In this principle, we recognize the importance of understanding backgrounds, characteristics, knowledge and language needs. Teachers learn to use proficiency levels, cultural backgrounds, and learning styles to create instructional opportunities and provide support.

This principle emphasizes the creation of a positive classroom ecology, or Third Space, where students feel safe, accepted and valued. Teachers provide meaningful and engaging opportunities to learn, practice and apply language skills.

By designing high-quality language lessons, we integrate language and content instruction silultaneously for academic and language growth. Instruction is explict with meaningful and relative content, not isolated learning. Scaffolds are afforded for support and opportunities for interaction and engagement.

This principles emphasizes the importance adapting the instruction to meet the student’s needs. Teachers select and adapt curriculum, materials, resources and assessments to meet the language proficiency levels. Realia, visual supports, graphic organizers, videos, native language support and simplified language

This principle highlights the importance of ongoing monitoring and assessment for language development. Effective teachers assess and progress monitor with a variety of methods, such as formative and summative assessments, checklists, observations, portfolio assessments, and performance assessments. Teachers use data to give feedback to students for reflection and adapt their future lessons to meet their needs.

In the final principle, we highlight the importance of connecting and involving multiple parties, such as parents, communities and the professional educators who are also responsible for the instruction of ELs. We learn to collaborate to share expertise and resources for the benefit of ELs.