Moser 1

Creating an Inclusive Environment for ELL Students

In many classrooms around the United States, students come from various backgrounds.

Some of them have first generation parents or grandparents; while others are refugees recently

transferred to a new country, a new home, and a new school. Many of these students are

unfamiliar with the English language, or in some cases, school in general. Not only are they not

familiar with the language that is spoken by their peers and teachers that surround them, but they

are also dealing with the stress of their own emotional and physical needs.

In this essay, I will aim to answer the question: “How can educators foster inclusivity for

English Language Learners (ELLs) in the general education classroom and support their learning

in a way that is culturally responsive and inclusive?” Specifically for teaching in Northwest

Arkansas, I argue that introducing literature which addresses the individual differences of the

students within the classroom can create a more inclusive atmosphere.

Whether students are brought to the U.S. through adoption, from refugee camps, or

through other circumstances, it is vital that teachers make their classroom a space that can

facilitate growth. As proposed in “Open Borders: The Science and Ethics of Immigration” by

Bryan Caplan and Zach Weinersmith, facilitating “international adoption,” young children would

be integrated from other cultures to the United States and provided with an environment that is

“physically and mentally stunting” (135). Here, the authors are discussing the positive impact

that is brought upon immigrant children who enter the U.S. education system. In order to make

these claims accurate, students need to be provided with the right resources and educators. For

example, as I suggest in my lesson plan, meaningful discussion with peers can create an

environment that is beneficial for all students. Through these interactions, students are gaining
Moser 2

perspectives which are mentally stunting, and create a physical environment that they can feel

comfortable in.

In anticipation of the discussion on the importance of literature, I believe it is crucial to

discuss the implementation of creating an inclusive environment for children to learn. Before

teachers can even begin teaching lessons that tell students to embrace each other’s differences,

there needs to be effort shown to include all students on a day-to-day basis. There are many ways

that this approach can be presented. For example, the teacher’s actions influence the way many

students react to others. If teachers go out of their way to embrace different cultures, other

students are more likely to follow. Additionally, decorations within the classroom can be used to

include the many different cultures.

I will begin by providing an insight to the ration of English Language Learners in

Table 1.1
Arkansas. According to

the Bureau of Legislative

Research Adequacy Study

(BLRAS), in Arkansas

public schools, eight

percent of the total

student population are

English Language Learners (4). Of this population, there are a total of 110 languages spoken as

the student’s first/primary language. In Table 1.1, there is a breakdown of the top 5 languages

spoken by English Language Learners in the state of Arkansas. This data is important to keep in

mind when creating a classroom environment that contains students from many different
Moser 3

backgrounds. From Table 1.1, it can be inferred that, due to the large percentage of Spanish

speaking individuals, my classroom will more than likely contain students from this population.

There are many ways to create a physical atmosphere that is inclusive to ELL students.

For example, knowing that there is a large percentage of students who speak Spanish in the

school district, I could translate key words within the elements from my classroom into Spanish.

Many elementary teachers place posters and helpful tips around the room. Teachers can translate

some key words of the poster in the student’s native language to help them recognize these

words in both English and their native language. Although Spanish is used in this example,

theses key words should be translated to include any other student’s languages that are in the

classroom.

The most important aspect of having English Language Learners in a classroom setting is

to be inclusive and respectful of each student’s cultural differences. The dynamic of a classroom

should be safe and welcoming. This is true for any educational space, but especially for students

who might have experienced trauma in war-torn countries or faced many fears that immigrants

face coming into a new country. Each classroom should be a productive environment where

students feel comfortable to learn and grow. When considering the types of culturally inclusive

aspects to incorporate into the general education classroom, it is important to take the student’s

wellbeing and emotional state into consideration.

The first way to foster inclusivity in a classroom would be for the educator to familiarize

themselves and their students with the aspects of each person’s culture. One way to ensure that

the information presented is accurate is to get to know the families of these students. Not only

will this help the educator have a better understanding of the child and their wellbeing, but it will

build relationships. With these relationships, the educator is fostering a sense of community.
Moser 4

The first course of action could be to learn common words or phrases in the student’s

native language. This process can help the student feel comfortable within their classroom

environment. It can be done through the method I mentioned earlier which would be to translate

key words on the classroom posters. The educator could also learn how to pronounce words that

are spoken in the student’s first language. Examples could include asking how the student is

doing or saying hello. The student will recognize that their teacher values their native language

and took the time to learn more about them.

A suggested way to familiarize the rest of the students with an ELL’s culture is to

introduce the class to cultural foods and recognize holidays that students may celebrate. Not only

is the class learning about one another, but they are being introduced to new viewpoints and

experiences. Learning each student’s cultural dynamics can also ensure that the educator is

respecting the beliefs of their students. This information can be important when incorporating

holiday activities into a lesson.

Another way to implement knowledge of various cultures into the classroom is through

literature. Literary sources can be a way to engage students and introduce them to new concepts

and ideas. For this reason, surrounding the classroom with materials to educate students not only

makes each child culturally aware, but can be comforting to the English Language Learner.

Similar to the last suggestion, literature can be paired with the various topics of discussion such

as holidays and meals.

The lesson plan listed at the end of this paper was created as an attempt to use literature

as a tool to create an inclusive environment for the students in my future classroom. In “Our

Class is a Family” written by Shannon Olsen and illustrated by Sandie Sonke, the book

showcases many examples of diversity and creates the idea of a classroom being a family. In
Moser 5

Figure 1.1, we see children, both of which are unique in their own way (Sonke 6). Two children,

from different races, and with different abilities, are playing with one another. When students see

illustrations such as this one, it can encourage them to treat everyone the same. Surrounding a

classroom with literary elements that embrace each other’s differences and excepting people for

who they are can inspire children.

Using this book, I will aim to implement inclusivity in my future classroom. The lesson

provided is currently for 2nd grade

students but could be adapted to

any elementary grade level as

needed. The students will read the

book “Our Class is a Family” by

Shannon Olsen in a whole group

setting. The educator will discuss

key aspects of the book with the

class. Following the class

discussion and the reading,

students will create individual

pages that represent their uniqueness and make connections between the text and the real world.

The students will focus on comparing the characteristics of the classroom in the book to our

classroom environment. Once the activity is complete, all the papers will be compiled together to

create a classroom “family album.” Each of these pages will represent the unique characteristics

of the students.
Moser 6

Once students have read the story and discussed its components with their teacher and
Table 1.2
their classmates, they will complete an

activity sheet the students will each fill

out the questions on the paper. The

empty box will be used as a place for

each student to draw themselves. The

educator will encourage students to

draw features that make them unique.

Through this activity, students will

reflect on ways that they are a good

friend, characteristics that make them

unique, and the environment of the

classroom that they are a part of.

The goal for any ELL student is

to be included in the mainstream classroom as much as possible. This allows the student to

interact with their English-speaking peers, and fosters inclusion when done correctly. To ensure

that students are effectively integrated with the other students in a general education setting, it is

critical that they are welcomed into the space. When a student feels comfortable in a learning

environment, they are more likely to participate.

Class participation can facilitate discussion that is important for the growth of English

Language Learners. An environment where students feel comfortable to share with one another

and to make mistakes is important. As an educator, it is important to allow students to make

mistakes without feeling embarrassed or judged by their peers. In the many hurdles that English
Moser 7

Language Learners experience, the educator should encourage the student to try, therefore I have

included specific areas in the lesson plan for students to participate in whole-group conversation

and with partners. The more opportunities the student has to learn and express themselves, the

more they will grow.

Ensuring that students have the correct tools to be successful is important. One common

way to support a student’s learning is to include visual support when possible. If a teacher is

giving a lesson, they should use tools such as PowerPoint to display pictures of the topic that is

being introduced. For this reason, I have planned to display a PowerPoint at the beginning of the

reading that addresses vocabulary terms from the book that students may not be familiar with.

For additional support, I would also include a graphic organizer that the students could refer to

during the reading and the activity.

Along with physical supports such as PowerPoints and graphic organizers, adaptations

can be made for this activity sheet depending on the various levels of the students in my

classroom. Lower-level ELL students will still be expected to complete the activity, however,

they will take a different approach. For example, a student that cannot write English may draw

pictures to answer each of the questions. For students that are a little more advanced but not quite

to the point of writing complete sentences, sentence frames can be implemented. A sentence

frame would essentially contain components such as “fill in the blank.” These supports can help

the student be successful while also showing them that they are capable of completing activities

that their English-speaking classmates are also participating in.

The goal of this lesson plan would be to implement a unit of instruction where the

students could add to the family album as they grow throughout the year. This activity is a fun

way to celebrate student’s differences and provide student ownership. The students can add to
Moser 8

the album to commemorate events such as class parties, receiving awards, and even individual

successes.

The family album will be stored in the reading library. The idea is that students will want

to visit the bookshelf to look through each of their classmates’ accomplishments and activities

throughout the school year. This activity is a way to recognize students and create a classroom

environment that promotes growth, fosters inclusivity, and creates a fun learning environment.

In this unit, I plan to incorporate other pieces of literature that showcase the diverse

populations of my classroom. For example, if I have many different cultures and exceptionalities

in my classroom, each lesson in the unit would highlight a specific culture or exceptionality.

Referring back to Table 1.1 from the BLRAS, I could begin by giving a lesson over each of the

top three languages: Spanish, Marshallese, and Vietnamese. It is important to highlight the many

differences that are being added to the classroom. In doing so, the students see that these features

should be embraced. Making students aware of the characteristics of their peers creates a positive

environment for the populations this lesson is serving.

Literature is a vital component in creating an inclusive atmosphere. It is important that

educators incorporate ways to address the specific differences of their students. In doing so, the

students learn that these aspects add to the classroom and should be embraced. Additionally, for

the students that speak other languages or have exceptionalities, they feel as though they are seen

and accepted. Not only is the concept of inclusion important for educators, but also to members

of society that have non-English speakers in their community. Learning how to educate ourselves

on the cultures we are surrounded by can lead to a learning environment that is not only safe but

facilitates growth.
Moser 9

Our Class Family Lesson Plan

Teacher: Olivia Moser

Standard/s: 2.R.1.C.b
Determine the relevant connections between:
b. text to world (text ideas regarding experiences in the world).

Theme: Inclusiveness in the Classroom

Lesson Topic: Embracing Differences, Building a Classroom Community
Objectives: 3 Part Language Objective:
After teacher modeling, students will be able to orally discuss the
meaning of family as a whole group.

After reading “Our Class is a Family” by Shannon Olsen and

discussing the concepts as a whole group, students will be able to
orally explain the relevant connections from the text to a partner.

3 Part Content Objective:

Following the class discussion and reading “Our Class is a Family”
by Shannon Olsen, students will be able to identify connections
between their experiences in the world and in the classroom to the
text by creating a Class Family Album and share orally with a
partner.

Learning Strategies: Whole Group Learning Strategies:

Modeling and Scaffolding
Student friendly language
Combining words with visuals

Learning Strategies to Specifically Support:

Level 1 EL: Simplified language, extensive visual support
(identifying key words and phrases using illustrative text), sentence
frames, enhancing background knowledge by providing examples and
familiar topics, and a graphic organizer.

Level 2 EL: Simplified language, extensive visual support, and a

graphic organizer.

Level 3 EL: Simplified language, allow wait time for responses,

encourage questions, check for understanding, and use a graphic
organizer.

Key Vocabulary: Content Vocabulary:

Diversity
Community
Unique
Moser 10

Other Vocabulary that ELs May Need Clarified (this could

include general academic terms):
Respect
Kindness
Seek

Materials:  Text: “Our Class is a Family” by Shannon Olsen

 Pencil
 Student Album Activity Sheet (one per student)
 11x17 Sheet of Color Paper (1)
 PowerPoint

Motivation: To build background, I will begin the conversation of the meaning of

family. Each student will get a sticky note. On the sticky note, they
will write what family means to them (For lower-level ELL students,
they will draw a picture). Once they have written on their sticky note,
the students will place it on the white board.

I will read aloud the student’s responses. The expectation is that

many of them will put the names of their family members, or people
that live in their home. I will introduce the idea that family can be
anyone that you spend time with. I will do so by “thinking aloud” and
asking the questions: “Do you think family can be more than your
siblings, parents, aunts, and uncles? Do you think family could also
be the people that you spend a lot of time with?” This will facilitate a
discussion and introduce them to the idea that, since we spend time
together as a class, we could be considered a family.

Presentation:
 Following the engagement activity, the teacher will share a
PowerPoint that includes visual support and an explanation of
the definition words they will encounter in the story.
 There will be a short discussion of the meaning of these words
to ensure student comprehension and the teacher will handout
the graphic organizer to ELL students. The graphic organizer
displays the definition words in both the student’s native
language and English, as well as an illustration for additional
support.
 Modeling:
o I Do: The teacher will present the book “Our Class is a
Family” by Shannon Olsen. The teacher will read the
selection orally and utilize “think aloud” language. For
example, the teacher may say “I see that this page says
family can be a special group that you care for. Could
Moser 11

that mean our class is a family?”

o We Do: The teacher will stop and ask questions
throughout the reading. Questions would include: “Do
you agree/disagree that family doesn’t have to be who
you’re related to?” (DOK 3) “How would you describe
the way the classmates are treating one another in this
book?” (DOK 1).
o Two Do: The students will be given a prompt to
discuss with their shoulder partner. The prompt is: “In
what ways are you unique? What is one kind trait you
notice about your shoulder partner? How does being
unique make our class special?” The teacher will walk
around the room listening to the discussion and
answering questions if needed.
o I Do: The students will work independently to
complete the activity sheet. The teacher will explain
that the students will draw a picture of themselves in
the box. The teacher should encourage students to
incorporate things that make them unique in their
drawing.
o Level 1 ELL students will receive an adapted version
of the activity sheet that includes sentence frames.
o Once all students have completed the activity sheet,
the teacher will collect them and compile them into
one “family album” using the 11x17 sheet of paper.

 Support/Interaction:
o Allow wait time for responses and encourage students
to ask questions.
o ELL students will receive a graphic organizer that
includes definition words and visual support.
o Sentence frames will be provided for ELL students
when they are filling out the activity sheet.
o Feedback will be provided throughout the duration of
the lesson.

Practice/ Students will be engaged in meaningful activities that allow them to

Application: practice using academic language such as the vocabulary words listed
above. Additionally, students will have the opportunity to collaborate
with peers through discussion. Strategies have been embedded
throughout the lesson for additional support. Feedback will also be
provided to the students verbally during the duration of the lesson.
Moser 12

In order for ELs to practice and apply learning, these applications

will be utilized:

Level 1 EL: Modeling, simplified language, sentence frames,

building background, graphic organizers with key words in native
language and with illustrative examples.
Level 2 EL: Modeling, simplified language, graphic organizers with
visual aids and key words.
Level 3 EL: Modeling, simplified language, graphic organizers with
visual aids.

Review/Assessment: To review, the teacher will discuss the importance of being a class
family. They will emphasize that each individual difference is what
makes us special and unique.

Assessment will be done informally using the activity sheet provided

in the lesson. The teacher will use the answers from the questions to
know each student’s understanding of the text and it’s meaning.

How will you assess: Each student will complete the activity sheet
that is provided in class. The students will have different approaches
based off their specific needs.

Level 1 EL: My expectations for a Level 1 student is that they would

struggle with the original version of the activity sheet. The student
may have grammatical errors. I would provide sentence frames to
help them succeed. I would also expect to give support to the student
during the activity.
Level 2 EL: A Level 2 student is more likely to be able to confidently
complete the activity sheet with sentence frames provided. These
students will not need as much instructional support as a Level 1
student.
Level 3 EL: At a Level 3, students can usually write about content-
related ideas and opinions. For this reason, the student will not
receive sentence frames. I would expect a few errors from the
student. I would encourage the students to ask their shoulder partner
questions and encourage collaboration if the student is having a little
trouble.
Moser 13

Bibliography

Arkansas, Bureau of Legislative Research. English Language Learners Adequacy Study, May 3,

2022.

“How to Provide a Multicultural Education.” Baylor’s EdD Online in Learning and

Organizational Change, 10 Apr. 2020,

https://onlinegrad.baylor.edu/resources/multicultural-education-strategies/.

Olsen, S. (2020). Our Class is a Family. Shannon Olsen.

Smith, Philip C. "Teaching Inclusivity: Preservice Teachers’ Perceptions of their Knowledge,

Skills and Attitudes toward Working with English Language Learners in Mainstream

Classrooms," TAPESTRY: Vol. 3: Issue 1, Article 2.