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.