English Language Learners In Middle And High School Adlit

Bonisiwe Shabane
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english language learners in middle and high school adlit

How can schools help close the achievement gap for English language learners (ELLs) and what can we do to increase college readiness for these students? Our panel of experts discusses ways that schools can become more and improve instruction for ELL students. Learn about techniques for building trust and partnerships with families; ways to adapt classroom instruction to improve comprehension, and strategies to increase college readiness. Kathleen Leos is the President and CEO of The Global Institute for Language and Literacy Development (GILD), which advises state and district departments of education and higher education institutions on transforming education into high-quality,... Previously, Ms. Leos served as the Assistant Deputy Secretary and Director to the US Department of Education’s Office of English Language Acquisition (OELA), where she was principal advisor to the U.S.

Secretary of Education on all matters related to ELL students. Deborah Santiago, is the co-founder and Vice President for Policy and Research at Excelencia in Education where her current research focuses on state and federal policy, accountability, program evaluation, and student success in higher... Previously, Deborah worked with federal agencies to evaluate how their programs served Latinos and produced multiple reports on the status of Latinos in education as the Deputy Director of the White House Initiative on... Susan Lafond creates and leads professional development programs for the new York State United Teachers Union and serves on the American Federation of Teachers’ English Language Learning advisory cadre. She was a classroom teacher for 20 years, including ten years as an ELL instructor. Delia Pompa: How can schools help close the achievement gap for English language learners and what can we do to increase college readiness for these students?

Please join me for the four-part AdLit.org webcast. Students who are learning English are often called English Language Learners (ELLs) or English Learners (ELs). School Districts are required to make sure that their English Learner students can participate in meaningful ways in the school and its programs. Sometimes, making sure that the student can participate means offering interpretation or translation. If you have questions about how or whether an English Learner student can participate in a school program or service, try: If you need help, please contact OEO.

Learn more about how school districts can provide meaningful access for students learning English by reading the US Department of Education's English Learner Toolkit. Available in multiple languages on the US Department of Education's website, here: https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html Learn more about English Learner Assessments and Programs at OSPI's Migrant/Multilingual web page: here Read more about how (and why) public schools are doing more to help students keep and build skills in multiple... This section includes a number of resources focused on English Language Learners (ELLs) in middle and high school. Topics include reading instruction for older students, content instruction, social and emotional issues, and college readiness. To see great ELL instruction in middle and high school classrooms, take a look at our classroom video library!

Select a subgroup characteristic from the drop-down menu below to view relevant text and figures. NOTE: U.S. average is for the 50 states and the District of Columbia. Includes all ELs, regardless of program participation. Excludes ELs who are enrolled in prekindergarten. Data for the Bureau of Indian Education (BIE) include programs designed for Native American students learning and studying Native American languages.

Data for Puerto Rico are for students with “limited Spanish proficiency” or Spanish learners (SLs), instead of “English Learners,” as Spanish is the language of instruction in Puerto Rico. However, Title III-A requires that an outcome of such programs be increased English proficiency. Figures are plotted based on unrounded data. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “State Nonfiscal Survey of Public Elementary/Secondary Education,” 2021-22; and EDFacts file 141, Data Group 678, 2021-22. See Digest of Education Statistics 2023, table 204.20.

1 Data are based on locales of school districts. NOTE: Data in this figure represent the 50 states and the District of Columbia. Includes all ELs, regardless of program participation. Excludes ELs who are enrolled in prekindergarten. Figures are plotted based on unrounded data. Detail may not sum to totals because of rounding in the data labels.

There are over 130,000 multilingual English learners in Washington state. Our goal is to support all multilingual learners to meet state standards and develop English language proficiency in an environment where linguistic and cultural assets are recognized as valuable resources for learning. School districts must ensure that multilingual learners with limited English proficiency are able to participate meaningfully in school and are not denied access to equal educational opportunities. It is important that students who need additional help learning English get the support they need to be successful in school. English language development programs are required to be: The Transitional Bilingual Instruction Program is funded by the state of Washington, and the Title III program is funded by the federal government.

The goal of both programs is for students to develop English language proficiency while developing academics at grade level. Funding for the Transitional Bilingual Instruction Program and Title III may pay for things like teacher salaries, professional development and training for teachers, materials to help students learn English, parent involvement and literacy activities,... Using sentence frames with ELLs Teacher Sheila Madji explains what a sentence frame is and how she might use this strategy with ELLs. Pre-reading strategies for comprehension Learn about pre-reading strategies that will lay the groundwork for ELLs to tackle new texts. Watch as these strategies are put into action to help ELLs learn “A Christmas Carol”. Creating an engaged and active reader Learn how to engage ELLs as readers through strategies such as frequent comprehension checks and higher level thinking activities.

Learn how middle and high schools can partner with multilingual families to support older ELLs’ success. This article includes strategies, recommended resources, and videos featuring educator voices. Learn how middle and high school teachers can target their instruction to support ELL success with these tips from a veteran high school ELL teacher. The English Learner (EL) population in the United States has increased by 8.1 percent between 2000 and 2017, with an increase in percentage in all but seven states and the District of Columbia (U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics [NCES], 2020).

For the purposes of this summary, EL will be used because of it is the commonly accepted term of the U.S. Department of Education, while other terms such as emergent bilinguals or multilingual learners are emerging in the literature. In addition, this summary focuses on students learning English which may be a second language, or could be a fourth or even fifth language, but what they share is that they are currently learning... Ten states have an EL population of 10% or higher. Approximately 8.6% of 6th grade students and 7% of 8th grade students in the United States were English Learners as of the fall of 2017, with a larger percentage being represented in urban than... With rapidly increasing numbers of ELs throughout the United States, it has never been more important to ensure that their needs are being met not just academically, but specifically their multiple and intersecting identities...

63). Additionally, they may start to identify themselves in different ways based on context, but also begin to become more aware of their “social identities such as race, gender, social class, religion, sexuality, and immigration... 63). ELs have to navigate their developing intersecting identities along with their multiple and intersecting social identities necessitating additional social-emotional supports in order for them to be academically successful (Yoon & Uliassi, 2019). For the purposes of this discussion, we will conceptualize identity as not a simple construct, but rather one that is multifaceted and often contextual. Specifically, we will use Yoon’s (2010a) definition of identity as follows: “the multiple and shifting presentations of self that are demonstrated through actions and emotions” (p.

20). The following sections of the article review describe research-based approaches to address the identity needs and supports to develop a sense of belonging for the growing population of ELs in connection to best practices... Overview and Connections to The Successful Middle School: This We Believe In order for the identity development and belonging needs of ELs to be met, many practices identified in the Association for Middle Level Education’s position statement in TWB (Bishop & Harrison, 2020) need to... Educators respect and value young adolescents. The school environment is welcoming, inclusive, and affirming for all.

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