Join us in discovering ways to transform your classroom by enhancing participation and quickly assessing the learning of your EL students!
This training picks up where Strategies that Advance ELs’ Academic & Linguistic Success (FA1838895)* left off with even more tools, techniques, and instructional strategies you can use as you design interactive lessons that facilitate learning in all content areas while meeting the diverse needs of your EL population. Not only will you explore a variety of effective engagement activities, but you will also discover how to incorporate quick formative assessments throughout your lesson that will provide the information necessary to increase your students’ success.
Please bring the upcoming unit of study for your content area(s).
The EAL Journal blog publishes plain language summaries of EAL-related Master’s and Doctoral research. In this post Dominika Gordon, EAL teacher at Eaton Square School in Kensington, London presents a summary of her Master’s research on using bilingual books as a way to foster biliteracy among bilingual pupils.
Using a bilingual version of a story called ‘Not Again, Little Red Riding Hood’, participants took part in a series of lessons that explored the use of the two languages in the book.
As well as read aloud sessions, the children created language portfolios. These included creating a Venn diagram and sound chart to explore similarities and differences between the grapheme/phoneme relationships in both languages, translating activities, such as matching two set of cards with sentences taken from the book, and comparisons of vocabulary to facilitate discussions about meaning in both languages. In addition, they identified and compared reading strategies that they could use in English and Polish. The reading sessions were audio recorded and observed by the teacher.
At CIMA 2018, conference goers inquired about more opportunities to learn with Day 1 keynote speaker Luis Urrieta. To receive updates on his upcoming full-day training here at the Region 13 ESC on January 22, click here.
Luis Urrieta is the Suzanne and John Adams Professor of Cultural Studies of Education at the University of Texas at Austin. He specializes in the study of identity with an emphasis on Chicanx, Latinx, and Indigenous identities; indigenous education, migrations and diasporas, and learning in family and community contexts. Urrieta is the author of Working from Within: Chicana and Chicano Activist Educators in Whitestream Schools(2009, University of Arizona Press). His forthcoming co-edited book with George Noblit is titled Cultural Constructions of Identity: Meta-ethnography and Theory and will be published with the University of Oxford Press.
Luis Urrieta es profesor en estudios culturales de la educación en la Universidad de Texas en Austin. Se especializa en el estudio de la identidad con énfasis en Chicanxs/Latinxs, e indígenas; educación indígena; migración y diáspora, y conocimientos y saberes comunitarios. Urrieta es autor del libro Working from Within: Chicana and Chicano Activist Educators in Whitestream Schools (2009, Prensa de Universidad de Arizona). Su próximo libro co-editado con George Noblit se titula Cultural Constructions of Identity: Meta-ethnography and Theory que publicará con la prensa de la Universidad de Oxford.
7 Steps to a Language-Rich, Interactive Foreign Language Classroom are research-based strategies designed to increase comprehensible input and provide low-stress opportunities for language output and interaction. The practical techniques found in the 7 Steps provide an essential foundation for building an energizing classroom environment in which students are motivated and engaged, while offering access points to any target language in a way that is comprehensively scaffolded for various language levels.
Participants will learn • Experience-based classroom strategies (via simulations) in multiple foreign languages • Innovative ways to use visuals and vocabulary as tools for building comprehension • Easy-to-implement structures for speaking, reading, and writing in the target language • Research-based, practical techniques from the new book, 7 Steps to a Language-Rich, Interactive Foreign Language Classroom: Strategies for Teachers of Languages Other Than English (LOTE)
Anna Matis created this training for novice and seasoned LOTE teachers to transform the foreign language classroom into an interactive environment in which students are engaging in target language academic structures from day one.
The revised ELPS Toolkit is your convenient and comprehensive resource for effective lesson development. It is designed to help teachers incorporate the ELPS when planning lessons and delivering instruction. This interactive training will provide you with the tools that you need to seamlessly incorporate the ELPS Toolkit into your lesson design to help you meet the instructional needs of your ELL students!
Designed with English language learners (ELLs) in mind, the ELPS Toolkit illustrates concepts aligned with Sheltered Instruction such as creating language objectives, accessing prior knowledge, building vocabulary and concept knowledge, engaging students with interaction, teaching learning strategies, and assessing student progress.
All participants will receive a copy of the new ELPS Toolkit ($60) with this registration! If you already have a copy, but would like to attend the training, please contact Daniel Schaetz (email@example.com)
Instructional leaders must be able to discern quickly whether teachers of English Language Learners (ELLs) are delivering instruction that meets student needs. The ELPS Observation Guide will help you do exactly that, by giving you concise, concrete examples of instruction aligned to the English Language Proficiency Standards (ELPS). As an instructional leader, this will familiarize you with what you should be seeing when visiting classrooms.
This training will walk participants through the guide and allow them the opportunity to practice using the tools therein. By the end of the workshop, participants will be able to use the guide with confidence to improve outcomes for the ELLs they serve.
All participants will receive a copy of the new ELPS Observation Guide ($60) with this registration! If you already have a copy, but would like to attend the training, please contact Daniel Schaetz (firstname.lastname@example.org)
San Antonio (December 6, 2018) – The Texas high school attrition rate has declined from 24 percent last year to 22 percent in 2017-18 – the lowest rate in over three decades. In 1985-86, when IDRA conducted the state’s first attrition study, the rate was 33 percent and grew as high as 43 percent in later years. It has taken over three decades to improve by 11 percentage points. At this pace, Texas will not reach universal high school education for another two decades and stands to lose over 2.3 million more students.
There were nearly 5 million English language learners in U.S. public schools in fall 2015, according to the most recent available data from the National Center for Education Statistics. This represented 9.5% of U.S. public school enrollees, an increase from 8.1% in 2000.
English language learners (ELLs), a broad term that refers to students with limited English proficiency, are a diverse group from many different states and native language backgrounds. The educational experiences of ELLs also vary greatly across the country, as states and schools differ in how to identify ELL students and in how to teach them. Regardless of approach, ELLs represent a growing part of the U.S. student body.
Here are six facts about English language learners in U.S. public schools.
1 California has the highest number and share of English language learners. The more than 1.3 million ELL students in California made up 21% of the state’s total public elementary and secondary school enrollment in 2015, around double the 9.5% nationwide share. English learners made up 10% or more of the student body in seven other states, many of them in the Southwest: Nevada (17%), Texas (17%), New Mexico (16%), Colorado (12%), Alaska (11%), Kansas (11%) and Washington (10%). States with the lowest percentages of English language students included Mississippi (2%), Vermont (2%) and West Virginia (1%).
Providing quality instruction to English Learners of various levels of language proficiency is no easy task. It requires that classroom teachers be adept at strategically linking academic vocabulary with content area instruction.
Linking language and content is simple, but simple doesn’t mean easy! In Sheltered Instruction: The Blueprint, teachers will explore four key components of sheltering instruction, and will use sample students throughout the training to build capacity in moving theory to practice.
Participants will leave this training prepared to better serve the ELs in their classrooms, and improve learning outcomes for all students.
What: Sheltered Instruction: The Blueprint (FA1840578)
Educational leaders are continually looking for ways to accelerate English Learner achievement. In this institute, John Seidlitz, co-author of English Learners in Texas: What Administrators Need to Know, will share with attendees the foundations for success for leaders of EL programs. Participants will explore a process for reflecting on and strengthening their practices for ensuring EL achievement, and will receive a copy of the 2ndEdition of English Learners in Texas: What Administrators Need to Know.
Fabio is an experienced cross-cultural interpreter, language teacher and interpreter trainer. He has recruited, screened, tested, selected, trained and supervised hundreds of interpreters. Fabio has been able to share his expertise at different levels within the interpreting industry through the development, implementation, and teaching of interpreter training’s and continuing education courses. As an advocate across the United States he has assisted with development of national medical interpreting standards, including making recommendations for Texas House Bill 233 from the 2009 legislative session, which specified the creation of and strategies for implementation of applicable regulations for health care interpreters and translators.