Guide to Chapter 7: English Learners/Multilingual Learners

Engaging in key vocabulary with reflections: 

Translanguaging

We covered this concept a lot in this chapter—and rightly so as it’s key to respecting the languages that our students possess. Probably the most important thing that educators can do is learn from their students and provide the safe and brave spaces they need to embrace who they are. 

Movement towards asset-based language: 

Considering the negative light that some people view students who may not fit into the mold, it isn’t surprising that their strengths may be viewed through a deficit lens. What people are “lacking” in someone’s perspective should not be how they are identified or classified by others. Period.

What may be some responses you have when/if a colleague calls a student “low” or judges their proficiency in English? What is the difference between SLIFE and MEDs in terms of perspective? LTELs and experienced multilinguals? ELs, LEPs, and MLs? How does language influence perceptions and expectations?

Activities for engagement: 

Language identity mapping: Create a personal language identity map.

• - Include languages spoken, learned, or heard in your life.

• - Reflect on how language shapes identity and learning.

• - Discuss how this impacts your approach to teaching MLs.

Translanguaging in action: Explore examples of translanguaging from the chapter.

• - Create a mini-lesson that allows students to use multiple languages—even languages that are not ones they already speak!

• - Share ideas for how to support translanguaging even when you don’t speak the students’ languages.

Learner profile deep dive: Develop a fictional profile of a multilingual learner.

• - Include background, strengths, challenges, and educational needs. Connect to standardized English language assessments.

• - Design a support plan using culturally responsive strategies and scaffolds.

• - Consider mirrors, windows, sliding glass doors for this student.

Inclusive environment design: Design a classroom or school space that celebrates multilingualism, different cultures, and varied perspectives. How may this foster belonging among students?

• - Include signage, bulletin boards, announcements, and student work.

• - Consider different senses in your design.

• - Present your design and explain how it fosters belonging.

Case study conversations: Use educator quotes from the chapter (e.g., Marco, Denise, Ilene) to consider perspectives of students and teachers.

• - Discuss the challenges and successes described.

• - Reflect on how these stories may inform your own practice.

Multilingual learner advocacy plan: Create a personal advocacy plan as an educator who seeks to improve connections and become more culturally responsive.

• - Include goals for supporting MLs academically, socially, and emotionally.

• - Identify resources, collaborators, and strategies for outreach.

Global connections bulletin board: Design a bulletin board that highlights languages and cultures represented in your school.

• - Include student input and contributions.

• - Discuss how this visual representation supports inclusion.