Category: ELL

  • How an AI-generated song transformed my ELL classroom

    How an AI-generated song transformed my ELL classroom

    Key points:

    A trending AI song went viral, but in my classroom, it did something even more powerful: it unlocked student voice.

    When teachers discuss AI in education, the conversation often focuses on risk: plagiarism, misinformation, or over-reliance on tools. But in my English Language Learners (ELL) classroom, a simple AI-generated song unexpectedly became the catalyst for one of the most joyful, culturally rich, and academically productive lessons of the year.

    It began with a trending headline about an AI-created song that topped a music chart metric. The story was interesting, but what truly captured my attention was its potential as a learning moment: music, identity, language, culture, creativity, and critical thinking–all wrapped in one accessible trend.

    What followed was a powerful reminder that when we honor students’ voices and languages, motivation flourishes, confidence grows, and even the shyest learners can find their space to shine.

    Why music works for ELLs

    Music has always been a powerful tool for language development. Research consistently shows that rhythm, repetition, and melody support vocabulary acquisition, pronunciation, and memory (Schön et al., 2008). For multilingual learners, songs are more than entertainment–they are cultural artifacts and linguistic resources.

    But AI-generated songs add a new dimension. According to UNESCO’s Guidance for Generative AI in Education and Research (2023), AI trends can serve as “entry points for student-centered learning” when used as prompts for analysis, creativity, and discussion rather than passive consumption.

    In this lesson, AI wasn’t the final product; it was the spark. It was neutral, playful, and contemporary–a topic students were naturally curious about. This lowered the affective filter (Krashen, 1982), making students more willing to take risks with language and participate actively.

    From AI trend to multilingual dialogue

    Phase 1: Listening and critical analysis

    We listened to the AI-generated song as a group. Students were immediately intrigued, posing questions such as:

    “How does the computer make a song?”

    “Does it copy another singer?”

    “Why does it sound real?”

    These sparked critical thinking naturally aligned with Bloom’s Taxonomy:

    • Understanding: What is the song about?
    • Analyzing: How does it compare to a human-written song?
    • Evaluating: Is AI music truly ‘creative’?

    Students analyzed the lyrics, identifying figurative language, tone, and structure. Even lower-proficiency learners contributed by highlighting repeated phrases or simple vocabulary.

    Phase 2: The power of translanguaging

    The turning point came when I invited students to choose a song from their home language and bring a short excerpt to share. The classroom transformed instantly.

    Students became cultural guides and storytellers. They explained why a song mattered, translated its meaning into English, discussed metaphors from their cultures, or described musical traditions from home.

    This is translanguaging–using the full linguistic repertoire to make meaning, an approach strongly supported by García & Li (2014) and widely encouraged in TESOL practice.

    Phase 3: Shy learners found their voices

    What surprised me most was the participation of my shyest learners.

    A student who had not spoken aloud all week read translated lyrics from a Kurdish lullaby. Two Yemeni students, usually quiet, collaborated to explain a line of poetry.

    This aligns with research showing that culturally familiar content reduces performance anxiety and increases willingness to communicate (MacIntyre, 2007). When students feel emotionally connected to the material, participation becomes safer and joyful.

    One student said, “This feels like home.”

    By the end of the lesson, every student participated, whether by sharing a song, translating a line, or contributing to analysis.

    Embedding digital and ethical literacy

    Beyond cultural sharing, students engaged in deeper reflection essential for digital literacy (OECD, 2021):

    • Who owns creativity if AI can produce songs?
    • Should AI songs compete with human artists?
    • Does language lose meaning when generated artificially?

    Students debated respectfully, used sentence starters, and justified their opinions, developing both critical reasoning and AI literacy.

    Exit tickets: Evidence of deeper learning

    Students completed exit tickets:

    • One thing I learned about AI-generated music
    • One thing I learned from someone else’s culture
    • One question I still have

    Their responses showed genuine depth:

    • “AI makes us think about what creativity means.”
    • “My friend’s song made me understand his country better.”
    • “I didn’t know Kurdish has words that don’t translate, you need feeling to explain it.”

    The research behind the impact

    This lesson’s success is grounded in research:

    • Translanguaging Enhances Cognition (García & Li, 2014): allowing all languages improves comprehension and expression.
    • Self-Determination Theory (Deci & Ryan, 2000): the lesson fostered autonomy, competence, and relatedness.
    • Lowering the Affective Filter (Krashen, 1982): familiar music reduced anxiety.
    • Digital Literacy Matters (UNESCO, 2023; OECD, 2021): students must analyze AI, not just use it.

    Conclusion: A small trend with big impact

    An AI-generated song might seem trivial, but when transformed thoughtfully, it became a bridge, between languages, cultures, abilities, and levels of confidence.

    In a time when schools are still asking how to use AI meaningfully, this lesson showed that the true power of AI lies not in replacing learning, but in opening doors for every learner to express who they are.

    I encourage educators to try this activity–not to teach AI, but rather to teach humanity.

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  • Why every middle school student deserves a second chance to learn to read

    Why every middle school student deserves a second chance to learn to read

    Key points:

    Between kindergarten and second grade, much of the school day is dedicated to helping our youngest students master phonics, syllabication, and letter-sound correspondence–the essential building blocks to lifelong learning.

    Unfortunately, this foundational reading instruction has been stamped with an arbitrary expiration date. Students who miss that critical learning window, including our English Language Learners (ELL), children with learning disabilities, and those who find reading comprehension challenging, are pushed forward through middle and high school without the tools they need. In the race to catch up to classmates, they struggle academically, emotionally, and in extreme cases, eventually disengage or drop out.

    Thirteen-year-old Alma, for instance, was still learning the English language during those first three years of school. She grappled with literacy for years, watching her peers breeze through assignments while she stumbled over basic decoding. However, by participating in a phonetics-first foundational literacy program in sixth grade, she is now reading at grade level.

    “I am more comfortable when I read,” she shared. “And can I speak more fluently.”

    Alma’s words represent a transformation that American education typically says is impossible after second grade–that every child can become a successful reader if given a second chance.

    Lifting up the learners left behind 

    At Southwestern Jefferson County Consolidated School in Hanover, Ind., I teach middle-school students like Alma who are learning English as their second language. Many spent their formative school years building oral language proficiency and, as a result, lost out on systematic instruction grounded in English phonics patterns. 

    These bright and ambitious students lack basic foundational skills, but are expected to keep up with their classmates. To help ELL students access the same rigorous content as their peers while simultaneously building the decoding skills they missed, we had to give them a do-over without dragging them a step back. 

    Last year, we introduced our students to Readable English, a research-backed phonetic system that makes English decoding visible and teachable at any age. The platform embeds foundational language instruction into grade-level content, including the textbooks, novels, and worksheets all students are using, but with phonetic scaffolding that makes decoding explicit and systematic.

    To help my students unlock the code behind complicated English language rules, we centered our classroom intervention on three core components:

    • Rhyming: The ability to rhyme, typically mastered by age five, is a key early literacy indicator. However, almost every ELL student in my class was missing this vital skill. Changing even one letter can alter the sound of a word, and homographic words like “tear” have completely different sounds and meanings. By embedding a pronunciation guide into classroom content, glyphs–or visual diacritical marks–indicate irregular sounds in common words and provide key information about the sound a particular letter makes.
    • Syllabication patterns: Because our ELL students were busy learning conversational English during the critical K-2 years, systematic syllable division, an essential decoding strategy, was never practiced. Through the platform, visual syllable breaks organize words into simple, readable chunks that make patterns explicit and teachable.
    • Silent letter patterns: With our new phonics platform, students can quickly “hear” different sounds. Unmarked letters make their usual sound while grayed-out letters indicate those with a silent sound. For students frustrated with pronunciation, pulling back the curtain on language rules provided them with that “a-ha” moment.

    The impact on our students’ reading proficiency has been immediate and measurable, creating a cognitive energy shift from decoding to comprehension. Eleven-year-old Rodrigo, who has been in the U.S. for only two years, reports he’s “better at my other classes now” and is seeing boosts in his science, social studies, and math grades.

    Taking a new step on a nationwide level

    The middle-school reading crisis in the U.S. is devastating for our students. One-third of eighth-graders failed to hit the National Assessment of Educational Progress (NAEP) benchmark in reading, the largest percentage ever. In addition, students who fail to build literacy skills exhibit lower levels of achievement and are more likely to drop out of school. 

    The state of Indiana has recognized the crisis and, this fall, launched a new reading initiative for middle-school students. While this effort is a celebrated first step, every school needs the right tools to make intervention a success, especially for our ELL students. 

    Educators can no longer expect students to access grade-level content without giving them grade-level decoding skills. Middle-school students need foundational literacy instruction that respects their age, cognitive development, and dignity. Revisiting primary-grade phonics curriculum isn’t the right answer–educators must empower kids with phonetic scaffolding embedded in the same content their classmates are learning. 

    To help all students excel and embrace a love of reading, it’s time to reject the idea that literacy instruction expires in second grade. Instead, all of us can provide every child, at any age, the chance to become a successful lifelong reader who finds joy in the written word.

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  • Celebrating heritage means honoring students’ languages

    Celebrating heritage means honoring students’ languages

    Key points:

    Every year, Hispanic Heritage Month offers the United States a chance to honor the profound and varied contributions of Latino communities. We celebrate scientists like Ellen Ochoa, the first Latina woman in space, and activists like Dolores Huerta, who fought tirelessly for workers’ rights. We use this month to recognize the cultural richness that Spanish-speaking families bring to our communities, including everything from vibrant festivals to innovative businesses that strengthen our local economies.

    But there’s a paradox at play.

    While we spotlight Hispanic heritage in public spaces, many classrooms across the country require Spanish-speaking students to set aside the very heart of their cultural identity: their language.

    This contradiction is especially personal for me. I moved from Puerto Rico to the mainland United States as an adult in hopes of building a better future for myself and my family. The transition was far from easy. My accent often became a challenge in ways I never expected, because people judged my intelligence or questioned my education based solely on how I spoke. I could communicate effectively, yet my words were filtered through stereotypes.

    Over time, I found deep fulfillment working in a state that recognizes the value of bilingual education. Texas, where I now live, continues to expand biliteracy pathways for students. This commitment honors both home languages and English, opening global opportunities for children while preserving ties to their history, family, and identity.

    That commitment to expanding pathways for English Learners (EL) is urgently needed. Texas is home to more than 1.3 million ELs, which is nearly a quarter of all students in the state, the highest share in the nation. Nationwide, there are more than 5 million ELs comprising nearly 11 percent of the U.S. public school students; about 76 percent of ELs are Spanish speakers. Those figures represent millions of children who walk into classrooms every day carrying the gift of another language. If we are serious about celebrating Hispanic Heritage Month, we must be serious about honoring and cultivating that gift.

    A true celebration of Hispanic heritage requires more than flags and food. It requires acknowledging that students’ home languages are essential to their academic success, not obstacles to overcome. Research consistently shows that bilingualism is a cognitive asset. Those who are exposed to two languages at an early age outperform their monolingual peers on tests of cognitive function in adolescence and adulthood. Students who maintain and develop their native language while learning English perform better academically, not worse. Yet too often, our educational systems operate as if English is the only language that matters.

    One powerful way to shift this mindset is rethinking the materials students encounter every day. High-quality instructional materials should act as both mirrors and windows–mirrors in which students see themselves reflected, and windows through which they explore new perspectives and possibilities. Meeting state academic standards is only part of the equation: Materials must also align with language development standards and reflect the cultural and linguistic diversity of our communities.

    So, what should instructional materials look like if we truly want to honor language as culture?

    • Instructional materials should meet students at varying levels of language proficiency while never lowering expectations for academic rigor.
    • Effective materials include strategies for vocabulary development, visuals that scaffold comprehension, bilingual glossaries, and structured opportunities for academic discourse.
    • Literature and history selections should incorporate and reflect Latino voices and perspectives, not as “add-ons” during heritage month, but as integral elements of the curriculum throughout the year.

    But materials alone are not enough. The process by which schools and districts choose them matters just as much. Curriculum teams and administrators must center EL experiences in every adoption decision. That means intentionally including the voices of bilingual educators, EL specialists, and, especially, parents and families. Their life experiences offer insights into the most effective ways to support students.

    Everyone has a role to play. Teachers should feel empowered to advocate for materials that support bilingual learners; policymakers must ensure funding and policies that prioritize high-quality, linguistically supportive instructional resources; and communities should demand that investments in education align with the linguistic realities of our students.

    Because here is the truth: When we honor students’ languages, we are not only affirming their culture; we are investing in their future. A child who is able to read, write, and think in two languages has an advantage that will serve them for life. They will be better prepared to navigate an interconnected world, and they carry with them the ability to bridge communities.

    This year, let’s move beyond celebrating what Latino communities have already contributed to America and start investing in what they can become when we truly support and honor them year-round. That begins with valuing language as culture–and making sure our classrooms do the same.

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  • 6 ways to make math more accessible for multilingual learners

    6 ways to make math more accessible for multilingual learners

    Key points:

    Math isn’t just about numbers. It’s about language, too.

    Many math tasks involve reading, writing, speaking, and listening. These language demands can be particularly challenging for students whose primary language is not English.

    There are many ways teachers can bridge language barriers for multilingual learners (MLs) while also making math more accessible and engaging for all learners. Here are a few:

    1. Introduce and reinforce academic language

    Like many disciplines, math has its own language. It has specialized terms–such as numerator, divisor, polynomial, and coefficient–that students may not encounter outside of class. Math also includes everyday words with multiple meanings, such as product, plane, odd, even, square, degree, and mean.

    One way to help students build the vocabulary needed for each lesson is to identify and highlight key terms that might be new to them. Write the terms on a whiteboard. Post the terms on math walls. Ask students to record them in math vocabulary notebooks they can reference throughout the year. Conduct a hands-on activity that provides a context for the vocabulary students are learning. Reinforce the terms by asking students to draw pictures of them in their notebooks or use them in conversations during group work.

    Helping students learn to speak math proficiently today will pay dividends (another word with multiple meanings!) for years to come.

    2. Incorporate visual aids

    Visuals and multimedia improve MLs’ English language acquisition and engagement. Picture cards, for example, are a helpful tool for building students’ vocabulary skills in group, paired, or independent work. Many digital platforms include ready-made online cards as well as resources for creating picture cards and worksheets.

    Visual aids also help MLs comprehend and remember content. Aids such as photographs, videos, animations, drawings, diagrams, charts, and graphs help make abstract ideas concrete. They connect concepts to the everyday world and students’ experiences and prior knowledge, which helps foster understanding.

    Even physical actions such as hand gestures, modeling the use of a tool, or displaying work samples alongside verbal explanations and instructions can give students the clarity needed to tackle math tasks.

    3. Utilize digital tools

    A key benefit of digital math tools is that they make math feel approachable. Many MLs may feel more comfortable with digital math platforms because they can practice independently without worrying about taking extra time or giving the wrong answer in front of their peers.

    Digital platforms also offer embedded language supports and accessibility features for diverse learners. Features like text-to-speech, adjustable speaking rates, digital glossaries, and closed captioning improve math comprehension and strengthen literacy skills.

    4. Encourage hands-on learning

    Hands-on learning makes math come alive. Math manipulatives allow MLs to “touch” math, deepening their understanding. Both physical and digital manipulatives–such as pattern blocks, dice, spinners, base ten blocks, and algebra tiles–enable students to explore and interact with mathematical ideas and discover the wonders of math in the world around them.

    Many lesson models, inquiry-based investigations, hands-on explorations and activities, and simulations also help students connect abstract concepts and real-life scenarios.

    PhET sims, for example, create a game-like environment where students learn math through exploration and discovery. In addition to addressing math concepts and applications, these free simulations offer language translations and inclusive features such as voicing and interactive descriptions.

    Whether students do math by manipulating materials in their hands or on their devices, hands-on explorations encourage students to experiment, make predictions, and find solutions through trial and error. This not only fosters critical thinking but also helps build confidence and perseverance.

    5. Use students’ home language as a support

    Research suggests that students’ home languages can also be educational resources. 

    In U.S. public schools, Spanish is the most commonly reported home language of students learning English. More than 75 percent of English learners speak Spanish at home. To help schools incorporate students’ home language in the classroom, some digital platforms offer curriculum content and supports in both English and Spanish. Some even provide the option to toggle from English to Spanish with the click of a button.

    In addition, artificial intelligence and online translation tools can translate lesson materials into multiple languages.

    6. Create verbal scaffolds

    To respond to math questions, MLs have to figure out the answers and how to phrase their responses in English. Verbal scaffolds such as sentence frames and sentence stems can lighten the cognitive load by giving students a starting point for answering questions or expressing their ideas. This way, students can focus on the lesson content rather than having to spend extra mental energy figuring out how to word their answers.

    Sentence frames are often helpful for students with a beginning level of English proficiency.

    • A square has            sides.  
    • An isosceles triangle has at least             equal angles.

    Sentence stems (a.k.a. sentence starters) help students get their thoughts going so they can give an answer or participate in a discussion. 

    • The pattern I noticed was                               .               
    • My answer is                               . I figured it out by                               .

    Whether online or on paper, these fill-in-the-blank phrases and sentences help students explain their thinking orally or in writing. These scaffolds also support academic language development by showing key terms in context and providing opportunities to use new vocabulary words.

    Making math welcoming for all

    All students are math language learners. Regardless of their home language, every student should feel like their math classroom is a place to learn, participate, contribute, and grow. With the right strategies and tools, teachers can effectively support MLs while maintaining the rigor of grade-level content and making math more accessible and engaging for all.

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  • Revolutionizing storytelling with AI: Empowering ELLs

    Revolutionizing storytelling with AI: Empowering ELLs

    Key points:

    Imagine this: You assign your students a writing prompt, and while some eagerly begin crafting their stories, others stare at the blank page, muttering, “I have nothing to write,” or “I can’t think of a story.” For English Language Learners (ELLs), this scenario is even more daunting due to limited vocabulary or fear of making mistakes. In fact, studies show that a lack of confidence and linguistic resources often prevents ELLs from fully engaging in creative writing, despite their rich cultural and personal experiences.

    As educators, we constantly seek ways to help students overcome these barriers. Enter artificial intelligence (AI)–a powerful tool that transforms storytelling into an accessible and engaging experience for every student. By integrating AI into storytelling, we can empower students to generate ideas, build confidence, and create compelling narratives, all while developing their language skills.

    Getting started: Using AI to spark creativity

    A simple and engaging way to introduce AI in storytelling is by using a writing prompt and generating an example story opening with ChatGPT. For instance, you might ask: “Write the opening to a mysterious story about an abandoned lighthouse.”

    ChatGPT could respond: “The wind howled through the cracks of the abandoned lighthouse, carrying whispers of secrets long forgotten. The light, extinguished for decades, seemed to flicker faintly as if trying to tell a story no one had yet heard.”

    Students can take this opening and continue the story in their own words, expanding the scene, introducing new characters, or creating a plot twist. This method not only sparks creativity but also provides ELLs with a scaffold, building their confidence to dive into storytelling.

    To bring their stories to life, students can use AI image generators like DALL-E or tools like Canva to create visuals matching their narratives. For example, they could create an eerie image of the abandoned lighthouse with flickering light and stormy skies. This connection between words and visuals reinforces comprehension and engages students in the storytelling process.

    The final step is sharing stories and visuals with the class. Presenting their work allows students to practice speaking, gain confidence, and showcase their creativity.

    How AI enhances storytelling

    AI tools offer unique opportunities to support ELLs in their storytelling journey. When
    students struggle to come up with ideas, tools like ChatGPT can provide engaging prompts and vivid descriptions to spark creativity. For example, a student might request a description of a magical forest and receive a response like: “A forest bathed in golden sunlight, where trees tower like ancient guardians and the air shimmers with tiny, glowing orbs.” Such detailed imagery can inspire students to dive into their stories with greater confidence.

    In addition to idea generation, AI tools help expand students’ vocabulary. ELLs can use AI to explore synonyms or alternative ways to describe scenes, enriching their language repertoire.

    For instance, if a student wants to avoid repeating the word “beautiful,” the AI might suggest options like “stunning,” “captivating,” or “breathtaking,” enabling more nuanced and expressive writing.

    Visual storytelling is another area where AI shines. Tools like DALL-E or Adobe Express allow students to create images that align with their narratives, making their stories come to life. For example, a student writing about a mysterious glowing orb could generate a corresponding image, blending creative thinking with visual artistry.

    Once students have drafted their stories, AI-based writing assistants like Grammarly can help refine their grammar, spelling, and sentence structure. This process encourages independence and self-correction, teaching students to identify and address their mistakes while improving the overall clarity and polish of their work.

    Interactive platforms like Twine take storytelling to a new level by enabling students to create “choose your own adventure” narratives. For example, students might create a mystery where readers decide whether to follow a shadowy figure or stay hidden, leading to different outcomes. This fosters critical thinking and collaboration as students craft branching storylines and engage in problem-solving to connect various plot points.

    Classroom example: AI in action

    In a Grade 8 ESL classroom, students were given the prompt: “Write about a strange object you find buried in your backyard.” After brainstorming ideas with ChatGPT, one student created a story about a glowing orb that transported them to another dimension. They used DALL-E to generate an image of the orb, and Twine to develop a branching narrative where the reader decides whether to touch the orb or call for help. The result was an immersive storytelling experience that combined creativity with critical thinking.

    By incorporating AI tools, students not only created more engaging stories but also developed their language skills in a meaningful and enjoyable way.

    Making storytelling accessible and engaging

    Using AI in storytelling doesn’t just overcome barriers; it transforms the experience for students. Visual elements and interactivity keep learners engaged, while tools for grammar and vocabulary improvement build confidence. For ELLs, AI provides scaffolding and encouragement to take creative risks and express themselves authentically.

    Guiding responsible AI use

    While AI opens doors to creativity, teaching students to use these tools responsibly is
    essential.

    Students need to understand the concept of AI “hallucinations,” where AI generates
    inaccurate or entirely fabricated information. For instance, an AI might describe a historical event inaccurately or create a fictional fact that seems plausible. Educators should teach students to verify AI-generated information with reliable sources.

    Equally important is teaching students how to craft clear and specific prompts. For example, instead of asking, “What happens in a story?” they might ask, “Can you suggest a story idea about a character who solves a mystery in a small town?”

    Modeling this process helps students see how precise wording yields better results.
    Encouraging critical thinking is also crucial. Teachers can create opportunities for students to analyze AI-generated content by asking: “Does this make sense? Is it accurate? Can I verify it elsewhere?” Such discussions help students see AI as a helpful tool, but not an infallible one.

    Students should also learn that AI is a partner in creativity, not a replacement for their
    original thinking. They must guide the AI, evaluate its outputs, and make creative decisions to ensure their work remains authentically theirs. Additionally, students should be encouraged to credit AI-generated content appropriately to foster ethical use.

    Conclusion

    Storytelling is a cornerstone of language learning, offering ELLs opportunities to build
    vocabulary, practice grammar, and express their ideas. With AI, the storytelling process becomes more accessible, engaging, and impactful. From generating prompts to creating visuals and refining drafts, AI supports students in overcoming challenges and discovering the joy of storytelling.

    By integrating AI tools responsibly, educators empower every student to find their voice and share their unique stories with confidence. In the intersection of creativity and technology, AI has the potential to revolutionize the way we teach and learn storytelling

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