Aug. 2, 2022

Classroom Strategies to Support Multilingual Learners - E096

Classroom Strategies to Support Multilingual Learners - E096

This week, we are chatting all about different classroom strategies that we can use to support our English language learners (or multilingual learners). We'll explore a variety of strategies to support learners at varying levels of language learning in our classrooms. Katie is super pumped for this episode since teaching English language learners is her wheelhouse!

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Featured Content
**For detailed show notes, please visit our website at**

  • What works for ELLs, (English language learners) also works for ALL learners
  • Universal Design for Learning approach


  • Use of images/visuals along with words (decreases reliability on translators) - dual coding theory
  • Academic (content-specific, assessment words, etc) vs conversation/social language
    • Requires explicit teaching
    • Collaborative vocabulary lists (Frayer model, SEE-I model) - include word, translation, interaction opportunities, images
    • Read&Write for Google Chrome and Google Slides to build class vocab lists
    • Dual/single language vocab placemat for assessment language
    • Incorporate student voice
  • Asking questions - be specific (what questions do you have about x? etc)
  • Demonstration of learning:
    • Consider early language learners - how can they demonstrate what they know? Need to offer options!
    • Make use of first language
    • What are you assessing? Knowledge or language?
  • Mastery-based learning (Modern Classrooms Project)
  • Word banks, sentence stems, sentence frames - add scaffolds into assessments
  • Model writing with your class (I do, we do, you do - groups then individual)
  • Try fill-in-the-blanks as a scaffold and then pull back the scaffolds over the semester
  • Graphic organizers:
    • Teaching different note-taking methods (jot dots, Cornell notes, etc)
    • Plagiarism happens because our language learners don't have the language to be able to put it into their own words
  • Know that students come from a lot of different lived experiences - build relationships, cultural awareness, critical conciseness, and trauma-informed teaching and learning strategies
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