Using Google for ELL

Google Apps for Education (GAFE) are free resources available for any school district K-12. The G-Suite for education is a simple and effective way to implement tech use in your schools. When utilized correctly it can be useful in bridging gaps, accelerating reading, and moving students to proficiency in English Language Development. Google has literally done the hard work and schools across the nation are jumping on board with using G-Suite. The Google Apps for Education includes Google Docs, Google Sheets, Google Calendar, Google Classroom, Google Translate and other various add-ons and apps that support learning.

Most of us have used or heard of GAFE, however in this blog post I'm going to share how I use GAFE to cross barriers in the mainstream classrooms in support of EL students. These are practical and necessary and not our #dreamsolution.
My dream solution would actually put me out of a job, as I'm monolingual and can't speak Russian (my highest demographic in the schools I support). My dream would be a certified educator for every language represented that can build bilingualism in my students. The teacher would support their languages they speak while increasing their ELD... but that isn't the world I live in, so this is what I have done to utilize technology to help me here and now. The following weeks I will highlight areas of GAFE in order to show how I use it and to open discussion on how others are using in the ELL world.

Google translate - yes that is a bad word for many in ELL but for me and in my teaching practice it is a life saving tool. It has helped me teach words and phrases like bathroom, teacher, class, "WEAR PANTS👖 TOMORROW IT IS COLD🥶" (hello middle school teachers...I know you can relate), or even "PLEASE DON'T STAND ON THE TOILET" 🚽, it is clean so you can sit on it"). It has also helped me with bridging the mainstream content with key vocabulary needed for understanding... with Google Translate, students do not need a hand held bilingual dictionary as the dictionary is readily available at their fingertips.

The blue G is Google Translate. You can click on it and translate a whole web page or a word.
For how to change the native language (which should be done for each student) watch the silent video below the blog and feel free to use it with your newcomers or students)

Google translate has multiple options for use from an extension (don't know what that is? Check this out) to translating documents, pdfs, rtf, etc on the website www.translate.google.com, to being utilized in Google Docs to translate or type whole documents in native language.

Google Translate Document options 

There are a million and one different ways for a student to use Google Translate in and outside the classroom and I strongly feel like if you are using technology, G Translate should be an option. I know that a colleague of mine has struggled with the notion that Google Translate can often ruin the data of the parent if Translate is being used to communicate with a parent.  I recognize that concern and agree that we as a district and/or school should be supplying the devices when communicating at school... and we are only google translating real life communication with parents and students.  G Translate for written letters and communication home should only be used in an emergency situation where getting a live translator isn't an option with the time-frame being given and the translator should still be contacted to format a translation that is legible.

Here is an example:

When I worked in a middle school a student had brought a gun to school.The situation was handled quickly by the school police and local authorities so no one was harmed and the incident handled quickly without the student body knowing. The English speaking parents were getting a letter home stating the situation and how it was handled.  I didn't have time to speak to my principal and the administration to discuss how important this communication was and how it needed to be distributed etc. I could start conversations about what to do if and when there was a next time, but I needed to communicate NOW with the parents of the students I supported and advocated for. I simply translated, reverse translated the document, and retranslated the document sent it home with the English document and then sent the formal one off to be translated and sent home the next day. It was by far not a perfect situation, but a real one in a real situation that needed handled ASAP.  I had over seven languages represented and had to do what I could do to ensure parents were notified in a timely manner and communication was followed up with proper translations and parents had a way to get any concerns handled.

This was not a perfect solution, but G Translate allowed me to begin the notification and communication with parents.  If you are one to one you can also add the native language on their Chromebook so they can use it and its keyboard as part of the Chromebook itself.

G Translate can be used in Google Docs seamlessly.  This is a tool that can be used to make content more comprehensible while students are building proficiency.  Google Translate can not replace a teacher but G Translate CAN bridge gaps!

In conclusion, G Translate gets a bad rap because we all know those districts, classrooms, or teachers who ONLY use G translate and don't differentiate and teach the language.  Those instances drive me insane, but to invalidate the usefulness of a form translator because of the potential for harm keeps the benefits from being realized.  What are your concerns and/or uses for G Translate? 

Understanding numbers and English Language Learners

As a secondary teacher, I was often confused by why some teachers would revert back to teaching EL students numbers. There are students who have limited understanding of numerical operations, especially if they are coming from a SLIFE/SIFE background or struggling with a disability, however the majority of language learners are truly just needing the language. This really changes the focus of the teaching the language of math to a newcomer.

To begin, I recommend using a screener of some sort to ensure students are mathematically sound.  According to RTI4success.org, "Using screening and formative assessment data to identify students at risk for poor learning outcomes" begins the identification of student needs (RTI4Success).  Do your due diligence and ensure the math is what is being tested and NOT language. Before looking outside your district, check and see what your district already has. For example, if your district has I-Ready and your students are primarily Spanish - you can give them the I-Ready in Math in Spanish. If you district utilizes Dreambox, ask for your student to take their initial placement. Look at what K-12 resources your district provides. I have a template that I use to write down and analyze what resources my district has available.

IF you still find yourself in need of a screener - check out the resources below. The reason I prefer to utilize what the district already has is that mainstream classroom teachers are already familiar with it. I have a built in expert on that screener to help me identify and review gaps. I also have an instant advocate and resource when collaborating about the student needs in math from that expert mainstream classroom teacher. If you are where I am, you are differentiating and advocating for Kindergarten through twelfth grade.... and you are an island.  Without the support of administration, mainstream classroom teachers, and interventionists it is next to impossible to be successful with my  job.

Whatever screener you give, DO NOT GIVE WORD PROBLEMS unless you can translate them into the native language and you understand the proficiency of your student... word problems are LANGUAGE! For example, this screener found at: 

https://www.mathmammoth.com/preview/tests/End_of_Year_Test_Grade1.pdf

Screener from MathMammoth 1st Grade

This screener has moved from screening math ability and moved into a mixture of math abilities and language.  TAKE THE WORDS OUT.  Number twelve could easily be changed to 6+9=14

____ - _____ = ______ use 6, 9, 14.  You can translate the word use via an online translator.    Use common visuals for words like more or less.  I have an emoji keyboard I use attached to my Google Chrome account called JoyPixels.  It gives you the whole emoji keyboard to help add visuals.
If you have math interventionists, work with them to figure out how to remove the language but still assess the students ability.  These can be reused so once you put in the work - you'll be able to use it with other students.

Once you determine the student need, assess what language the student will need.  If the student is entering the US school system and is a true newcomer I start with teaching the number patterns of English numbers.  I use visuals, videos, and have students create their own visual in their native language and speaking English.  You can see more about this on my teacherspayteachers website https://www.teacherspayteachers.com/Product/1-100-Numbers-System-4832381.

Once a student masters the number system, specifically the language of the numbers, I move on to the the language of math academically.  What thoughts do you have about teaching newcomers language?  What screeners does your district have for your EL students to use?

Screeners I found online that can help:
BVSD Math Screeners
Education Development Center  intervention resources (some have screeners)
Math Mammoth
EasyCBM (costs around $1.00 a student at time of this publishing however when it was free I utilized this resource often).


Links to cited websites.
RTIforELLs