strategies

2. WHY THIS CLASS?
• 2015 – 9.5% OF PUBLIC SCHOOL STUDENTS WERE IDENTIFIED AS ENGLISH LANGUAGE LEARNERS
• THAT’S 4.8 MILLION STUDENTS
• AN INCREASE OF APPROXIMATELY 25% IN 15 YEARS
• MARYLAND 7.2% OF PUBLIC SCHOOL STUDENT POPULATION
• US BORN (K-5 = 55%, 6-12 = 72%)
• FOREIGN BORN (K-5 = 45%, 6-12 = 18%)
• CITY = 14%, RURAL 4%
• 77% HISPANIC ORIGIN

5. WHO ARE EL?
•NEWCOMER
•RECLASSIFIED FLUENT ENGLISH PROFICIENT
•LONG TERM ENGLISH LEARNER
•STANDARD ENGLISH LEANER
•LIMITED/INTERRUPTED FORMAL EDUCATION
•SEAL OF BILITERACY STUDENTS

6. WHAT IS THE GOAL?
•PROFICIENCY
•BRIDGING (REACHING)
•EXPANDING (EXPANDING)
•EMERGING (ENTERING)
•THRIVE
•RIGOR
•EXCELLENCE
This Photo by Unknown Author is licensed under CC BY

7. HOW DO YOU
ACHIEVE THAT GOAL?
•EXPECT
•ENGAGE
•OBSERVE
•SUPPORT
•REFLECTThis Photo by Unknown Author is licensed under CC BY-NC-ND

8. WHEN WILL YOU HAVE
TIME?
• BY EMBEDDING SUPPORTS WITHIN YOUR
INSTRUCTION YOU CAN MAINTAIN HIGH
EXPECTATIONS.
• GOOD PLANNING WILL ADDRESS THE
NEEDS OF ALL LEARNERS THUS MAKING IT
THE MOST EFFECTIVE AND EFFICIENT USE
OF YOUR TIME.This Photo by Unknown Author is licensed under CC BY-NC-ND

9. WHAT ABOUT MY OTHER STUDENTS?
•HOWEVER, THE STRATEGIES
TARGETING EL’S WILL BENEFIT ALL
STUDENTS.
• HOWEVER, CULTURAL AWARENESS
IS NECESSARY TO ENHANCE THE EL
EXPERIENCE.
This Photo by Unknown Author is licensed under CC BY

10. 5 GUIDING PRINCIPLES THAT ADDRESS ALL
PREVIOUS QUESTIONS…
•EL’S BRING MANY STRENGTHS TO THE CLASSROOM.
•EL’S LEARN BEST WHEN THEY ARE TAUGHT IN A WELCOMING AND SUPPORTIVE SCHOOL
CLIMATE.
•EL’S SHOULD BE TAUGHT LANGUAGE AND CONTENT SIMULTANEOUSLY.
•EL’S BENEFIT WHEN THEIR TEACHES COLLABORATE TO SHARE THEIR EXPERTISE.
•EL’S EXCEL WHEN THEIR TEACHERS LEVERAGE ADVOCACY AND LEADERSHIP SKILLS.

11. EL AND FAMILY
WELCOMING
CHECKLIST
• ACTION STEPS: TO MAKE A
MORE WELCOMING
ENVIRONMENT FOR EL’S AND
FAMILIES OF EL’S I WILL…
• 1
• 2
• 3

12. POSSIBLE ROLES
OF TEACHERS IN
TEACHING
LANGUAGE AND
CONTENT

13. OPTIONS FOR COLLABORATION
WHEN TIME IS LIMITED
• DISCUSSION QUESTIONS:
• WHY DID YOU CHOOSE THE COLLABORATION
MODEL OR STRATEGY THAT YOU DID?
• WHEN AND HOW MIGHT YOU USE THIS MODEL
OR STRATEGY?
• WHAT STEPS DO YOU NEED TO TAKE IN ORDER
TO IMPLEMENT IT SUCCESSFULLY IN YOUR
CONTEXT (SCHEDULING, PLANNING TIME,
RESOURCES)?

14. EL
ADVOCACY
EQUITY
AUDIT

15. STEPS FOR EL
ADVOCACY AND
IMPLEMENTATION
SUGGESTIONS

16. LEADERSHIP SKILLS
SELF-AWARENESS
CHECKLIST
• WHAT AREAS AM I STRONGEST IN?
• WHAT AREAS AM I WEAKEST IN?
• WHAT IS ONE EXAMPLE OF HOW
EACH LEADERSHIP SKILL AFFECTS MY
WORK WITH EL’S?
• WHAT IMPLICATIONS ARE THERE FOR
MY LEADERSHIP IN ADVOCATING FOR
AND SUPPORTING EL’S?

17. COMPARISON OF GUIDING PRINCIPLES
SLIDE 10 GUIDING PRINCIPLE
• EL’S BRING MANY STRENGTHS TO THE CLASSROOM.
• EL’S LEARN BEST WHEN THEY ARE TAUGHT IN A WELCOMING AND
SUPPORTIVE SCHOOL CLIMATE.
• EL’S SHOULD BE TAUGHT LANGUAGE AND CONTENT SIMULTANEOUSLY.
• EL’S BENEFIT WHEN THEIR TEACHES COLLABORATE TO SHARE THEIR
EXPERTISE.
• EL’S EXCEL WHEN THEIR TEACHERS LEVERAGE ADVOCACY AND
LEADERSHIP SKILLS.
MY GUIDING PRINCIPLE
• 1.
• 2.
• 3.
• 4.
• 5

18. BIBLIOGRAPHY
• FENNER, DIANE STAEHR AND SNYDER, SYDNEY. (2017). UNLOCKING ENGLISH LANGUAGE LEARNERS’
POTENTIAL. THOUSAND OAKS, CA: CORWIN (FIRST EDITION)
• SINGER, TONYA WARD. (2018). EL EXCELLENCE EVERY DAY. THOUSAND OAKS, CA: CORWIN (FIRST
EDITION)
• WEBSITE - HTTPS://NCES.ED.GOV/PROGRAMS/COE/INDICATOR_CGF.ASP