How can you create a supportive environment for ESL students?

Creating a supportive environment for ESL (English as a Second Language) students involves several key strategies: Firstly, use visual aids and interactive learning tools to enhance comprehension. Secondly, encourage peer-to-peer interaction for collaborative learning and language practice. Thirdly, provide extra time for assignments and tests to alleviate pressure. Fourthly, incorporate students' cultural backgrounds into lessons to foster inclusivity and relevance. Fifthly, maintain clear and simplified language instructions. Lastly, offer regular feedback and personalized support, understanding each student's unique challenges and progress.

I think it is imperative that, like any group that has has their voice marginalised, silenced, or at the very least under-represented, it has to be visible. In my case as a literature teacher, it is about selecting texts that enable students to see themselves in the texts the study. This, by default, should (or will) lead to greater engagement and thereby greater achievement.

My 2 cents: 1. Do an assessment of their need and then sow a seed. 2. Encourage learning and sharing in small focused groups 3. Involve parents. Involve the entire school community (students, teachers, parents) to raise a child. 4. Adopt innovative methods like visual aids, theatre, etc 5. Give and seek regular feedback from students 6. Give autonomy to students to set the pace of their learning. This will ease the pressure on them. 7. Celebrate failures and mistakes. 8. Empathise with them and Love ?? them unconditionally. Love NEVER fails

Creating a warm, inclusive stress-free and fun classroom environment is key do everyone feels safe to try their English skills,; especially if they’re adults who can can certain blocks about learning and even being in a classroom. Ice-breaking activities where everyone gets to know each other, bond the group together and it’s only then that learning can take place.

Show respect for the languages that the students know well. I always find it a fun exercise for the students to teach me words and sayings that are culturally meaningful to them. Then, we use those words and sayings to build sentences, and potentially stories in English. It's not about 'teaching'...It's more about learning from each other and respecting the words and the languages we use. Plus, it seems obvious, but being empathetic and understanding are two essential traits to building bridges.

In my experience as a resource teacher, students who are learning English as a second language often get misplaced in special education due to a lack of understanding the truest needs of the students. First, learn the whole student, assess all of their needs. If language is their barrier, either assess the student in their native language and provide them with appropriate services while still allowing them to take a robust curriculum so they are gaining the exposure they need to be as successful as their peers. As a principal at an Alt Ed High School, I have seen the repercussions of students who were not given these rights and it is was heart-breaking. As educators, we have a moral obligation to provide the best education to all students.

I would like to recommend anyone who is interested in this topic to check out the theory of "translanguaging" developed by Ofelia Garcia and Li Wei. There are a lot of possibilities when we start to see the students' native language as assets of learning rather than obstacles. It will also engage the students better.

Repetition is also important especially when teaching ESL students vocabulary words from any subject in English. As a teacher, you want to connect those vocabulary words with either a picture, a gesture or hand signal as they say those words repeatedly.

Scaffolding involves a deep dive into assessing and building background. It's too easy to make assumptions about what a student does or doesn't know in their first language without providing opportunities for them to respond through visuals...pictures, sketches, realia, media, or use of total physical response like facial expressions and hand gestures. With technology at our fingertips it's easy to strategically utilize home language supports as well to make sure we validate prior knowledge. Use these same tools in addition to strategies already mentioned to develop academic language with areas of relevance to their age and grade level.

Schools should have a curriculum set up for ESL learners that enlist two phases of English Language Arts written and oral. The first phase establishes the structure of sentences and the next phase is the use of visual aides. Technology enables educators to tailor content and assessments for individual learners and allow students to be creative using multimedia presentations. Google apps foster collaboration and peer editing. Teachers and students can work on the same document and comment with editing suggestions.

One easy, fun thing is to take and invite students to celebrate practically anything by bringing in a potluck of dishes from their culture. I find if you have a diverse class, it’s hard to recognize all holidays, so this way everyone feels included!

When our students can feel that we want to know more about them, their family and culture, they would want to share more. Some ideas would be some basic vocab exchange, show and tell, guessing games about what gestures may mean, celebrating with food, for sure!

Embracing the rich cultural diversity within our classrooms offers a valuable chance to explore the global society our students will encounter after high school. As educators, it is our responsibility to utilize our resources effectively in preparing students for this world, and among our most valuable resources are our students and their families.

If you don't already know their mother tongue, one easy activity to perform is to get them to teach you (and/or the rest of the class) their language(s). Take 10 minutes from each lesson and get a student to teach you a phrase or a word from their native language. That way you'll learn something too.

Students need to feel that their culture adds to the school community and it should be both embraced and celebrated. Offering opportunities for them to present on their cultural traditions and holidays, using children's read alouds in the primary grades that represent and reflect positively on the culture, creating presentations and activities that promote each culture boosts students' self esteem and self identity. Many of our ML students are afraid to be seen as different and they think they must assimilate versus acculturate. Our job as educators is to instill a sense of pride in our learners and to help them feel that their presence can make positive contributions to the school community.

The best way you can show your support, empathy is to try to learn words in their language. Laugh at your own mistakes and acknowledge how difficult it is.

We can say so much without saying anything at all. Be aware of body language, tone and facial expressions. Do some research on feedback, praise and encouragement and find ways to communicate feedback in culturally responsiveness ways. Consider the role of culture and language in relationships, respect and other school expectations.

Absolutely critical to establish trust and a sense of belonging is to get to know your students. They need to feel included and safe to be able to access learning. Use culturally responsive practices and scaffolded learning of academic vocabulary to allow them to access the curriculum. Be intentional in making their culture and voice a part of the learning. Always express that their multilingualism is an asset.

Ask your students to teach you aspects of their language and then play a few mime games of "guess the word". Laughter at the "teacher's" mistakes add tothe feeling of togetherness and the idea that we are all learning along the way.

Teach how to learn using context clues. This helps everyone understand each other, even at the beginner levels. At the same time, use body language, facial expressions... without exaggerating too much, of course.

Unless your colleagues reinforce vocabulary in their classes for their discipline, they are disadvantaging these children. It comes down to being mindful in your preparation. I teach secondary students, so I use quite a lot of sites and apps to augment their learning. Podcasts work wonderfully well, especially if there is a transcript handy. I encourage the child to listen to speakers with different accents as so many of them battle with auditory discrimination. Sites like Curipod and Quizz'z are invaluable. I'm also a great fan of Quizlet too. If they are engaged with technology, much of the battle to get teenagers is won. I also agree with the comments about laughing - humour is critical when creating a happy class.

Finally, you can create a supportive environment for your ESL students by involving their families in their education. You can do this by establishing a positive relationship with their parents or guardians, by informing them about your expectations, goals, and methods, by inviting them to your classroom events and activities, and by providing them with resources and support. You can also communicate with them regularly, using translators or interpreters if needed, to share their child's progress, achievements, and challenges. Involving their families helps your ESL students feel supported and motivated, as well as to bridge the gap between home and school.

Allow them to share pictures of their country both urban and rural. Share clothing and music too with video downloads. Helps create an umbilical cord to new country by sharing the culture of their country. Lety them "speak" in artwork. Nouns are what I prefer as starters as I was never able to learn any declension structure of verbs of any language.

Offering parents the tools they need to help their children maintain and increase literacy in L1 is key. Polylino are K-3 appropriate multilingual e-books in over 65 languages, for example, that districts can purchase licenses for and allow students to hear and often read in their L1. The stronger students literacy and oral communication is in L1, the easier it will be for them to learn English. It's also important to offer district multilingual affinity groups for families so they can voice their needs and concerns in a safe and welcoming environment. A district can also offer multicultural events, where families can attend and make friends, network with the larger community.

My personal experience is telling me that a family involvement is a must. How do you involve parents? Depends on your cultural landscape and professional philosophy. To me it's a two way street. Other than that I deeply believe that a parent has to participate more actively in their child's education. It's not just a report like communication or an autopilot mode. A parent should remember that what happens behind school doors and other educational facilities is just as much their responsibility. So create parent groups, show them videos, provide a steady feedback. Not long ago, I bumped into a mom of my student; she mentioned her son always asks her to play in English with him when they're driving. So heartwarming!

As an ESL teacher and administrator, I must say that all the strategies and ideas mentioned by other colleagues are great. However, there is a component that needs to be addressed when working with ESL students: Parental Involvement in the learning process and also parental academies where parents learn about what students are learning and how to address their immediate learning needs at home. Parent academies are ideal to teach parents about the educational system in the United States while also using the opportunity for parents to teach us about their culture and ways of learning. This will definitely help bridge the gap between school and families.

Looks like the standards were pretty well covered, so I'll just add one strategy based on the idea that the teacher-student relationship is key. Skipping the history lesson, modern English is a product of illiteracy, and because of this, it's a pretty exclusive "club." Idioms and homonyms abound, as does the opportunity for comedic engagement with your students. Begin that relationship by making yourself the butt of the joke. Front load your students with various colloquialisms, then use them in role play activities where your students get to act out the actual meaning while the teacher acts out the literal interpretation (e.g., "Barking up the wrong tree, etc.") Fear is often palpable in the ESL classroom. Laughter is a great antidote.

Something I’ve found helpful is to find out which media they are consuming at home and then refer to that at school. For example, a student who was refusing to do anything during the classroom writing time told me that she watches a YouTube channel of a famous Mexican influencer. When I showed her how to organize an informational piece about the star, the student very enthusiastically shared many facts.

Here are some tips on how an educator can create a positive and productive classroom environment. 1. Build positive relationships. 2. Arrange the physical environment. 3. Set high academic expectations. 4. Provide positive reinforcement. 5. Be open to feedback 6. Encourage collaboration. 7. Use current curriculum and teaching methods. 8. Be there for them. 9. Give students a voice and a choice. 10. Establish a routine. 11. Create rules and expectations. 12. Review classroom procedures. 13. Provide flexibility.