It all starts with a book…Followed by:

In this principle, we emphasize the significance of understanding students’ backgrounds, characteristics, knowledge, and language needs. Teachers are trained to utilize proficiency levels, cultural backgrounds, and learning styles to design instructional opportunities and offer support

This principle highlights the importance of fostering a positive classroom environment, known as Third Space, where students feel secure, accepted, and valued. Teachers create meaningful and engaging opportunities for students to learn, practice, and apply their language skills

By crafting high-quality language lessons, we simultaneously integrate language and content instruction for both academic and linguistic development. Instruction is explicit, featuring meaningful and relevant content, rather than isolated learning experiences. Scaffolds are provided for support, along with opportunities for interaction and engagement.

This principle emphasizes the importance of adapting instruction to meet students' needs. Teachers select and adapt the curriculum, materials, resources, and assessments to match students' language proficiency levels. They use realia, visual supports, graphic organizers, videos, native language support, and simplified language.

This principle underscores the significance of continuous monitoring and evaluation in language development. Proficient educators employ diverse methods for assessment and progress tracking, including formative and summative assessments, checklists, observations, portfolios, and performance evaluations. They utilize data to provide feedback to students for contemplation and to tailor subsequent lessons to their requirements.

The final principle emphasizes the significance of engaging various stakeholders, including parents, communities, and professional educators, who all contribute to the education of English Learners (ELs). It encourages collaboration to pool expertise and resources for the advancement of ELs.