Strategies to Meet the Needs of English Learners

Use multilingual signs, greetings, and student-contributed content to show all languages are welcome. 

Source: Strategy cited in provided material – “Display multilingual classroom signs or bulletin boards ... to create a sense of inclusion and pride.” 

Reference: Section 3 – Content Modifications 
Read more: See strategies in “Make Learning Fun and Meaningful – Grade 4” 
Explore: 40+ Strategies To Support Multilingual Learners (MLLs) at School

Use students’ lived experiences as entry points. Ask them to share examples from their cultural or family background that connect to the topic. These personal connections build understanding and motivation. 

Source: Section 6 – Ongoing Assessment and Evaluation 
Read more: Sample question under “Successful Practices – Plurilingual Strategies” 
Explore: Classrooms Need to Reflect Different Home Languages of Students

No. Instead of correcting, encourage students to use their first language to support understanding, brainstorming, and collaboration. Allowing this helps deepen learning while reducing anxiety. 

Source: Section 4 – Focusing on Language Development 
Theory: Stephen Krashen – Affective Filter Hypothesis 
Explore: Stephen Krashen’s Five Hypotheses of Second Language Acquisition | Beelinguapp Blog

Support social English (BICS) through pair work, games, and classroom routines. Support academic English (CALP) by teaching vocabulary and sentence structures needed for reading, writing, and presentations. 

Source: Section 4 – Focusing on Language Development 
Theory: Jim Cummins – BICS and CALP 
Explore: BICS & CALP

Let students take notes, create mind maps, or brainstorm in their first language. You can also assign activities like “Language of the Week” where they teach a word or phrase related to the lesson. 

Source: Section 3 – Content Modifications / Successful Practices 
Explore: The Six Most Effective Instructional Strategies for ELLs—According to Teachers (Opinion)

Create mixed-language pairs or small groups where students can practice English while using their first language as a support tool. Give sentence frames to guide participation and ensure all students have a role. 

Source: Section 2 – Creating a Supportive Environment 
Theory: Gibbons – Scaffolding learning through structured interaction 
Explore: Scaffolding Language for  EAL Learners – AL in the Daylight

Focus on meaning first. Gently model the correct form without interrupting. Choose one or two key errors to work on and praise effort. 

Source: Section 4 – Focusing on Language Development 
Theory: Krashen – Positive feedback lowers the affective filter 
Explore: The Affective Filter & Language Learning - FabuLingua

Create low-pressure speaking opportunities like turn-and-talk, pair rehearsals, or short recordings. Allow students to respond using drawings, gestures, or sentence frames before asking them to speak aloud. Building trust and confidence takes time. 

Source: Section 2 – Safe and Inclusive Classrooms 
Theory: Krashen – A low-stress environment supports language use 
Explore: Creating a Low-Stress, Supportive Environment for Learning

Use graphic organizers, word banks, sentence starters, and modelling. Allow students to talk through their ideas first. Let them write drafts in their first language if it helps organize their thinking.

Source: Section 3 - Tiered Assignments (Graded 8 example)
Theory: Pauline Gibbons - Gradual release and structured support
Explore: Blog | TESOL | International Association

Use translation apps, digital bilingual dictionaries, and read-aloud tools to help students understand content and build vocabulary. Platforms like Flip or Book Creator allow students to speak or write in both languages. 

Source: Section 5 – Utilizing Technology 
Based on: UDL + Continental Press recommendations 
Explore: How to Use Technology to Help ELLs Achieve Language Mastery | Continental Educational Publisher