THE

PRINCIPLES
IS YOUR INSTRUCTION ALIGNED TO THE 6 PRINCIPLES?
Use tools like this sample of the 6 Principles checklist to reflect critically on your own
See if your instruction is similar to
practice.
Ms. James’ in the following vignette.
Principle 2: Do you create conditions for language learning?
Loray James teaches third grade
___ You promote a positive and organized classroom with attention to reducing student
in a dual language classroom. This

FOR EXEMPLARY TEACHING

anxiety and developing trust.
year her class has five students
For example, you
whose families have emigrated
___ create a welcoming environment for the students
from Guatemala. The children are
at varying language proficiency
levels, but all of them are below
___ organize the physical environment for individual and group work and for
student-student communication
___ identify mentors for new students
OF ENGLISH LEARNERS
grade level in reading and writing ___ use clear, patterned, and routine language to communicate with new learners
skills. Ms. James has decided to ___ invite and support use of student home languages and cultures in lessons WHAT ARE THE 6 PRINCIPLES? bora
te within a co
teach a social studies unit based on lla mm
The 6 Principles are a core set of principles for the exemplary teaching and learning d co un
the agriculture, climate, vegetation, ___ You demonstrate expectations of success for all your learners. an P2: Create ity
For example, you of English as a new language. They are universal guidelines drawn from decades of conditions

ge
food, and customs of Guatemala.

of
for language

ga
research in language pedagogy and language acquisition theory. The 6 Principles

pr
Her language learners contribute ___ believe all students will learn academic English and content to a high level

En
learning

act
___ praise effort and persistence are targets for teaching excellence and should undergird any program of English P3: Design

P6:
to the topic by sharing family

ic e
___ use a variety of instructional approaches for diverse learners language instruction: high-quality
pictures, recipes, and descriptions language
___ teach learners strategies to participate in instructional conversations 1. Know your learners.
of the places their families lived in P5: Monitor P1: Know lessons
Guatemala. The children are very 2. Create conditions for language learning. and assess your learners
___ You plan instruction to enhance and support student motivation for language learning. language
excited. Ms. James has never seen 3. Design high-quality lessons for language development.
For example, you development
her language learners participate 4. Adapt lesson delivery as needed.
___ prompt students to connect their learning to their own lives 5. Monitor and assess student language development. P4: Adapt
so enthusiastically in their learning.
___ build a repertoire of learning tasks that students enjoy lesson delivery
They love reading the books that she 6. Engage and collaborate within a community of practice.
___ motivate students and structure behavior with projects as needed
found about Guatemala. ___ expect student ownership and support students in engagement with learning You must implement the 6 Principles as a whole. You cannot just know your learners,
for example, and then not act on that knowledge when you plan instruction.

THE 6 PRINCIPLES FOR ALL

The 6 Principles are relevant to all school personnel including
WHY DO WE NEED THE 6 PRINCIPLES?
principals, curriculum directors, reading specialists, and instructional n TESOL’s mission is to advance the quality of English
coaches. Successful programs establish a strong culture of shared language teaching around the world. As the number
responsibility among educators. Work with your colleagues to ensure of English learners soars, a common understanding of
that high-quality programs and instruction are designed to support all second language learning and effective instructional and
learners’ educational success in a positive, welcoming school climate. assessment design is needed.
According to Jim Cummins, the 6 Principles can “act as a catalyst n In some settings, teachers need more preparation
for a process of collective pedagogical inquiry in schools across to effectively educate English learners. When TESOL
the United States and internationally.... [W]ithin schools, educators professionals fully implement the 6 Principles, their students
always have choices—degrees of freedom within which we can participate in high-quality lessons for language development
chart directions that reflect and shape our identities as educators. and experience educational success.
The principles map the landscape in ways that enable us to embark n The 6 Principles provide teachers with the knowledge
confidently on that journey.” to make informed decisions to improve instruction and
assessment, so curricula and courses for English learners are
rigorous, relevant, and designed and delivered with second
WHO SHOULD USE THE 6 PRINCIPLES? language acquisition in mind.
The 6 Principles are for you, a teacher in any classroom
TAKE THE NEXT STEP where students are learning English as a new language
n The 6 Principles will help educators
The 6 Principles for Exemplary Teaching of English Learners, Grades K-12 or learning content through that new language. They are • respect, affirm, and promote students’ home languages
applicable across different educational contexts, such as and cultural knowledge and experiences as resources;
The first book in the upcoming suite of 6 Principles products is here! Get detailed explanations
classrooms with children or adults, dual language learners, • celebrate multilingualism and diversity;
of the 6 Principles, practical examples of how to apply them in your K-12 classroom, access to
emerging bilinguals, and multilingual students.
online resources and tools, ideas for building your own community of practice, and more. • support policies that promote individual language rights
and multicultural education;
AVAILABLE FROM TESOL PRESS AT BOOKSTORE.TESOL.ORG • guide students to be global citizens.
LEARN MORE AT WWW.THE6PRINCIPLES.ORG

6P reference guide.indd 1 2/27/18 3:22 PM

 THE
ADAPT LESSON DELIVERY

PRINCIPLES IN ACTION
AS NEEDED
Exemplary teachers continually assess as they
teach—observing and reflecting on learners’
responses to determine if the students are reaching
lesson objectives. If students struggle or are not
challenged enough, teachers adjust their lessons—reteaching or
enhancing the tasks accordingly. This decision-making may occur on any
KNOW YOUR LEARNERS day and sometimes you will need to make decisions within seconds.
Exemplary teachers learn basic information about Teachers may adjust their talk, the task, or the materials according to
their students’ families, languages, cultures, and learner response. Modify your oral language to simplify an utterance,
educational backgrounds to engage them in class define terms, or provide more wait time. Check student comprehension
and prepare and deliver lessons more effectively. with group response techniques like thumbs up/thumbs down and
Teachers can best adapt instruction to students handheld clicker devices.
that they know well. Learn about your students’ cultures and
experiences. Use that background as a resource for classroom learning
and to stock classroom libraries and plan projects.
MONITOR ENGAGE AND COLLABORATE WITHIN
AND ASSESS A COMMUNITY OF PRACTICE
CREATE CONDITIONS STUDENT Exemplary teachers collaborate with others in the
FOR LANGUAGE LEARNING LANGUAGE profession to provide the best support for their learners.
They meet with colleagues to co-plan and share their
Exemplary teachers create a classroom
DEVELOPMENT expertise about second language acquisition as well as
culture so students feel comfortable. They Because students learn at different rates, instructional techniques for students at different levels of proficiency.
make decisions regarding the physical exemplary teachers regularly monitor and
Teachers participate in continuous learning and ongoing professional
environment, the materials, and the social assess their language development to advance
development. Reflect critically on your classroom practices. Join a
integration of students to promote language learning. their learning efficiently and measure language
professional English teaching organization like TESOL, attend conferences,
growth. They design a variety of classroom
Student achievement is affected by teacher expectations of and participate in online learning opportunities. Develop leadership skills
assessments to evaluate student learning and
success. Hold high expectations for your learners and motivate so you can be a resource at school and help design programs, interpret
inform their instruction.
them to raise their performance. Use a variety of instructional assessment results, offer professional development workshops, or act as a
approaches to appeal to diverse learners. Teach students Teachers take note of errors to provide peer coach to a colleague.
strategies to actively participate in academic conversations. appropriate feedback to students but also
make sure it suits the age and language
development level of the students. Give
feedback in a timely manner. Prompt students Akiko and Marina both teach
DESIGN SAMPLE LANGUAGE PRACTICE TECHNIQUES to self-repair or explicitly correct a learner. in a middle school program
HIGH-QUALITY TO USE THROUGHOUT A LESSON Record observations about language use in for English learners. For their
LESSONS FOR Starting • Charts to capture background running notes, on a check list, or with a rubric.
planning period, they meet and
LANGUAGE instruction knowledge
reflect on their latest teaching
• K-W-L (Know-Want-Learn) charts
DEVELOPMENT • Four Corners discussion experiments. They tell each
Exemplary teachers plan lessons that are • Anticipation guides other the strategies that they
meaningful for students and promote have just tried and the results.
Building • Sort tasks
language learning. These lessons evolve from instruction • Sentence frames Their conversations invigorate
language and content learning objectives. • Reciprocal Teaching their teaching, and they are
• Concept maps constantly learning tips from
Teachers provide input through varied
techniques and modalities. Engage your Applying • Dialogue Journals
each other that they are eager
learners and practice authentic language. instruction • Reader’s Theatre to test in their own classes.
Help them develop learning strategies and • Projects After only three years in the
critical thinking skills. Use gestures, visuals, • Report frames classroom, both teachers have
demonstrations, embedded definitions, acquired a large set of tech-
Concluding • Rubrics
audio supports, and bilingual glossaries to
instruction • Collaborative dialogues niques and have embarked on
make information comprehensible. Elicit • Comprehension checks the road to critical reflection
output from your students, too. • Numbered Heads Together
on their teaching.

6P reference guide.indd 2 2/27/18 3:22 PM

 THE
ADAPT LESSON DELIVERY

PRINCIPLES IN ACTION
AS NEEDED
Exemplary teachers continually assess as they
teach—observing and reflecting on learners’
responses to determine if the students are reaching
lesson objectives. If students struggle or are not
challenged enough, teachers adjust their lessons—reteaching or
enhancing the tasks accordingly. This decision-making may occur on any
KNOW YOUR LEARNERS day and sometimes you will need to make decisions within seconds.
Exemplary teachers learn basic information about Teachers may adjust their talk, the task, or the materials according to
their students’ families, languages, cultures, and learner response. Modify your oral language to simplify an utterance,
educational backgrounds to engage them in class define terms, or provide more wait time. Check student comprehension
and prepare and deliver lessons more effectively. with group response techniques like thumbs up/thumbs down and
Teachers can best adapt instruction to students handheld clicker devices.
that they know well. Learn about your students’ cultures and
experiences. Use that background as a resource for classroom learning
and to stock classroom libraries and plan projects.
MONITOR ENGAGE AND COLLABORATE WITHIN
AND ASSESS A COMMUNITY OF PRACTICE
CREATE CONDITIONS STUDENT Exemplary teachers collaborate with others in the
FOR LANGUAGE LEARNING LANGUAGE profession to provide the best support for their learners.
They meet with colleagues to co-plan and share their
Exemplary teachers create a classroom
DEVELOPMENT expertise about second language acquisition as well as
culture so students feel comfortable. They Because students learn at different rates, instructional techniques for students at different levels of proficiency.
make decisions regarding the physical exemplary teachers regularly monitor and
Teachers participate in continuous learning and ongoing professional
environment, the materials, and the social assess their language development to advance
development. Reflect critically on your classroom practices. Join a
integration of students to promote language learning. their learning efficiently and measure language
professional English teaching organization like TESOL, attend conferences,
growth. They design a variety of classroom
Student achievement is affected by teacher expectations of and participate in online learning opportunities. Develop leadership skills
assessments to evaluate student learning and
success. Hold high expectations for your learners and motivate so you can be a resource at school and help design programs, interpret
inform their instruction.
them to raise their performance. Use a variety of instructional assessment results, offer professional development workshops, or act as a
approaches to appeal to diverse learners. Teach students Teachers take note of errors to provide peer coach to a colleague.
strategies to actively participate in academic conversations. appropriate feedback to students but also
make sure it suits the age and language
development level of the students. Give
feedback in a timely manner. Prompt students Akiko and Marina both teach
DESIGN SAMPLE LANGUAGE PRACTICE TECHNIQUES to self-repair or explicitly correct a learner. in a middle school program
HIGH-QUALITY TO USE THROUGHOUT A LESSON Record observations about language use in for English learners. For their
LESSONS FOR Starting • Charts to capture background running notes, on a check list, or with a rubric.
planning period, they meet and
LANGUAGE instruction knowledge
reflect on their latest teaching
• K-W-L (Know-Want-Learn) charts
DEVELOPMENT • Four Corners discussion experiments. They tell each
Exemplary teachers plan lessons that are • Anticipation guides other the strategies that they
meaningful for students and promote have just tried and the results.
Building • Sort tasks
language learning. These lessons evolve from instruction • Sentence frames Their conversations invigorate
language and content learning objectives. • Reciprocal Teaching their teaching, and they are
• Concept maps constantly learning tips from
Teachers provide input through varied
techniques and modalities. Engage your Applying • Dialogue Journals
each other that they are eager
learners and practice authentic language. instruction • Reader’s Theatre to test in their own classes.
Help them develop learning strategies and • Projects After only three years in the
critical thinking skills. Use gestures, visuals, • Report frames classroom, both teachers have
demonstrations, embedded definitions, acquired a large set of tech-
Concluding • Rubrics
audio supports, and bilingual glossaries to
instruction • Collaborative dialogues niques and have embarked on
make information comprehensible. Elicit • Comprehension checks the road to critical reflection
output from your students, too. • Numbered Heads Together
on their teaching.

6P reference guide.indd 2 2/27/18 3:22 PM

 THE
PRINCIPLES
IS YOUR INSTRUCTION ALIGNED TO THE 6 PRINCIPLES?
Use tools like this sample of the 6 Principles checklist to reflect critically on your own
See if your instruction is similar to
practice.
Ms. James’ in the following vignette.
Principle 2: Do you create conditions for language learning?
Loray James teaches third grade
___ You promote a positive and organized classroom with attention to reducing student
in a dual language classroom. This

FOR EXEMPLARY TEACHING

anxiety and developing trust.
year her class has five students
For example, you
whose families have emigrated
___ create a welcoming environment for the students
from Guatemala. The children are
at varying language proficiency
levels, but all of them are below
___ organize the physical environment for individual and group work and for
student-student communication
___ identify mentors for new students
OF ENGLISH LEARNERS
grade level in reading and writing ___ use clear, patterned, and routine language to communicate with new learners
skills. Ms. James has decided to ___ invite and support use of student home languages and cultures in lessons WHAT ARE THE 6 PRINCIPLES? bora
te within a co
teach a social studies unit based on lla mm
The 6 Principles are a core set of principles for the exemplary teaching and learning d co un
the agriculture, climate, vegetation, ___ You demonstrate expectations of success for all your learners. an P2: Create ity
For example, you of English as a new language. They are universal guidelines drawn from decades of conditions

ge
food, and customs of Guatemala.

of
for language

ga
research in language pedagogy and language acquisition theory. The 6 Principles

pr
Her language learners contribute ___ believe all students will learn academic English and content to a high level

En
learning

act
___ praise effort and persistence are targets for teaching excellence and should undergird any program of English P3: Design

P6:
to the topic by sharing family

ic e
___ use a variety of instructional approaches for diverse learners language instruction: high-quality
pictures, recipes, and descriptions language
___ teach learners strategies to participate in instructional conversations 1. Know your learners.
of the places their families lived in P5: Monitor P1: Know lessons
Guatemala. The children are very 2. Create conditions for language learning. and assess your learners
___ You plan instruction to enhance and support student motivation for language learning. language
excited. Ms. James has never seen 3. Design high-quality lessons for language development.
For example, you development
her language learners participate 4. Adapt lesson delivery as needed.
___ prompt students to connect their learning to their own lives 5. Monitor and assess student language development. P4: Adapt
so enthusiastically in their learning.
___ build a repertoire of learning tasks that students enjoy lesson delivery
They love reading the books that she 6. Engage and collaborate within a community of practice.
___ motivate students and structure behavior with projects as needed
found about Guatemala. ___ expect student ownership and support students in engagement with learning You must implement the 6 Principles as a whole. You cannot just know your learners,
for example, and then not act on that knowledge when you plan instruction.

THE 6 PRINCIPLES FOR ALL

The 6 Principles are relevant to all school personnel including
WHY DO WE NEED THE 6 PRINCIPLES?
principals, curriculum directors, reading specialists, and instructional n TESOL’s mission is to advance the quality of English
coaches. Successful programs establish a strong culture of shared language teaching around the world. As the number
responsibility among educators. Work with your colleagues to ensure of English learners soars, a common understanding of
that high-quality programs and instruction are designed to support all second language learning and effective instructional and
learners’ educational success in a positive, welcoming school climate. assessment design is needed.
According to Jim Cummins, the 6 Principles can “act as a catalyst n In some settings, teachers need more preparation
for a process of collective pedagogical inquiry in schools across to effectively educate English learners. When TESOL
the United States and internationally.... [W]ithin schools, educators professionals fully implement the 6 Principles, their students
always have choices—degrees of freedom within which we can participate in high-quality lessons for language development
chart directions that reflect and shape our identities as educators. and experience educational success.
The principles map the landscape in ways that enable us to embark n The 6 Principles provide teachers with the knowledge
confidently on that journey.” to make informed decisions to improve instruction and
assessment, so curricula and courses for English learners are
rigorous, relevant, and designed and delivered with second
WHO SHOULD USE THE 6 PRINCIPLES? language acquisition in mind.
The 6 Principles are for you, a teacher in any classroom
TAKE THE NEXT STEP where students are learning English as a new language
n The 6 Principles will help educators
The 6 Principles for Exemplary Teaching of English Learners, Grades K-12 or learning content through that new language. They are • respect, affirm, and promote students’ home languages
applicable across different educational contexts, such as and cultural knowledge and experiences as resources;
The first book in the upcoming suite of 6 Principles products is here! Get detailed explanations
classrooms with children or adults, dual language learners, • celebrate multilingualism and diversity;
of the 6 Principles, practical examples of how to apply them in your K-12 classroom, access to
emerging bilinguals, and multilingual students.
online resources and tools, ideas for building your own community of practice, and more. • support policies that promote individual language rights
and multicultural education;
AVAILABLE FROM TESOL PRESS AT BOOKSTORE.TESOL.ORG • guide students to be global citizens.
LEARN MORE AT WWW.THE6PRINCIPLES.ORG

6P reference guide.indd 1 2/27/18 3:22 PM