Inviting a student new to English to your classroom should be an intentional act. Why? The structure is usually not set up for them to succeed. It is based on students for whom English is the dominant language. Therefore, they need specific visual signs to know you sincerely want them there. Students new to English are often called newcomers, English Learners, or what I consider the preferred term, Multilingual Learners (MLs), as this term emphasizes that they already come with one or more languages. It is more asset-based.

In many states, WIDA (World-Class Instructional Design and Assessment) is the assessment administered to anyone whose first language is not English. In the WIDA system, levels 1 and 2 represent the earliest language proficiency. Creating a supportive and contextualized learning environment for these MLs involves incorporating strategies that help them comprehend content and language simultaneously. For these students, intentional context is vital.

Here are four effective ways to create a context for WIDA levels 1 and 2:

1. Visual Aids and Realia:

   • Use visuals, pictures, and real-world objects to provide concrete examples and support understanding of the foundational content. Choose just one main idea that is most important for them.

   • Incorporate graphic organizers, charts, and diagrams to make abstract concepts more tangible. Provide a list of common phrases to use.

2. Hands-On Activities in Small Groups:

   • Engage students in hands-on activities and experiments that allow them to experience concepts concretely in pairs or small groups. This is less intimidating than speaking to the entire class.

   • Provide manipulatives and interactive materials to make learning more tangible. Sometimes, a student aide or advanced student can help you create this material, or students in your class can create it, which will help them learn it in the process.

     

3. Vocabulary Support:

   • Introduce and reinforce key vocabulary through visuals, gestures, and context. I often use Google Images to insert new vocabulary into a presentation quickly.

   • Create vocabulary walls or word banks that students can reference during lessons. Groups of students can each be given a word or two to put on the wall. Let them do the work.

4. Cultural Connections:

   • Learn how to pronounce your MLs’ names. Here’s a past post with 3 creative ideas.

   • Find out as much as you can about the culture of your MLs. Google, read books, listen to podcasts, etc.

   • Connect new concepts to students' cultural backgrounds and experiences.

   • Use culturally responsive examples and stories to make content more relatable.

     

Creating a context for WIDA levels 1 and 2 involves a combination of visual, auditory, and tactile elements and a focus on language development within meaningful content. Building a supportive and inclusive classroom culture takes time (which I know is precious) but will encourage a more cohesive and inclusive classroom. All will benefit.

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