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Tag » english- 1/1/08 - Julie Esparza Brown, Jennifer Doolittle
Looking through the lens of culturally responsive practice, we consider how best to implement Response to Intervention (RTI) in a way that will provide equitable educational opportunity for students who are English Language Learners (ELLs). - 1/1/08 - Southeast Comprehensive Center,
Edynn Sato, PhD, director, WestEd Assessment and Accountability Comprehensive Center, discusses the framework for creating high-quality English language proficiency (ELP) standards and assessments. The purpose of the framework is to assist states with interpretation and implementation of Title III requirements for ELP standards and assessments. - 1/1/08 - L. Scott Miller, Eugene Garcia
This report addresses the need for a much expanded early childhood education research and strategy development agenda concerned with making substantial, ongoing improvements in the reading readiness and reading achievement of Latinos and African Americans. The focus is on the early childhood years because the achievement patterns of racial/ethnic groups are largely established in the period from birth through the end of the third grade (ages eight or nine for most children). The emphasis is... - 1/1/08 - Southeast Comprehensive Center,
Robin Scarcella, PhD, director of the ESL program, University of California Linguistic Minority Research Institute, discusses the challenges associated with academic language as well as ways to ensure that all students learn academic language. - 1/1/07 - Torgesen, J. K., Houston, D. D. , Rissman, L. M. , Decker, S. M. , Roberts, G. , Vaughn, S. , Wexler, J., Francis, D. J. , Rivera, M. O., Lesaux, N.
This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners. - 1/1/04 - Alfredo Artiles, Beth Harry
Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of... - 1/1/08 - Robin Waterman, Beth Harry
Parents of English Language Learners (ELLs) represent a vital source of support for increased student engagement and achievement; they bring skills, values and knowledge that would benefit both students and teachers. Most importantly, they bring profound commitment and motivation: The majority of the parents of ELLs have come to the United States in order that they and their children will have a “better life.” And many of these families quickly come to believe that supporting their... - 1/1/08 - Linda Espinosa
This review of research from a variety of disciplines about dual language development and the impact of different educational approaches for children ages three to eight runs counter to much conventional thinking.Scientific studies suggest that young ELL children are quite capable of learning subject
matter in two languages. In fact, they may benefit cognitively from learning more than one language. Transitioning from their first language to English before they have a firm grasp of their... Multilingual, this webpage is for those who provide services for early childhood settings, as well as families with young children. Information and demonstrations are given relating to inclusive education. The project is funded by the U.S. Department of Education, Office of Special Education. One can search for examples of inclusive settings, as well as view discussions and questions that have been answered by people invovled in inclusion. There are role-playing scenarios and re-printable... - Colorín Colorado,
A free web-based, bilingual service that provides information, activities, and advice for educators and Spanish-speaking families of English language learners.Also includes information about accommodations and evaluation, informal assessment, standards-based writing, bilingual parent tips about testing, recommended guides and research, and a webcast. - 1/1/09 - Sally Nathenson-Mejia
We are a team of professors and instructors from the university working on a large scale PD initiative with teachers in the Denver metropolitan area who have English language learners as their students. From the university, Ruth Brancard, Mark Clarke, Alan Davis, Jennifer QuinnWilliams, Barbara Vaille and I head a group of experienced, qualified district instructors and coaches. The professional development we provide includes courses on effective teaching and assessment practices for... - 1/1/08 - Thurlow, M., Shyyan, V., Barrera, M., Liu, K.
“This study is part of national research over the past seven years at the National Center on Educational Outcomes focused on identifying and validating instructional strategies for ELLs with disabilities. . . . In recent work (Barrera, Shyyan, Liu, & Thurlow, 2008), educators from five States with large ELL populations and five States with small ELL populations generated sets of reading, mathematics, and science instructional strategies and weighted their importance in focus group-like... - 1/1/07 - Deborah J. Short, Shannon Fitzsimmons
This report explores challenges to improving the literacy of adolescent ELLs who must complete double the work of native English-speaking students and still reach the same performance standards. In response to these challenges, the report presents recommendations for meeting ELLs’ varying literacy needs, taking into account their educational background, native language literacy, and socioeconomic status. Double the Work is informed by expert advice and a review of relevant literature and... - 1/1/06 - Eugene Garcia, Bryant Jensen
"Dual Language (DL) programs are relatively new in the United States. After the reauthorization of the Elementary and Secondary Education Act (ESEA) in 1994, a large federal effort related to the education of dual language students was launched. It was at this point that the US Department of Education promoted the development of educational programs whose goal was dual language competency for both language minority students speaking a non-English home language as well as for students whose... - 1/1/09 - National High School Center,
The development of state policy to promote academic achievement for ELLs is critical to improving educational outcomes and consistent with the goals of increasing high school graduation rates and meeting Adequate Yearly Progress under the No Child Left Behind (NCLB) Act. Recent research indicates that states have multiple opportunities to take the initiative in supporting school systems and schools in their efforts to keep ELLs on track to meet postsecondary success. - 1/1/07 - Gersten, R., , Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P. , Scarcella, R.
This practice guide, from the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance, formulates evidence-based recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades based on the current body of studies for each area. The authors evaluated the effect sizes of interventions to measure their impact on programs and practices. The recommendations involve areas such as curriculum selection, sensible...
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