Published Articles

This technique gives multilingual students explicit instruction on how to effectively develop their ideas for each part of a paragraph and to link one idea to the next.  READ FULL ARTICLE >>

Teachers can structure supports to guide English learners to speak and write using grade-level, discipline-specific language.  READ FULL ARTICLE >>

This model provides scaffolded active engagement and opportunities for guided practice to help students master new skills.  READ FULL ARTICLE >>

Teachers can carefully chunk information to support newcomer students in learning grade-level content while developing their English proficiency.  READ FULL ARTICLE >>

In this article, ELL experts Beth Skelton and Tan Huynh share some of the lessons they have learned from their experienced multilingual students. READ FULL ARTICLE >>

This short “last word” article shares a quick strategy for collaboratively planning lessons to build both language and content.  READ FULL ARTICLE >>

“In this article, I outline a protocol any English language development teacher or co-teaching team can follow to analyze student work and determine the next instructional steps. Analyzing student work for this purpose is different than grading student work. The goal of looking closely at student work is to provide insights into the next steps for instruction at the word, sentence, and discourse dimension of their writing, rather than simply marking the papers for errors. ” READ FULL ARTICLE >>

In higher grades, multilingual students need to develop a grasp of academic English. Here’s how to help them acquire the skills they need.  READ FULL ARTICLE >>

“…Math is not a “universal” language as some may suggest; the language for math is just as challenging for English-learners as any other content class….””…We believe math classes provide a wonderful opportunity to teach both math skills and language if teachers design lessons following three essential principles: 1) enhance comprehension of the concepts; 2) increase student-to-student interactions; and 3) teach academic language….” READ FULL ARTICLE >>

“…Experienced multilinguals also need support to bridge between their generally proficient use of social language and the expected use of discipline-specific, academic English in content classes. Because experienced multilinguals are often quite fluent when interacting socially with their peers and teachers, some educators may misinterpret their ability to succeed in content classes. These students still need explicit attention to academic language in every content class….” READ FULL ARTICLE >>

“…In addition, students had a clear model of how to organize their descriptive writing, which scaffolded their use of business language. They also had the chance to orally rehearse their descriptions with a team member before writing. These last two scaffolds structured their academic output, adding another level of equity. With this intentional use of sensory, interactive, and linguistic scaffolds, the instructions for writing a signature dish, all students, especially the multilingual students, stand a better chance at reaching the highest level…” READ FULL ARTICLE >>

“…Content-based exams are supposed to gauge students’ understanding of discipline-specific skills and concepts. But for many multilingual students, exams are a reading and writing test in disguise….””…. Justice means scaffolding for students’ success without lowering the expectations. Students are held to the same expectations but receive appropriate support…” READ FULL ARTICLE >>

Discover ideas to support learning at home for ELLs without access to devices or the internet. These recommendations build upon families’ cultures, languages, and strengths.  READ FULL ARTICLE >>

“…If ESL teachers understand their abilities and are interested in developing their skills in other areas, they can become the leaders that many principals desperately need. I have worked with ESL teachers who are brilliant with newcomers and insightful data analysts.  Others work well with their colleagues and enjoy collaboration or know how to connect with parents and community resources. …” READ FULL ARTICLE >>