Educator’s Guidance for English Learner Programs

Strategies and Resources for Educators

  1. PROVIDING ENGLISH LANGUAGE DEVELOPMENT SERVICES AND ACADEMIC SUPPORTS

  2. MEANINGFUL COMMUNICATION WITH FAMILIES

  3. MEETING THE NEEDS OF ENGLISH LEARNERS WITH DISABILITIES

Frequently Asked Questions

  1. COMMUNICATING WITH LIMITED ENGLISH PROFICIENT PERSONS

  2. MENTAL HEALTH SERVICES

Strategies and Resources for Educators

1. PROVIDING ENGLISH LANGUAGE DEVELOPMENT AND ACADEMIC SUPPORTS

All teachers of English learners impact the rate and quality of their students’ English language development and achievement in the academic content areas. Just as the English as a Second Language (ESL) teacher brings expertise in language acquisition, the general education teacher provides English learners with opportunities to practice and refine their developing language skills. When educators co-plan quality instruction that includes linguistically and culturally responsive practices, students can be full participants in all classes. Finding pathways to success in academic content areas empowers English learners to develop the language skills needed for school and life.

Learning Strategies for Providing English Language Development and Supports
The following are strategies teachers can use to impact the language learning trajectories of English learners. These strategies are based upon principles of best practice for English learners and can be applied to all content areas.  

  • Collaboration among educators is essential. Teachers of English learners can be most effective when working together with other teachers, paraprofessionals and interpreters to ensure appropriate educational experiences for each learner.
    • Content and English learner specialists should continue to co-plan lessons . Planning might occur using interactive platforms such as the OCALI (the Ohio Center for Autism and Low Incidence) collaborative templates.
    • Setting up regular times for collaboration and using technology to share documents can help teachers support each other in reaching English learners.
    • A virtual meeting or three-way call that includes an interpreter or the bilingual paraprofessional can provide invaluable knowledge and ideas for ways to support English learners in the content classroom.
    • General education teachers also can create separate spaces for English learners to learn in small groups . There, English learners may be provided comprehensible instruction, language and literacy supports, and content area learning activities.
  • Share resources. Teachers of English learners can compile and share resources that support all general education teachers in making learning content more accessible. Some sites that have these kinds of resources include:
  • Use visual representations. Teachers can strategically use visuals, such as graphic organizers, to express higher-order thinking skills and support the use of new vocabulary in conversations with students.  
  • Use sentence frames. The nonprofit group Student Achievement Partners explains that sentence frames and starters help English learners understand what they should be analyzing within a text to complete a writing or discussion activity.  teachers should continue using sentence frames and starters to scaffold instruction with the aim of having students build toward the ability to analyze and write about content without the use of the frames.
  • Promote conversation. Talking and interacting with children in English and the home language should never be discouraged. Supporting communication in multiple languages builds family relationships, benefits students’ overall cognitive development and augments their academic achievement. Learning plans can include home language conversation activities that provide opportunities for English learners to maintain and value bilingualism as an asset.  For example, educators can provide conversation prompts for families in their languages of choice or encourage older students to prepare, conduct and document interviews with family members.
  • Reach out to the community. Teachers of English to Speakers of Other Languages specialists can work with community groups to provide online meetings with interpreters to facilitate forums for listening to the concerns and questions of parents within a safe space.
Resources for Providing English Language Development and Supports
Below are resources related to teaching English language development:

Translation and Interpreter Resources for Educators
Along with the identification of content that must be accessible to English learner families, teachers should work with trained interpreters for spoken communications and translations of written communications.

Interpreters and bilingual paraprofessionals can assist teachers in developing and explaining the online and blended learning plans for linguistically and culturally diverse families. Along the way, teachers should be sure parents know how to contact them and other teachers.

The following are translation and interpreter resources that educators who serve English learners can use to make learning more accessible.

  • Talking Points - This app lets teachers communicate in text and video with automatic translation and captioning. It provides direct communication in different languages using phone or internet. A limited version is offered free to educators. 
  • ClassDojo - This app allows translation of messages into more than 30 languages and is available to teachers free of charge. Instantly share photos, videos and announcements on Class Story or privately message with any parent.
  • Vocalink Global - This company has a contract through the State of Ohio’s cooperative purchasing agreement so local agencies, including schools, may utilize its interpreting and translation services on an as-needed basis. This link will take you directly to the State of Ohio landing page.
  • Affordable Language Services - This organization provides high-quality interpretation and translation with attention to the specialized needs of education professionals. Rates vary depending upon size and type of product(s) required.
  • International Language Bank - This Ohio-based company provides translation and interpretation services for more than 200 languages and dialects. Rates vary depending upon size and type of product(s) required.

  • Access to Interpreters - This Columbus-based company provides a range of interpretation and translation services in more than 70 languages to assist parents with limited English proficiency. Rates vary depending on size and type of product(s) required.

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2. MEANINGFUL COMMUNICATION WITH FAMILIES

Strategies to Create Meaningful Communication and Engagement
  • Utilize existing data. All information provided to English proficient parents also should be accessible to parents with limited English proficiency. Educators can learn about their students’ families’ home languages and communication preferences by accessing the language usage survey that is part of the school registration process. This information also is helpful in knowing the specific languages for which interpreters and translations are needed.
  • Dedicate space. If there is not already a designated place in the learning management system for parents of English learners, consider creating one to deliver instruction and learning materials focused on providing parent communications. This could be a folder or subsection, depending upon the instructional tool. The area can become a hub for parents and guardians of English learners to ensure a common place for communications.
  • Be culturally responsive. It is important to design communication that respects the diverse culture of students’ families’ traditions. For example, some cultures expect older siblings to be responsible for the tutoring of younger siblings and use members of the extended family such as cousins or uncles to communicate with teachers. Recognize when it is appropriate and respectful to reach out to family members to discuss important facts and school structures for the remainder of the year. Consider who will communicate what to whom.
  • Take time to listen. Respond to concerns by providing safe places for discussion using the means that families prefer. This means teachers should be flexible in using phone, text, emails and various apps to get family input regarding ways to improve home-school communications.
  • Promote conversation in the home language. Supporting communication in the language families prefer builds relationships, benefits students’ overall cognitive development and augments their academic achievement. For example, educators can provide conversation prompts for families in their languages of choice or encourage older students to prepare, conduct and document interviews with family members.

  • Include students in conversations. Avoid talking with parents or guardians “about” their children in ways that may make the children feel invisible. Facilitate conversations between parents and children. Convey acceptance and encourage communication that uses the home language. Encourage parent and child communication that supports the whole child to succeed in meeting challenges in school and life.

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3. Meeting the Needs of English Learners with Disabilities

Students with disabilities who are English learners should receive English learner services along with specialized supports as described in the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. Along with the civil rights obligations that schools address for all English learners, students with disabilities have additional legal rights. In certain cases, students qualify for both English learner and special education supports.

Strategies and Resources for Educators to Meet the Needs of English Learners with Disabilities
Below is a list of strategies and resources for educators to meet the needs of English learners with disabilities.

  • Provide disability-specific interpretation and translation supports. Considerations for such communications and the provision of needed supports should be made in partnership with parents and with consideration of each family’s needs, with reference to the student’s individualized education program and language support plan. See this Webinar on Effective Communication with English Learner Parents Through an Interpreter.
  • Develop English language communication needs. English learners with disabilities should continue to receive support in developing English language skills. The Ohio English Language Proficiency Standards with the Instructional Guidelines and Resources for English Learners provide achievement-level descriptors and sample activities that are differentiated for the five levels of English language proficiency for each of the domains of listening, speaking, reading and writing across grade bands.
  • Reach out to the individualized education program (IEP) team. Teachers of English to Speakers of Other Languages specialists, bilingual staff, interpreters, intervention specialists and related service providers should continue to touch base with each other and their shared students to continually improve whole-child and family supports. The academic goals of English learners with disabilities should be addressed in the context of developing relationships of trust between parents and the school’s IEP team. Please consult and share the Parents Rights in Special Education document translated into the top 11 languages in Ohio. The Ohio Coalition for the Education of Children with Disabilities Multicultural webpage is full of many valuable resources. Disability-related materials in English and other languages are available at Disability Rights Ohio.
  • Provide parents with information in the preferred language and manner. Consider alternative ways of keeping students and families connected, for example, by scheduling telephone calls using Skype, FaceTime, What’s App, text and other modes of communication. Assure automated messages and robocalls are not sent out in English only and provide options to have the same content translated to home languages. Reach out to families directly to ensure information is understood.

Questions regarding serving English learners? Call the Ohio Department of Education’s Office for Integrated Student Supports at (614) 466-4109 or send an email to lau@education.ohio.gov.
 

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Frequently Asked Questions

1. Who can assist schools and districts in communicating with parents with limited English proficiency?

Providing interpretation and translation supports is part of a continuum of parent and family communication outreach. It begins with trained staff who inquire about parent and family language preferences during school registration. With this information, school administrators and local school leaders develop, implement and revise their language access plans. A language access plan spells out how to provide services to individuals who have limited English proficiency. Language access plans should be tailored to the school community and mode of instructional delivery but may include sections such as a needs assessment, language services offered, notices, training for staff and evaluation. Key partners in developing and implementing accessible communications are Teachers of English to Speakers of Other Languages, bilingual paraprofessionals, technology coordinators and community liaisons. The OSPI Interpretation and Translation Resources, MassLegal Services and WIDA ABCs of Parent Engagement collect resources that may assist schools in developing and implementing language access for all. In addition, please refer to the Translation and Interpretation Resources section of this guide for links to more translation/interpretation services.
 

2. What specific resources are there for English learners in need of mental health services, including supports during crisis?

Schools should consult with Teachers of English to Speakers of Other Languages specialists in the setup, communication and delivery of these services since they often are knowledgeable about the barriers and crises English learner students and their families may face. Resources in Spanish are available on the Ohio Commission for Hispanic and Latino Affairs website. In addition to resources for social-emotional learning on the Department’s website,  resources for mental health services for students can be found at local children’s hospitals, county alcohol, drug addiction and mental health services boards, and local community health agencies.

 
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Last Modified: 8/13/2021 4:43:46 PM