ESL stands for English as a Second Language. An ESL teacher is a teacher who has been trained in instructing English Learners (ELs). An English learner is a student whose first language is typically not English and is still gaining English proficiency in the areas of listening, speaking, reading, and writing.

ESL (English as a Second Language) programs in schools can vary based on the needs of the students and the resources available. Therefore, an ESL teacher’s position can vary from district to district.

In pull-out programs, ESL students are pulled out of their regular classroom for a portion of the day to receive specialized instruction in English language development. This instruction may focus on vocabulary, grammar, reading comprehension, writing, and speaking skills.

In push-in programs, ESL teachers work collaboratively with regular classroom teachers to support ESL students within the regular classroom setting. The ESL teacher may co-teach lessons, provide additional support to ESL students during class activities, or offer small-group instruction.

In addition to those two types of programs, districts may instead opt for sheltered instruction programs, bilingual education programs, newcomer programs, content-based ESL programs, or online ESL programs. ESL teacher jobs can look very different from each other based on the school district’s chosen program.

ESL Teacher Requirements: Skills

ESL teachers require a diverse set of skills to effectively support their ELs language development. A common misconception is that an ESL teacher needs to know the language of all of her students. This is not true. What ESL teachers do need to know are the pedagogical, cultural and linguistic expertise to help their students become proficient in English.

ESL teachers need a solid understanding of language acquisition theories, teaching methodologies, and best practices for language instruction. This pedagogical knowledge enables them to design effective lesson plans, assess student progress, and differentiate instruction to address varying levels of language proficiency.

Cultural competence is another essential skill for an ESL teacher. In order for English learners to feel comfortable and confident in using the language, a teacher has to create a welcoming classroom environment. This can be accomplished by understanding and appreciating all of the students’ cultural differences. The culturally competent ESL teacher creates a supportive and inclusive learning environment, builds relationships with her students, and understands their language and academic needs.

Linguistic knowledge is also vital for ESL teachers. They need to understand the English language and its structure to teach it to English learners. Phonetics, morphology, and semantics are key areas in the study of linguistics.

ESL Teacher Requirements: Education

Although the educational requirements to be an ESL teacher may vary slightly from state to state, there are some common pathways and qualifications that are typically required or preferred for an ESL teacher. All teachers will need a bachelor’s degree in education and certification in another subject, such as elementary education, or a secondary content area, such as biology or history.

Then, a teacher can choose from several different ways to add the ESL certification to her teaching license. Teachers may decide to enroll in a master’s degree program in TESOL (teaching English to speakers of other languages), applied linguistics, bilingual education, or another related field. A master’s degree provides advanced knowledge in program administration, ESL teaching and research.

If a teacher does not want to enroll in a complete master’s degree program, many intermediate units offer ESL certification programs. These programs include several courses throughout one or two years to satisfy the state requirements to add the ESL certificate to a teaching license.

Prospective ESL teachers should research the specific requirements and qualifications for ESL teaching positions because requirements vary widely. For example, some schools also require a teacher to have their English certification because the teacher may also be the English Language Arts teacher of record for the English Learners.

Why Should You Consider an ESL Teacher Position?

There are so many reasons why teachers should consider adding the ESL certification to their teaching license. English learners are so diverse and bring so many life experiences and cultures to a school and classroom. ESL teachers are constantly learning new things about the world because of their students.

ESL teachers are not just teaching the English language. They are the connection between the English learners and the rest of the school and community. ESL teachers help their ELs inside and outside of school. When ELs have parents who also do not speak the language, ELs will often go to their teachers to help understand the bills they receive in the mail, where to find social services, and so many other needs.

It is predicted that one out of four public school students by 2025 will be identified as an English learner. Therefore, the United States needs more certified ESL teachers. The academic gap between native and non-native English speakers is widening, and we need more teachers skilled in language acquisition theories and methodologies to help close this gap.

How to Become an ESL Teacher

Prospective ESL teachers need to research the requirements in their area for ESL certification. Then, make the decision to enroll in a master’s degree program or find an ESL certification program. Finding volunteer opportunities in the community working with English learners can also provide a great experience and enhance a teacher’s qualifications in the field of ESL education.

Ready to impact English learning students as an ESL teacher? Explore our available ESL degree and certification programs and start your next journey today!

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Understanding the Push-in and Pull-out Models

The two most common models for English language development within schools are push-in and pull-out. Both models require a certified ESL teacher. School districts choose what type of program works best for their schools, teachers, and students. The push-in model has the ESL teacher going into the regular education classes and working with the English learners (ELs) on the lesson or activity that the regular education teacher is instructing that day. The ESL teacher will work directly with the ELs to help them complete the assignment or to help them understand what is being taught.

The ESL teacher is focusing on the content while explaining language skills. Typically, the ESL teacher will gather the ELs in the class and work with them in a small group in the regular education classroom on the same assignment as the native-English speaking students.

The pull-out model provides English Language Development (ELD) outside of the regular education classroom. The ESL teacher will take the ELs out of their class and provide explicit language instruction in the ESL classroom. These small groups provide time for language development in reading, writing, listening, and speaking.

The amount of time dedicated to these pull-out sessions depends upon the school schedule and language need. Although the pull-out model allows for individualized language instruction, some educators feel that ELs miss out on content that is being taught in the regular education classroom. Additionally, as students get older, they may feel embarrassed to be taken out of the classroom while the rest of their peers stay.

Implementing Push-In

The push-in model can be a wonderful program as long as it is implemented properly. The major factor that the push-in model requires is co-planning time between the general education teacher and the ESL teacher. Schools have to have dedicated time for these teachers to work together so that the ESL teacher is not just seen and used as an aid. Co-planning time can prove beneficial for all students because the ESL teacher can teach content through a language lens while the general education teacher presents the same material in another way.

The SIOP model is an excellent planning tool that the ESL teacher and regular education teacher can use to create lessons together. These are lesson plans that focus on both content and language objectives. The SIOP has students learning language through the content by building on background knowledge and using different strategies for the differing levels of language proficiency. All students, not just ELs, will find success when teachers follow the SIOP.

Optimizing Pull-Out

The pull-out model provides the targeted language instruction that ELs require to advance in their language proficiency. As long as the pull-out model is used properly, ELs can really thrive. ESL teachers can create a welcoming environment for ELs to be brave and use the language. Many times, ELs will feel intimidated by their English-speaking peers and will not speak in the regular education classroom. Thus, by providing a small space for ELs to use the English language in the pull-out model, the students will begin to thrive, and their language skills will increase.

The pull-out model functions the best when students are grouped by language proficiency level. Having level one ELs with level four ELs is not the best method. ESL teachers need to be able to create lessons at the students’ proficiency level so that they can engage with the language and eventually start producing it.

It is vital that the regular education teacher and ESL teacher strategically plan when the ELs will be taken out of the classroom for ELD instruction. All students want to feel like the belong – so ELs must not miss out on important activities and events within the regular education classroom while being pulled out for ELD instruction.

No matter what program model a school chooses to use for their English learners, it requires co-planning with the regular education teacher. ELs need extra support as they are learning the language of instruction. If a school uses the push-in model, the ESL teacher and general education teacher have to work together to provide language instruction through content instruction. If the school uses the pull-out model, the teachers still have to work together to devise a plan where the ELs are missing the least amount of time from lessons or activities where they would also be learning the language and interacting with peers.

Have a passion for dual language education and would like to advance your career? Check out our dual language graduate programs and get started today!

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In this program, ELs are in general education classes with their native English-speaking peers. There are many benefits to this type of program, but there are also challenges. Being aware of both can help teachers and staff support the ELs in their schools.

Benefits of English Immersion

Learning a new language is a challenging feat. The four domains of language – speaking, reading, listening, and writing – are complex within themselves. Attending school and simultaneously learning the language of instruction and content can seem impossible to many. However, thousands of English learners are doing this every day across the country.

English surrounds these students throughout their entire day. English immersion in schools can lead to improved language skills. ELs are exposed to both social and academic language.

They are watching their peers and teachers interact with language. They can participate in the classroom’s daily routines by quickly acquiring day-to-day language. Over time, ELs will learn the challenging academic language that will help them succeed in schools.

English immersion in schools can increase academic achievement for English learners. When educators take the time to explain complex academic terms at the language proficiency level of their students, ELs will be able to interact with more of the content across all of their classes.

Academic success also grows for ELs when teachers connect content to the culture and past experiences of their English learners. Concepts in a different language will be simple if students realize they already know something about. Connections are extremely important.

Another benefit of English immersion in schools is that English learners will have greater access to educational opportunities. They will be able to participate in clubs and social events. ELs can be on sports teams and participate in other extracurricular activities.

Just like their English-speaking peers, ELs will have the same access to special education services and counseling services. These would not exist if they were not in school. ELs will be informed of opportunities happening in their communities that can benefit both them and their families.

English immersion provides enhanced cultural understanding and appreciation. English learners experience customs of the U.S. being in school, and U.S. born students get to learn about different cultures from their English learner classmates.

Educators must create a time and space for ELs to share their cultures. They will always be exposed to the everyday school culture of U.S. students, but it is imperative to incorporate the culture of all students at the school.

Teachers can look at their curriculum and identify places where they use examples from the home countries of their ELs. Bringing in bits and pieces of culture and asking students to share their own traditions will boost cultural understanding and appreciation at a school.

Another benefit of English immersion for English learners (ELs) or English Language Learners (ELL) is improved cognitive function. By acquiring a new language, ELs can use their higher-order thinking skills and dive deeper into the curriculum.

Educators want students to think creatively, interact with new content, and analyze what they are learning. English immersion helps ELs gain the academic language needed to do that.

Just as there are benefits to English immersion in schools, educators have to be conscious of the challenges as well. If these barriers are overlooked, they will far outweigh any of the benefits of English immersion.

Challenges of English Immersion

Social isolation and emotional challenges top the list of obstacles to English immersion in schools. ELs with low English proficiency levels may be unable to communicate with their teachers and classmates.

Imagine not being able to communicate your needs or comprehend the assignments your teacher is explaining. This social isolation leads to depression or negative behaviors.

Parents of young ELs have reported hearing their children call themselves dumb and stupid because they did not understand the language of instruction. Not knowing how to communicate can make students feel isolated and not part of the school community.

They will feel like outsiders and in the worst-case scenario, choose to drop out of school because of these feelings. Educators have to create a welcoming environment and recognize how challenging it can be especially for newcomer ELs who speak very little English.

Another challenge for English learners is that they may lack parental support. The majority of ELs have parents that do not speak English. ELs have to support and, at times, be the interpreter for the family. These parents cannot help their children with their homework because they do not know the language.

ELs’ parents may also not understand the U.S. education system. They do not know all of the support that exists and may be intimidated to ask for help. These parents may also be working long hours and are not available after school to help their students.

Reports have also found that there are insufficient resources and teaching training on strategies to teach English learners best. Most U.S. states do not have a specified amount of training for general education teachers on how to instruct English learners.

Many teachers must learn how to differentiate their curriculum for varying language proficiency levels. Most textbooks do not have the supports built in for English learners. These challenges affect the achievement gap between English learners and their English-speaking peers.

Although these are serious challenges, as long as educators know and work to overcome them, English immersion in the schools can greatly benefit English learners.

Have a passion for dual language education and would like to advance your career? Check out our dual language graduate programs and get started today!

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ESOL stands for English for Speakers of Other Languages. ESOL education is for those students who are identified as English language learners (ELLs) or English learners (ELs). These are students who enter the U.S. school system and indicate on enrollment forms that a language other than English is spoken at home. When this is stated, ESL teachers will screen these students to see if they qualify for ESOL services. If they do, they will be identified as an ELL and placed in the ESOL program.

There are several different types of ESOL programs across the country. There is no federal mandate as to what type of program a school district needs to have. Furthermore, states leave it up to individual school districts to choose the type of program that best fits their needs or staffing levels. Four typical program models are: English immersion; push-in, pull-out; sheltered immersion; dual Language/bilingual.

The English immersion program model separates ELLs from their native English-speaking peers. They learn all content areas and language with other ELLs. The Push-In, Pull-Out model is the most common programming for ESOL education. ELLs attend content classes with their English-speaking peers and then are pulled out of the classroom by the ESL instructor to receive English language instruction.

Sheltered immersion programs provide the same content that English-speaking students are receiving yet at a language level appropriate to the ELLs proficiency. Finally, bilingual/dual language programs have goals to create bilingual students. Half of the day is taught in one language while the other half is taught in English.

All students identified as ELLs benefit from ESOL education. Newcomers will have the time to learn survival English to communicate their needs in and outside of school, while ELLs with higher proficiency levels will be learning the academic and social language to succeed in school. Additionally, SLIFE (students with limited or interrupted formal education) ELLs gain the knowledge that they need to fill in any gaps in their education.

The Benefits of ESOL Education

The goal of ESOL education is to teach students English in the domains of listening, reading, writing, and speaking. Students need these skills in order to communicate with their peers and teachers and to succeed in school. ESOL education allows ELLs to learn academic language that general education teachers use throughout their instruction yet may never stop to explain what the terms fully mean. ESOL education helps break down the barriers that exist between ELLs and their other teachers.

ESOL education also promotes social and economic inclusion. ESL teachers can present to the school staff about the backgrounds of the ELLs in their schools. They can provide training on how to adapt curriculum for the various language proficiency levels of ELLs. ESOL education helps not only the ELLS in the school building but also the school as a whole.

Breaking down the walls between cultures and creating a welcoming environment will encourage ELLs to become part of the school. ELLs will want to share their cultural experiences with their classmates and teachers and make connections to what they are learning. By becoming active members in their school communities, ELLs will learn the language and find academic success

The Importance of ESOL Education in the 21st Century

ESOL education is more important than ever right now. It is predicted that one in four students enrolled in the United States by the year 2025 will be identified as and English language learner. School districts, administrators, teachers, and staff need to be ready to welcome these students and understand the unique and complex needs that they have.

Twenty-five percent of students will require specialized instruction to meet their language needs. These students are learning both content and the language of instruction at the same time; this is a challenging task. ESOL education prepares all for a globalized future. Educators should value the cultural experiences that ELLs bring into their classrooms every day.

Teachers have to take the time to learn about the countries and cultures that their ELLs are coming from. Then, educators can make connections with their curriculum to the ELLs’ cultures. American-born students will become global citizens by understanding that there are many different ways to exist in the world and that the main goal is to appreciate and learn from one another

Have a passion for ESOL education and would like to advance your career? Check out our dual language graduate programs and get started today!

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Improve Language Skills

“After the bell” ESL after-school programs provide students with additional opportunities to practice speaking, reading, and writing the English language. With regular, daily practice and repetition ESL students can improve their language skills so they will feel more confident in their ability to communicate in English. These programs often also provide students with individualized instruction, which allows students to receive more focused attention from the teacher, which can help students improve their language skills more quickly.

Boost Academic Performance

Students who participate in ESL after-school programs are subjected to daily practices that help improve their English language skills which can in turn lead to better academic performance. With improved language skills as well as the ability to communicate more effectively with others, students will have the increased confidence to participate more in classroom discussions. This increased confidence can lead to improved grades and test scores.

Help Develop Students Social Skills

ESL after-school programs provide a safe and supportive environment for students to interact with their classmates and build social skills. This can lead to greater self-confidence and a sense of belonging among peers. Oftentimes after school programs provide immersive learning experiences where students are surrounded by English-speaking students and are encouraged to use English in all aspects of the program. This can be a helpful way for students to develop their language skills more quickly and effectively as well as learn how to better interact with their peers.

Increase Student Confidence

Another benefit of an ESL after-school program is that it provides English learners with opportunities to practice their English language skills in a safe learning environment where students don’t feel judged. This type of atmosphere can help students build their language proficiency and feel more confident about their ability to communicate effectively in English. Since most programs offer personalized learning, students can feel more confident about their ability to learn and improve their English language skills.

Build a Sense of Community

These after-school programs can help build community by bringing together students from diverse backgrounds. Oftentimes students who participate in these programs are from different cultures and backgrounds. By bringing these students together in a safe learning environment, the program helps to promote mutual respect and understanding. It can also help to foster a sense of belonging. Some students may feel isolated in their regular classroom setting, so these programs can help students to feel connected to others who share similar experiences and challenges as they do.

Increase Parental Involvement

Parents of ESL/ELL students often find it difficult to play an active role in the lives of their children’s education mainly due to the challenges of their language barrier. ESL programs provide parents with opportunities to be involved in their child’s education and to learn more about the school system by offering them workshops to help parents understand the school system and support their child’s language development. They also provide opportunities for parents to be involved by offering volunteer opportunities to help parents feel more connected with their child’s education.

Improve Communication with Teachers

Some teachers may find it difficult to communicate with their ESL students during their regular classroom hours. Therefore, a benefit of an after-school program is having a dedicated space to help teachers and students communicate effectively. This space can be used to discuss student progress, address concerns anyone may have, or even share any resources that may help better communication. Some programs offer teachers professional development opportunities to improve their communication skills, while others utilize technology as translation services to help overcome language barriers and facilitate communication.

Expose Students to Other Cultures

English as a second language and English language learners “after the bell” programs are often a multicultural learning environment where students from different countries and cultures learn and practice the English language together. This type of learning environment provides opportunities for students to learn about and experience different cultures, helping to broaden their perspectives and understanding of the world. By interacting with students from different backgrounds, students can learn about different traditions, customs, and languages. It also provides opportunities for students to practice their language skills with native speakers allowing them to improve their language skills.

ESL after-school programs offer numerous benefits to students who are learning English as a second language. These programs provide a safe and supportive learning environment for students to practice their language skills, build their confidence, and develop meaningful relationships with their peers and teachers. Through engaging activities, students can improve their language proficiency as well as their academic performance. Additionally, ESL programs can also offer benefits to families.

By supporting students’ language development, these programs can help parents better communicate with their children and help them become more involved in their child’s education. Moreover, as students become more proficient in learning English, they are better equipped to navigate not only while they’re at school, but the world around them.

Do you have a passion for ESL learner education? Check out our dual language graduate programs and take your next step today!

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To understand the best processes for mitigating learning loss, it is essential to know that learning loss is the lack of retention of knowledge and skills learned or attained. Learning loss can occur in various scenarios, such as over the summer months, due to interrupted formal education, ineffective teaching for some time, or nonsequential course offerings.

Typically, learning loss is referenced with summer break. A study published in the American Educational Research Journal found that “the average student lost 17–34% of the prior year’s learning gains during summer break, as well as that students who lose ground in one summer are more likely to also lose ground in subsequent summers.”

What Challenges Do ESL Learners Typically Face?

ESL (English as a second language) learners face unique challenges regarding summer learning loss. Recent research published by NWEA shows that: “Students who continued to require EL support… grew more than [their peers] during the academic years but also lost more learning during the summers.”

There is little research on the factors that contribute to this exacerbated amount of summer loss for ESL learners because the variables are difficult to measure. However, we do know that much of the impact of summer loss on English learners is due to where they spend their time over the summer. In general, most English learners speak a language other than English at home, not practicing or building their proficiency in English.

Even if English learners are at the park or playground, they generally spend time with peers who speak the same native language and do not practice their English speaking skills as much socially. Another scenario could be students traveling to their country of origin or visiting family who speak the same native language(s).

It is also worth noting the accessibility of summer enrichment programs and camps to ESL learners. Summer enrichment camps can be highly costly to families and can exacerbate and widen the opportunity gap for students. ESL learners experiencing poverty can have limited access to programs that prevent summer loss due to financial or transportation barriers.

Learning Loss Due to COVID

As research of the effects of COVID learning loss have begun to be released, a trend has emerged, which can be helpful when looking at mitigating learning loss. Research has found that the impacts of COVID were greater on marginalized groups of students: “Over the past two years, ELs likely experienced at higher rates than their peers a lack of access to in-person or virtual instruction and services.”

During the pandemic, learning conditions for ESL learners have negatively affected student growth and progress. Knowing that ESL learners regress higher than non-ESL learners means that the achievement gap will be even more comprehensive in the fall when school begins again.

How to Mitigate Learning Loss this Summer

Here are two ways schools and teachers can help in mitigating learning loss for ESL learners this summer:

Extended Learning Opportunities

Students should be engaged in extended learning opportunities over the summer months through school-based programs. Academic programs that focus on reading and writing have the potential not just to prevent summer loss but also to support student growth. Intentional design of programming is also critical.

Offering a summer program alone will not impact student achievement or prevent summer learning loss. Programs should be designed with sufficient duration, student attendance expectations, qualified and trained staff, small class sizes, and evidence-based instructional materials. It is also important that barriers such as fees and transportation be removed for accessibility to students. Consider offering incentives such as breakfast or lunch which will also help support student engagement.

Programs do not necessarily need to be academic-focused. Opportunities could be extracurricular, such as a board games club or interscholastic sport. Participation in activities such as these will help ESL learners continue to practice their speaking and listening skills in their language of acquisition.

Connect ESL Learners with Partner Organizations

Additional program opportunities for students exist in communities; schools can support and facilitate the connection of families to these programs through solid and trusting partnerships. One example of an excellent program opportunity for ESL learners is the Migrant Education Program. This program is active in 46 of the 50 states in the US and is a wonderful, free program that supports the children of migrant workers.

In Pennsylvania, the Migrant Education Program offers summer programs to qualifying students that in local school districts. It provides door-to-door transportation, meals, and academic and enrichment activities, all cost-free. This is just one example of a community-based program that is federally, state, or grant funded.

Schools should also nurture partnerships with other local agencies, clubs, and organizations that offer summer programs to students. Many of these programs have scholarships that families can apply for to remove any financial barriers. Libraries, YMCAs, WYMCAs, 4-H clubs, colleges, and universities are just a few options for schools to reach out to for partnerships.

Do you have a passion for ESL learner education? Check out our dual language graduate programs and take your next step today!

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All new jobs are stressful in the beginning. However, nothing entirely prepares someone for their first job as a teacher. Those who have never taught may think that a first-year teacher should be ready to go because of their student teaching. However, this thought is not accurate.

New teachers are working with:

• New curriculums
• Developing engaging lesson plans
• Modifying activities for the various students in their classes
• Calling families
• Completing induction program coursework

Finding a balance can be overwhelming for new teachers. Then, many new teachers may also have English learners (ELs) for the first time. They can be a mix of level one (non-English speakers) to level four (almost exiting the ESL program.) New teachers may have only had one course dedicated to English learners in their pre-service program and may not have ever worked with an EL during their student teaching.

English learners, just like any other student, come to class with their unique needs. An ESL teacher has to be ready to identify these needs and work with them to ensure great classroom management and engaging lessons. Finding ESL resources for teachers is essential in this process.

Challenges ESL Students Face

English learners have many barriers to overcome when they enter an English-speaking school. Analyzing possible challenges ESL students face before getting to your class as a new teacher will be highly beneficial.

ESL students may have only been in the country for a couple of weeks and are still acclimating to their new lives outside of school. They may have traveled with their families or left their families in their home countries. Moving can have many psychological effects on a child; be mindful of this as they enter your classroom.

Some ESL students may have had limited or interrupted schooling. Although they are in your seventh-grade math class, they may not have been in school since third grade. Due to not knowing the language, the content can be extremely difficult for them. Try to find out as much as possible about their previous schooling.

Classroom behaviors can also be troubling for some ESL students. Not understanding the rules or expected behaviors can lead to detentions, failing grades, and suspensions. Teachers may struggle with classroom management and ESL students if they do not prepare for them.

Instruction is the most challenging aspect of school for ESL students because of the language aspect. They are expected to be working with the same content as their native-English speaking peers, which is nearly impossible. This can be very frustrating and depressing for students who were perhaps stellar students in the schools of their first language.

ESL Resources for New Teachers: Classroom Management

Establish Routines

Even if a child does not speak any English, they are able to learn routines pretty quickly through modeling. Students will understand that they all get their notebook and write down the bell ringer on the board at the beginning of class. Even if the students do not understand English, they will find some success right at the beginning and become more engaged.

Make Connections

Take the time to get to know your ESL students and learn about their native country. Learn a few phrases in their native language, ask them to tell you about their culture and families; the more you learn about your ESL students, the more they will feel connected to you.

Teachers of ESL students should also reach out to their students’ families. It may take extra time to find a translator or to find a time when the family is not working, but by doing this, the parents will feel included and involved in their students’ lives, which will affect how well the child will do in school for the better. These relationships are invaluable.

Communicate Instructions and Rules Clearly

You may want to create cute rhymes or fun acronyms for the classroom rules, but this will not work well with your ESL students. You need to:

• Be clear and concise
• Provide visuals
• Model anything you want your students to do

ESL students cannot be faulted for not following the rules if they are not presented in a way that they can understand.

Monitor the Classroom

With all excellent classroom management, the teacher actively monitors their classroom. The same is needed for your ESL students. You want to make sure that you are constantly checking for comprehension. If this is not done, it could lead to many students not doing what you ask of them simply because they do not understand.

ESL Resources for New Teachers: Instruction and Engagement

All teachers want their lessons to be engaging. When planning your instruction for your ELs, be sure to note the following ESL curriculum resources.

Comprehensible Input

Make a note of all of your ESL students’ language levels. Then, when you are preparing your lessons, adapt the content to their levels to make the input comprehensible. You can have a fantastic lesson, but if it is not presented at a language level that your ELs can understand, they will not get anything from it.

Simplified Directions

Look at the directions for all of your activities and see if you can simplify them by changing the wording or eliminating unnecessary information. By doing this, your ELs will surely be able to engage with the lesson.

Additional Wait-Time

Wait-time is one of the hardest things to get used to as a new teacher. You may want to call on the first student who puts up their hand, but challenge yourself not to do that all of the time. ELs need extra time to process what you have said, sometimes translate it into their first language, formulate an answer, and then translate that into English. They need the extra time, so make sure you plan for it.

Sentence Starters or Frames

Give your ELs sentence starters or frames instead of open-ended questions. They will have a better chance of engaging with the question if they are given a starting place. Then, they can fill in the information with their thoughts, and it will not be so overwhelming.

Increased Visual Supports

ELs need as much visual support as possible when learning new content. It takes time, but creating opportunities to add visuals alongside new vocabulary, stories, or topics will help them understand more quickly.

Planning and preparing ahead of time will ensure great classroom management and instruction for new teachers of ESL students.

Interested in positively impacting ELs in the classroom? Check out our available dual language graduate programs which includes ESL master’s degree, doctorate programs, and more!

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Every student in every classroom different; they are all unique and learn in various ways. Additionally, there are different learning challenges and barriers for students that may get in the way of students succeeding in classes.

If they are native-English speaking, they are being taught in their first language. English language learners (ESL) immediately face a challenge that native-English speakers do not in U.S. schools; they come to the United States knowing zero English to communicate, as well as likely not having the academic English language needed to be successful in schools. English learners are extremely bright, just like their English-speaking classmates. However, they have to work much harder to be successful.

There are many instructional challenges English language learners and their ESL teachers face. The most obvious is that they do not speak English fluently. English learners may have been top of their class in their home country, and all of a sudden find themselves completely lost and defeated in their classes simply because they do not speak the language of instruction. This can be extremely difficult for these students.

Another instructional challenge is that teachers may not know what background knowledge these students are coming into their classes. This can be very problematic when a teacher assumes that all of their students know something about the topic: for example, the American government. A student who just moved here from a different country may not know anything about the United States, especially its government. Teachers should challenge themselves to find out as much as possible about the education the English learners in their classrooms have received before introducing new topics.

Additionally, some English language learners may not be literate in their first language. Good-hearted teachers may want to translate content into a student’s first language, but that child may not be able to read that either. Not having literacy in the first language will greatly impact learning and interacting with the second language. Having this data at the start will help schools ensure that English language learners are getting the proper support right from the beginning.

Finally, leaving some of your family and friends behind and moving to a new country is very overwhelming. Then, starting school and not being able to communicate can be devastating. English language learners may shut down completely, which is a valid response. It simply needs to be recognized by the teachers, who then need to work with that student to help them adjust to their new surroundings.

How Best to Help ESL Students in the Classroom

Welcoming Classroom Community

The atmosphere of a classroom is significant for all students, native-speakers and non-English speakers. Teachers who can create a welcoming, safe, and supportive classroom will see their English language learners begin to open up and begin to interact with the English language and content. This starts with learning how to pronounce your English language learners’ names correctly; have them stay after class the first day to welcome them and make sure that you are saying their name correctly. This will mean a lot to that child.

Know the English Learner’s Language Level

English language learners have to be screened when they enter a new school district. Ask the English language development teacher for the child’s score to understand their abilities in reading better, writing, listening, and speaking. It is also beneficial to work with the ELD teacher to find tips on how best to instruct your ESL students.

Ways for English Language Learners to Be Successful

When planning your lessons, be sure to think about your English language learners’ language abilities and how to include them in the class. If you are doing small groups, make sure you assign them a task they can do. If you ask for volunteers, be sure that you provide enough wait time to understand the question before picking someone else.

Routines

English language learners, especially low-proficiency learners, thrive on routines. Although they may not understand what you are saying, if they have to come into your class every day, get their notebook, and copy the bell-ringer, they will be able to do it and feel proud of themselves for knowing what to do.

In addition, create activities that are not complicated. Reading directions and figuring out where to get started can be very challenging; however, if you do similar exercises in class, the English language learners will know what to do no matter the proficiency level.

English Language Learner Strategies

• Use as many visuals as possible
• Break up long passages into smaller chunks with visual supports
• Use simplified language
• Give alternative assignments
• Look at your assignments and see if you can break the question or directions down
• Have newer English learners focus on key vocabulary
• Allow that student to stay after class to verbally give you the answers rather than a long writing assignment

If a student can show you mastery of a topic in five questions rather than 15, allow English learners to do that. The amount of time an English language learner takes to read a question is much longer than a native-English speaker. If they are better in their verbal skills, allow that student to stay after class to verbally give you the answers rather than a long writing assignment. There are many ways to help your English language learners find success.

Your English Language Learners’ Interests

The more you learn about them, the more you can make real-life connections for them. Then, they will be interested in learning more about the topic and the English that goes along with it.

Any teacher can overcome instructional barriers for their English language learners by reaching out to their students, make the connection, and letting their students know they are there to support them.

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We are only a little over two years removed from the beginning of the COVID-19 virus outbreak in the United States. Thus, it is impossible to diagnose what the long-term implications will be in education when measuring the pandemic’s impact. We can now look at the short-term effect has had over the last two and a half years and project the possible long-term effects.

According to Desiree Carver-Thomas, a researcher and policy analyst at the Learning Policy Institute, teacher shortages were becoming a significant issue prior to the outbreak of the pandemic. A 2018 estimate completed by the LPI showed that the nation was short of teachers by at least 100,000. This was especially true in content areas already hard to staff: math, science, special education and ESL.

“Because of these long-standing conditions, even small changes in teacher supply and demand during the pandemic have resulted in serious disruption for schools that had already been struggling to fill teacher vacancies,” Carver-Thomas stated.

Now what happened once the pandemic was in full effect? According to all the research I have read, there were some premature retirements and resignations as a result of the pandemic. The Wisconsin Department of Employee Trust Funds reported seeing a 14 percent increase in retirement in 2020.

However, educators explain that the shortage began years before the pandemic and continues to this day. It was also pointed out that this was not a consistent nationwide trend. Some districts and states across the country saw relatively little increase in retirements.

How Teacher Shortages Affect Educators

A teacher shortage, whether brought on by the pandemic or not, affects educators. From my personal experience as an elementary principal, I have not witnessed any shortages in our local workforce. However, there was a significant shortage of substitutes. Some of this was seemingly due to fears about COVID-19 pandemic, but it was also because some neighboring districts instituted very high and abnormal pay increases for their substitute teachers.

So for a limited amount of time, my school and district had to utilize their teachers to cover classes, resulting in a loss of prep time. I can attest that this does significantly affect teacher morale, at least for the teachers who have to use time to cover classes.

The significant effect in morale I witnessed was most related to the time that school had to move to virtual instruction. This wasn’t because our teachers didn’t like being home. It was simply because our teachers knew they could not give the students what was educationally needed. They fretted and continued to fret over the lost in-person instructional time.

High Demands in Education

Why is the education job market currently facing a shortage post-COVID? The same question can be asked why it faced a shortage pre-pandemic. An article from The Hill points out that burnout, low pay, and a significant decline in graduates with teaching degrees are the major trends and reasons why the U.S. is experiencing a teacher shortage. COVID merely highlighted and accelerated these trends.

I believe it is safe to conclude that the pandemic temporarily exacerbated and accelerated the trends already in place in education but will not stand as a significant lone reason for teacher shortages. Burnout, low pay, and a sharp decline in undergraduate education degrees are what are driving teacher shortages. These need to be addressed by policymakers if we expect to see an increase in the amount of teachers.

Specifically, teachers are desperately needed in rural areas, low-income urban areas, and across certain subjects. No matter if you are a college student just beginning your education or if you are a veteran educator seeking new ways to set yourself apart in your district, the right credentials can vastly improve your job opportunities.

If you have an interest in any of these subjects, or if you have a desire to serve students through these subjects, you can find yourself in high-demand positions across the state and country. On the other hand, if you are a leader within a school district that cannot seem to adequately staff certain subjects, you are not alone. You can use information about national and regional teacher shortages to better understand the issues facing professionals throughout your district so that you can make better decisions to enhance your recruitment efforts.

Special Education

Special education teachers are needed in districts nearly everywhere, but perhaps California’s situation shows us just how much. The state reports that nearly 800,000 students are being taught by teachers who do not have proper special education credentialing. While this number is staggering, it is, unfortunately, becoming the norm throughout the country and can cause serious consequences for the students, their families, and the staff members who are unprepared to teach this special population.

Special education teachers often have a heart for serving a challenging population and are more likely to understand the impact of medical diagnoses and past trauma has on students. However, they are also more likely to burn out without the proper resources and support from their team and from their supervisors.

Aside from special education teachers, paraprofessionals are also in high demand. These key members of the student’s team assist with more than just daily care; they also offer verbal or physical cuing that can help students stay on task and meet their IEP goals.

In contrast, special education teachers currently have a median pay of $61,820 (2021) and typically enjoy full-time benefits from the district. However, the salary and benefits are not always enough to keep special education teachers with the district long-term. They must also feel empowered and encouraged within the district.

English as a Second Language (ESL)

ESL educators are also in high demand throughout rural, suburban, and urban school districts. While the number of ESL educators currently pursuing the degree is increasing in many colleges and universities, there simply are not enough in the workforce right now to meet the growing needs of students. More and more K-12 students are not native language speakers, with educational research pointing to more than 12 million bilingual children across the country (a 1.2 million increase over the previous ten years.)

It’s a classic case of supply and demand, with the demand for specialized language education far outweighing the supply of educators. Even with the increased number of ESL teachers in programs today, there simply isn’t enough to serve the students now or in the future.

Administrators are working hard to entice ESL teachers to their districts. Perhaps the answer is to also look at current educators within the district who have a desire to serve students in this capacity and offering tuition reimbursement and bonuses to increase the opportunities for current students.

ESL teachers in elementary and secondary settings have a salary that is typically around $65,000.

Educational Technology

The coronavirus pandemic radically changed education, shifting students and teachers to take a virtual approach focused even more on technology. Many administrators and leaders saw immediately the need for additional educational technology support throughout their districts, highlighting the shortage that was already there. For districts that already had team members with a technology specialist endorsement, they were reminded why these positions are crucial to a well-rounded district.

Educational technology has never been more important, and there simply are not enough experts to serve school districts in rural, urban, and suburban settings. Further, educational technology roles are not just for K-12 districts. The demand in university settings is only increasing as well, making the shortage feel even more acute. The average salary hovers around $52,000 and most districts offer management-level benefits to enhance their recruitment strategy.

Reading and Literacy

Teachers seeking a reading specialist credential are on the rise, which is good news. Many schools and districts are lacking these specialists in their schools. Reading or literacy specialists are tasked with providing intervention for students, consultations for teachers, and support in the classroom, as well as ensuring that their school provides high-quality reading instruction to all students.

Educators with this credential also have the opportunity to move into other positions grounded in leadership such as district literacy coaches, instructional coordinators, or curriculum developers.

Reading and literacy specialists have a salary that is typically around $53,000, while a position like instructional coordinator will get you a salary around $64,000.

Foreign Language

The U.S. Department of Education reports that foreign language is historically fourth on the list of subjects experiencing a national shortage. Recent reports note that 58% of states experience a foreign language teacher shortage over the last 20 years (Pg. 23, Figure 5). While the foreign language teacher shortage is nuanced, perhaps the beginning of the problem lies within the K-12 curriculum.

Less than one-quarter of K-12 students are exposed to a foreign language before they graduate from high school. Once in college, that number drops to less than 10%. It can be impossible to inspire future foreign language teachers when students are simply not exposed to another language in a school environment.

Why is there a lesser focus on foreign language in the K-12 curriculum? One reason is the teacher shortage. While it is impossible to know which came first — the teacher shortage or the decreased exposure to foreign language built into K-12 curriculum — it is certain to continue for the foreseeable future.

Foreign language teachers make around the same amount as high school teachers of other subjects with similar experience, which is around $61,000 per year.

The important takeaways here? Teacher shortages are nuanced and vary from subject to subject, district to district, and state to state. However, if you have a passion to serve students in any of these capacities, now is the time to work for that extra endorsement or credential. Leaders in school districts, now is also the time for you to take a hard look at your recruitment plans to determine if there are ways to enhance your benefits or school culture that could bring more of these specialists to your schools.

Interested in advancing your credentials and education? Check out our 190+ available masters, doctorates, endorsements, and certifications to advance your career today!

*Updated July 2022

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What is Scaffolding?

In preparation to write this article, I researched many definitions of what the term ‘instructional scaffolding’ means. A concise but accurate definition of instructional scaffolding is “a teaching method that helps students learn more by working with a teacher” to enhance learning and assist in the mastery of skills and tasks. The teacher provides the students with supports that build on their knowledge and experiences as they’re learning new skills. As the students master the assigned skills or tasks, the teacher gradually removes the supports.

Why Scaffolding is Important for ESL Learners

As learners, we all come from different backgrounds. No one’s circumstances or experiences are identical. It’s what makes us uniquely ourselves and gives us each our own affinities for our individual gifts and talents. English language learners are no different, but they have even greater needs for scaffolding than most first-language English speakers. If systematically building on students’ experiences and knowledge is a key to scaffolding, knowledge of students is of even greater importance. How can we help our students get to where they need to be if we don’t meet them where they are in the beginning?

As adults, it is easy to become ethno-centric and see only through the lens of our own cultural experiences. Scaffolding can even the playing field for those who bring different background knowledge and experiences to the classroom. For example, the English language is packed with idioms, where the actual meanings of individual words do not add up to the meaning of the words collectively. Idioms are extremely difficult for English language learners to identify and interpret. This is because all language learners translate their second language back to their base/first language in order to comprehend meaning. Intention of non-literal meaning of words is nearly impossible to identify in a speaker or writer. To help English learners with this, educators must use scaffolding in every grade level and classroom.

ESL Scaffolding Strategies to Use in Your Classroom

Here are a few strategies to help you get started with scaffolding for students.

1. Building upon prior knowledge and background:

Building means to expand, which means to grow. Growth is an important part of progressing toward understanding and proficiency in all things. Without something to build upon, students will struggle and drown by treading water without connection. Once background knowledge is built, the scaffold can be removed. A classic example of this is a math problem that uses the word “canoe.” Despite the fact that the problem could be solved without knowing that vocabulary word, most students will get stuck wondering what a canoe is and will not solve the problem. One way to build upon prior knowledge and background is through explicit vocabulary instruction.

2. Explicit vocabulary instruction:

The example above using the word canoe is one reason that explicit vocabulary instruction is an important scaffolding strategy. This is not only important to use in English language arts classes, but also in vocabulary-heavy subjects such as math and science. An eighth grade English learner will most likely know how to add and find sums, but if they do not know what the word “add” or “sum” mean, they will most definitely be stuck.

3. Use strategies that reach multiple intelligences:

As different as we look on the outside, we are also differently gifted and given strengths and weaknesses on the inside. Not all students learn the same way. Some can memorize a paragraph in 3 weeks, some can take a mental picture and recite the paragraph back immediately. Some are hands-on learners, while some students prefer to simply listen and digest information. This is the basis of work done by Dr. Howard Gardner and detailed in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. A quick outline of this can be found in this article from verywellmind.com. This is not only important to consider with English learners, but all learners. Keep in mind that graphic organizers are a great way to reach visual learners!

4. Teach sentence structure:

Even if an EL is strong in writing in their home language and has an advanced English vocabulary, sentence structure is extremely important to teach. The reason for this is that before we put anything on paper, our writing is born in our thoughts. ELs most likely think in their first language, which is likely to have a different sentence structure than English. Creating sentence frames or anchor charts and having them posted in the classroom will be a good reference for ELs.

ESL Scaffolding Strategies for Virtual Learning

The world turned upside down in the beginning of 2020 with the COVID-19 pandemic. The impact on education was immediate. Suddenly the manner in which we had been educating students for over a century (with minimal evolution) was no longer possible. Schools, including administrators and teachers, were tasked with continuing to educate students without the ability to meet in person.

In a matter of days, we learned Zoom, Google Meet, and Google Classroom, the basic necessities to connect with each other. As educators, we knew that our best strategies hadn’t changed and quickly adjusted our delivery method. For each of the strategies outlined above, there are ways to adapt for virtual learning.

Tools such as Zoom, Loom, and Screencastify can be used to record the instructor teaching. YouTube can be used to share uploaded or recorded videos to students, but teachers seem to prefer using EdPuzzle. This program syncs with Google Classroom. It allows teachers to assign videos to specific classes and then documents which students watched a video and for how long. EdPuzzle also allows teachers to edit their videos and add questions to the video that students must answer before completing.

Teachers familiarizing themselves with the use of video tools have improved instruction as it relates to increased understanding of resources for lesson delivery and also the use of multiple forms of media within lessons. This means that students have access to more background knowledge through virtual field trips and tours, as well as clips of videos that students wouldn’t be able to visualize on their own! The use of videos through these platforms supports explicit vocabulary instruction, as well.

We know that parent engagement is key to student success. We also know that language barriers between educators and parents most often prohibit working relationships for student achievement. Applications such as Talking Points and Class Kick have without a doubt changed the game and have done much to break down these barriers.

In addition to improving parent and family communication with the school, these resources can also be used creatively to engage students in instruction. There are many applications that meet multiple intelligences and provide scaffolding to English language learners at the same time. The use of student-recorded videos through Flipgrid, Padlet, or Jamboard also allows students to practice vocabulary and conversational skills through media with or without in-person learning.

The pandemic has changed education forever, and some of the changes are positive. Engaging students using these instructional technology tools has empowered teachers and better-prepared students for their future.

*Updated May 2021

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