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Festival of Accessibility

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Check out our english language learners resources and guides

english language learners resources and guides

Check out our [[TOPIC_NAME]] resources and guides.

English is the standard for global commerce, science and mass entertainment. It’s spoken by air traffic controllers, diplomats, politicians and trade bodies. It’s ironic, then, that the world’s most frequently-taught language is among the toughest to learn. 

Its rich, complex parentage includes Anglo Saxon, Norse, French, Latin, Greek and old Germanic influences.

And that means that English – in both written and spoken forms – is peppered with irregularities, idioms and exceptions that can seem bewildering to a non-native. 

Similar sounding words are a minefield – like ‘buy/by/bye’, ‘to/two/too’ and ‘their/they’re/there’. Why is the pronunciation of ‘rough’ so different from ‘bough’ and ‘through’? And why can I ‘watch a movie’ or ‘see a movie’ – but not ‘see television’?

Picking English as a second language can be dictated by the circumstances of work or relationships. And it’s a required subject for tens of millions of overseas school students each year.  Either way, English language learners (ELL) can be in for a choppy ride. The learning process can be dogged by embarrassment and lack of self-confidence. It’s particularly difficult for children in English-speaking schools whose parents don’t speak the language at home. And it takes real courage attempting to pronounce an unfamiliar word aloud in front of other fluent speakers – whether it’s in a classroom or tutorial or when spending time with friends.

We recognise that it’s important to help schools, colleges and universities deliver their content to the widest possible international audience. Whether that’s by using on-screen text-to-speech or offering dictionary definitions and real-time translations, we’ve got lots of features to help make language learning more accessible and manageable for students for whom English isn’t their first language. 

Language barriers: taking the stress out of mastering English; Texthelp Education Blog

Language barriers: taking the stress out of mastering English

Learning a new language is a big deal at any age. Mastery of their mother tongue is a child’s passport to understanding the world and interacting with others. Later on, grasping a second language – or a third, or fourth – can have an impact on employment and relationships that’s literally life-changing.

With almost a billion native and non-native speakers combined, English is one of the world’s most widely spoken languages – and it’s certainly the most important in terms of international communication.

While its roots lie in the US, Universal Design for Learning has blossomed into a global phenomenon. Attendees from the Americas, Europe and Asia Pacific prove the point, united in their enthusiasm to connect UDL with an even broader audience.

The Texthelp team has engaged with a range of UDL ‘rockstars’ – spanning educators, academics, researchers and nonprofits – to hear about what they’ll be covering in their talks during the event. Take a look!

Katie Novak - When UDL Doesn't Go So Smoothly

We can all learn from our mistakes. And at this year’s UDL-IRN Summit in Orlando, Florida fwe’ll be hearing a very personal perspective on failure from a leader on inclusive learner-focused education. In anticipation, here's a preview of what Katie Novak will be speaking about at the conference.

Joni Degner - UDL From a Human Perspective

Joni Degner will be urging us to think about UDL from a human perspective – and dial out unconscious biases that can unintentionally overlook the real needs of students ‘on the margins’, including learners from disadvantaged demographic groups, ELLs and reluctant learners.

Sue Hardin - A Positive, Inclusive Pathway to UDL

In her ‘End of Average’ talk at this year's UDL-IRN, Sue will ask how we can make every educator’s pathway to UDL success the positive, inclusive experience it should be. Read more ahead of the conference.

Loui Lord Nelson - Responding to External Stresses with UDL

As busy professionals we often complain about being ‘time poor’. But it takes on another meaning in low-income households where parents may be battling to hold down multiple jobs, feed young mouths and simply cope with everyday struggles to survive. Read what Loui Lord Nelson has to say ahead of UDL-IRN.

Luis Perez - Getting from 'Here' to 'There'

How do we get from Here to There? Acclaimed instructional designer Luis Pérez will be taking educators on a thought-provoking journey at this year’s UDL-IRN Summit, exploring technology’s role in UDL – while encouraging educators and learning designers to think about how they can best accommodate tech within their own practice.

Jason Carroll - Creating a level playing field for today’s students

A whole lot can happen in the space of a generation. And it’s easy to underestimate all the good stuff that happens incrementally, often without us even noticing. At this month’s UDL-IRN Summit, Texthelp’s Jason Carroll reflects on the exciting opportunities for young learners that simply didn’t exist twenty years ago... and tech’s essential role in this positive transformation.

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What are you looking forward to at this year's UDL-IRN? Let us know in the comments below!

Universal Appeal: the biggest ever UDL‑IRN Summit

The stage is set….Doubletree at the Entrance to Universal Studios in Florida is the venue for the upcoming, hotly anticipated UDL-IRN International Summit, billed as the meeting place ‘Where UDL Leaders Come to Learn’. Proudly supported by Texthelp, this year’s Summit will welcome over 400 delegates in person, plus hundreds more joining online from around the world. Read on to discover all that's going on during the conference...

Assistive Technology for Learning (ATL) often gets a raw deal. It usually gets singled out as something that only students with special needs require (see Wikipedia’s definition).  However, what we’ve learned from Universal Design for Learning is that any student can benefit from an ATL tool - as they provide multiple means of representation, expression and engagement that all students can choose from to support their unique learning style.

Here are some time-effective strategies for successfully rolling out ATL in your school. For our example, let’s look at introducing Read&Write for Google ChromeTM.

Traditionally, we’ve used the “train the trainer” model to roll out technology in the school, where a lead teacher shows other teachers and learning eventually trickles down to the students.  Why not flip it and get your students involved from the beginning?  Ultimately, students are your key audience. After all, they will be the ones using this tool.

Have teachers identify 3 - 4 students who are struggling writers - ELL students, those diagnosed with a writing challenge, or even those who are reluctant writers.

Bring them to a public place in the school such as the Learning Commons (Library).

Start off with a discussion - ask students to identify what frustrates them about writing. For some it might be idea generation. For others it might be spelling or vocabulary.

Show them some key features of the Read&Write for Google Chrome toolbar -  walk through Word Prediction, Read Aloud (play / pause / stop button) and the Settings (speed, language, voices).

Before having the students test out the tool for themselves, ensure that they’ve properly installed Read&Write from the Chrome Webstore. Check with your district Google administrator to see which features students have access to.

Have some Chromebooks and headphones available for the students to use. Have them log in, create a Google Doc and try out some of the basic tools by having them do a writing exercise.

If needed, give the students a choice in selecting a writing prompt. A number of random idea generators can be found online.

Give them 15 or 20 minutes to try out different tools. You will notice that each student will lean towards different features. You may even notice students showing each other how to use specific tools.

While the students are writing, you way want to invite staff members to watch and learn how students are using the tool. Have students explain what they’re doing and how they’re using Read&Write to help them with their writing. This training model, where older employees are being mentored by younger ones, is called Reverse Mentoring and has become a popular trend in industry and education.

Ideally, the best time to roll out a tool to staff is immediately before a staff meeting. Ask students to stay (they may need gentle negotiating and time to make arrangements) and have them share their work while staff come into the meeting area.

Invite all staff to do a gallery walk around and talk with the students.

Watch the magic happen - you’ll notice that staff ask lots of questions, while others will look on in amazement.

Debrief with staff afterwards and discuss how Read&Write could be of benefit to struggling writers. Staff often recognize benefits to all learners, and not just a select few.

For those staff wanting to learn more, show them where to find the YouTube playlist from Texthelp.

Consider creating a cohort that meets on a regular basis throughout the year to revisit and explore ideas. Ask interested staff to identify themselves as lead learners.

Identify key staff who are passionate and want to learn more about Read&Write. Don’t just limit this to teachers - include your support and custodial staff too!

If some of your key people are teachers, offer to come into their classroom and do a demonstration for their students. You can even bring along the student experts you had for the staff meeting. It’s a great way to empower them!

Once you’ve done a class demonstration, provide internal coverage so that this teacher and some students can show other classes within their grade or division.

A couple of years ago, when we rolled out Read&Write for Google Chrome Premium Edition to our entire school district, our school organized a special parent evening. We invited students to bring their parents and showcase their writing. We advertised the event in our school communications, including Twitter and our school website.

If you’re a school leader or tech lead, you simply don’t have time to get around to each classroom to show them features of a program.  By creating a modified “train the trainer model” that involves students, you’re able to create a sustainable professional development model that teaches staff while empowering students along the way. And if you’re really lucky, you get a Gold Star from a student!

If you are planning on using assistive technology or other education technology across your school or district this school year, you won't want to miss Randy's best practices.

Rolling out assistive technology in a school environment

This week we have a guest blog post from Randy Lyseng, an assistant principal and Certified Google Education Trainer responsible for a wide variety of technology PD and tools.

As a seasoned educator with over 25 years public school experience as a teacher, university facilitator, and educational technology consultant for a district of approximately 5,000 teachers, we turned to Randy to get his expertise on rolling out assistive technology school-wide.

During orientation, distribute literature for technology that is available to them. For example, North Dakota State University added postcards about Read&Write software to orientation packets in addition to dropping off additional copies at the student affairs office.

If software has been purchased to benefit all students campus-wide, advertise it and offer training to all departments, regardless of which department purchased it. For example, if Disability Services purchases new literacy support software, make it a point to advertise it and offer training to other departments such as TRIO, ELL/ESL, Academic Support Services, Athletics, Veterans Affairs, and more.

3. Integrate into “University 101” classes

Introduce software during common introductory courses that are designed to assist students in making a successful transition into Higher Education.

4. Offer evening coffee and training social events

Advertise and offer free coffee or other social events in the evening where students and staff can learn about technology that is available. Keep the training short, focused, and concise.

5. Send email, text, and listserv announcements

In addition to email, many universities now send students who opt in text message alerts about events, announcements and more. Use this channel to inform students of new technology available with a link to learn more. Also, take advantage of listservs to connect with staff, faculty, and students.

6. Install and advertise software on public computers in the library and other locations

Let students know that the software is installed on a computer or computers when in a public location. For example, placing a sticker on the monitor, having a guide or quick reference card available next to the computer, or placing posters or signs in the lab are all easy ways to inform students.

7. Announce and allow students to easily download software from the university website

Use your learning management system homepage for students to learn about and download available software.

Continue to spread the word throughout the year. As the school year progresses, send reminders to staff and students about software and support available.

Success creates more success. Share videos, images, or stories of students who are successfully using the technology. Enlist students to help promote use or train other students.

10. Advertise through established mediums

Spread the word through school newspapers, television channels, and radio stations to inform everyone of the technology available. Some schools have even placed flyers with QR codes in public places that lead students to more information.

Consider offering students private monitored testing areas with AT available, or scanning stations so they can make their books accessible. Have student experts available to share their experiences and best practices.

Have you found other ways to help get the word out about technology on your campus? Let us know in the comments section below.

We’ve collected some tips from universities across the country who have had success getting students to use newly adopted software.

11 Ways to Increase Technology Usage on Campus

Too often in the EdTech world we spend the majority of our time finding the right technology, getting funding approved, installing, etc., but much less time promoting technology to ensure that it is actually being used by students and staff. This “getting the word out” is especially difficult in the university setting, where students are more independent and scattered about on and off campus. In addition, much of the technology available for students is not a requirement but an optional support for those who know where and how to access it.

To help, we’ve collected some tips from universities across the country who have had success getting students to use newly adopted software. Not only can this help to justify the cost of technology purchases, but also to increase the retention and achievement of the students who use those purchases. While these tips come from those in higher education, many can also benefit others, including K-12 schools and corporations who are looking to get the word out about technology. 

Topic: english language learners

Language barriers: taking the stress out of mastering English

Universal Appeal: the biggest ever UDL‑IRN Summit

Rolling out assistive technology in a school environment

11 Ways to Increase Technology Usage on Campus