5 Ways Administrators Can Support Their ELLs

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Even the most experienced and confident administrators can struggle with finding ways to connect with their ELL population if they do not have any previous experience with working with them at either the classroom or school level. Below are five key strategies that any administrator can easily begin using, whether her or his school has 20 or 200 ELLs. Commit to implementing just one strategy per week for five weeks and the improvements will be noticeable.

1. Learn a few key phrases in the students’ native language(s).  A little can go a long way. Even just learning a few greetings and words of encouragement can make a huge difference.  Regardless of where a student has come from, s/he knows that the principal is an important person in the school.  I have seen countless students want to interact with the principal but feel awkward because of the language barrier. If administrators can make the smallest effort to communicate with ELLs it will immediately begin building a bridge and make the students feel welcome.

2. Post multilingual signs throughout the school, including the entrance. A welcoming environment is critical for building a strong community within a school. Yet, oftentimes, signs throughout the school are only written in English. Including multilingual signs not only make ELLs feel welcome, it can also help them navigate the school building much more easily. Multilingual signs also send the message that not only does a school acknowledge the language needs of their students, but it also respects the native language of the student population and their families. 

3. Get to know your ESL teacher well. An ESL teacher is someone who has chosen a very specific path in her or his educational studies. S/he is not only familiar with appropriate instructional strategies for ELLs, but is also knowledgeable about current laws and procedures required by schools. This person is a very rich source of information and should be someone with whom administrators have frequent contact and communication. By planning, at a minimum, for bimonthly meetings, administrators are ensuring that the lines of communication are fully open and are also demonstrating to ESL teacher that she or he is acknowledged as a key member of the school community.

4. Know the accommodations that must be provided to your ELLs. More often than not, administrators did not specialize in ESL instruction at university. Most colleges with education programs now offer at a minimum coursework focused on working with ELLs. An introductory course can provide a solid starting point in understanding this growing segment of the school population. As well, several professional development providers offer both traditional and online seminars and webinars to begin building a foundational knowledge of these students. Some popular online training can be found through Learner’s Edge, Ed2Go and many more. 

5. Add at least one ELL-specific question to conversations with teachers and supervisors when discussing all aspects of teaching and learning. Often, discussing ELLs and their needs is an afterthought. Schoolwide decisions are made with only the general population in mind. By not discussing ELLs and considering their needs on a regular basis, it can be very easy for these students to become marginalized. Administrators, make a decision to include at least one question regarding ELLs in every conversation and planning meeting that occurs that will affect students. The question can be as simple as, “So how will this affect our ELLs?” or “Will this new plan/idea/resource suit the needs of our ELL population?” By including these questions you are saying very clearly that a shift is occurring, a shift toward a school that is increasingly inclusive of all learners. 

A new school year is just around the corner. If you are an administrator, consider making these strategies a part of your own professional growth plan for this year. If you need additional strategies or have any questions, please reach out to me for further assistance. 

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