Frey Welcome to Teaching Multilingual Learners!Valentina's second book mentioned Equitable Instruction for English Learners in the Content AreasSimon Sinek's book Start with WhySimon Sinek's TEDTalkFor additional free resources geared toward supporting English learners, ⁠visit our blog Valentina Gonzalez is known for her passionate advocacy and dedication to multilingual learners. As a sought-after speaker and keynote presenter, she travels nationwide to inspire educators with the message that bilingualism is a gift. Valentina has remained steadfast in her commitment to promoting literacy, celebrating cultural diversity, and nurturing language development. Her mission to ensure high-quality education for multilingual learners is deeply personal, fueled by her own experiences as an immigrant and English learner.