Key points:

• Standards-aligned lessons use virtual museum visits as a foundation for deep language learning
• Fostering metacognition and AI integration for ELLs
• Revolutionizing storytelling with AI: Empowering ELLs
• For more news on ELLs, visit eSN’s Innovative Teaching hub

Art has a unique power in the ESL classroom–a magic that bridges cultures, ignites imagination, and breathes life into language. For English Language Learners (ELLs), it’s more than an expressive outlet. It’s a pathway to explore identity, understand others, and connect with complex emotions in a way traditional instruction often cannot.

Virtual museum visits extend this magic even further, granting students access to the world’s cultural treasures. From their desks, they can encounter masterpieces from diverse time periods and traditions, helping them appreciate art as a universal language and a reflection of the human experience.

This article presents a standards-aligned lesson plan that uses virtual museum visits as a foundation for deep language learning. Through creative activities, students build vocabulary, develop critical thinking, and practice expressive language, all while immersing themselves in global art and culture. More than a lesson, this is a framework for creating a classroom where language acquisition feels natural, meaningful, and profoundly human.

The power of virtual art integration

When students engage with visual art, especially through virtual museum visits, they connect with language on a deeper level. Descriptive words come to life, emotional vocabulary becomes personal, and interpretive skills sharpen as they analyze symbolism, composition, and historical context. This multimodal learning approach, which combines visual, auditory, and linguistic stimuli, has been shown to improve comprehension and retention–particularly among English Learners (Moreno & Mayer, 2007).

Empowering student voice and identity

Art-based learning gives ELLs the confidence to speak and the freedom to explore. When students act as characters from a painting–whether a noble figure, an everyday worker, or a mythological being–they’re not just practicing language. They’re stepping into new identities, interpreting emotions, and telling stories that matter. This personal connection empowers students to see their own experiences reflected in global art, bridging the gap between language learning and cultural expression.

A glimpse into the lesson experience

In this project, students explore collections from institutions like the National Gallery or the Smithsonian. They select an artwork that resonates with them, research its background, and then write and perform a monologue or dialogue from the perspective of a character within the painting. They use tools like Natural Readers to refine pronunciation and rehearse with confidence. This blend of research, writing, performance, and reflection turns the ESL classroom into a space of creativity and
exploration.

Student presentations are recorded and shared with peers, followed by class discussions and feedback. Through this process, students build not only language skills but also critical thinking, empathy, and global awareness.

Standards and pedagogical alignment

The lesson aligns with TESOL standards and Common Core language goals. Students engage in complex language functions–describing, analyzing, and presenting–while gaining insight into diverse cultures. They build vocabulary through contextualized learning, practice academic speaking skills, and develop intercultural competence. It’s a holistic approach that addresses both linguistic and socio-emotional development.

Student work and real-world impact

The impact is best seen in student work. Videos shared publicly with permission show learners stepping into the shoes of historical and cultural figures, expressing themselves fluently and passionately. These moments of creativity reveal the true power of integrating technology, art, and language instruction.

Examples:

• Example Video 1
• Example Video 2
• Example Video 3
• Example Video 4
• Example Video 5

Bringing virtual art into the ESL classroom transforms language learning into a rich, human experience. It fosters self-expression, cultural appreciation, and global awareness while enhancing vocabulary, grammar, and fluency. This is more than a strategy, it’s a shift in how we view language education.

So bring a masterpiece into your classroom, and watch language come
alive.

Key points:

• All students are math language learners, regardless of their home language
• Fostering metacognition and AI integration for ELLs
• How to support multilingual learners in STEM
• For more news on language learners, visit eSN’s Innovative Teaching hub

Math isn’t just about numbers. It’s about language, too.

Many math tasks involve reading, writing, speaking, and listening. These language demands can be particularly challenging for students whose primary language is not English.

There are many ways teachers can bridge language barriers for multilingual learners (MLs) while also making math more accessible and engaging for all learners. Here are a few:

1. Introduce and reinforce academic language

Like many disciplines, math has its own language. It has specialized terms–such as numerator, divisor, polynomial, and coefficient–that students may not encounter outside of class. Math also includes everyday words with multiple meanings, such as product, plane, odd, even, square, degree, and mean.

One way to help students build the vocabulary needed for each lesson is to identify and highlight key terms that might be new to them. Write the terms on a whiteboard. Post the terms on math walls. Ask students to record them in math vocabulary notebooks they can reference throughout the year. Conduct a hands-on activity that provides a context for the vocabulary students are learning. Reinforce the terms by asking students to draw pictures of them in their notebooks or use them in conversations during group work.

Helping students learn to speak math proficiently today will pay dividends (another word with multiple meanings!) for years to come.

2. Incorporate visual aids

Visuals and multimedia improve MLs’ English language acquisition and engagement. Picture cards, for example, are a helpful tool for building students’ vocabulary skills in group, paired, or independent work. Many digital platforms include ready-made online cards as well as resources for creating picture cards and worksheets.

Visual aids also help MLs comprehend and remember content. Aids such as photographs, videos, animations, drawings, diagrams, charts, and graphs help make abstract ideas concrete. They connect concepts to the everyday world and students’ experiences and prior knowledge, which helps foster understanding.

Even physical actions such as hand gestures, modeling the use of a tool, or displaying work samples alongside verbal explanations and instructions can give students the clarity needed to tackle math tasks.

3. Utilize digital tools

A key benefit of digital math tools is that they make math feel approachable. Many MLs may feel more comfortable with digital math platforms because they can practice independently without worrying about taking extra time or giving the wrong answer in front of their peers.

Digital platforms also offer embedded language supports and accessibility features for diverse learners. Features like text-to-speech, adjustable speaking rates, digital glossaries, and closed captioning improve math comprehension and strengthen literacy skills.

4. Encourage hands-on learning

Hands-on learning makes math come alive. Math manipulatives allow MLs to “touch” math, deepening their understanding. Both physical and digital manipulatives–such as pattern blocks, dice, spinners, base ten blocks, and algebra tiles–enable students to explore and interact with mathematical ideas and discover the wonders of math in the world around them.

Many lesson models, inquiry-based investigations, hands-on explorations and activities, and simulations also help students connect abstract concepts and real-life scenarios.

PhET sims, for example, create a game-like environment where students learn math through exploration and discovery. In addition to addressing math concepts and applications, these free simulations offer language translations and inclusive features such as voicing and interactive descriptions.

Whether students do math by manipulating materials in their hands or on their devices, hands-on explorations encourage students to experiment, make predictions, and find solutions through trial and error. This not only fosters critical thinking but also helps build confidence and perseverance.

5. Use students’ home language as a support

Research suggests that students’ home languages can also be educational resources. 

In U.S. public schools, Spanish is the most commonly reported home language of students learning English. More than 75 percent of English learners speak Spanish at home. To help schools incorporate students’ home language in the classroom, some digital platforms offer curriculum content and supports in both English and Spanish. Some even provide the option to toggle from English to Spanish with the click of a button.

In addition, artificial intelligence and online translation tools can translate lesson materials into multiple languages.

6. Create verbal scaffolds

To respond to math questions, MLs have to figure out the answers and how to phrase their responses in English. Verbal scaffolds such as sentence frames and sentence stems can lighten the cognitive load by giving students a starting point for answering questions or expressing their ideas. This way, students can focus on the lesson content rather than having to spend extra mental energy figuring out how to word their answers.

Sentence frames are often helpful for students with a beginning level of English proficiency.

• A square has            sides.  
• An isosceles triangle has at least             equal angles.

Sentence stems (a.k.a. sentence starters) help students get their thoughts going so they can give an answer or participate in a discussion. 

• The pattern I noticed was                               .               
• My answer is                               . I figured it out by                               .

Whether online or on paper, these fill-in-the-blank phrases and sentences help students explain their thinking orally or in writing. These scaffolds also support academic language development by showing key terms in context and providing opportunities to use new vocabulary words.

Making math welcoming for all

All students are math language learners. Regardless of their home language, every student should feel like their math classroom is a place to learn, participate, contribute, and grow. With the right strategies and tools, teachers can effectively support MLs while maintaining the rigor of grade-level content and making math more accessible and engaging for all.

Key points:

• AI complements metacognition by offering adaptive learning experiences
• Revolutionizing storytelling with AI: Empowering ELLs
• Asking the right questions: Unlocking the full potential of AI tools
• For more on AI in education, visit eSN’s Digital Learning hub

Metacognition, or the ability to think about one’s own thinking, is a crucial skill for English Language Learners (ELLs) across all content areas. By fostering self-awareness and self-regulation, metacognitive strategies empower students to monitor their learning processes, set achievable goals, and adapt their approaches to overcome linguistic and academic challenges. Teaching metacognition equips ELLs with the tools needed to navigate not only language acquisition but also the demands of various subject areas, from math and science to history and literature (Flavell, 1979; Schraw & Moshman, 1995).

This article explores the role of metacognition in enhancing learning outcomes for ELLs and demonstrates how artificial intelligence (AI) tools can support metacognitive growth. From personalized feedback to progress tracking, AI enables students to reflect on their learning journey, refine their strategies, and develop a deeper understanding of their strengths and areas for improvement. By integrating metacognition with AI, educators in all content areas can create dynamic learning environments where ELLs not only achieve academic success but also gain the confidence and autonomy needed to thrive across disciplines and beyond the classroom (Winne & Azevedo, 2014).

The challenges of supporting ELLs across content areas

Teaching ELLs presents unique challenges. Beyond mastering a new language, these students must also navigate complex academic content in subjects like history, science, and literature. The dual burden of acquiring language proficiency while excelling in demanding subjects can leave students overwhelmed (Cummins, 2008). Educators often ask: How can we help ELLs succeed academically while fostering their independence and critical thinking skills?

The answer lies in two transformative strategies: metacognition and the integration of artificial intelligence (AI). Metacognition involves planning, monitoring, and evaluating one’s understanding and strategies, which helps students become more aware of their learning processes and make adjustments for improvement (Hacker, Dunlosky, & Graesser, 2009). Research shows that explicitly teaching metacognitive strategies improves student autonomy and learning outcomes, particularly when paired with AI tools that provide real-time, personalized feedback (Fischer, Hmelo-Silver, Goldman, & Reimann, 2018).

AI complements metacognition by offering adaptive learning experiences, instant language support, and individualized feedback, helping ELLs bridge both linguistic and academic gaps (Zawacki-Richter et al., 2019). Together, these strategies empower ELLs to take ownership of their learning and thrive.

How AI supports metacognition: Saul’s story

Saul, a grade 10 student at the intermediate proficiency level, speaks Spanish and is navigating the challenge of learning academic English while excelling in his coursework. A curious and reflective learner, Saul often seeks ways to connect new information with his personal experiences. During a recent project on myths and heroes, he explored how the American Dream shaped historical narratives. Initially, Saul struggled with key concepts, particularly vocabulary like myth, hero, and dandyism.

To overcome these challenges, Saul used ChatGPT in several ways:

• Clarifying vocabulary: He asked for simple definitions and examples. Translating phrases into Spanish helped him connect new terms to his native language.
• Brainstorming ideas: He used AI to generate comparisons between figures like Martin Luther King Jr. and Che Guevara.
• Refining his essay: ChatGPT provided models and feedback that helped him improve coherence and argumentation.

Metacognition in action

As Saul worked on his essay, he critically examined the role of the American Dream as both an inspiration and a challenge for society, writing:

“The American Dream made people think too much about money and follow rich businessmen as examples. A story like this can make heroes like Martin Luther King Jr. or Che Guevara, but it can also cause unfairness.”

By integrating AI support with teacher guidance, Saul developed a nuanced argument, recognizing that while the American Dream fosters ambition, it can also obscure systemic barriers (Lareau, 2011). This critical engagement demonstrates how metacognition and AI together help students refine complex ideas.

Fostering metacognition through teacher-student conversations

Encouraging metacognition often begins with meaningful teacher-student interactions. For example:

Teacher-student dialogue

Teacher: I saw your draft on myths and heroes, and I love how you’re connecting the American Dream to Martin Luther King Jr. and Che Guevara. Can you tell me how you approached this assignment?

Saul: At first, I was confused about what a myth really means. So, I started by looking it up online. Then, I asked ChatGPT to explain it in simple terms and to give me examples.

Teacher: That’s a great strategy! How did you use ChatGPT’s response?

Saul: It explained that a myth is a story people believe to be true, even if it’s not. It gave examples like the American Dream. That made me think about how people see success differently, so I added that idea to my essay.

Teacher: It sounds like you’ve been using ChatGPT as a tool to refine your ideas. What challenges did you face?

Saul: I struggled with explaining why myths can sometimes hurt people. I asked ChatGPT about that, and it suggested examples of how myths like the American Dream can make people focus too much on money. That helped me finish that part of the essay.

By guiding students through reflection and self-questioning, teachers can help deepen metacognitive awareness (Zimmerman & Schunk, 2011).

Tailoring AI and metacognitive strategies for different proficiency levels

Metacognition and AI integration should be tailored to students’ proficiency levels:

• Beginners: AI tools can translate and simplify instructions in their native language
• Intermediate learners: AI can assist with vocabulary development and brainstorming
• Advanced learners: AI can enhance argumentation, structure, and peer feedback

Educators can further promote self-regulated learning by incorporating reflective journaling, peer discussions, and AI-assisted revision (Azevedo & Hadwin, 2005).

Addressing educator concerns

While AI tools enhance learning, educators often worry about overreliance and ethical concerns (Selwyn, 2019). To mitigate misuse:

• Require students to submit their AI-generated responses alongside assignments
• Establish clear guidelines on when and how to use AI responsibly
• Address privacy concerns by ensuring AI logs do not contain sensitive personal information

By embedding ethical AI practices into instruction, teachers balance innovation with academic integrity (Luckin, 2018).

The future of AI and metacognition in ELL education

Integrating metacognition and AI transforms classrooms into inclusive, adaptive learning spaces, empowering ELLs to:

• Develop autonomy and critical thinking skills
• Use AI for self-reflection and strategic learning
• Gain confidence in academic language across disciplines

Moving forward, teacher training in AI-driven metacognitive strategies will be key. By experimenting with reflective journaling, AI feedback, and structured metacognitive prompts, educators can create dynamic learning environments where ELLs succeed academically and develop lifelong learning skills.

References

Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition. Educational Psychologist, 40(2), 83-95.

Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. Encyclopedia of language and education, 2, 71-83.

Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34(10), 906-911.

Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009). Handbook of metacognition in education. Routledge.

Luckin, R. (2018). Machine learning and human intelligence. UCL Institute of Education Press.

Zawacki-Richter, O., et al. (2019). Systematic review of research on AI in education. International Journal of Educational Technology in Higher Education, 16(1).

Key points:

• AI tools offer unique opportunities to support ELLs in their storytelling journey
• 5 education innovation trends to watch in 2025
• Using AI to teach persuasive writing to English learners
• For more on AI for ELLs, visit eSN’s Digital Learning hub

Imagine this: You assign your students a writing prompt, and while some eagerly begin crafting their stories, others stare at the blank page, muttering, “I have nothing to write,” or “I can’t think of a story.” For English Language Learners (ELLs), this scenario is even more daunting due to limited vocabulary or fear of making mistakes. In fact, studies show that a lack of confidence and linguistic resources often prevents ELLs from fully engaging in creative writing, despite their rich cultural and personal experiences.

As educators, we constantly seek ways to help students overcome these barriers. Enter artificial intelligence (AI)–a powerful tool that transforms storytelling into an accessible and engaging experience for every student. By integrating AI into storytelling, we can empower students to generate ideas, build confidence, and create compelling narratives, all while developing their language skills.

Getting started: Using AI to spark creativity

A simple and engaging way to introduce AI in storytelling is by using a writing prompt and generating an example story opening with ChatGPT. For instance, you might ask: “Write the opening to a mysterious story about an abandoned lighthouse.”

ChatGPT could respond: “The wind howled through the cracks of the abandoned lighthouse, carrying whispers of secrets long forgotten. The light, extinguished for decades, seemed to flicker faintly as if trying to tell a story no one had yet heard.”

Students can take this opening and continue the story in their own words, expanding the scene, introducing new characters, or creating a plot twist. This method not only sparks creativity but also provides ELLs with a scaffold, building their confidence to dive into storytelling.

To bring their stories to life, students can use AI image generators like DALL-E or tools like Canva to create visuals matching their narratives. For example, they could create an eerie image of the abandoned lighthouse with flickering light and stormy skies. This connection between words and visuals reinforces comprehension and engages students in the storytelling process.

The final step is sharing stories and visuals with the class. Presenting their work allows students to practice speaking, gain confidence, and showcase their creativity.

How AI enhances storytelling

AI tools offer unique opportunities to support ELLs in their storytelling journey. When students struggle to come up with ideas, tools like ChatGPT can provide engaging prompts and vivid descriptions to spark creativity. For example, a student might request a description of a magical forest and receive a response like: “A forest bathed in golden sunlight, where trees tower like ancient guardians and the air shimmers with tiny, glowing orbs.” Such detailed imagery can inspire students to dive into their stories with greater confidence.

In addition to idea generation, AI tools help expand students’ vocabulary. ELLs can use AI to explore synonyms or alternative ways to describe scenes, enriching their language repertoire.

For instance, if a student wants to avoid repeating the word “beautiful,” the AI might suggest options like “stunning,” “captivating,” or “breathtaking,” enabling more nuanced and expressive writing.

Visual storytelling is another area where AI shines. Tools like DALL-E or Adobe Express allow students to create images that align with their narratives, making their stories come to life. For example, a student writing about a mysterious glowing orb could generate a corresponding image, blending creative thinking with visual artistry.

Once students have drafted their stories, AI-based writing assistants like Grammarly can help refine their grammar, spelling, and sentence structure. This process encourages independence and self-correction, teaching students to identify and address their mistakes while improving the overall clarity and polish of their work.

Interactive platforms like Twine take storytelling to a new level by enabling students to create “choose your own adventure” narratives. For example, students might create a mystery where readers decide whether to follow a shadowy figure or stay hidden, leading to different outcomes. This fosters critical thinking and collaboration as students craft branching storylines and engage in problem-solving to connect various plot points.

Classroom example: AI in action

In a Grade 8 ESL classroom, students were given the prompt: “Write about a strange object you find buried in your backyard.” After brainstorming ideas with ChatGPT, one student created a story about a glowing orb that transported them to another dimension. They used DALL-E to generate an image of the orb, and Twine to develop a branching narrative where the reader decides whether to touch the orb or call for help. The result was an immersive storytelling experience that combined creativity with critical thinking.

By incorporating AI tools, students not only created more engaging stories but also developed their language skills in a meaningful and enjoyable way.

Making storytelling accessible and engaging

Using AI in storytelling doesn’t just overcome barriers; it transforms the experience for students. Visual elements and interactivity keep learners engaged, while tools for grammar and vocabulary improvement build confidence. For ELLs, AI provides scaffolding and encouragement to take creative risks and express themselves authentically.

Guiding responsible AI use

While AI opens doors to creativity, teaching students to use these tools responsibly is essential.

Students need to understand the concept of AI “hallucinations,” where AI generates inaccurate or entirely fabricated information. For instance, an AI might describe a historical event inaccurately or create a fictional fact that seems plausible. Educators should teach students to verify AI-generated information with reliable sources.

Equally important is teaching students how to craft clear and specific prompts. For example, instead of asking, “What happens in a story?” they might ask, “Can you suggest a story idea about a character who solves a mystery in a small town?”

Modeling this process helps students see how precise wording yields better results. Encouraging critical thinking is also crucial. Teachers can create opportunities for students to analyze AI-generated content by asking: “Does this make sense? Is it accurate? Can I verify it elsewhere?” Such discussions help students see AI as a helpful tool, but not an infallible one.

Students should also learn that AI is a partner in creativity, not a replacement for their original thinking. They must guide the AI, evaluate its outputs, and make creative decisions to ensure their work remains authentically theirs. Additionally, students should be encouraged to credit AI-generated content appropriately to foster ethical use.

Conclusion

Storytelling is a cornerstone of language learning, offering ELLs opportunities to build vocabulary, practice grammar, and express their ideas. With AI, the storytelling process becomes more accessible, engaging, and impactful. From generating prompts to creating visuals and refining drafts, AI supports students in overcoming challenges and discovering the joy of storytelling.

By integrating AI tools responsibly, educators empower every student to find their voice and share their unique stories with confidence. In the intersection of creativity and technology, AI has the potential to revolutionize the way we teach and learn storytelling

Key points:

• Thoughtful AI use helps teachers support students’ unique writing journeys
• Students using AI: It’s not that scary and shouldn’t be banned
• How AI is transforming learning for dyslexic students
• For more news on AI use, visit eSN’s Digital Learning hub

Twenty years ago, when I started my career as an ESL teacher in Houston, Texas, I remember the struggles of teaching persuasive writing to English learners. I had students who were bright, enthusiastic, and full of ideas, yet they faced real challenges in turning those thoughts into coherent arguments on paper. Many struggled with grammar and sentence structure, while others found it difficult to organize their thoughts logically or to build arguments that flowed convincingly.

I spent countless hours guiding them through the writing process, giving feedback, and encouraging them to think critically. It was rewarding work, but it was time-consuming and often left me wishing there was a way to give them the support they needed, instantly, as they worked.

Fast forward to 2023, and my classroom has transformed in ways I never anticipated. AI-powered tools have entered the educational landscape, and they’ve changed the way I teach writing–particularly persuasive writing. With AI’s assistance, my students are able to receive real-time feedback, suggestions for grammar and vocabulary, and even guidance on structuring their arguments. This support means they can learn and improve as they write, without waiting for me to read through every draft. AI has become an invaluable ally, and it’s helped me create a more dynamic, supportive environment where students can thrive.

1. Assessing student needs and selecting AI tools

Before diving into AI integration, it’s essential to understand where each student needs support. Whether they struggle with grammar, vocabulary, organization, or critical thinking, identifying these specific challenges allows for a targeted approach to using AI.

Example: In my classroom, I noticed that students like Adel often had insightful ideas but struggled with structuring them effectively. His essay, “Money Can’t Buy Happiness,” included valuable reflections on emotional fulfillment and references to The Great Gatsby, yet his ideas were scattered and the language needed refinement. AI could have helped him structure his argument, offering specific guidance on organization and clarity.

Selecting the right AI tools

• For grammar and language support: Tools like Grammarly and Quillbot can be helpful for catching grammar mistakes, punctuation, and phrasing issues. While the free versions cover basic errors, premium versions offer advanced style and tone suggestions, which can elevate student writing to the next level.
• For structuring and outlining: ChatGPT or Google Gemini are useful for generating outlines and brainstorming. For example, students can prompt ChatGPT with “Help me outline a persuasive essay on solar energy,” and it will provide a structured outline.
• For vocabulary enhancement: Wordtune is excellent for paraphrasing and finding synonyms, while Thesaurus.com is helpful for quick vocabulary adjustments, enabling students to diversify their language and avoid repetition.

2. Introducing AI tools to the classroom

Explaining how each tool will be used and setting clear expectations is crucial for effective integration. Walking students through the features helps them feel comfortable with the technology and confident in using it independently.

Example: I created a short tutorial on Grammarly, showing students how it catches grammatical errors and offers suggestions. This helped students like Nour, who was passionate about his petition to save the Ganges River, to polish his language, ensuring that his message about the river’s pollution would resonate clearly with readers.

3. Starting with AI-assisted brainstorming and outlining

Introduce a topic (e.g., “Why Solar Power is Essential” or “Money Can’t Buy Happiness”) and explain the goals of persuasive writing. Emphasize the need to present a compelling argument to influence the reader.

Group brainstorming with AI for pros and cons
Organizing students into groups to brainstorm using AI tools like ChatGPT can help deepen their understanding of their topics. By generating lists of pros and cons, students practice critical thinking while considering opposing viewpoints.

Example: Students input their topic into AI and ask for pros and cons. For “solar power,” AI might respond with advantages like “reduces carbon emissions” and “is a renewable resource,” and challenges like “high installation costs” and “dependence on weather.” Students discuss these ideas and add their insights, developing a nuanced argument.

Creating and personalizing outlines with AI
Once AI provides a basic outline, encourage students to personalize it by adding specific examples or perspectives they want to explore.

Example: For Nour’s petition, I encouraged him to add personal reflections on the cultural and spiritual significance of the Ganges River, which made his work more authentic and relatable.

4. Guided drafting with AI support for language and structure

Encourage students to draft their essays in stages, focusing on one section at a time. For instance, teach them to craft a clear thesis statement and support it with specific details.

Developing counter-arguments
Using the cons generated during brainstorming, students can write a counter-argument paragraph that acknowledges opposing views and explains why their position remains strong.

Example: For “Why Solar Power is Essential,” students could address installation costs as a downside, then counter this by explaining long-term financial and environmental benefits.

Real-time language support with AI tools
Grammar tools like Grammarly provide real-time checks, while vocabulary tools like Wordtune help refine language.

Example: I advised students to keep Grammarly active while drafting to receive immediate feedback on language issues.

Refining sentences with AI
Teach students to use AI tools for sentence refinement, helping improve clarity and flow.

Example: If Ammar writes, “Renewable energy is more safe and affordable,” AI might suggest, “Renewable energy is a safer, more affordable choice.” This makes Ammar’s point sound polished and impactful.

5. Final assessment and feedback using AI tools

Certain AI tools, such as Microsoft Editor, can assess clarity, coherence, and grammar. Using these for preliminary assessments allows students to independently identify their strengths and areas for improvement.

Example: Have students review AI scores and feedback before submitting their drafts for teacher evaluation, empowering them to address final issues.

6. Goal-setting and progress tracking

Help students set specific writing goals and use AI to track improvements over time, fostering a sense of achievement and motivating continual progress.

Example: A student might aim to “Reduce grammar errors by 20 percent in the next essay.” Tracking such progress helps students take ownership of their development.

7. Encouraging peer review supported by AI

Pairing students for peer review with AI support combines AI’s assistance with peer insights. This approach broadens feedback and allows students to learn from each other.

Example: Nour and Ammar used AI to review each other’s work. Nour provided feedback on clarity, while Ammar suggested language enhancements, enriching both students’ understanding and skills.

8. Addressing potential challenges with AI integration

Some teachers may worry about students becoming too dependent on AI, potentially impacting their independent writing skills. Emphasize that AI is a supportive tool, not a replacement. Encourage students to draft independently before using AI to refine their work.

Monitoring how they use AI and reviewing original drafts can help teachers ensure balanced, thoughtful engagement with the tool.

Encouraging reflection on AI use
After using AI, ask students reflective questions like, “How did AI help you clarify your argument?” This encourages them to see AI as a learning aid, not a shortcut.

9. Reflect and refine your approach

Finally, after each AI-integrated lesson, have students reflect on their experience. Adjusting tools and methods based on feedback ensures continuous improvement in teaching effectiveness.

Integrating AI into persuasive writing instruction has transformed my approach, allowing me to offer real-time feedback, structured support, and personalized learning experiences. AI empowers students to overcome language barriers, think critically, and express themselves more effectively–skills they will carry far beyond the classroom. By thoughtfully using AI, teachers can support students’ unique writing journeys, helping them find clarity and confidence in their voices.

Key points:

• Scaffolds help ELLs learn the language and master academic content
• This ESL teacher ensures students learn the language–and feel the love
• How edtech is transforming bilingual education in the U.S.
• For more news on scaffolds for ELLs, visit eSN’s Innovative Teaching hub

As schools continue to serve an increasingly diverse student body, many educators face the challenge of meeting the needs of English Language Learners (ELLs) in content-rich classrooms. While it may seem convenient to provide instructional materials in students’ native languages, relying too heavily on translations can hinder ELLs’ progress in developing language proficiency and content mastery. 

In a recent faculty meeting at our school led by Director Adrienne Viscardi, we discussed the importance of using morphology and concept circles to deepen students’ understanding of academic language. These strategies are powerful, but the conversation highlighted a bigger issue: the misconception that translating content is the go-to scaffold for ELLs. While translations can serve as temporary support, they can have unintended negative effects if overused, such as slowing students’ English acquisition and preventing them from engaging fully in classroom discourse. 

Why translations alone aren’t enough

ELLs need opportunities to practice English in meaningful contexts. Providing content in Spanish–or any other native language–can create a false sense of proficiency, allowing students to rely on their first language rather than building the skills to access content in English. As a result, students may struggle to participate in classroom discussions, access higher-order thinking tasks, and meet grade-level expectations. 

Instead of defaulting to translations, it’s important to consider a range of scaffolding strategies that build both language and content knowledge. These approaches vary by subject area but are essential for integrating ELLs into the academic learning process. 

Effective scaffolds for ELLs by content area

1. Social studies 

Social studies classrooms are vocabulary-heavy and context-dependent, which can pose a challenge for ELLs. Consider these scaffolds: 

• Visuals and timelines: Use maps, historical images, and timelines to anchor content in visual references. 
• Sentence starters and word banks: Provide structured sentence frames that encourage ELLs to engage in academic discourse, focusing on key terms and concepts. 
• Collaborative learning: Pairing students with supportive peers can encourage discussion and understanding of complex ideas. 

2. Math 

Though math is often seen as a universal language, the academic vocabulary can create significant barriers for ELLs. 

• Manipulatives and visual aids: Use hands-on materials like fraction tiles, number lines, or geometric shapes to illustrate concepts. 
• Step-by-step instructions: Scaffold instructions with clear, sequential steps. Breaking down complex problems helps ELLs process each part. 
• Vocabulary focus: Teach the language of math problems explicitly, focusing on words like “sum,” “difference,” or “product.” 

3. Science 

Science combines technical terms with abstract concepts, making it a tough subject for ELLs to navigate without support. 

• Anchor charts and visual models: Create posters or digital anchor charts to display important vocabulary and concepts. 
• Experiments and demonstrations: Providing hands-on experiences allows students to observe and understand scientific principles without needing to rely solely on language. 
• Graphic organizers: Help students organize information visually through charts that categorize processes like the scientific method or life cycles. 

4. English 

In an English classroom, the goal is not just language proficiency but also critical thinking and analysis. 

• Morphology and word roots: Building from our recent faculty meeting, teaching students to break down words by prefixes, suffixes, and roots can help them decode unfamiliar terms. 
• Leveled reading materials: Offer different versions of the same text at various reading levels so that all students can engage with the material. 
• Sentence frames and discussion starters: Provide structured ways for students to enter academic conversations, using scaffolds that allow them to practice complex thinking in English. 

Tier 1 and Tier 2 support

ELLs benefit from scaffolding that is woven into everyday classroom instruction. For Tier 1 support, incorporating visuals, structured notes, and modeling in whole-group instruction can make content more accessible. For Tier 2, targeted small-group instruction can focus on building vocabulary and reinforcing key concepts. 

Resources for teachers

There are numerous resources available to help teachers scaffold effectively for ELLs: 

• WIDA Can Do Descriptors: This tool provides guidelines on what ELLs can do at each language proficiency level, offering tailored support strategies. 
• Colorín Colorado: A bilingual site filled with resources and tips for teachers, offering ways to integrate language and content learning. 
• Understanding Language (Stanford University): A site dedicated to improving ELL instruction by offering tools and strategies that promote deeper content learning. 

A balanced approach to supporting ELLs

While it’s tempting to rely on translations as a quick fix, the long-term goal should be to help ELLs build the skills they need to succeed in English. By implementing scaffolds that differentiate instruction across content areas, teachers can ensure that ELLs are both learning the language and mastering academic content. 

Supporting ELLs is a challenge, but it is also an opportunity to create a more inclusive, effective classroom. By using strategies that focus on both language and content, we can help all students thrive. 

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

Missy Testerman has been teaching at Rogersville City School for 32 years. But for the past few years, she’s been teaching more children who weren’t born in the rural Appalachian community where the school is nestled.

Some of the children are from Mexico and Honduras. Others are from India, China, and various Arabic-speaking nations. She heard stories about immigrant families braving dangerous routes to get to the United States.

“We’re very rural. We see cows every day,” said Testerman, 54, who also directs the ESL program at the school. “But what we’ve seen here is that [Spanish-speaking immigrants] aren’t settling close to the [southern] border anymore … they’re coming to towns like ours.”

To help these families acclimate, Testerman earned her license to teach English learners two years ago. What she’s learned is that the job requires more than helping children and families learn English and find their way. It means helping newcomer students fit in socially as well.

Sometimes, she said, the political climate can make that daunting.

“I try to make sure that my children and their families are assimilated here, that they’re participating in sports and everything, because if they assimilate, people will accept them more easily,” Testerman said.

She said it’s “heartbreaking” to hear people, particularly elected officials, make hurtful blanket statements about immigrants.

Last year, Testerman’s passion for her students and her work as an ESL teacher earned her the title of Tennessee’s 2023 Teacher of the Year. This year, the Council of Chief State School Officers selected her as one of four finalists for National Teacher of the Year.

The winner will be announced in April.

“It’s an amazing feeling,” she said. “I’m still a little baffled as to how and why, because there are so many awesome teachers in my state and community who pour their heart and soul into their work. To be named as a finalist is just incredibly humbling.”

Testerman recently talked to Chalkbeat Tennessee about how she approaches her work.

This interview has been lightly edited for length and clarity.

How do you go about teaching English to non-native speakers?

You just start small, using photo cards, and expanding their reach, just like you would with a baby, by trying to fill their world with language. In the beginning, it means very basic language that you build on.

I do a combination of push-in services, where I go in, plan with the teacher, work with the teacher, and help deliver English language development skills at the same time I’m delivering academic content, and I also do [55 minutes of] pull-out for kids who need it — new learners, students who struggle.

This year, I really tried to focus on my fourth graders, because they were kindergartners when the COVID shutdowns started. They were home during most of first grade, and they’re the ones who have had the most loss.

What’s your favorite lesson to teach and why?

I love everything about the reading process. My master’s degree is in education, so I love any lesson that has to do with the components of reading — whether that is breaking down themes, character development, contractions, antonyms, and synonyms.

What’s going on in your community that affects what happens in your classroom?

Unfortunately, there are [those], and they’re mainly politicians, who are on social media pushing out these untrue statements about immigrants, and a lot of times, that causes a bias to form against some of my students and their families, and that does affect their education.

Luckily, my school here is kind of insulated. We built this community inside our school, but outside our school, these are the things that my students and their families have to face. They want to fit in, but they also want to be proud of their heritage, and we want them to be proud of their heritage.

Also, something that is also very important to me is that they preserve their home language. It is a gift to have two languages, and I constantly work in examples of how they can use both of their languages in a career someday. I tell the story of my son’s girlfriend. [Her family is] Honduran. She was born and raised in Houston but she speaks both languages. They’re in supply chain management and real estate. She’s just incredibly talented because she’s able to talk to people in two different languages. I urge [students] to speak their home languages at home, so they don’t lose it. I can teach them English, but not Arabic or Spanish.

What inspired you to become a teacher?

I think I was always destined to be a teacher. I was always that typical kid who lined up the dolls taught the dolls, and forced my little sister to play school. I had so many incredible teachers when I was growing up, and I wanted to be like them, to emulate them. I wanted to dress like them. I remember when I was in the first grade, and I was so proud when my mom bought me a cardigan to wear with my Easter dress because my teacher wore a cardigan every day. I was so proud of that sweater.

What’s the best advice you’ve ever received?

I worked with the very best mentor. She’s no longer with us, but she was always that voice asking what’s best for kids and how something will impact students. That’s the best advice I’ve ever gotten: To keep kids as the focus and to ask yourself what’s best for students.

How do you take care of yourself when you’re not at work?

This may sound weird, but my husband and I get up at about 5:30 every morning, and we run before school. That is my stress reliever; it helps me manage the stress of the job.

Chalkbeat is a nonprofit news site covering educational change in public schools.

Related:

• For more news on ESL teaching, visit eSN’s Innovative Teaching hub
• 5 practical ways to support English learners in the classroom
• How to help ESL students improve writing skills

Key points:

• Smart policy decisions are needed to support bilingual education
• 5 practical ways to support English learners in the classroom
• 3 things to consider when designing digital learning experiences
• For more news on learning with edtech, visit eSN’s Digital Learning hub

Millions of students within the United States public school system are non-native English speakers. As this figure continues to grow year over year, true bilingual education is becoming more vital to equitably support student success.

How do we ensure students achieve proficiency with the English language while receiving a rich and comprehensive education? One that affirms and celebrates their identities and helps them learn about and understand others?

Today’s technology presents us with answers. Thanks to computer-driven translation, AI, and advanced classroom tools, we stand to put every student on a path to success with the English language and beyond.

The numbers behind bilingual education

Within three decades, the number of households speaking a language other than English has nearly tripled from 23 million to 68 million. In states like California, Texas, New Mexico, and Nevada, these numbers are even more drastic, with 44 percent, 36 percent, 33 percent, and 31 percent of their populations speaking a different language at home.

As expected, this is reflected in the United States’ student population, which also grew in non-native English learners over the last 10 years. In 2020, one survey found that approximately 5 million public school students were English learners–that’s over 10 percent of students. Again, Texas has about 20 percent of those students, California has 17 percent, 16 percent are in New Mexico and 13 percent are in Nevada.

Bilingual education’s impact

With 1 in every 10 students experiencing a lack of English proficiency, millions are at risk for struggles with reading and writing comprehension, reduced academic achievement, and less rigorous tracks of study, which lead to increased dropout rates, and lowered educational attainment and human capital.

Bilingual education has been shown to not only increase native language proficiency but English proficiency as well, as the ultimate goal should be to build mastery in both languages. If a large contingent of the United States population were to not have English proficiency, they would suffer. Some studies have suggested that non-native language speakers struggle to access effective healthcare, while others have found increases in negative interactions.

It should be recognized that bilingual education lifts all boats. In a world that is now so connected, those who speak multiple languages have much to gain. These speakers are more competitive in the workplace, see more job opportunities, and even are found to have better brain health.

Further and especially in these new days of AI, human-to-human connection, communication, and collaboration have and will only become more paramount.

Where edtech steps in

While the student population speaking languages other than English within the U.S. has rapidly grown over the last three decades, technology has advanced even faster. Now, edtech can support bilingual education in a way impossible before.

Smart investments in technology not only improve education for bilingual and non-native English speakers but also help make educators themselves more efficient and impactful, effectively preparing all students for the future.

Building bilingual materials

It’s uncommon for educational materials to be authored for non-English speakers in the native language of the user. It comes down to a simple return on investment calculation, as the number of users is too low compared with the larger market for a publisher to produce these materials in a cost-effective manner.

Educational content within the U.S. is typically written in English, and then translated into other languages as needed. Largely human-driven, this process is error-prone,  resource-heavy, slow, and costly. Since this process is so intensive, curricula available in languages other than English were typically limited to the most common, specifically Spanish, even though there are far more others that need to be served.

Today’s computer-driven translation and AI translation can translate a text with incredible accuracy in a matter of minutes. Then, human translators can check for accuracy, add relevant context, and run quality control, significantly reducing production costs and increasing the effectiveness of the text.

With cost and resource savings, more time can be dedicated to improving the quality of these texts, ultimately improving how the curriculum in languages other than English flows into and improves English learning, to create truly bilingual students.

Technology can also assist in solving the issue of the limited number of languages available. There are over 350 languages used within the United States, according to the U.S. Census Bureau, making it one of the most language-diverse countries in the world. In fact, 21.6 percent of the population reports speaking a language other than English at home. Outside of English and Spanish, Chinese, Tagalog, Vietnamese, and Arabic are the most common. There are also Native North American dialects like Navajo, Yupik, Dakota, Apache, Keres, and Cherokee.

Because AI and machine learning can translate far more quickly, it is significantly less costly to create content in any given language, adding to the number of curricula offered in languages other than English.

Many make the mistake of believing that bilingual education means that you are separately teaching students in different languages forever. This is not true. Real bilingual education is developing a path that gently brings learners who speak languages other than English down the path to full English instruction, developing proficiency in both languages as their education progresses.

With this in mind, producers of high-quality core curricula are already offering a comprehensive set of resources and strategies to support bilingual education. Both EL Education and Illustrative Mathematics, national nonprofit publishers of K-12 curriculum, include the development of English language proficiency within their curricula.

The benefits of rapid translation go beyond the walls of the classroom as well. Parents and/or guardians, of course, want to be updated on the progress of their children and what they are learning. In the past, limited-English or non-English households may have struggled with understanding assignments, feedback, or grading. Now, not only is the curriculum more accessible, but translation and chat capabilities power direct parent-to-teacher communication in any given language.

Better assessments and educational outcomes

We can lean on technology to do more than recreate texts. Through the use of AI and large language models, it is possible to efficiently generate standards-aligned assessments in foreign languages as well.

As with content, most assessments and standardized tests are simply translated directly from English into another language. Imagine how difficult it would be to try and learn something that wasn’t translated perfectly to your native language, and then try to take a test that wasn’t translated well either.

Again, technology can drive English language translations, leaving the final quality assurance and relevancy check to instructional experts. When both the learning and testing materials are correctly reflected in the right language, with the right cultural context, and delivered in a relevant way, testing becomes far more reliable.

Take today’s state standardized tests as an example. What we’ve learned is that most are not actually testing for a skillset, but really just test how prepared you are for a standardized test. These test procedural fluency and general background knowledge more than skill and ability.

A study found that on average, English-learning students score approximately 46 percent lower on high school reading tests and 31% below on high school mathematics tests. But this is not because of lack of skill; it’s for a lack of proficiency in standardized testing.

Students with experience in standardized testing and general background knowledge typically perform the best, whereas those with a lack of context underperform. True bilingual education equips non-native English speakers with the tools they need to perform on standardized testing. On a macro level, this provides more accurate insights into state, district, and school performance.

More support for educators

Perhaps one of the most important ways technology can benefit bilingual education is by supporting teachers. Educators are burdened enough, and while 62 percent of U.S. schools have at least some English-learning students, not all teachers are properly equipped to provide equitable education.

Thankfully, we are at a place where edtech can significantly reduce the cognitive load placed on teachers. Tools like digital assessments and grade books can automatically grade assignments and assessments, including those in other languages, alleviating the stress of grading across dialects.

Classroom technology provides easier access to curriculum in multiple languages, making it easier to navigate, utilize, and distribute. These technologies can give teachers their time back, reducing their burden and allowing them to spend more time with students.

Digital tools such as digital assessments, grade books, and learning management systems enable teachers to efficiently manage classroom activities and personalize instruction for diverse learners. Moreover, technology-integrated professional development programs empower educators to enhance their pedagogical practices and effectively implement bilingual curriculum frameworks.

But educators still require support, and with savings in materials and time, school leaders need to make an investment in teacher training. The bilingual population will only continue to grow, so the right investments need to be made to support teachers in their roles.

Technology can support here too–with tools that integrate professional learning and curriculum together, educators can become more proficient at teaching the bilingual curriculum, leading to more successful students.

Policy is a key player

Bilingual education will only continue to grow, but we need to look at it as a strength to support and develop. One of the great things about the United States of America is its cultural mix, diversity, and willingness to open its doors to others.

Another great aspect of the U.S. is the partnerships between the public and private sectors. In the case of bilingual education, the private sector has responded. Technology companies have, and will continue to, build products to support classrooms, but ultimately there is a policy call that must be made on the public end.

Effective bilingual education requires a comprehensive policy framework that supports the needs of diverse learners and promotes equity in education. Edtech plays a pivotal role in informing policy decisions by providing policymakers with data-driven insights into the efficacy of bilingual education initiatives.

By leveraging technology-enabled assessment data and analytics, policymakers can identify areas of improvement, allocate resources effectively, and develop evidence-based policies that promote educational equity and excellence. Moreover, partnerships between the public and private sectors enable the co-creation of innovative solutions that address the evolving needs of bilingual learners and educators.

While edtech is currently transforming the landscape of bilingual education, we won’t reach an optimal level of benefit until smart policy decisions are made in the name of bilingual education. Those in decision-making capacities at every level must recognize this as a high need and know that the problem cannot solve itself. Policymakers need to open the door to allow edtech providers to make an impact.

The time is now to make smart investments into the right curricula and tools to support educators and students. Educators need to be unburdened, and students need to be put on a path to success.

Key points:

• STEM’s hands-on approach helps multilingual learners grasp concepts easily
• See article: 5 practical ways to support English learners in the classroom
• See article: How to help ESL students improve writing skills
• For more news on English language learners, see eSN’s Innovative Teaching page

STEM education brings benefits to all students, especially multilingual learners (MLs) whose primary language is not English.

STEM can help with English language development by allowing students to engage with language in a variety of ways. The hands-on nature of STEM learning also makes concepts and vocabulary easier to grasp, and makes learning fun. 

Following are several strategies and tips that can help make learning more engaging and productive for MLs–or any student–in STEM.

1. Provide a concrete context for new vocabulary.

Part of “doing STEM” means learning to speak the language of STEM. Each discipline comes with its own vocabulary. It includes unique terms, like exponent and atom, and everyday words with specialized meanings, like mean or table.

For MLs, grappling with STEM terms while also navigating a new language can make it extra challenging. Native English speakers can struggle, too. Regardless of home language, students who don’t understand terms such as numerator or denominator, for example, might start to think that fractions are “too hard” or that they’re “just not a math person,” despite their ability.

Teaching vocabulary words within the context of a lesson–rather than as a list to be memorized–can help students understand a word’s meaning and its application, which makes STEM feel more accessible.

• Whenever possible, students’ first exposure to new vocabulary should include a hands-on experience. Beginning a lesson with an experiment or interactive experience provides context for both the language and the content students will learn. 
• Be sure to explicitly teach words that have multiple meanings in English, e.g., base, bond, code, engineer, mass, model, range, volume, and odd and even.
• Give students opportunities to talk with each other to practice using their new vocabulary. This helps them explain and reinforce their understanding, and make a personal connection to the terms.
• Provide convenient access and repeated exposure to essential vocabulary. Create a classroom word wall for the year or interchangeable walls that stay up for a unit. Have each student create vocabulary cards or a STEM notebook they can reference.
• A variety of other tactics–such as drawings, pictures, manipulatives, sentence frames, short videos, physical activities, and games–can also be used to help students learn vocabulary.

2. Connect with real-world experiences.

Connecting STEM to the everyday world–e.g., showing how chemical reactions affect food texture and flavor, or how geometry and climate impact local building design–can make STEM come alive and make abstract theories more relatable.

• Be open and curious about students’ cultures, and engage them with experiences that are familiar. Use foods, holidays, games, or other meaningful references during lessons.
• Ask students about their interests and incorporate those into word problems or activities.  
• Choose visuals and manipulatives that are relevant to students’ life experiences.
• Work with students to develop projects about issues that concern them in school or the community.

3. Utilize visuals and technology.

The use of visual aids and technology can also help make complex STEM concepts more approachable and understandable.

• Use visual supports–such as drawings, graphic organizers, diagrams, charts, graphs, flashcards, and images from the everyday world–to explain concepts.
• Utilize digital curricula that have embedded language supports and accessibility features such as text-to-speech, adjustable speaking rates, and the highlighting of each word as it is read aloud.
• Provide access to multimedia tools such as virtual manipulatives, PhET Simulations, digital glossaries, videos, and interactive games to enhance equity and delight digital natives.
• Use closed captioning for video content to improve comprehension and literacy skills.
• Help students remember definitions and concepts with visual activities, such as a matching activity. Or create Tarsia puzzles to teach vocabulary or reinforce lesson topics, such as converting and matching fractions, decimals, and percentages.
• Use physical manipulatives, such as cubes, tiles, dice, or even food, to turn abstract concepts into concrete visuals.

4. Give students opportunities to communicate their STEM thinking.

Students from different backgrounds often have their own ways of participating and learning. A flexible, inclusive approach can help ensure that all students feel involved and have opportunities to excel.

• Create classroom climates that are inclusive and supportive so MLs feel comfortable taking risks with language and with STEM.
• Instead of yes or no questions, ask questions that encourage students to express their thinking. Be sure to provide adequate time for MLs to formulate their thinking and their response in English. When they reply, focus on the content of their ideas, and refrain from stopping them to correct their English.
• Use prompts and sentence frames, designed for different language proficiency levels, to guide student responses. Another way to help MLs learn to express their STEM thinking is to model formal language while revoicing their contributions.
• Create activities that allow MLs to participate without the pressure of speaking in front of the whole class. Solicit choral responses, or pose questions that can be answered with nonverbal responses such as a drawing or a thumbs-up or thumbs-down.
• Research shows that visualization contributes to knowledge formation for learners. Having MLs create their own visual explanations, rather than relying solely on verbal and written explanations, can help them learn complex concepts and systems. It can also reveal misunderstandings or gaps in their knowledge.

5. Encourage collaboration and peer support.

Group work, projects, and activities allow students to interact with and learn from each other. They also give MLs a chance to practice English in an authentic way.

• Use small groups to discuss and solve problems. Group students with a mix of languages and skills so MLs can practice speaking and hear other students using STEM vocabulary and the English language.
• Use partner talk to boost comprehension. Pair MLs with native English speakers, or let them pick their own partners. Sometimes it’s beneficial for students to pair up with someone who speaks the same home language for better comprehension.
• Think-pair-share is another approach that allows students to think independently, discuss their thoughts with a partner, and share with the class. It gives MLs time to process and reflect on new information, and contribute to class discussions.

Empowering MLs with STEM

The examples above illustrate ways to keep the rigor in STEM while making the content more accessible to MLs and all learners. There are also many other methods and tools educators can implement to scaffold or personalize instruction to meet learners’ needs. With high-quality STEM experiences, MLs can develop the problem-solving, critical thinking, communication, and collaboration skills they need to succeed, no matter which path they choose when they graduate.

For English learners, acquiring language proficiency opens the door to thrive across all subjects. However, learning a new language can be a long, difficult process that requires courage, resilience and trust from students who initially might feel vulnerable and out of place.

Schools are challenged by the growing number of English learners in their classrooms, with some districts having as many as 100 different native languages spoken by their students. While many regions of the country are equipped to integrate these students, there is still a struggle to find the best ways to support English learners and their caregivers. 

It’s crucial for teachers to create classrooms that are safe places for students to try, experiment and get meaningful feedback that allows them to make sense of what’s going on around them. The first step requires developing a more comprehensive linguistic profile of students.

Standardized tests are an important part of a linguistic profile, but we need to also consider a student’s background and exposure – what languages they speak at home and with whom do they speak those languages – in order to build a more comprehensive picture. Understanding the linguistic and cultural profile of your students will enable you to select the most appropriate evidence-based strategies and customize them to meet individual needs.

To effectively set each student – regardless of their native language – on a path toward achievement in the classroom and overall academic success, consider these five key strategies: 

1. Provide consistency and routine. Familiarity with a schedule is helpful for all students, particularly when children are not native speakers, as it gives them a sense of security knowing what is coming next. This can have particular implications for students in the early production stage of language development. During this stage, students can engage in routine or formulaic speech, which often marks the beginning stage of expressive language skills. Building a consistent classroom routine will facilitate the use of these “formulaic chunks” as it creates context around these phrases.
   
2. Create an ongoing list of words in the English language with multiple meanings and cross curricular application. Language acquisition isn’t something that is limited to a 45 or 90 minute block of language arts. Every content area teacher, academic or nonacademic, has a role in creating an environment where language learning is facilitated. Teachers can look for opportunities for vocabulary growth that are cross-curricular. For example, the word “plot.” Plot can mean the theme of a story, an area of land or a marking a spot on a graph. And conversely, if a student can’t read or understand the words “add” and “subtract,” they won’t do well on a math test.
   
3. Take advantage of native language skills as a bridge to English. Honoring the native language will embolden students to keep their identity while matching the words of their natural thoughts and feelings with the English versions. For example, let them journal in their native language and then translate to English.  And incorporate experiential learning by looking for ways to connect the curriculum to the world of the students, as well as providing an opportunity for shared experiences that can be used as a foundation for discussion or written reflection.
   
4. Utilize peers. Peers in the classroom are often an untapped resource. For some students, it is more comfortable to interact with other students as opposed to the teacher or another adult. Activities can range from structured to unstructured and will depend on the individual classroom dynamics and the personalities of the students. Peers are excellent language models and collaborative learning provides amazing opportunities to build community and strengthen relationships, while giving students an opportunity to show what they know and use and apply their skills to help others. It may be your first inclination to always pair more proficient students with less proficient students but it can be powerful to look for situations in which we capitalize on the strengths of all students and provide them opportunities to be the leader or the expert. Again, it is going to depend on the objective of the lesson. Another advantage of peer interactions is that students sharpen their listening skills when talking with students whose first language is English. Listening is often a weak point on language proficiency tests because it’s not easy to listen to another language and comprehend well.
   
5. Face students when you teach. It is easier to learn a language when watching how you speak. Teachers should make efforts not to turn to the whiteboard to write while speaking. Watching your facial expressions and gestures make a great impact with interpretation. And by the same token, ask students to turn and face each other when someone speaks. This simple act builds a culture of respect for listening to other voices in the room, and it develops the practice of listening and responding instead of thinking about what they’ll say next.

In the classroom, the most fundamental aspect of a successful teacher is establishing a culture of trust. However, for some students, this can be more of a challenge because English is not their native language. By developing linguistic profiles that go beyond standardized testing and leveraging these five key strategies in the classroom, teachers can help English learners overcome hurdles and achieve in the classroom.

Related:
How to help ESL students improve writing skills
Designing fair and inclusive tests for non-native speakers

Learning a new language is challenging, requiring a student to master four basic skills–listening, reading, speaking, and writing–from scratch. And it becomes even more challenging for ESL learners.

Not only do they learn a language but they also have to deal with other school subjects in it. And while listening and reading aren’t that difficult to conquer (both are passive skills about consuming the language, so they are easier for students to handle), active skills like speaking and writing are another thing:

Why is writing so critical for students to master?

Speaking and writing are about producing the language, requiring a different mental muscle from learners. ESL students won’t be able to succeed at school or college if they can’t use the language well enough: Their grades and overall subject knowledge will suffer.

The reasons for the importance of writing skills for ESL learners are obvious:

• Mistakes make them look uneducated. It’s especially true when it comes to writing assignments: With poor writing skills, students can’t deal with essays and other homework the way they need to get a good grade. Not to mention their further education when the time comes to write dissertations and other research papers: Afraid of poor grades and stipend loss, ESL students get tempted to plagiarize from others or use writing services from third parties to prevent failures and get the desired diploma.
• Writing is essential for professional and long-distance communication. Whether they’ll use English online in chat rooms, messengers, forums, and social media profiles, or they’ll need it for professional communication with colleagues and clients (business emails, project discussions, task setting, etc.), all these require proper writing skills to avoid mistakes and misunderstanding. A wrong vocabulary word or grammar error can change the context and cause problems with comprehension.
• ESL students need stellar writing skills to pass exams and language tests or enter the university. Think of SAT requiring essay writing or IELTS and TOEFL measuring writing abilities. Above-average writing skills are a must here to succeed.

Ways to improve your ESL students’ writing skills

As a teacher, you can help your ESL students improve their writing skills. Here’s how:

Encourage them to find an online pen pal

The big chances are that your ESL mentees communicate with many native speakers, but it doesn’t mean those native speakers help them polish their writing skills. What they need is a written exchange with a person who is ready to correct them and help them actually see mistakes.

Specific websites for language learners, such as My Language Exchange or Interpals, can come in handy here.

They are platforms for practicing languages with native speakers, aimed at learning through communication rather than mere chatting. Introducing such websites or apps to your students can encourage them to try another instrument for writing practice.

Ask them to write short stories

Teachers know that students don’t like writing assignments, especially those with strict requirements and deadlines. To break up the monotony of those typical tasks, ask ESL students to write short stories from time to time.

Not only does it help awaken their creative side, but it also encourages them to think of language learning curiously. Short stories can be about everything: Let a student choose a plot, characters, and resolution.

Such creative writing tasks motivate students to explore new words and topics they might avoid in the classroom or everyday conversation. They will examine literary devices and play with word combinations for their texts to sound better – all this will strengthen their writing skills.

You can also reveal the power of journaling to students and motivate them to keep their diaries in English rather than their native language. It’s an actionable practice to learn new words, improve grammar, and smash doubts about their writing abilities.

Assign summary writing

As you know, summarizing things you’ve read is one of the best ways to practice writing:

ESL students read materials in their target language, learn new vocabulary and sentence structures, and then fix that newly acquired knowledge by writing a summary and using that vocabulary and grammar constructions in their works.

Encourage them to write for publication

If you haven’t thought about teaching digital writing to your students in 2022, it’s high time to start. Gen Z writes more than speak now, sharing tons of text messages, social media posts, and comments daily. As a teacher, you can use it for educational purposes.

Encourage them to participate in online writing contests in their target language: The idea of strangers reading your text is a powerful motivator to write it in the best way possible.

Or, suggest they try blogging in English: free platforms like Medium are perfect to start.

Teach specialized writing styles

As you understand, writing skills go far beyond academic essays, and ESL students will need different writing styles outside of classrooms. Help them master specific formats: emails, resumes, cover letters, reports, etc.

Each format requires using the correct vocabulary and writing rules, so teach proper greetings, set phrases, and punctuation for different types of writing to students. Be one step ahead of the curriculum to not just tell mentees how to write academic papers but to help them master the writing skills they will need later in life.

It’s a challenge to learn a language, but your ESL students were brave enough to accept it. As a teacher, you have instruments to help them along the way: You can find fun and appealing writing practices for mentees so they won’t feel like language learning at all.

Make this challenge engaging and encourage your students not to give up halfway.

Roughly 20 percent of U.S. residents, which is approximately 67.3 million people (equal to the population of France), speak a language other than English at home, according to the Center for Immigration Studies. When it comes to taking tests not in their first language, these groups can be at a notable disadvantage – especially for tests that influence a test-takers’ future. 

Language is a significant barrier to fair and inclusive testing, particularly if language fluency is not relevant to the skill being measured by the test. This is why designing fair and inclusive tests for non-native speakers is a key component of equitable testing.

Data from the Organisation for Economic Co-operation and Development shows that migrants, on average, get significantly lower literacy and numeracy test scores than native speakers. About half of it relates to the language of the test, meaning that if the migrants were tested in their own language, about half the difference would disappear.

As globalization and migration increase, it’s become critical to make tests fair for those whose native language is different from that of the test language. Passing a test is often a gateway to life chances, so all takers should be given the chance to demonstrate their capabilities.

Use simple wording for questions and instructions

One of the most straightforward ways to solve language barriers and increase test accessibility is by using simple wording throughout the test. For example, use “with” instead of “in conjunction with.” Some top practices include:

• Write simple, clear and concise questions. Similarly, use clear and unambiguous instructions on how to complete the test.

• Avoid colloquialisms, idioms, slang, irony and sarcasm, – i.e., words and phrases that only native speakers understand.

• Also avoid long sentences, complex grammar, double negatives and metaphors – phrases that complicate understanding.

Simple language allows for less room for misunderstanding for a reader, and it makes translating easier. These practices also help improve the test for all test-takers, regardless of their native language.

Related:
4 ways to support ELLs in post-pandemic learning
With the right instruction, tech opens doors for ELLs

Provide translation capabilities

Translation is the strongest tactic for enabling fair and inclusive testing for non-native speakers. Moreover, it supports test-takers’ understanding so they can focus on the subject matter and reduce any potential anxiety.

One approach is to provide the test in more than one language. However, that comes with more cost – both financially and time-related – to create, translate and maintain a test in more than one language.

Another  approach is to offer real-time translation within online tests, such as tools that allow test-takers to highlight any text they want to see in their chosen language and get an instantaneous translation during the assessment.

Regardless of what approach is chosen, translation technology should do the following things in order to be considered truly accessible:

• Support test-taker’s choice of language, including instructions. This one is straightforward – provide a multitude of language choices. This includes not only for the test questions and answers but also for the instructions.

• Support authoring of questions in any language and character set. If you build your test around the English language, there’s no room for certain characters and symbols used in other languages, such as accents in Spanish or characters in Chinese. Numbers should be localized as well.

• Include right-to-left languages. Any translation you provide should conform to test-takers’ expectations, including for right-to-left languages, such as Arabic. Moreover, the layout, icons and graphics should mirror this orientation, so it’s a consistent experience for the test-taker.

Offer additional accommodations

When translating tests is not possible, other options should be provided to test-takers. A common tactic is to give more time to non-native speakers, so they have the bandwidth to digest their own translations with less pressure. Text-to-speech audio tools may help them understand words better when played aloud, and dictionaries can also be provided to takers to better comprehend words in the test.

Education is a human right

In conclusion, providing accommodations for non-native speakers is a critical piece of fair and inclusive testing. If left to the wayside, exclusion from fair assessments leads to fewer opportunities for individuals, as well as schools and businesses missing out on undiscovered talent.

Education is a human right. Everyone deserves a fair opportunity at educational and workplace life chances. Facilitating fair and inclusive tests in a language-rich world is one step towards bringing more inclusivity, equity and accessibility into the world of assessments.

There’s no question that the COVID-19 pandemic impacted learning in ways educators and policymakers are still working to understand. But while all students felt the impact, certain historically underserved student groups–including English language learners (ELLs)–were disproportionately affected.

During virtual learning, ELLs didn’t have access to many of the in-school resources they typically use and need to learn best. Many student groups suffered from limited or no access to reliable high-speed internet, appropriate technology devices to use for virtual and hybrid learning, and unpredictable family situations that arose as a result of the pandemic.

While educators focus on addressing pandemic-related learning loss and closing existing learning gaps that grew wider during the pandemic, focusing on ELLs is critical.

Here, Russ Davis, CEO and founder of SchoolStatus, offers some recommendations for supporting ELLs:

1. Creating and maintaining consistent and effective parent-teacher communication. Parent-teacher relationships have always been a vital part of student success, but the importance of establishing and maintaining meaningful two-way communication with students’ support systems at home was emphasized by the pandemic. When schools moved to remote instruction, communication between parents and educators soared. Now, schools have an opportunity to build on this uptick in parent engagement and establish long-term processes that increase meaningful, two-way communication with students’ families. 

2. Implementing a 1:1 device program for students. Our world has fully embraced the digital transformation the pandemic sought onto us. It’s time our schools also join in on this and identify resources to create a 1:1 device program for students. This type of program has been shown to have many benefits in student learning and success as it allows students to gain control over how they learn and explain their knowledge. Also, students can use their devices across classes and from home or at school, which creates more consistency in their learning.

3. Providing ELLs with accommodations that will allow them to succeed. ELLs can benefit from edtech tools that are designed with their needs in mind. Edtech tools can provide support for students who are at all levels of acquiring the English language, from those being introduced to English for the first time to those who are proficient in conversational English, but require additional support because of the complexity of the language. For instance, tools that help with vocabulary attainment, reading and working with text, collecting and organizing information, and drafting and editing writing can be extremely beneficial.

4. Using data to set goals and target interventions where ELLs need them most. Access to dynamic student data is critical to identifying students who may need support. When teachers have a holistic picture of each student – including academic, behavioral, attendance, disciplinary data – they can better target appropriate resources and interventions. Additionally, multi-faceted and timeline student data also enables educators and parents to have informed conversations about students’ learning paths.

Even before COVID-19, reading scores among U.S. students had been declining for the first time in a decade, something that jeopardizes a generation’s achievement and mobility. As this trend was taking place nationally, more immigrant families were moving to Midwestern communities, including my home in Louisville, Kentucky.

While many cities across the country may find themselves unable to accommodate this influx of learners, here at Newcomer Academy, we have built a curriculum and infrastructure to support learners of all types and at scale. This means, at any time, we can welcome new families and students with the tools and resources they need to unlock learning.

Between 2013 and 2020, Jefferson County Public Schools (JCPS) saw double-digit English-learner growth, including 25 percent growth in the 2019-2020 school year alone – a 20-year high. This year, the county has enrolled more than 14,000 English learners. It was this growing population that led JCPS in 2007 to create the Newcomer Academy, a school designed for English language learners in sixth through 12th grades.

At Newcomer, where I’m the principal, this is the first year that most students are enrolled in an American school, and many had limited or interrupted school experiences in their native countries. In fact, about one-third have an educational gap of at least three years.

At Newcomer, students spend up to three semesters building their language and academic skills with us before moving to a middle or high school with a continued English as a second language program. The administrative staff and most teachers are bilingual, if not multilingual. There are more than 150 languages spoken in our district. Jefferson County has a richness of culture that builds global citizens with diverse perspectives starting in middle school. In addition, the fact that many of our staff look and sound like the students helps them feel more comfortable while they’re learning a new language and absorbing a new culture. 

The needs at Newcomer are naturally different from the average student’s, and one of the most obvious is their relationship with technology. For many, their school-issued laptop or tablet is the first one they’ve ever used. But the technology often used to enhance instruction today shouldn’t pose a barrier for learning. Quite the contrary–it should enhance their experience. For that reason, it’s important that we select and introduce those tools with every student’s needs in mind. For instance, we know how powerful images can be in teaching multilingual learners. Images provide an instant visual translation allowing students to better understand content and context. Edtech allows us to find high-quality and culturally relevant images that can enhance engagement, comprehension, and relevance. 

The first step for students — and more often than not, their families — is helping them overcome their fear of technology. Consider it from their point of view: they’re in a new country, navigating new rules and new expectations, when they’re suddenly asked to not only learn to operate an unfamiliar and expensive device, but to safeguard it. Many of our families have come to the U.S. under dire circumstances, and the idea of having to pay to replace a lost or stolen Chromebook or iPad is enough to make them turn down a school-issued device on behalf of their child.

It’s vital that we help them overcome those fears. One device can open many doors for an English language learner, especially if they take it home and teach their siblings, parents and other family members to use it. That’s why our staff members devote significant time to helping families get more comfortable with the responsibility of protecting a school-issued device. Often, the most hesitant families end up becoming the most active users.

We also select edtech solutions with the specific needs of English language learners in mind–solutions that are adaptable, inclusive and equitable. Reading aloud can be one of the most important ways to build fluency, and this is especially critical for students reading at home with family members who aren’t fluent in English. Lumio by SMART includes an immersive reader function that makes it easier for learners to move between English and their native language. They highlight text, then tap open the Immersive Reader tool that enables the speech-to-text function — another tool that, when used at home, can help build language skills for family members. Students can also access a picture dictionary, which helps them make connections more easily. 

Finally, it’s important that we help our families leverage technology that will allow their students to thrive in their new educational environments. We offer a language line that connects them with a live interpreter at a moment’s notice. Another service, School-Connect, lets parents communicate directly with district leaders in their native languages, with messages that are automatically translated. Likewise, Google Translate will convert spoken English into 100 languages, which teachers can cut-and-paste into a document for students to read later. These tools can mean the difference between a family feeling lost and alienated and knowing that their child is in a safe, nurturing environment that values their experiences.

Today, the Newcomer Academy is making it easier to learn the language and the technologies that will open doors for all students in the future. They only need the right instruction, and the right tools, to turn their American dream into a reality.

Since the pandemic started, teachers and students have had to transition from brick-and-mortar classrooms to virtual environments, and back. During this time, learning loss–the reversal of academic progress due to disrupted formal education–has been of significant concern to educators. Unfortunately, studies show that English Language Learners (ELLs) have been disproportionately impacted by learning loss, as compared to their peers.

According to the OECD, school closures and distance learning measures have put ELLs at a greater disadvantage compared to the general student population. A learning gap, which existed prior to the pandemic, is widening across the United States. At the same time, the demands of virtual and hybrid learning have put incredible strains on teachers throughout the pandemic. 

This issue has become a point of controversy for English as a Second Language (ESL) teachers, who do not feel the term ‘learning loss’ accurately describes the complex situation faced by ELLs in America.  

I can understand their perspective, because even before the pandemic, ELLs enrolled in U.S. schools grappled with disproportionately lower academic outcomes, as well as higher dropout rates. This created a learning gap that, due to COVID-19, is only continuing to grow. I believe this gap, combined with the strain placed on teachers during the pandemic, creates a perfect storm. The issue is that inequities continue to grow while there are more teachers facing burnout and there are fewer left to solve the problem. 

A recent study conducted by the University of Chicago found that when ELLs are given effective resources, they can match, and even exceed, their fellow native English-speaking peers in terms of academic achievement. From my perspective, the issue of inequity comes from an institution’s inability to support ELLs and their teachers. 

The issue of learning loss resulting from the pandemic is apparent but there are ways to overcome it. The first priority is to provide teachers with the support they need to effectively address the issue. Now more than ever, we need to help teachers by providing them with technology that is designed to save them time rather than replace them. Furthermore, ELLs need access to supplemental learning opportunities (such as online ESL tutoring). 

To better represent the varied perspectives that exist around learning loss resulting from the pandemic, I gathered the voices of two educators to flesh out some of the different opinions that exist. 

Tan Huynh: Learning loss creates a harmful deficit lens

Tan Huynh is a career teacher, consultant, and author specializing in language acquisition and literacy development. Tan began his teaching career with the Greater New Orleans Corp of Teach For America in 2007 and went on to work in Philadelphia. 

In a recent conversation I had with Tan, he expressed that the way teachers perceive students becomes their reality. He insists that this is particularly true for Multilingual Learners (MLs) and that this is harmful, as MLs face constant barriers that native speakers do not. This is only amplified with the introduction of the term learning loss, which was accelerated by this pandemic. Essentially, this term implies that learning can only happen at school, away from home and one’s cultural influences. This logic enforces the idea that they are not productive learning spaces for students. So, MLs and their families are viewed from a deficit lens. Thus it is harmful to focus on defining the term learning loss.

However, Tan is adamant that the skills learned by MLs during the pandemic are evergreen and relevant. These skills are not only influenced by technological intervention, but family involvement in a child’s development. A common mindset among teachers is that students have lost opportunities amid the pandemic, but Tan believes the contrary. He feels that MLs have gained invaluable skills as a result of the cultural settings in which they inhabit and teachers must consider this. 

Carol Salva: Take lessons from SLIFE (Students with Limited or Interrupted Formal Education) 

Carol Salva is an author, educational consultant, and instructional coach based in Texas. 

Carol insists upon the narrative that interruptions are commonly faced by students during their educational journey. Though students may have experienced an interruption in traditional education, it does not necessarily mean that they will be at a disadvantage in the 2021-2022 school year. 

From Carol’s perspective, SLIFE provides frameworks of various possibilities. It should be noted that the definition of SLIFE varies statewide but usually refers to students who have missed more than 2 years of formal education. Carol emphasizes the fact that many SLIFE have lived through war, violence, or persecution. She provides several examples of SLIFE that have not only overcome interruptions in education but achieved great professional success. From her perspective: “If SLIFE can make progress quickly, our students who missed some educational experiences due to COVID can make quick progress too.” With this in mind, teachers must actively consider the social inequities faced by SLIFE or any child. 

Supporting teachers is critical to addressing learning loss in ELLs amid the pandemic

Though every student has experienced the pandemic differently, ELLs have fallen further behind than their peers, which potentially affects their future education and career outcomes. Whether we use learning loss to describe this or not, we can agree on one thing: teachers are the answer to addressing the inequities faced by ELLs.

Ultimately, teachers need support to succeed in a post-pandemic climate. Whether this means providing technology to teachers or additional opportunities to ELLs, action needs to be taken. 

More than 10 percent of students in the United States are English language learners (ELLs) – that’s more than 4.8 million children nationwide. While these children don’t learn any differently than their native-English-speaking classmates, they do have educational needs that should not be overlooked or go unmet.

From a teacher’s perspective, it’s difficult not to notice how challenging navigating educational environments is for a child for whom English is not their native language. They often walk into the classroom feeling intimidated and afraid, struggle to communicate even the most basic needs, and avoid interacting with peers and teachers due to the language discrepancy. As teachers, it’s our responsibility to help bridge that gap to not only support students as they learn English, but help them navigate their education in the meantime.

Thankfully, we’re not up to the task alone. There are many solutions to the most common teaching challenges, all of which serve to enrich the lives of students, streamline communication between parents and teachers, and help kids learn how to communicate and excel in everything they do.

Adapt what exists

There are many online tools with built-in features to support instruction for a variety of learners, including ELLs. If your school doesn’t have access to, or can’t afford, more specialized software designed specifically for ELLs, start thinking about how you can take the online tools you have and make them work for the ELLs in your classroom.

It’s true that ELL-focused tools are more likely to have specialized learning support, but sites like Khan Academy, which offers translations of its curriculum in 12 different languages, can support ELL learning in other subject areas. I’m also a big fan of ThinkCERCA, which offers leveled texts with scaffolding for students who read at different levels–and there are even audio versions available for students who struggle with reading. Keep in mind that these tools are designed for a more general student audience, so these might be better for the advanced ELLs in your classroom.

Get parents involved

Every student needs support at home in order to succeed, but for ELLs, that support can be hard to find if they feel they can’t bridge the language barrier between their home and their school. Using tools that keep parents in the loop in their language of choice not only helps them be actively involved and invested in their child’s education but provides a level of accessibility that is vital to fostering solid parent-teacher relationships.

My school district uses ClassTag Connect, a unified multi-channel messaging platform that allows teachers and administrators to reach families through emails, voice messages, text messages and more–whatever each parent prefers. The platform also automatically translates each message into the parent’s preferred language, ensuring that no matter what, my students’ parents will get the information they need to help their child be their best.

Emphasize productive language

This isn’t a tool you can download or implement, but it’s important nonetheless. At the end of the day, ELL students are just like any other student–they want to be involved in class, practice what they’re learning, and feel accomplished. One of the practices I’ve started implementing in my classrooms is centering the use of “productive language,” those hard-to-master elements of language fluency like speaking and writing.

Beginning ELLs often develop their receptive language skills like listening and reading first and may feel shy about speaking or writing in English. I’ve taken to giving my students simple sentence frames to practice with in class. For example, if you’re a science teacher, you might give ELLs the frame of, “If __ has been added, then ___ will happen because ___.” Filling in those blanks gives them the practice they need and builds confidence, which is so important for students at every age and skill level.

While teaching multilingual students comes with a multitude of challenges, there are even more solutions out there that empower teachers and parents to help their students be at their very best. Whether you’re accessing educational resources online, working with parents to craft the best path forward for your child, or practicing English with ELLs day in and day out, these tools will help you be the best teacher you can be, and give students support as they continue to learn and grow.

Sworkit Kids

What’s It Like? 

Both physical education (PE) and classroom teachers can use Sworkit Kids to get kids exercising. It’s a perfect short activity to get students moving after a long lesson or first thing in the morning, or as a longer activity during gym class. Sworkit Kids can be used anywhere that the app can be shown to students: in PE class, in a regular classroom, at home, outside, inside, while watching television, while doing homework, or with friends or family.

No sign-up is needed to use Sworkit Kids, and there are no ads. Because the exercises are demonstrated visually, it’s useful for English language learners (ELLs) as well as students with hearing impairments. Very little space is needed for each student, but the exercises will still get them moving enough to get a good workout. Students can share their favorite workouts with friends and family, and students can also do these workouts at home.

Price: Free

Grades: 2-8

Rating: 4/5

Pros: Customizable workouts and settings, exercises are easy to learn.

Cons: There isn’t much there to extend the learning, and there’s minimal support for teachers.

Bottom line: This app will get kids moving, jumping, and bending to increase their overall fitness through exercise.

Ed. note: App of the Week picks are curated by the editors of Common Sense Education, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Click here to read the full app review.