Learn more about Amanda Crecelius and how she can support AEM & AT integration for Multilingual/English learners.
Amanda has 25+ years in education, working in Indiana, Madrid, Spain, and Mexico City, Mexico. Over the course of ten years in Mexico City, she gained Spanish linguistic skills and deeper cultural awareness. She has worked with students and families who were multilingual and multicultural in K-12 international school settings, urban/rural settings, and online courses. Amanda has worked with the Indiana transition cadre and individual students with Specific Learning Disabilities (SLD). She has a M.Ed., is a Google Certified Educator, and has extensive experience in serving as an instructional leader for education programs, professional development, and training and curriculum development for other educators.
According to Migration Policy Institute (based on 2019 U.S. Census data), in the state of Indiana 6.6% of K-12 students are Multilingual/English Language Learners (ELL). English Language Learners often struggle with expressing understanding and knowledge that they possess. They might not have parents who speak English at home to help them with English language development. ELLs often have difficulty connecting to English-speaking peers which can impede language and other developmental skills, including self-esteem. That same low self-esteem then impacts oral proficiency therefore impacting language development. (Mandokhail, Khan, & Malghani 219)
Multilingual/ELL students need advocates and educators supporting academic growth through Universal Design for Learning (UDL) strategies, Assistive Technology, and Accessible Educational Materials.
Empower ELLs through translations options (for both students and to communicate with families), text-to-speech, word prediction, pre-teaching, choice boards, sound walls, visual aids, rewording,word banks, graphic organizers, extra time for assignments and processing (thinking time),explicitly teaching vocabulary prior to the lesson, sentences frames, structures/templates, partner or group pairing and most importantly seeing their value in the classroom.