Teaching MLs

Ep 199. SEL and MLs w/ Dr. Staehre Fenner & Mindi Teich

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Though multilingual learners (MLs) comprise nearly 25% of the school-age population, the most widely-used social emotional learning (SEL) frameworks and programs lack an intentional focus on these students’ unique strengths and challenges. To foster MLs’ academic success and wellbeing, educators must consider students’ cultures, languages, assets, expectations, norms, and life experiences when integrating SEL practices.

In this groundbreaking book, Dr. Diane Staehr Fenner and Mindi Teich break down how each of the five competencies in the Collaborative for Academic, Social, and Emotional Learning (CASEL) SEL framework can be implemented with ML success in mind. Staehr Fenner and Teich’s practical and engaging guide provides SEL considerations that are unique to MLs, relevant research, easy-to-implement educator actions, and tools to seamlessly integrate SEL practices into content and language instruction.

198. Beyond Proficiency Levels w/ Dr. Huseyin Uysal

In this episode, our guest Dr. Huseyin Uysal shares insights into personalized teaching strategies for multilingual learners. Drawing from his vast experience in curriculum development and academic leadership, he sheds light on the transformative power of differentiated instruction. From his own journey as an English instructor in diverse settings to receiving a prestigious award in TESOL leadership, Dr. Uysal unveils the intricacies of fostering inclusive educational environments. He delves into the nuances of labeling practices in education, advocating for a balanced perspective that acknowledges both benefits and drawbacks. Furthermore, listeners gain invaluable guidance on launching ESL programs, including key components essential for student and family success. From differentiated instruction methods to leveraging technology and community resources, Dr. Uysal empowers educators to embrace change and champion equitable learning opportunities for all students. Tune in to explore how tailored approaches can unlock the full potential of multilingual learners!

 

Ep 197. Moving from monolingualism to multilingualism w/ Dr.Lillian Ardell

Ep. QSSSA - structuring accountable academic conversations

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Decades of research (Wright, 2016), and the experience of millions of educators, make one thing abundantly clear about the modern classroom: students need to talk about their learning. Engaging students in small-group, academic conversations is one of the most effective ways to: enhance comprehension reduce misbehavior build academic language proficiency support literacy develop socioemotional skills promote question-asking and deep thinking, and create a sense of community within the classroom So why don’t all lessons have all students talking about their learning, all the time?

Unfortunately, asking students to “turn and talk” to their partners has proven frustrating for many educators, who see students not talking, or students talking about non-academic subjects, or gregarious students dominating conversations while shier students are voiceless. As a teacher, I had all of these frustrations, too. I gave my students the opportunity to talk about their learning, but I wouldn’t see them doing it—at least not the majority of my students. When I asked them why they weren’t talking, I heard a variety of responses, which I dismissed as excuses at the time:

“I don’t want to go first.” “I don’t know what the question is asking, sir.” “I didn’t learn this.” “I don’t even know what we’re supposed to be doing.”

I knew that students engaging in new activities tend to thrive with more structure, but I wasn’t sure what structure I could add to these conversations. And then I came across QSSSA. The Question, Signal, Stem, Share, Assess routine was first introduced in 7 Steps to a Language-Rich, Interactive Classroom by Seidlitz and Perryman in 2011, and has since taken modern classrooms across the nation by storm (as evidence, try an image search of QSSSA).

Research has shown that regularly using QSSSA results in enhanced participation and enthusiasm from students (Seidlitz et al., 2024). QSSSA is so effective because it provides exactly that structure I was looking for in my classroom. Students feel safe and confident in the QSSSA process and are intuitively engaged in participation. In all content areas and at all grade levels, it is one of the most versatile, effective tools in the teacher toolkit, and can be used any time you want to have students participate in structured conversations using academic language.

A Routine for Academic Language Development Each step of the QSSSA routine was deliberately designed to help students develop academic language, first by reducing the affective filter, and second by providing supports that encourage students to use academic language. Here is how to implement each step of the routine.

Ep 195: Using TRTW w/ MLs

You can follow Claudia's podcast here: https://podcasts.apple.com/us/podcast/growing-with-proficiency-the-podcast/id1647436152

Ep 194: Growing Language and Literacy for Secondary MLs w/ Dr. Andrea Honigsfeld

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Ep. 193: Unlocking MLs' Potential (2nd edition)

Bring classroom content to life for multilingual learners

In this eagerly anticipated revision of their bestselling book, authors Diane Staehr Fenner, Sydney Snyder, and Meghan Gregoire-Smith share dynamic, research-backed strategies that every educator of multilingual learners (MLs) can add to their repertoire. Including more of what educators loved from the first edition―authentic classroom examples, a wide variety of research-based instructional strategies, and practical tools to implement across grade levels and content areas―this is the ultimate practical guide to unlocking the potential of MLs in K-12 classrooms.

With fresh graphics and eye-catching colors, this thoroughly revised edition also includes:

• Considerations for newcomers and students with interrupted or no formal education (SLIFE)
• An added chapter on building scaffolded instruction and peer learning opportunities into MLs’ academic reading and writing activities
• Additional opportunities for reflection and application
• A new unit planning template aligned with research-based instructional practices, including a completed example unit

Situated within five core beliefs that frame the must-haves for MLs’ equitable and excellent education, Unlocking Multilingual Learners′ Potential is a guide to research-based practices and a toolbox of strategies every educator can implement to make content accessible and increase language proficiency among MLs.

 

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Ep 192. Heart-Centered Teaching w/ Regie Routman

@regieroutman bravely and loving shares many of her personal stories to help restore our sense of hope, joy, and possibility in uncertain times.

 

Free PDF of Chapter 5 (https://s3-eu-west-1.amazonaws.com/s3-euw1-ap-pe-ws4-cws-documents.ri-prod/9781032445502/Chapter%205.pdf)

 

Companion website for free resources (https://sites.google.com/view/theheartcenteredteacher/home)

 

Order the book (https://amzn.to/3RX2wat)

Ep 191. Identity Safe Spaces w/ Dr. Cohn-Vargas & Dr. Zacarian

@DebbieZacarian and Dr. Cohn-Vargas team up to share how we can create identity safe spaces for all students, especially MLs. 

Ep 190. Assessing Multilinguals with Dr. Margo Gotlieb

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mpowering multilingual learners, families, and teachers

With its emphasis on relationship building as the backdrop for linguistically and culturally sustainable assessment, the bestselling second edition of Assessing Multilingual Learners significantly impacted the field of language education. Applying the groundbreaking assessment "as," "for," and "of" learning model to new contexts, this updated third edition offers educators welcoming and encouraging ways to support multilingual learners to succeed in school and beyond.

Through eight thoroughly revised chapters, Dr. Margo Gottlieb ties assessment to teaching and learning to foster agency and empowerment for multilingual learners, families, and teachers. This book envisions assessment as a process integral to and embedded in curriculum and instruction through:

• Assets-based language
• Student-centered activities
• Classroom assessment tools
• Portraits of practice illustrating authentic assessment practices
• References and resources for stimulating discussion
• Deep questioning for thinking through processes, dilemmas, or challenges

Assessing Multilingual Learners explores the realities and possibilities of classroom assessment as a road to inspire multilingual learners, their families, and teachers to reach great heights.