As educators of English language learners (ELLs)—and, in the case of Nithi, a former ELL student—we understand the importance of supporting these students. We need to help them share their stories, forge relationships, and emerge as leaders and owners of their own learning. During our time as classroom teachers, and now as part of the national education nonprofit The Learning Accelerator (TLA), we have seen schools and educators strategically addressing the needs of ELLs by implementing blended or personalized learning models. These models enable us to meet learners where they are, offer differentiated and scaffolded supports, and ensure that all learners can access content and demonstrate mastery in multiple ways. These models can begin to close the learning gaps for ELLs.
Establish a blended or personalized model in your classroom by setting up basic stations, organized into groups based on student need and learning gaps. These groups can be identified by a formative assessment or a diagnostic test. Once you establish your groups, you can determine timing, activities, objectives, and routines to help students transition between stations.
This sample schedule shows how all the pieces work together:
Table 1: Sample Class Schedule Based on a 60-Minute Instruction Block
Supporting English Language Learners Through Station Rotation-table
Time | What Happens |
|---|---|
| 0–5 minutes | Start class and break students into groups. |
| 6–20 minute | Station 1: Small Group Instruction |
| 21–35 minutes | Station 2: Collaboration |
| 36–50 minutes | Station 3: Independent Work |
| 51–55 minutes | Debrief/check for understanding with the whole class. |
| 56–60 minutes | End class, includes students sharing about their learning and educator collecting further data to drive future instruction. |
Station 1: Small-Group Instruction
In this station, a small group of students work with their teacher on focused, direct instruction. During this time, the teacher can introduce content, push rigor, scaffold instruction, and ensure students are able to access the content. This is also a space where teachers can identify and clarify misconceptions, as well as fill any gaps students have. The following key arrangements will ensure that your small groups support ELLs:
- <LINK URL="https://practices.learningaccelerator.org/strategies/flexible-grouping" LINKTARGET="_blank">Keep small groups fluid</LINK>.
- <LINK URL="https://practices.learningaccelerator.org/strategies/periodic-diagnostic-process" LINKTARGET="_blank">Provide assessment opportunities or progress monitoring to track student growth</LINK>.
- Set structures around <LINK URL="https://practices.learningaccelerator.org/strategies/goal-setting-process" LINKTARGET="_blank">goal setting</LINK> and <LINK URL="https://practices.learningaccelerator.org/strategies/weekly-formal-one-on-one-teacher-support" LINKTARGET="_blank">progress check-ins</LINK>.
Station 2: Collaboration Station
Here, students work with their peers on a specific task or a project. Students engage in high-level tasks, discussing and debating issues or making shared decisions, which allows for deeper learning. This station also lets ELL students build relationships, take on leadership roles, and illustrate content mastery in additional ways. Other recommendations on how to ensure meaningful collaboration time for ELLs include the following:
- <LINK URL="https://practices.learningaccelerator.org/strategies/student-choice-as-to-how-to-demonstrate-higher-level-mastery" LINKTARGET="_blank">Let students have a voice and choice in what they work on</LINK>.
- <LINK URL="https://practices.learningaccelerator.org/strategies/student-choice-as-to-how-to-demonstrate-higher-level-mastery" LINKTARGET="_blank">Give students the opportunity to display learning in their own way</LINK>.
- <LINK URL="https://practices.learningaccelerator.org/strategies/authentic-projects" LINKTARGET="_blank">Offer projects that align with standards or units</LINK>.
Station 3: Independent Station
In independent stations, students work with technology, often on adaptive software or other ed-tech tools. Sometimes ELL students find ready-made platforms difficult to use, so assess whether a lack of English language proficiency would deter content mastery when identifying independent activities. Some creative and engaging ideas that give ELL students more access to online curriculum include playlists that combine visual, audio, and written explorations. You can also incorporate other strategies for independent stations such as the following:
- <LINK URL="https://practices.learningaccelerator.org/strategies/customized-playlists-to-keep-students-on-track" LINKTARGET="_blank">Pre-built playlist/lesson options for students and teachers</LINK>
- <LINK URL="https://practices.learningaccelerator.org/strategies/reading-interventions" LINKTARGET="_blank">Independent reading assignments</LINK>
- <LINK URL="https://practices.learningaccelerator.org/strategies/student-choice-over-path-place-and-modalities" LINKTARGET="_blank">Opportunities to master the content in different ways</LINK>
By using a station rotation model in your classroom, students can engage with content in multiple ways, meaningfully connect and collaborate with their peers, and have focused instructional time with their teacher. This type of model supports ELLs in content mastery and provides time for them to master key noncognitive skills that will push them forward in all subjects. As you consider your implementation, and the ways to support ELL students through blended/personalized learning, consider the following questions:
- Are your programs measuring mastery of content or English proficiency?
- Do ELL students have <LINK URL="https://practices.learningaccelerator.org/do/practices/personalization/choice-agency?grade=&audience=&stage=" LINKTARGET="_blank">choice</LINK> in how to illustrate their mastery in multiple ways?
- Are your ELL students able to engage in content-based conversations and collaboration to further practice their English proficiency, build relationships, and content mastery?
- What types of data does the program provide to ensure strategic differentiation?
At TLA, we have created a free user guide that provides additional resources on the key components of rolling out a station rotation model: culture, space, and routines to support not only ELL learners but all students in your classroom. From station rotation, educators can build toward the blended or personalized learning models we believe—and have seen—create pathways for achievement for every child.
