How can you use flipped classrooms to teach English language learners?

In my experience (creating materials for flipped classroom teachers), one of the most important things is to ensure that materials are *easy* for students to engage with. Keep them short, focused and level-appropriate. Include authentic texts / videos where appropriate, but also consider the barriers some materials may post. For young learners or beginners, it may be best to create or adapt materials instead. I like to include audio recordings of new words / sample dialogues, as well as texts or videos for them to digest before the class. Make sure instructions are very clear, and give students specific tasks to do (which focus on the LOs) - e.g. to record themselves saying the new words, or to underline the past tense verbs in a text.

As far as I am concerned, flipped classrooms can be potential sources to enrich students' English language learning capabilities. Part of its instructional strategy, better learning outcomes can be expected if students are made to work on their own on a wide range of individual / interactive activities such as conducting surveys or interviews among their known circles; preparing paper presentations or project works on language / literature; readying video presentations such as self-introduction; coursing through pre-structured material such as questionnaires / question banks and penning down poetry or narratives; designing vocabulary games, etc. After all, the objective of flipped classrooms is to ensure students' self-sufficiency.

For English language learners, I find it helpful to provide instructions in their native language, where possible. This makes sure they are 100% sure of what exactly they need to do, so they can focus on engaging with the task itself rather than trying to interpret instructions. It can also help to provide a work-through example video or tutorial for more complex tasks.

In implementing a flipped classroom approach for English language learners, I prioritize crafting interactive activities that catalyze meaningful engagement and skill development. Utilizing group work, paired activities, debates, presentations, games, and projects, I create diverse opportunities for students to interact not only with the content but also with each other and myself. This dynamic approach not only hones their speaking, listening, reading, and writing skills but also instills a sense of collaboration and communication. Moreover, integrating formative assessments, personalized feedback, and self-reflection mechanisms serves as a compass, allowing me to navigate and address each student's learning trajectory effectively.