Some of the methods I'm already using are: make it visual, communicate with ENL teacher, allow some scaffolding, and learn about the background. The piece about students doing twice the work really opened my eyes and reminded me about one of my graduate classes where we talked about some of the brain functions necessary to "code switch" or to be able to switch between languages. For kids learning a new language, they have to be able to listen to English instruction in real time, engage in some sort of translation, and make use of the information. When kids are surrounded by multiple directions and expectations and a new culture and language, I imagine it can be so overwhelming to also learn and retain academic information. I think the idea of pre-teaching/visuals and including the student in discussions on culture as much as possible is important. I feel that I will know these are successful by communicating with the student regularly to get their input on their learning. It'll be important to celebrate their efforts and be mindful of the mental drain that this process can have on students.
