For Multi-language Learners to become proficient speakers in a new language, they must have frequent opportunities to speak, listen, and interact with others. Effective educators, therefore, plan multiple opportunities for their students to converse, process/discuss information, and explain their thinking in collaborative settings. The goal is to maximize student exposure to–and practice in–using the English language as they navigate the key knowledge and skills taught in the classroom (Al Zoubi, 2018).
Listening and speaking games (see these suggestions from Edutopia or these from Larry Ferlazzo)
Asking students (individually, in pairs, or as a group) to respond to teacher-posed questions in complete sentences with the support from sentence frames, visual aides, and posted vocabulary related to the concepts being taught. See an example of this in action here.
Using Flipgrid to encourage each student to respond orally to questions and/or to explain their thinking. For an example, see this video.
Individual or team response to a white board using a tool like Padlet or Jamboard
Using reciprocal teaching or jigsawing to structure collaborative, language-based interaction with peers
Having students work in Reader-Writer-Response trios that require each student in a group to take a turn reading, writing, and speaking
Variations of think-pair-share that are matched to the language skills and needs of students
Card-matching activities that encourage reading and production of language. For example, each term or concept has a pair of cards with the same information in two different forms (i.e...terms, descriptions, picture clues, definitions and/or synonyms). The cards are shuffled and then distributed to the class. Students must then describe the information on their own card to their peers until they find the student with the card that corresponds with their own.
Using the format of word play-games such as Taboo or It's In the Bag to review key terms/concepts
Sufficient wait time after posing questions to students...check out these recommendations from Valentina Gonzalez.
Opportunities for language learners to clarify key concepts in their first language as needed with a teacher, aide or peer