Mental Health Month: Supporting Multilingual Learners (MLs) in Schools
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This publication is additional guidance for States, districts and schools and was produced by The National Center for English Language Acquisition (NCELA) under the U.S. Department of Education. This resource is essential to following obligations in federal law to ensure that English learners have equal access to high-quality education and achieve their academic potential.
Diversity, equity, and inclusion is the cornerstone of education. As leaders, we must ensure all teachers have tools and strategies grounded in the diversity, equity, and inclusion of all students. Leading with this belief in mind addresses the disparities we see in learning outcomes. This PowerPoint will provide insights into how to empower your English learners (ELs), strategies you should see in your ESL classrooms, factors that impact teacher quality, and much more. I hope this is of great use to you and your team.
What do you see in the first picture? How are they working? What good strategies can we see? Now, what about the second picture? Are we giving our ELs everything everyone else has, even if they don't need it? Not giving them what others have is equity. What do they need, and how do I provide it?
As your district works to create a safe, equitable, and inclusive learning environment for students, data is one of the best tools at your disposal. Data on different cultures, languages, trainings provided, qualified teachers, and what tools they have at their fingertips.
How much time have you invested in the process once you receive an English learner at your school? Remembering their names is just a start. It makes a huge difference once parents see your interest. Many leaders show they are truly vested in their students and families. Let's ensure we are doing all we can, so students can be academically successful.
What is the first thing you see when you walk into an ESL/ESOL classroom? A classroom full of engaged students or a quiet class with little engagement. Is the teacher focused on language systems or language as communication? Is the teacher using the WIDA standards and student data to drive instruction? You and your teacher must understand how ELs learn and then be able to provide the required academic instruction.
You should see many engaging strategies; this slide will share a few.
Delivering Teacher impacts are seen through high-quality student-centered instruction, promoting high levels of student engagement, clear assessment strategies for student learning, positive behavior management strategies, and evidence of students' language and academic growth. Let's see a few more suggestions in the slide.
Some factors that impact student learning are age, personality, motivation, experiences, native language, general aptitude and cognitive abilities, and finally, curriculum and instruction. Check out some other factors.
As the leader, you should see accelerating learning gains of ELs—teachers who cultivate relationships and are culturally responsive. Take a look at the current slide to see what else.
This section includes a series of webinars created in collaboration with the Regional Educational Laboratory Northeast & Islands (REL NEI). The series of four webinars are focused on strategies to implement high-quality instructional practices for English learners in the content area classroom. The instructional practices are beneficial for content area teachers and essential for English language learners. The webinars have been designed to align with the VIDE Vision for English learners and the practices described in the VIDE English Learner Manual. This section will also be posting ongoing professional development based on the district's needs in working with ELs.
The Series of Four Webinars Include the following topics:
Session 1 - Concurrent Content and Language Learning: Defining English Language Development: Students learn grade-level academic language and content simultaneously through dedicated and integrated English language development (ELD).
Session 2 - Academic Discussion and Quality Interactions: Promoting students’ practicing of academic talk provides the building blocks for deep learning.
Session 3 - Integrated, Scaffolded Instruction in Disciplinary Language and Content: Scaffolding provides instruction to students at the appropriate level to both challenge them and allow them to access learning.
Session 4 - Formative Assessment for English Learners: Formative assessment practices allow educators to assess for learning and to adjust instruction of both language and content.
The Virgin Islands Department of Education (VIDE) and community stakeholders have collaborated to design this reference tool, The Parent Support Handbook, to support parents for the safe reopening of schools as we embark on a virtual learning environment. The resource provides tips for English learners, students with disabilities, and so much more. The resource reflects feedback shared by stakeholders and has been compiled into a reader-friendly document for ongoing support and guidance. This incredible resource is in English, Spanish and Haitian Creole. Take advantage of this wealth of information.
Get started using our OER authoring tool, Open Author. This video walks you through how to author and remix; including how to add and format content, import and attach resources, embed media, add co-authors, check for accessibility, describe your resource, select a license, align to standards, publish, and download.
Created by ISKME. Licensed Creative Commons BY-NC-SA.