1. Thomas Morrill
2. Step 1) Bridge any cultural barriers
   1. Who?
      1. The teacher, and the other students, can work together to help bridge cultural barriers by taking time to learn about, and appreciate, the ELL students home language. Likewise, the ELL students can be given opportunities to share about their culture, should they feel comfortable doing so. Since this involves potentially bringing items from home, parents of ELL students will also be participating in this venture.
   2. What?
      1. The teacher, or the ELL students, can bring in foods or other cultural items from the ELL students culture to give all the students in the class an opportunity to familiarize themselves with what the culture of the ELL student is really like.
   3. Where?
      1. This will mostly occur in the classroom, although some preparation time will occur at home.
   4. When?
      1. Rather than waiting until specific holidays in order to garner better cultural understanding, the teacher could set aside one or two days a month in order to have the multi-cultural sharing occur. Perhaps, and this will depend on the class, the teacher could even have it once a week. All of that will depend upon the specifics of each classroom of course.
   5. Why?
      1. Through learning about other cultures, both the native English speakers and the English language learners will have an opportunity to learn more about each other's culture. In this way it will promote better understanding and lead to a healthy respect of the things they have in common as well as the things they may not have in common.
   6. How?
      1. By having a chance to potentially go hands on with the other culture, or even to "taste" the other culture, the students will get a chance to experience first-hand, the culture of the ELL students.
3. Step 2) Work to prevent communication errors
   1. Who?
      1. The teacher will largely contribute to this, although other students in the class may assist as well
   2. What?
      1. Post various visual aids around the classroom, changing throughout the year, so that ELL students can get a visual representation of the language as they learn it.
   3. Where?
      1. This will mostly occur in the teachers classroom, so that the visual aids can be placed and changed on a regular rotation.
   4. When?
      1. This process will begin at the beginning of the year and rotate on a monthly basis, or whatever time period the teacher feels best matches the needs of their students.
   5. Why?
      1. The visual aids will allow students the opportunity to continue communication in the classroom and potentially bridge the gap between what they already know and what they do not yet know.
   6. How?
      1. Using the visual aids, the teacher will be able to regularly check for student comprehension as well as allow for repetition which can assist students in having little or no communication errors.
4. Step 3) Pairing ELL with native English speaking students
   1. Who?
      1. Though it will be the teacher who is organizing the pairs, or groups, it will be the students who help one another.
   2. What?
      1. Pairing of ELL students with native English speaking students can help bridge the social gap as well as bridge the gap between what the students know and what they need to know.
   3. Where?
      1. This will occur in the classroom during specific activities, typically reading and/or writing times.
   4. When?
      1. Throughout the year, at whatever point in the day reading and/or writing instruction is occurring.
   5. Why?
      1. Giving the students a chance to work together in pairs will help them to socialize with one another and will be invaluable in the ELL students getting a better feel for interacting with native English speakers. Likewise, the native English speakers may even be able to pick up on some of the non-English used by the ELL students.
   6. How?
      1. Using the scaffolding concept, the native English speakers will have a stronger grasp already on how to speak English and can offer assistance to the ELL students who may, or may not, be struggling with comprehension. Additionally, this will give the ELL students an opportunity to socialize with native English speakers in smaller groups or pairs where they may feel more comfortable doing so, rather than in front of the class as a whole.
5. Step 4) Honor the student's native language
   1. Who?
      1. This will primarily involve the teacher, though the teacher can also recruit the parents in this process.
   2. What?
      1. Help the ELL student understand that their native language is just as important and valid as English is. The student must understand that no one language is "better" than another, just that specific languages are needed in certain circumstances.
   3. Where?
      1. Primarily this will take place in the classroom, but can be extended into the home so that the ELL student can continue using their native language in both locations.
   4. When?
      1. Time can be set aside during the normal school day to allow the student an opportunity to read books in their native language, or using the time during which the students are all engaging in multi-cultural activities, the ELL students could use that as the point for which they can share their native language with the native English speakers.
   5. Why?
      1. It is important for ELL students to never feel as though their native language is "useless" or "unimportant". By allowing them opportunities to utilize their native language, the ELL student can come to see how important it is to be bi or multi-lingual in an increasingly global society.
   6. How?
      1. By having a chance to potentially go hands on with the other culture, or even to "taste" the other culture, the students will get a chance to experience first-hand, the culture of the ELL students.
6. Step 5) Accommodate assessments to ELL proficiency
   1. Who?
      1. The teacher, and perhaps the administration, can work to help accommodate assessments, tests and others, to the ELL students proficiency.
   2. What?
      1. The teacher can give more time on quizzes or over more visual aids during the assessments so that the ELL students don't feel discouraged during assessments.
   3. Where?
      1. This will occur exclusively in the classroom
   4. When?
      1. During assessment time, however frequently this will occur.
   5. Why?
      1. Using accommodations for assessments will allow ELL students to focus on the test, rather than struggling with, not only the test material, but the test itself. In this way teachers can get a better feel for how the student is actually doing on the test.
   6. How?
      1. The teacher can provide visual aids during test or likewise allow the students more time. In any case, the idea is to decrease the ELL students stress level during the assessments.