Teachers of ELLs must understand the role of language and culture in learning, as well as the unique political
and psychological factors that affect language acquisition among long-term English learners (LTELs), recent
arrivals (RAEL), and students with interrupted formal education (SIFEs). Beyond the classroom, teachers can
ensure the success of their students by implementing culturally inclusive practices, and by engaging and
empowering families of ELL.
Create a 15-20 slide digital presentation in two parts to educate your colleagues about
meeting the needs of specific ELLs and making connections between school and family.
Part 1
In the first part of your presentation, provide your colleagues with useful information about unique factors that
affect language acquisition among LTELs, RAELs, and SIFEs.
This part of the presentation should include:
A description of the characteristics of LTELs, RAELs, and SIFEs
An explanation of the cultural, sociocultural, psychological, or political factors that affect the language
acquisition of LTELs, RAELs, and SIFEs
A discussion of factors that affect the language acquisition of refugee, migrant, immigrant and Native American
ELLs and how each of these ELLs may relate to LTELs, RAEL, or SIFEs
A discussion of additional factors that affect the language acquisition of grades K-12 LTELs, RAEL, and SIFEs
Part 2
In the second part of the presentation, recommend culturally inclusive practices within curriculum and
instruction. Provide useful resources that would empower the family members of ELLs.
Sample Solution