Decrease anxiety about learning English with mobile gaming

It’s normal to experience some anxiety when speaking a second language. When paired with large class sizes and limited opportunities for practice during class time, however, this anxiety can limit a person’s ability to perform in the language classroom.

In order to become proficient in a second language, learners require extensive practice with the language such as with new vocabulary words and grammar.

The more learners practise the target language, the more fluent they become: language use becomes more automatic and natural.

In our recent study, we found that mobile gaming may reduce anxiety and encourage oral fluency in second language learners.

Read more here.

Article appears in theconversation.com

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Baltimore County schools are rapidly adding students. More than half are immigrants or speak another language. -Baltimore Sun

Baltimore County’s school system is absorbing a wave of immigrants that has fueled rising enrollments the past few years, adding thousands of students who teachers say are enriching their schools but also stretching the system to find additional seats and new ways to teach them.

Just since Oct. 1, more than 900 new students have enrolled in the county school system — and 710 of them spoke English only as a second language, if at all.

The county school system has grown steadily over the past decade, a sign, Interim Superintendent Verletta White likes to say, that the system is successful and attractive to parents. But the large numbers of new students are also taxing the system’s facilities.

Change came quickly to Bedford Elementary, a small brick school set squarely in a neighborhood of modest, single-family homes inside the Beltway near Liberty Road. Just a few years ago, there were 15 students whose native tongue was not English. After an influx of Africans from French-speaking countries as well as Nigerians, that number has almost tripled to 42, or 11 percent of students at the small elementary school.

At first, the teachers taught those new students using the same techniques they used for everyone else. Now classroom teachers are learning how to incorporate information in their lessons that can benefit those whose native tongue isn’t English. This school year, teachers are adding pictures, graphs and charts to their lessons to provide students with information they can grasp without a lot of English vocabulary. Christina Connolly, Bedford’s principal, said the school is still working through the issues associated with teaching immigrants, but she believes it has begun to make progress.

Read more here.

Article appears in baltimoresun.com

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Join us on February 27th for Guided Reading in the Bilingual Classroom – Part 2 – Comprehension

Are you a bilingual educator who would like to transform your guided reading sessions and boost students’ comprehension?

If so, please join us as we reflect and broaden our understanding of comprehension strategies that build students’ confidence and competence, as they become more strategic readers. We will highlight several effective learning activities and discuss how to scaffold them for different reading levels. These effective, research-based practices can be implemented the next day to further support the diverse needs of your bilingual students.

What: Guided Reading in the Bilingual Classroom – Part 2 – Comprehension (SP1940877)

Register HERE .

When: February 27th, 2019 9am-4pm

 

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ESL Academy -Feb. 19-21

Upcoming ESL Academy Opportunities

Do you have staff who need to to prepare for the TEXES 154 ESL certification exam? We offer an ESL Academy here at the Region 13 ESC next week!

What: ESL Academy (SP1939306)

Who: Teachers of ELs

When: February 19-21, 2019

Where: Region 13 ESC, 5701 Springdale Rd, Austin, TX 78723

Register HERE.

 

Can’t make it next week? Try the ESL Academy Online.

This self directed online course provides a foundation for understanding language acquisition and explores best practices in ESL instruction while preparing participants for the TExES exam #154: English as a Second Language Supplemental.

The online course includes a copy of the ESL Academy Notebook. ($60 value) The notebook includes examples to support participants’ understanding of the 10 Competencies for the exam, as well as several embedded practice questions, and a practice exam to assist the participants in continued studying prior to their taking the TExES #154. Learn more about the ESL Academy Notebook here. After you register for this course you will be contacted so we can confirm your shipping address.

An electronic copy is also provided in the course so you can get started right away, but we do recommend using the printed copy for this review course.

If you do not wish to receive the printed ESL Academy Notebook, please be sure to opt-out by using the following promotional code during checkout: ESLOPTOUT

When you opt-out, your registration fee will be adjusted to $240.

What: ESL Academy Online (FA1635950)

Who: Teachers of ELs

When: Access anytime

Where: Online

Register HERE.

 

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Getting Secondary Newcomer ELs to Graduation

Maybe none have it harder than those arriving after the age of 15. Unlike younger Newcomer ELs who can develop language and content knowledge over time, those aged 15-18 don’t have a moment to lose. In just a few years, these students are expected to learn to listen, speak, read and write in English, acquire at least 22 high school credits AND pass the 5 necessary STAAR EOCs.

If we want our Newcomer ELs to feel safe, supported and successful, it requires the shared vision of the school and community. As administrators, counselors, registrars and teachers, it is our responsibility to support and guide them along this challenging path to graduation. Our ability to support effectively requires a complete knowledge of our school and community resources, and state and district regulation. Perhaps most importantly, we need to know our students and their needs.

In this training we will attempt to address some of these items, including but not limited to:

– Navigating credit acquisition

– Course scheduling

– Cultural proficiency development

– Family/community supports

 

Click HERE TO REGISTER.

What: Getting Secondary Newcomer ELLs to Graduation (SP1939955)

Who:  Administrators, Teachers, Counselors, Registrars, Parent Support Specialists and other stakeholders of Secondary Newcomer ELs

When: March 5, 2019 9am-4pm

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Differentiation Playbook from Newsela

In a 2018 survey, nearly half of teachers reported feeling unprepared to differentiate instruction.* In The Differentiation Playbook: 7 Key Plays for Today’s Educators, you’ll find key insights on differentiation across content areas, how differentiation intersects with culturally responsive teaching, and how administrators can support teachers in achieving successful differentiation.

Read more here.

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Update: On February 27th, Guided Reading in the Bilingual Classroom – Part 2 – Comprehension

Are you a bilingual educator who would like to transform your guided reading sessions and boost students’ comprehension?

If so, please join us as we reflect and broaden our understanding of comprehension strategies that build students’ confidence and competence, as they become more strategic readers. We will highlight several effective learning activities and discuss how to scaffold them for different reading levels. These effective, research-based practices can be implemented the next day to further support the diverse needs of your bilingual students.

What: Guided Reading in the Bilingual Classroom – Part 2 – Comprehension (SP1940877)

Register HERE .

When: February 27th, 2019 9am-4pm

 

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On February 12th -Effective EL Engagement & Formative Assessment Strategies

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).

*This training and the training titled Strategies that Advance ELs’ Academic & Linguistic Success (FA1838895) are best taken in sequence as they complement each other, but it is not required.

Click HERE TO REGISTER.

What: Effective EL Engagement & Formative Assessment Strategies (SP1939845)

Who:  Instructional Coaches and Teachers of ELLs.

When: February 12, 2019 9am-4pm

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Title III -Family Engagement & Community Engagement Resource Tool

Title III, Part A of the Elementary and Secondary Education Act (ESEA), as reauthorized under the Every Student Succeeds Act (ESSA), aims to ensure that English learners (ELs) and immigrant students attain English proficiency and develop high levels of academic achievement in English. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet.
New resources are being developed to support ESCs and LEAs as they implement activities to support Title III.

The Family Engagement & Community Engagement Resource Tool can be downloaded here.

This Title III, Part A: Increasing and Strengthening Family Engagement & Community Engagement resource details how Title III, Part A-funded local educational agencies (LEAs) and ESCs (Fiscal Agents) are required to provide supplemental parent outreach training and activities, family outreach and training and family literacy services, and community participation programs to English learners (ELs), immigrant students, and their families.

Title III, Part A, Section 3115 (a) and (c)(3)(A)(B) requires engagement activities for parents, family, and community. This resource tool outlines best practices for:

• Family Engagement Activities; and
• Community Engagement Activities

Find more here.

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