Do you believe that sound practices and strategies in planning, implementing, and managing instruction in support of ELLs should be different or unique in any way from the ones used to support other learners in the classroom? Why or why not? Provide examples and cite at least two scholarly resources to support your response.

Yes, I believe that sound practices and strategies in planning, implementing, and managing instruction in support of ELLs should be different or unique in some ways from the ones used to support other learners in the classroom.

Here are some reasons why:

• ELLs are still learning English, so they may need more support in understanding and using academic language. This means that teachers need to be intentional about using clear and concise language, providing visuals and other supports, and scaffolding instruction so that ELLs can access the content.
• ELLs may have different cultural backgrounds and experiences than other learners in the classroom. This means that teachers need to be aware of these differences and how they might impact learning. For example, ELLs from cultures that value group work may need more opportunities to collaborate with classmates, while ELLs from cultures that value silence may need more time to process information before speaking up.
• ELLs may have different learning styles than other learners in the classroom. This means that teachers need to use a variety of instructional strategies to reach all learners. For example, some ELLs may learn best by listening to lectures, while others may learn best by reading, doing hands-on activities, or watching videos.

Here are some examples of sound practices and strategies that can be used to support ELLs:

• Use comprehensible input. This means that teachers should use language that is clear, concise, and easy for ELLs to understand. They can do this by using simple vocabulary, speaking slowly and clearly, and using visuals and other supports.
• Provide opportunities for interaction. ELLs need opportunities to practice using English in a meaningful way. This can be done by providing them with opportunities to talk to native speakers, participate in group work, and complete activities that require them to use English.
• Scaffold instruction. This means that teachers should provide ELLs with the support they need to access the content. This can be done by providing them with visuals, providing them with additional time to complete activities, and breaking down tasks into smaller steps.
• Be culturally responsive. This means that teachers should be aware of the cultural backgrounds of their students and how these backgrounds might impact learning. They can do this by incorporating cultural elements into their lessons, being sensitive to cultural differences, and providing opportunities for students to share their cultures with the class.

Here are two scholarly resources that support my response:

• Teaching English Language Learners: A Guide for the Classroom Teacher by Diane August and Linda Shanahan
• Effective Teaching Practices for English Language Learners by Jana Echevarria, MaryEllen Vogt, and Deborah Short

In conclusion, I believe that sound practices and strategies in planning, implementing, and managing instruction in support of ELLs should be different or unique in some ways from the ones used to support other learners in the classroom. This is because ELLs have different language and cultural needs than other learners. By using sound practices and strategies that are specifically designed to support ELLs, teachers can help them to succeed in school.