The document discusses advocating for English language learner (ELL) students in New Jersey schools. It notes there are over 276,000 PreK-12 ELL students speaking over 151 languages. The document provides information on ELL student demographics and needs, policies and programs to support ELLs, strategies for teachers, and resources for communicating with ELL parents.
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
English as Gatekeeper
King, E. T., & Scott, L. M. (2014). English as gatekeeper: Linguistic capital and American schools. Journal for Multicultural Education, 8(4), 226-236. doi:10.1108/JME-06-2014-0026
English as Gatekeeper
King, E. T., & Scott, L. M. (2014). English as gatekeeper: Linguistic capital and American schools. Journal for Multicultural Education, 8(4), 226-236. doi:10.1108/JME-06-2014-0026
Please go to our meet-up site if you'd like to download the file http://bit.ly/aXDqzg - Special thanks to Andrew and Nathan Artz from OMGPOP.com for sharing their insights with the group!
Smc2010 International Marketing Congress Dec 3&4 Raz War Branding In The ...pdenayer
PPT document of the presentation made by Pierre De Nayer at International Marketing Congress. Raz*War Branding in the Digital Ages through focus on Relevance.
Agremiados postulados para el otorgamiento del botón por años de inscritos en el marco de la celebración del "43 Aniversario de la Promulgación de la Ley del Ejercicio de la Contaduría Pública".
La Junta Directiva del Colegio de Contadores Públicos del Estado Bolívar atendiendo a lo establecido en el artículo 38, literales a, b y c de los Estatutos de nuestro Colegio nos permitimos presentar a esta honorable asamblea el informe de gestión del periodo julio 2013 a junio 2014.
A presentation for our staff about appropriately reaching ALL of our parents/guardians in our diverse population. All materials were provided by Teaching Tolerance; a project of the Southern Poverty Law Center
Guided ResponseReview several of your classmates’ posts. Base.docxisaachwrensch
Guided Response:
Review several of your classmates’ posts. Based on the position your classmate has taken, assume the role of administrator, teacher, student, or parent and argue the amount of accountability that has been placed on you. Try to illuminate the ripple effect of actions from any position within the educational network. Challenge your classmate so that their strategies always do what is best for students. Respond to at least two of your classmates.
a.
Describe the
characteristics of an LTEL.
The characteristic of an LTEL is that most of the people have lived in the United States. Most people can’t speak the language of English proper because they really don’t want to educate their selves. They are often orally bilingual and sound like nature English speakers do not have well – developed academic literacy skills in English. So many have habits and have learned passivity and invisibility in school. They also have low grade levels in reading and writing including math in school and they are struggling when taking a test. Those that are in this commonplace with low grades and test struggle with reading and writing these are the ones that will likely drop out of school. This is a high risk for children that are not in standard to learn quickly or they are slow in learning to stay in school to go on to college. Most of these children are street wise and they don’t want the education system to help them are be in their lives. “Students who have received LTEL’s programming consistently, but where in these programs have failed to build upon the student’s home languages practices (Menken, Kleyn, and Chae 2012).
b.
Provide suggestions on how teachers can address the challenges of LTEL’s to move them to a proficient level of English learning.
Teachers need to challenges the students to be in different academic activity task skills so they could advance their self to get ready for college and meet the people in other culture of language in their careers. Let them learn some of the new languages from other countries. They also can be taught the culture of many other languages by books, videos, and by someone who may speak the language. Teachers can also do a one –on-one study with the students that are slow to learn.
c.
Share your opinion on how much accountability should be placed on administrates, teachers, students and parents respectively.
The accountability for students’ who test scores they are the cornerstone policy of education in the United States. “The program No Child Left Behind (NCLB) act federalized this approach and made it in some respects more draconian.” Although teachers are getting punished for the behavior of the children test scores because they are responsible for them getting the knowledge and skills to learn. If the child needs a tutor to help them learn better this is the response of the teacher and parents. Many parents need to enter the school and make sure that their child is on top of things in class. .
Michigan Department of Education, Office of Field Services http://www.michigan.gov/ofs provided this presentation, "Giving Something Extra Puts Students on Top" on 2/16/11 at the MI3-Community Learning Forum, "Dispositions and Practices for Facilitated Parent Involvement".
This PPT provides an overview of ColorinColorado.org, a free website providing bilingual resources to parents and educators of ELLs. The website is funded by the American Federation of Teachers and Department of Education.
2. Who are these students?
What can New Jersey schools
and teachers do to educate
them?
3. An English Language Learner is a student for whom English is not his
native or first language. English Language Learner, or ELL, is only
one term to describe this type of student. Other terms include:
CLD, Communicative and Linguistically Diverse learner
ELD, English Language Development, which describes both the student
and the program; not generally used in New Jersey
ESL or English as a Second Language, which describes both the
student and the program
ESOL, English to Speakers of Other Languages
LCD, Linguistically and Culturally Diverse
LEP, Limited English Proficient
NEP, Non-English Proficient
NES, Non-English Speaker
PEP, Potentially English Proficient, a term used to more positively
describe an LEP student
SAE, Student Acquiring English
SLL, Second Language Learner
4. There are more than 276,031 PreK-12 students for whom
English is not their first language. Of this group, 61,702 are
identified as Limited English Proficient. There are approximately
151 languages spoken by English Language Learners in New
Jersey. Of these, the following languages have the highest LEP
enrollment:
Spanish
Korean
Portuguese
Arabic
Gujarati (India)
Mandarin
Polish
Urdu (Pakistan)
Creole (Haitian)
Tagalog
Vietnamese
5. The ELLs enter New Jersey's schools with a variety
of different ability levels. They may have:
never been exposed to English, but have strong first language skills
some command of social/oral English language
a small amount of English literacy, having just begun studying English in their
native country
weak first language skills due to interrupted or limited schooling in their native
land.
ELLs in New Jersey may come from various types of
families:
nuclear two-parent families
extended families, including grandparents, aunts, uncles and cousins
single-parent families
6. What is ELL policy?
The term "ELL policy" to refer to policies at the federal, state, and
local that impact the education of English language learners (ELLs).
This includes:
Federal ELL regulations
State ELL regulations
Local policies at the school or district level impacting ELLs
The history of U.S. language policy
Important national and state court cases
Discussion topics and questions from the field
Current news and updates
Tools for advocacy and engagement
7. To meet the challenges of teaching and learning
on a national and state level, educators and
policymakers need to create or facilitate the
following:
A set of mutually agreed-upon standards for English
language teaching and professional development.
Assessments that accurately measure English language
learner progress, strengths and weaknesses, and school
accountability.
Passage of an immigration bill that encourages all students
to achieve academically at all levels.
Support for school reform to ensure safe and effective
learning environments for all students
8. On a local and classroom level, educators need
to create classrooms that:
Foster a vision of immigrant and English language
learners as assets to our schools, communities and
country.
Use a wide variety of teaching methods, including
collaborative learning.
Base teaching and learning on the needs of individual
students.
Teach many means of communication, including a
strong focus on writing.
9. Schools need the following to effectively
address ELL students:
A research-based process for the effective teaching of ELLs
Curriculum design and lesson planning based on sound pedagogical
principles, practices, and high standards
Strategic methods to employ for making grade-level materials and
resources comprehensible for ELLs
Research-based training on theory, culture, diversity, social status,
and policy of language acquisition
Training, technical assistance, and/or funding for programs and
services for ELL students
Advocacy that will increase awareness as to the coalitions that
support educators who work with ELLs
Resources that will help educators learn more about effective,
differentiated teaching strategies specifically addressing ELLs.
10. How to reach out to parents of ELL
students
Use their preferred language
This is an essential place to start. Without a common language, very little
communication can take place. Here are some ways to build an ongoing relationship
with parents by reaching out through their native language.
Find a fully bilingual interpreter.
Whether a school employee, parent liaison, family member, friend, or community
member, this person can translate for parent-teacher conferences, back-to-school
nights, PTA meetings, and regular communication. It is best to find an adult and not rely
on the student as the translator, as this practice can disempower the parent.
11. Translate the written communications that you
send home.
Find a way to send home personal notes and materials in that language. This will
keep parents in the loop on issues such as report cards, school events, and
homework. Try to offer complete translations in a straightforward preferred
language that parents can understand.
Learn some words in that language yourself.
Even if it is just some common words and greetings, using words in their
language with parents will make them feel welcome.
Put parents in touch with bilingual staff.
Give parents a list of names and phone numbers of bilingual staff in the school
and district who they can contact to deal with educational concerns. Also
encourage them to reach out to other parents who are bilingual or monolingual so
they can share experiences and help one another.
12. Educate parents about the U.S. school system
To support their children's education, the parents of your ELL students
need to understand how the U.S. school system and culture work.
Listen to parents' concerns, answer their questions, and provide them
with written materials in their language. Make sure that they
understand things like:
How your school works-If necessary, review school hours, school
holidays, school rules, school trajectory from pre-kindergarten through
high school, and the school's administrative hierarchy.
Your school curriculum, standards, benchmarks, and materials-
Consider that in many Latin American countries, the curriculum is very
centralized. There is often one set of books. Uniforms are usually
required. And rules tend to be the same for all schools across an entire
country
13. Teacher/school expectations-Explain that teachers hope and expect
that parents will help with homework, find tutors, read books, tell
stories, take their children to the library, visit the classroom, and
become involved in the school.
Parent rights-Make certain that your ELL parents know about their
rights regarding access to interpreters and translated materials from
your school, free lunch programs, your school's ELL curriculum,
supplementary school services that may be available to their children,
and anything else that parents at your school have a right to know. If
your school receives federal funds, provide information on the No
Child Left Behind requirements of schools and the rights of parents.
Language programs-Work in collaboration with your school social
service worker or guidance counselor, and explain the
different language program options that your school has, why they
work the way they do, and why the chosen program may be most
suitable for their children. If parents have doubts, discuss their options
and invite them to visit and observe the class.
14. How to use these resources?
Some settings in which these resources may be useful
include:
Conversations with students, parents, colleagues, and
administrators
Professional development settings district planning
sessions
School board meetings
Meetings with lawmakers
15. Tips from Educators
http://bcove.me/c0muczlb
*In what ways can you advocate for the ELL students in the district in which
you currently work?
*In what ways do can you communicate with ELL parents so that there is open
communication?
16. Resources for teachers to use when they have
ELL students in mainstream classroom
http://www.nj.gov/education/bilingual/
http://www.esl-guide.com/dir/newjersey/index.html
http://nationalclearinghouseforenglishlanguageacquisition
http://colorincolorado.org
http://www.tesol.org
http://www.everythingESL.net