Across New York City, teachers of Multilingual Learners (MLs) are facing a renewed sense of urgency. The New York City Comptroller’s Office’s recent audit revealed that 48 % of MLs are not receiving their mandated…
Across New York City and state, teachers are working hard to make “integrated content and language instruction” – the teaching of academic content and English language skills together, so Multilingual Learners develop subject knowledge and…
Stand Alone instruction (or “pull-out”) in English as a New Language is a lifeline for our Multilingual Learners (MLs). Yet too often, it becomes a rehashed English Language Arts (ELA) lesson. Our students need more…
Teachers of Emergent Bilinguals! It’s time to welcome your students to school for the 2025–26 school year! As you welcome students into your classrooms, remember that many of them may be walking into a U.S. school…
Teachers of Emergent Bilinguals! October is Dyslexia Awareness Month! Many educators—without realizing it—may have emergent bilinguals with dyslexia in their classrooms. This year, as we focus on equity through evidence-based instruction, let’s explore how to…
Hello teachers of Emergent Bilinguals! Welcome to a newly updated aebll.com! My name is Ingrid Heidrick, and I’m the founder of Advocating for Emergent Bilinguals through Language & Literacy. I’m a linguist, educator and advocate for Emergent…
It’s Black History Month and a perfect time to teach emergent bilinguals content, language and literacy. Essential questions about human struggle, civil rights, and fighting for change are sensitive but inspiring topics many of our students can relate to.
How are our students doing? How are we as teachers doing, personally and in our teaching practice? Let’s take a breath and pause. Then, let’s reconnect and reassess!
This is the first Thanksgiving for many of our students. It’s is an excellent opportunity to teach the content, language, and literacy around Thanksgiving. Wouldn’t be wonderful to do a little Thanksgiving lesson with them?
Part of teaching them how to read means teaching them phonics – the sound to symbol correspondences of written English. Soon, we will also be teaching morphology (prefixes, base words and roots, and suffixes).
I’m here to help us keep steady teaching linguistic skills all week long, week by week, and get our students listening, speaking, reading, and writing.
Last week, I laid out basic steps for lesson planning for language and literacy in Stand Alone. Now I’d like to help with lesson planning for targeted linguistic skills that our students need to advance in their English acquisition – a key aspect often missing from Stand Alone.