1.1. Who: Teacher and Administrators What: Improve cognitive skills. Create positive development. decrease anxiety When: Through the students entire enrollment Where: In school Why: understanding relationships amongst concepts helps students understand them quicker. It is important to increase student confidence in who they are, what they believe and what they want to achieve. How: tests will be given in the students home language to determine proficiency and determine if the issue is with the content or with the language barrier.
2. Step 1: Help students understand english language
2.1. Who: Teacher and parents/guardians What: Identify english learner students. place the students in appropriate classes. Access to special programs/resources. Professional Development for teachers. Monitoring and reporting progress. When: Daily in school and at home for homework with the parents/guardians. Where: In school as well as at home. Why: Students need to have basic understanding of English language in order to succeed in our education system. The parents need to be involved for numerous reasons; mainly they need to learn the language as well and need to be in touch with what their children are learning in school. How: Through proper classroom assessment. Ensuring that teachers serve as advocates for the students. Using as much technology as possible to help reach the student.
3. Step 3: Parent/Guardian Participation
3.1. Who: Teachers and parents What:Direct help- encourage parents to help teach, keep tabs- have the parents keep in touch to make sure students are finishing work, Provide good workspace- let parents know how important it is for the student to have a clean, quiet workspace. Find a tutor- if the parents are not able to help with homework this may be a good way to help the student. When: As needed Where: At home Why: If the parents do not speak English, they may feel powerless when it comes to helping their children with homework. So it is necessary to provide ways they can help. How: Parents can read books to their child in their native language. give the parents examples of a quiet, clean workspace. Encourage parents to find a tutor to not only help their children but to answer any questions the parent(s) may have.
4. Step 4: embrace and protect cultural differences.
4.1. Who: Teachers What:learn their names, offer 1 on 1 assistance, assign a peer partner, post a visual daily schedule, label classroom objects in both languages, When: As needed Where: in the classroom. Why: the stages of cultural accommodation may be less defined and tough to notice. Being aware of these stages provides a better understanding of “unusual” actions and how reactions that may just be a part of the adjustment period. How:Learn to pronounce names correctly. if they do not seek help, offer it to them. Identify a classmate who will be a good peer reviewer. post the schedule in the same spot in the classroom each day. Label everyday classroom objects to allow ELL students to better understand their immediate surroundings.
5. Step 5: Encourage social inclusion outside of the classroom
5.1. Who:Teachers, ELL students, parents What: clubs, group tutoring sessions, sports, field trips. Why: It may be hard for ELL Students to be a part of many things during the regular school day because they had so much to make up. Clubs and sports teams allow them a chance to interact with mainstream students and make ELL Students feel like they are contributing. How: pair english and non-english speaking students together. Encourage students to meet as a group and work on homework and projects. Finding a local team for the students to join. Students can participate in field trips through local community organizations that are specific to their interests.
