How To Support ELL Students in the Classroom & Best Tools To Use

Imagine walking into a classroom where no one speaks your language. You can’t communicate with your teacher or classmates, and you feel completely lost. How to Provide Feedback to Students? This is the situation many English Language Learners (ELLs) face when they enter a classroom where they lack the supports to succeed. As a teacher, you can help these students tremendously by creating a welcoming classroom environment that eases the transition into new academic and social settings. This article will examine how to support ELL students in the classroom so they feel fully supported, engaged, and empowered to succeed academically.

As you read on, consider how EssayGrader’s grading software for teachers can help you achieve these objectives. By streamlining the grading process, you'll have more time to devote to the specific needs of each ELL student and create a more equitable classroom environment. 

Who Are English Language Learners?

English language learners (ELLs) are diverse students who struggle to communicate or learn effectively in English as their second language. They often come from homes where English isn’t the primary language and require special instruction in English and their academic courses.

The achievement gaps between ELLs and their non-ELL peers pose a significant challenge within the educational system. Bridging these gaps is crucial for ensuring ELLs have equal academic opportunities. 

If you’ve ever tried to master another language, you know how challenging it can be. Perhaps you’ve ordered a meal at a restaurant and felt your face flush as you fumble over a simple phrase, sighing in relief when the server nods and doesn’t ask a follow-up question.

This is the reality for millions of K–12 English language learners (ELLs) in the United States. Now imagine feeling like this all day, Monday through Friday, while trying to adapt to a new culture, make friends, and learn the fundamentals of: 

• Science
• Math
• Social studies
• Art
• Literature

According to the National Education Association, ELL students will make up about 25 percent of the children in American classrooms by 2025. Teachers are responsible for helping these students develop English proficiency and meet grade-level content requirements, among other duties. Thankfully, many practical strategies for teaching ELL students benefit the entire class.

What is ESL/ESOL?

While ESL was the standard for years, many educators today prefer ESOL, which stands for English for Speakers of Other Languages. This phrase is more inclusive and accurately represents the fact that for many ELLs, English is their third or even fourth language.

ESL and ESOL classes are designed to develop language and comprehension skills for non-native English speakers. This differs greatly from teaching students who grew up hearing and communicating English from birth.

Some ESL programs teach students separately until they reach a certain proficiency level and can join mainstream classes, while other schools integrate ELL into classrooms from the get-go. Data from the National Center for Education Statistics shows that Spanish is the most common home language, representing 75 percent of all K–12 ELL students. 

The top five languages spoken in American public schools are: 

• Arabic
• Chinese
• Vietnamese
• Portuguese 

The Benefits of Targeted ESL Education for ELLs

The importance of ESL education cannot be overstated. Research has repeatedly shown that high-quality ESL instruction positively impacts ELL students’ academic success. For example, studies have indicated that ELLs who receive comprehensive ESL support demonstrate improved performance and higher rates of on-time graduation.

Beyond language acquisition and tremendous academic success, ESL education helps students develop vital social and cultural skills by engaging them in meaningful cultural exploration. ELLs may learn about US holidays, their historical significance, and their associated traditions, which allows them to better understand American society and its customs.

The Role of Idioms, Cultural References, and Cross-Cultural Exchange in ESL Education

ESL education also introduces students to idioms and cultural references commonly used in English-speaking communities. For example, students might learn how to use phrases like “the ball is in your court” or “barking up the wrong tree.” This can better equip ELLs to engage in conversations and understand the nuances of English.

ESL education encourages cross-cultural interactions. Students may participate in projects where they share aspects of their cultures, such as:

• Traditional foods
• Music
• Festivals

These exchanges can encourage greater feelings of acceptance and build bridges of understanding among students from diverse backgrounds. ESL education empowers students to participate fully in academic pursuits, engage with their peers, and contribute meaningfully to their communities.

The Need for ESL Education for ELLs

According to National Center for Education Statistics data, ELLs comprise almost 14 percent of city public school enrollment. ELLs can include up to 20 percent of the overall enrollment in some states. These numbers emphasize the need for targeted support and resources for ELLs.

Addressing the Barriers Faced by English Language Learners

English language learners face many obstacles on their educational journey. Their limited language skills can impede their ability to understand teachers’ instructions, participate in classroom discussions, and grasp complex academic concepts. These issues frequently hinder students’ academic progress, leading to frustration and feeling left behind.

Cultural differences can further compound these feelings. Adjusting to a new educational system, social norms, and expectations can overwhelm ELLs. Unfamiliar teaching styles and classroom dynamics may also dampen these students’ motivation.

Challenges of Standardized Testing for ELLs and the Importance of Supportive Educational Strategies

Standardized exams pose a particular challenge for English language learners (ELLs). The complex wording often used in test questions can make it difficult for ELLs to comprehend and respond fully. As a result, ELLs may need help performing at the same level as their peers, which can lead to lower test scores and potentially impact their overall academic standing.

These obstacles can contribute to lower academic achievement and increased dropout rates among English language learners (ELLs). However, with appropriate support and accommodations, ELLs may feel encouraged and connected to the educational system.

Educators need access to quality English language learner resources and professional development to help ELLs deal with these issues. With the proper knowledge and strategies, educators can create inclusive and supportive learning environments for all students.

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How to Support ELL Students in the Classroom

Cultivate Relationships: Build Rapport with ELL Students

Building relationships with ELL students is essential for their academic success. By getting to know them as individuals, you can better understand their:

• Unique challenges
• Strengths
• Experiences
• Personality traits 

You can also uncover their interests and preferences to help make learning more relevant and engaging. For ELLs, having a teacher who cares enough to get to know them can relieve stress and create a safe learning environment. This can help students open up and fully engage in the learning process instead of succumbing to feelings of shyness or reticence that can accompany a lack of language skills.

Be Culturally Aware and Understand Each Student's Background

Understanding the diverse cultural backgrounds of ELL students can help teachers create a supportive learning environment. Many ELLs come from countries outside the U.S. and may have different: 

• Artistic practices
• Traditions
• Beliefs 

Learning about each student’s unique background can help you tailor instruction to their needs and avoid misunderstandings. For example, some cultures view eye contact with adults as disrespectful. Incorporating discussions about culture in the classroom can help all students appreciate diversity and feel more comfortable with one another. This is especially important for ELLs learning a new language and adjusting to a new culture.

Teach Language Skills Across All Curriculum Topics

Many ELLs may receive specific instruction in English as a Second Language (ESL) from specialists. It is helpful for teachers of all curriculum topics in mainstream classrooms to understand and embrace the role of language teachers. All educators should know how to provide ELLs with practical instruction that integrates language learning with academic content. This will help ELLs develop the academic language skills they need to succeed.

Speak Slowly and Be Patient. Give ELLs Extra Time to Process Language and Respond

When teaching ELLs, it is critical to slow down and be patient. This may feel unnatural, especially when you have a lot of material to cover, but rushing is detrimental to ELLs. Instead, consciously slow things down. This can mean:  

• Speaking in a slower, measured cadence 
• Being a bit more aware of your enunciation 
• Allowing extra time (an additional 3 to 5+ seconds) for students to respond. 

The extra seconds give all students a little extra time to think and formulate a response. Researchers have found that typically most teachers give 1 to 2 seconds between asking a question and expecting a student response. The same researchers have shown that the quality of responses is astronomically greater if you wait 3 to 5 seconds.

Prioritize Productive Language and Focus on Speaking and Writing

Speaking and writing are sometimes characterized as productive language because they require students to produce language output, contrasting with reading and listening, which are described as receptive skills. 

Teachers who are not language specialists may need to know that ELLs will likely develop those receptive skills first. It is important to emphasize that evidence students are reading, listening, or understanding does not necessarily equate to progress in expressing themselves through fluency in speaking or writing.

Use a Variety of Methods to Engage Learning: Differentiate Instruction

The idea here is to provide students with multiple options for: 

• Taking in information
• Processing and making sense of ideas
• Sharing what they are learning

This is often referred to as differentiated instruction, an educational practice that involves: 

• Recognizing that students each have their unique gifts and challenges; 
• Interests, aptitudes, and learning styles
• Tailoring instruction to meet student's individual needs

According to Edutopia, all kids learn better when they engage with the material in multiple ways, lessons that involve:

• Writing
• Speaking
• Drawing
• Listening 

For example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier.  

Total Physical Response (TPR)

The total physical response (TPR) instructional approach focuses on the powerful link between language and physical movement. In TPR, educators provide ELLs with commands or instructions in English, and students respond by carrying out corresponding physical actions. This method taps into the connection between body movements and language comprehension, making language acquisition easier through active participation and kinesthetic learning. Implementing TPR in the classroom can be greatly supported by practical resources such as TPR storytelling techniques and total physical response teacher toolkits available online. 

These resources offer educators to effectively incorporate TPR into their teaching practices for a wide range of:

• Practical tools
• Activities
• Lesson ideas 

Approach to Language Learning

In TPR, students’ bodies become part of their learning process; they use their hands, arms, legs, etc., to respond to language prompts. This may involve employing a combination of: 

abstract signing, similar to sign language, and acting out the meaning of words. For instance, a student might demonstrate the action of swimming while saying the word “swim,” or use a specific hand gesture to indicate the word “stop”. 

TPR for Language Acquisition

This method strengthens language comprehension and infuses enjoyment into the classroom. By connecting words and phrases with physical movements, students establish a tangible connection to the language, enhancing their overall language learning experience. TPR works particularly well with young learners and beginner-level ELLs with limited vocabulary or language proficiency. Combining clear, concrete commands and physical responses gives students visual and kinesthetic support for learning new language concepts.

Communicative Language Teaching (CLT)

Communicative language teaching (CLT) focuses on developing students’ ability to communicate in real-life situations. This interactive approach engages ELLs in authentic conversations and practical language activities to help them gain the skills needed to express themselves fluently and with confidence. CLT involves activities that prompt students to communicate using the words and vocabulary they’re learning. These activities may include: 

• Role-plays
• Group discussions
• Debates 

It can create opportunities for authentic language practice and allow students to express their thoughts, opinions, and ideas in a meaningful context. 

Design Communicative Tasks

In CLT, communicative tasks, ask students in the language they’re learning, to have:

• A conversation
• Solve a problem
• Share information

These activities help students use targeted vocabulary in practical and meaningful ways, just as they would in the real world. To design effective communicative tasks:  

• Practice real-life communication: Create activities that invite students to use language in practical situations that reflect their everyday lives. Consider: some text
  • Role-plays
  • Simulations
  • Information gap exercises
  • Problem-solving tasks
• Use relevant supporting content: Incorporate authentic materials like news articles, videos, and interviews into the tasks to provide meaningful contexts for language practice. 
• Set milestones: Create clear goals for each task to ensure students understand the purpose and focus of their communication. 

Promote Pair and Group Work

Research has shown that pair and group work helps lower ELLs' anxiety about speaking and improves their speaking ability simultaneously. Working in pairs or groups provides a sense of support and shared responsibility, which can help alleviate the pressure and self-consciousness of speaking in front of others. 

These instructional tools encourage students to engage in genuine conversations in a relaxed and interactive setting. They also allow students to receive more personalized attention and feedback from their partners and take ownership of their learning. To promote successful pair and group work:  

• Delegate effectively: Assign group members roles and responsibilities to ensure participation and equal involvement. 
• Facilitate collaboration: Help students work together by providing sentence starters or discussion prompts. 

Provide Constructive Feedback

Constructive feedback supports the language learning process in several ways. It allows educators to address errors and provide guidance on language accuracy so students can understand and correct their mistakes. It also encourages students to reflect on their language use and identify areas for improvement. Things to keep in mind when using this tool:  

• Give constructive feedback: Focus on providing feedback that enhances students’ communication skills rather than solely pointing out errors. 
• Validate progress and success: Offer praise for effective communication strategies, such as using appropriate vocabulary or initiating conversations. 
• Consider both accuracy and fluency: Avoid immediately correcting every error during an activity or conversation. Instead, write down the errors or use symbols or codes to indicate them so students can continue communicating without interruption and maintain their fluency.  

Content-Based Instruction (CBI)

Content-based instruction (CBI) intertwines language learning with subject matter content. This provides English language learners the resources to acquire language skills while also learning other academic subjects. This integration of language and content helps students develop their language proficiency and keep up with their grade-level curriculum. For example, in a middle school science class, educators can incorporate CBI by designing lessons where students conduct hands-on experiments and engage in collaborative discussions. 

Students not only deepen their understanding of scientific concepts but also develop their ability to use scientific language effectively, expanding their language skills within the context of science by actively participating in: 

• Experiments
• Analyzing data
• Communicating their findings

Educators can effectively implement CBI by:  

• Selecting relevant and engaging content: Choose subject matter that aligns with the curriculum and is interesting to students, such as: some text
  • Current events
  • Cultural topics
  • Real-world issues. 
• Integrating language and content: Design activities and assignments that require students to use language while engaging with the content. This can include:some text
  • Discussions
  • Debates
  • Projects
  • Presentations
  • Research papers
• Providing language support: Scaffold language learning by providing vocabulary lists, language models, and graphic organizers that assist students in understanding and expressing complex ideas related to the content. Scaffolding means providing structured support to help students grasp new concepts and skills. Teachers give students tools and resources that assist them in learning until they can independently apply what they’ve been taught. 
• Incorporating authentic materials: Use original materials to expose students to real-life language use and to enhance their understanding of the content, such as: some text
  • Articles
  • Videos
  • Primary sources, 
• Assessing language and content integration: Evaluate students’ language proficiency and content understanding through a variety of assessments, such as: some text
  • Oral presentations
  • Written assignments
  • Project-based assessments

Collaborative Learning

Collaborative learning strategies help foster a collaborative and inclusive learning environment for ELLs. You have to engage ELLs in:

• Group activities
• Discussions
• Projects 

Collaborative learning promotes participation and mutual support among students. It allows ELLs to practice their language skills in real-life contexts while building connections with their peers. 

Educators can implement various practical collaborative learning techniques including:  

• Jigsaw activities: Divide the class into small groups and assign each group member a specific topic or task. Each group member becomes an expert in their assigned area and then shares their knowledge. This encourages cooperation and the exchange of ideas and information among students.
• Think-pair-share: Pose a thought-provoking question or problem to the class. Allow students a few moments to reflect individually (think), then pair them up with a partner to discuss their thoughts (pair). Invite pairs to discuss their ideas with the whole class (share). This technique promotes collaboration, communication, and speaking and listening skills.
• Group projects: Assign group projects that require students to work together to complete a task or solve a problem. For example, students can collaborate to create presentations, design posters, conduct research, or create multimedia projects. Group projects encourage ELLs to engage in meaningful language practice, develop teamwork skills, and learn from other students’ perspectives and experiences. 
• Role-playing: Assign specific roles or characters to each student and have them engage in role-playing activities. This could involve simulations of real-life situations, such as ordering food at a restaurant, interviewing for a job, or acting out a scene from a book. Role-playing encourages active participation, language use, and the development of oral communication skills. 
• Establishing clear expectations and roles: Whatever the collaborative learning activity, give students clear guidelines and expectations, including specific roles and responsibilities for each group member. This helps ensure equal participation, accountability, and a sense of ownership among students. Educators can facilitate a positive and productive collaborative learning environment by clarifying expectations.  

Task-Based Language Teaching (TBLT)

Task-based language teaching (TBLT) emphasizes learning through tasks and activities that reflect real-world language use. TBLT engages students in tasks that require them to use language to achieve specific goals or solve problems. For example, a teacher may assign students to plan a trip to a foreign country. Students would need to research and gather information, make travel arrangements, and create an itinerary—all while using specific assigned target language when communicating with their peers. 

As they complete the task, students practice language skills such as: 

• Reading
• Writing
• Speaking
• Listening. 

They also develop problem-solving and collaboration skills. TBLT exposes students to language in situations that mirror real-life communication. This approach enhances ELLs’ ability to use language effectively in everyday situations and makes language learning more relevant and engaging, leading to a deeper understanding and retention of English. 

Strategies and techniques for implementing TBLT effectively include:  

• Task selection: Choose relevant and meaningful tasks to the students’ lives. Connecting language learning to real-life situations motivates students to engage and apply their language skills. Tasks could include:some text
  • Planning a trip
  • Solving a problem
  • Conducting an interview
  • Participating in a debate. 
• Preparatory activities: Before students begin the task, provide them with activities that activate their prior knowledge and introduce key vocabulary or language structures. These activities can include:some text
  • Brainstorming
  • Discussions
  • Short reading/listening exercises
• Task design: Create tasks with a clear goal and require students to use language to achieve that goal. The tasks should be challenging but achievable, promoting critical thinking and language production. Consider incorporating collaboration, negotiation, and problem-solving elements into the task design. 
• Planning phase: Allow students time to plan and prepare for the task. During this phase, encourage students to discuss their strategies, organize their thoughts, and plan their language use. This planning stage fosters communication and helps students clarify their ideas before engaging in the task. 
• Task performance: Provide opportunities for students to engage in the task and use language to accomplish the goal. Monitor and facilitate the students’ task performance, offering support and guidance as needed. Encourage students to interact with one another and apply the language skills they have been learning. 
• Language focus: While TBLT primarily focuses on completing the task, address students’ specific language needs that arise during the task performance. Provide feedback and language support as:some text
  • Students engage in the task
  • Addressing errors
  • clarifying language use
  • Highlighting language patterns or structures. 
• Reflection and feedback: After completing the task, engage students in reflection. Encourage them to discuss their experience, evaluate their performance, and reflect on their use of language. Provide constructive feedback that focuses on both the content and the language aspects of their performance, helping them improve their skills.  

Coordinate with the ESL Teacher

Since ELLs often receive specific English as a Second Language instruction from an ESL specialist, it can be very helpful to check in with their ESL instructors. Doing so can help the educators involved develop a fuller understanding of how regular classroom work can support ESL instruction and vice versa. 

Such discussions can yield insights into individual students and their learning styles or challenges; they can also help share information about curriculum topics, potentially providing ESL teachers with ideas for highly relevant vocabulary words to reinforce academic lessons.

Pre-teach New Vocabulary Words

When you have a challenging reading assignment, some experts encourage you to preview or pre-teach new vocabulary words that may be unfamiliar to ELLs or give them a copy of the article or link to the material ahead of time.

Build in Some Group Work

Instructor-led, whole-class activities may make up most of your class period, but it can also be very helpful to build in time for group work. This allows ELLs to practice language skills with peers in a less formal, lower-risk setting.

Respect Moments of Silence

Many new language learners tend to be reticent, opting for silence over speaking up and saying something wrong in a language that is still unfamiliar. Therefore, teachers are encouraged to be mindful of this and not be too aggressive in forcing students to open up at the outset. Ongoing support and patience are preferable to pressure since such initial silence is considered to be a normal stage in learning a second language.

Incorporate Students’ Native Languages—and Don’t Be Afraid of Technology

Of course, bilingualism is the goal, not replacement. Ferlazzo uses a strategy called preview, view, and review, which leverages a student’s native language skills as a foundation for learning the new language. 

• He introduces a topic and encourages students to preview it in materials in their home language (often using multilingual videos and other online resources)
• He then teaches the topic in English and has students review the information in their home language. 
• Ferlazzo also encourages teachers to embrace technology students find helpful, like Google Translate. He stresses that the app can be a useful way for students to translate words quickly, but he warns that it can quickly become a dependency if used as more than a handy dictionary. 

Thorpe agrees that Translate can relieve pressure on teachers, who sometimes find themselves standing at the front of the room and repeating things repeatedly. Kids who don’t know those words are out of luck. Translation technology means you can say it once (or twice) and let the students use the technology to translate keywords and phrases.

Promote Classroom Interaction

When teaching English language learners, remember that vocabulary, grammar, and pronunciation develop faster when there are opportunities for interaction in the classroom using the language being learned. But many new teachers make the mistake of simply presenting a lesson and pairing students up to discuss without providing guidance. As was the case for Dr. Schneider, she recommends that teachers explicitly model and practice academic language so students can more fully engage with one another. 

This could take the form of question prompts, such as:  

• Can you tell me more about …?
• Let me see if I understand you…
• Following up on ___’s idea… 

Teachers should also provide ample opportunities for structured classroom interactions with a clear purpose and goal. 

There are hundreds of activities to consider, but here are a few ideas to get you started: 

• Think-pair-share
• Carousel or gallery walk
• Book clubs
• Student interviews
• Pick a Side: some text
  • What do you think/believe about…? 
  • Why? 
  • How would you convince someone to…?  

Stimulate Higher-Order Thinking Skills and Use of Learning Strategies

Higher-order thinking skills (HOTS) are critical-thinking abilities beyond rote memorization, concept formation, and reading comprehension. Mastering HOTS is the ultimate goal of the learning process, as these competencies are needed to become an independent and creative thinker. 

Teachers can encourage the development of HOTS in their students by modeling and providing language scaffolding such as:  

• What do you observe? 
• “In this picture, I notice …” 
• “I noticed that, too, and I want to add …”  

An example of a high school-level lesson plan that emphasizes HOTS might be having students learn about garment factory work in Cambodia and then pairing them up to do the following:  

• Discuss what it might be like to sew their clothes
• Review a video about the experience of a Cambodian garment worker
• Compose a list of the advantages and disadvantages based on the video

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How to Use Technology to Support ELLs in Your Classroom

Quality EdTech for ELLs is Tough to Find, But Great Options Do Exist

Finding good educational technology for English language learners isn’t easy. Despite the proliferation of apps and tools today, few have been designed specifically for English language: 

• Development
• Bilingual
• Dual-immersion classrooms

This is unfortunate: research shows that targeted educational technology can help ELLs build background knowledge, develop language skills, and access grade-level content. ELLs use these digital tools and practice vital skills for succeeding in today’s tech-infused world. Nevertheless, you can use many great edtech tools and strategies with ELLs. Also, the evolving abilities of generative AI tools are often helpful, even if the products themselves aren’t ELL-specific. Some might even be tools you’ve already heard of or used—with an ELL-specific use case hiding in plain sight. 

ELL Support Within Tools

Many online tools have built-in features to support differentiated instruction for various learners. For instance: 

• Newsela offers texts at five variable Lexile levels, many in English and Spanish.
• ThinkCERCA offers leveled texts with scaffolding for students reading at different levels, including audio versions of texts. ELA-focused tools will likely have the best English-learning support; plenty of other tools boost ELLs' learning in other subject areas. 
• Khan Academy is one popular example: The site offers a translated version of its curriculum in 12 languages. 

As you search, remember that these tools are usually aimed at a more general student audience, so they may be better suited to intermediate or advanced ELLs; beginning-level ELLs may need more robust support. 

Tools to try:

• Newsela
• ThinkCERCA
• Khan Academy

ELL-Specific Tools

As mentioned earlier, tools designed only for ELLs are scarce, but some options exist. 

• BrainPOP ELL offers a comprehensive online curriculum to improve kids' language skills from beginning to advanced levels. 
• Read&Write is a helpful text-to-speech app for students with various literacy needs, including English-language learners. 
• Platform like Ellevation is designed for teachers and uses robust data to track and monitor students' progress and language growth. As time passes, we will see more edtech solutions specifically for ELLs. 

Tools to try: 

• BrainPOP ELL
• Read&Write
• Ellevation

Everyday Tools into Daily Routines

Many everyday apps and websites, from basic translation to productivity tools for consumers, can be great for supporting ELL-centered learning activities.

• For example, a note-taking tool with recording features like Microsoft OneNote offers opportunities for speaking and listening practice. 
• Simple English Wikipedia is just like it sounds: an adapted version of the standard Wikipedia site but for ELLs, younger students, or anyone else struggling with reading. 
• A translation tool is an obvious choice, and Google Translate is generally considered the most accessible free option. 

Tools to try: 

• Microsoft OneNote
• Simple English Wikipedia
• Google Translate

Creativity and Multimedia

All students can benefit from multimodal learning opportunities; countless technology tools can facilitate these experiences. For instance, consider using closed captioning to support ELLs when screening educational videos in the classroom. You may even explore using audio to strengthen skills by:

• Reading
• Writing
• Speaking
• Listening 

Podcasts are one great (usually free!) way to integrate audio and digital libraries like Epic! I often have audiobooks as well. Creative projects and storytelling also allow ELLs and bilingual learners of all abilities to express themselves while they build new language skills. And keep in mind that lots of other digital-creation mediums can offer fun language-building practice, from video production to podcasting and digital design. Find something that suits your students': 

• Ages
• Language abilities
• Interests

Other multimedia available:

• Book Creator is an excellent option for storytelling. 
• Flip and Seesaw offers some ways for students to express themselves. 
• If you want to try out a tool that is entirely in Spanish, check out Historias Para Armar. 

Tools to try: 

• Epic!
• Book Creator
• Flip
• Seesaw
• Historias Para Armar

AI-Based Learning Tools

There aren't too many AI-based learning tools focused primarily on ELL learners (yet), but AI tools can still be useful in instruction. After all, machine learning can provide personalized feedback, enhance content accessibility, facilitate the creation of audio and video content, and more. 

AI-based learning tools:

• EssayGrader is the most accurate AI grading platform trusted by 60,000+ educators worldwide. On average, it takes a teacher 10 minutes to grade a single essay, but with EssayGrader, that time is cut down to 30 seconds. That's a 95% reduction in the time it takes to grade an essay, with the same results. 
• Knowji is an audio-visual vocabulary app that uses machine learning and algorithms to help students learn vocabulary, and Quillbot has a great translation feature. 
• There are also plenty of voice-to-text AI applications like AudioPen that can quickly convert words to text. These could be useful for students to review their own speech or help with writing assignments. 
• Real-time translation is improving, and tools like MagicSchool.ai have solid embedded tools for ELL teachers. 
• There's a guide for ChatGPT to help you use it for learning languages. Before extensively using AI tools for ELL learners (or any students), consider the risks that can come with an AI tool, like reinforcing bias and privacy risks. 

Tools to try: 

• EssayGrader
• Knowji
• Quillbot
• AudioPen
• MagicSchool.ai
• ChatGPT

Practice Through Collaboration

Even though many tools allow for personalized or individual practice, you should recognize the power of social learning and collaboration with your ELL learners. You can facilitate group projects and other collaborative learning activities where your students can practice their language skills in a safe and supportive environment, perhaps using Google Drive. Consider using digital whiteboard apps, like Explain Everything to create low-risk group activities. Or try Padlet to annotate maps and practice new vocabulary.

Online Language-Learning Tools

Language-learning tools for travelers and consumers are everywhere and easy to find. Although these tools should never replace high-quality classroom instruction, they could be a helpful option for extra practice or out-of-class enrichment for some students. Because they're often aimed at a general—mostly adult—audience, these won't all be the best choices for kids' learning. 

Nevertheless, some language-learning apps could be appropriate in certain situations depending on your students' needs. If you do go this route, look for free options that offer adaptive features that challenge students as their language skills grow. If recommending for out-of-class use, keep in mind your students' devices and level of network access. 

Tools to try: 

• Duolingo
• Rosetta Course
• Mango Languages

Connecting with Home

Ensuring that your ELL students find success also means connecting with families. Fortunately, there are plenty of tools to keep lines of communication open with English language learners' families. 

For one, TalkingPoints is a multilingual texting tool to enhance school-to-home communication. Bloomz is a more comprehensive school-to-home communication platform not designed for ELL learners and families, but it might be worth checking out! 

Tools to try: 

• TalkingPoints
• Bloomz

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Save Time While Grading School Work with EssayGrader's Grading Software for Teachers

Feedback is vital to the learning process. It helps students identify their strengths and weaknesses and understand how to improve. Feedback in the classroom is essential for supporting ELL students. These learners can benefit from specific feedback on their writing to help them develop both content knowledge and language proficiency.  

Feedback helps ELLs transfer skills from their native language to English and progress through the different levels of English proficiency.