Master ESL’s Post

It is common sense to acknowledge that the bigger a class is, the harder it is for teachers to effectively and sustainably differentiate their lessons or connect with their students, specially where individual needs are more challenging. Newcomers are one of the most heterogeneous subgroups of students there are. Although when screened they all fall within the Level 1 designation, their literacy and academic needs vary significantly within the same English proficiency group. In my 20+ years of teaching ESL, I am seeing more home-language illiteracy levels and trauma-related behaviors, than I ever saw before, and I know ESL teachers across the states are encountering similar experiences with their Newcomers, specially for those in upper elementary and secondary. This is why, overcrowded ESL classes are not only ineffective, but also detrimental to the learning and well being of both students AND teachers! Although the recent influx of Newcomers to our schools has been somewhat "unexpected", this is no excuse for Districts to be unprepared. Schools must be ready to adapt their systems, aka “differentiate”, to accommodate for the fluctuating nature of Multilingual arrivals. As teachers, we’re often made to feel powerless, leading to complacency as we accept the system’s inadequate solutions to urgent issues. But I firmly believe that if we, as a collective, raise our voices, not only to advocate, but also to EDUCATE those making decisions behind a desk, the system can and will change for the better. Just think about it. If we start EMPHATICALLY speaking about the inadequacy of our overcrowded ESL classes, our Admins will feel the urgency in planning more effectively for the following school year, no excuse. Comment with the number of students you believe is appropriate for stand alone Newcomers ESL classes, and how many you usually have. I’ll go first: 15-18 max, but have had up 24- 28 #eslteaching #multilinguallearners #educationalequity #eslteachets #esolteachers

I sometimes find that prepositions in English can be tricky for ESL learners. Words like 'at' and 'in' can subtly change the meaning of a sentence. For example: 1. I’ll meet you at the park. 2. I’ll meet you in the park. The preposition you choose influences the subtle meaning. In Sentence 1, I mean that the meeting will take place near the entrance or a specific point associated with the park. I may not be inside the park itself, but rather near it. In Sentence 2, I imply that the meeting will happen inside the park, possibly at a specific area like a bench or playground. When it comes to time, we use 'at' and 'in' slightly differently: 1. I'll meet you at 10:00 AM. 2. I'll meet you in an hour. 3. I'll meet you in the next hour. Sentence 1 refers to an exact, specific time. Sentence 2 refers to what we call 'relative duration.' It means the meeting will happen an hour from now, but not necessarily within the next 60 minutes. If I expect to meet you within the next 60 minutes, I'll use Sentence 3. I hope these examples help clarify the differences. I always advise my clients that prepositions don’t follow perfect logic, but learning them through context will help you remember them. With time and practice, they’ll start to come naturally.

Connecting Through Content: Aligning ESL Lessons with Student Interests for Deeper Engagement There is an increasing misalignment between ESL teachers and their students in the selection of reading materials, particularly when addressing themes such as racism, identity, and social justice. Although these topics hold significant academic and societal importance, many ESL students may not find them immediately relevant or engaging in relation to their language learning objectives. Often, ESL students are more interested in practical, everyday topics that correspond to their personal experiences or language needs, such as career advancement, immigration issues, or cultural adaptation. When teachers emphasize content that seems disconnected from students' realities, such as abstract sociopolitical concepts, it can lead to a lack of motivation and engagement. This disconnection often results in students' reluctance to participate in class discussions, which can ultimately hinder their language development. To promote meaningful participation, it is essential to select materials that resonate more closely with the students' lived experiences and language learning goals.

The ESL crisis is growing in the U.S. and Canada, with schools struggling to support an increasing number of English Language Learners (ELLs). How can education systems adapt to meet these challenges? Read more: https://lnkd.in/ewaq7ySR #ESLCrisis #ELL #ESL #LanguageLearning #EdTech #InclusiveEducation #EducationMatters #K12

Understanding language access in education illuminates the challenges and solutions for families with limited English proficiency (LEP). Our latest analysis delves into the transformative role of comprehensive language support. Key Insights: ▶️ Welcome Centers as Gateways: Crucial for providing LEP families with accessible enrollment information. ▶️ Supporting Student Success: ESL programs and interpretation services are foundational for equitable education. ▶️ Empowering Parental Involvement: Strategies for ensuring LEP parents are fully engaged, including translated documents and access to interpreters during school meetings. Discover the impact of dedicated language support in creating inclusive educational experiences for all. https://hubs.ly/Q02qxrYr0 #EducationAccess #LanguageAccess #EmpathyBeyondWords

About 40% of California's K-12 students speak a language other than English at home. Half of them receive English learner (EL) services for 5–7 years, but some students retain EL status longer. California recently reconfigured its dashboard to better understand what additional supports these students will need to reach their educational potential. Read more in this report: https://lnkd.in/gPwZFbaj

ESL teacher-wanted ad reeks of euphemism I am surprised that the ESL teacher-wanted ad seen Jan. 8, 2025 on FB does NOT ask for university grad nor any kind of teaching certificate. Those unfamiliar with the English-as-second-language teaching racket in Taiwan can't tell but this ad reeks of euphemism. Allow me to strip it to the bones. 1. We can't find enough suckers this term so only need part-time teachers. 2. Any foreigner who speaks English well enough to pass himself or herself off as anglophone. We accept any nationality for we sometimes can't find Caucasians who would be preferred to fool Taiwanese as the "perfect" ESL teachers. 3. We ask for proof of native-speaker status only if you can't name the stars of the movies To Sir with Love and Sound of Music. 4. You must be in Taiwan for we can't be bothered to offer work visa. 5. You should be passionate, enthusiastic considering we pay better than what you'd get as burger flipper or hotel valet back home. 6. We offer makeup, including big red rubber nose, as part of the training to be clown. You don't really think we pay such hourly wage so you can teach "Johnny eats lunch" or "Mary goes home"? 6. Minimal mental activity is required for we spoon-feed you with teaching materials. Truth hurts folks. #ESLTeacherWantedAdReeksOfEuphemism

⭐#OELAGranteeSpotlight: Two University of Memphis researchers, Rebecca Adamas and Emily Thrush, recently received a $2.6 million grant from the U.S. Department of Education’s NPD program. Adams shared, “By focusing on providing teacher education for multilingual individuals, this grant will help connect English learners with teachers who understand their experiences and serve as role models for them. After all, the goal of ESL is not only to create English speakers, but rather to develop multilingual abilities.” The University of Memphis Read more: https://lnkd.in/evDWys5Y

Eye-opening statistics reveal that the number of English graduate teachers has decreased in the last few years. This has made it nearly impossible to fill roles, forcing schools to outsource English teachers from abroad. Experts have urged stakeholders to pay bonuses to domestic teachers to help attract and retain more people in the profession. Find more here: https://bit.ly/44IWKPK #EnglishGraduateTeachersShortages #EnglishTeacherAttraction #EnglishTeacherRetention

It’s the same result. Including multilingual learners (below), and including neurodivergent and disabled learners (see Szumski et al, 2017) — there are positive impacts on the learning of all children. The only data that #Inclusion is detrimental is unconscious bias. Peer-reviewed research shows #InclusiveEducation adds value to education outcomes for all students. Go on #InternationalSchools, and lead. No other school ecosystem has as much freedom to pivot toward best practices the way international schools can.