American Institutes for Research’s Post

Multilingual Teachers It’s been observed that many children who do not speak English well gain a lot from devoted teachers who are multilingual and can aid in their linguistic acculturation. Read more here: https://rb.gy/g3xdb. #DaycareAndPreschool #NewYorkNY #MultilingualTeachers

SEAL partner Center for Equity for English Learners released a research brief about their study on the Bilingual Teacher Professional Development Program (BTPDP). 📊 Key findings revealed successes in increasing the bilingual teacher workforce, as well as challenges that must be addressed to ensure the state’s vision can be realized. The authors offer recommendations on how together we can address bilingual teacher shortages. Read today: https://bit.ly/3GozfzR #BilingualEducation #TeacherDevelopment #EducationResearch

Great insight

So excited and honored to be offered the opportunity to write the middle years curriculum for the Bilingual Literacy program for the Camden City School District. One of the greatest misconceptions when delivering instruction in a Bilingual Literacy class is "If you teach this class what does the ESL teacher teach? A bilingual literacy class is necessary as many students come to this country with limited if any literacy skills in their native language. A child with a strong literacy foundation in the native language will be able to transfer many skills to the second language. Phonological awareness, for example is a skill that has been identified as transferable to a second language in several quantitative studies. If knowledge is effectively and strongly developed in the native language, then it can be efficiently transferred to a second language. Literacy and academic proficiency in the first language foster conceptual and academic growth. This, in turn, facilitates literacy acquisition and academic achievement at the highest levels in the second language. Exciting work!!! #bilingualeducation#camdencityschooldistrict#curriculumwriting

COVID-19 brought unprecedented challenges to our education system with respect to early language development. A research paper from the University of York in summer 2022 sheds light on the experiences of children starting school in September 2020, and how their journey differed from previous cohorts. Key Findings: 🏫 School closures led to significant learning losses, particularly in reading and maths for Key Stage 1 pupils. 💰 Disadvantaged children faced greater challenges, widening the inequality gap. 🌎 Children learning English as an additional language (EAL) were disproportionately affected by the pandemic. The findings emphasise the critical role of high-quality language learning provision in a child's development, especially important for those from disadvantaged backgrounds or with English as an Additional Language. We’re running a short 20 min webinar and Q&A at the end of August for International Schools to discuss the language gap following the pandemic and practical steps that can be taken to ensure it’s minimised. 💡🔬 Find out more and sign up here: https://lnkd.in/eVszuRhC I’ve linked to the research paper in the comments below if you’re interested in reading the document in full. #languagelearning #english #literacy #earlychildhoodeducation #earlyyears #primaryeducation #education #internationalschools #englishasasecondlanguage

Check out my latest story from CNS:  The state needs to better fund the education of English language learners, despite recent budget increases, teachers in the field say. Educators report that English learners have increased needs since the COVID-19 pandemic began, but there are not enough teachers or allocated funds, according to a Joint Legislative Audit and Commission review this year of Virginia’s K-12 funding. The commission evaluates state agencies and writes policy analysis at the request of the state legislature.  The state Standards of Quality formula used to calculate staffing does not adequately account for higher needs students. It underestimates the number of second language teachers needed. The state’s calculation of teachers needed was 47% of the number estimated as needed by workgroups that contributed to the JLARC report. Read more below:

It’s important that all teachers across all grades and content areas have the tools, skills and networks to reach multilingual learners effectively and having served over 200 schools and 100,000 students, we have the team of experts to help schools build this capacity sustainably. #emergentbilinguals #multilingualism #ELLs #teacherprep #bilingualeducation

I'm often asked, "Why DPS?" The answer is straightforward: We are dedicated to achieving educational equity to ensure every student thrives. Our MLE department believes that every single Language Learner can thrive — not by accident, but by design. Denver Public Schools has something special to offer to students new to the U.S. with limited education and literacy skills. The Newcomer Centers provide focused English instruction to boost language and subject proficiency. The Multilingual Education Department works with schools to create programs that value cultural and linguistic diversity, allowing students to use their home languages and cultures as assets. Check out the Newcomer Family Guide to learn more about how these centers support students. Share below why you chose DPS or why someone should consider working for DPS. #DenverPublicSchools #NewcomerCenters #MultilingualEducation #everylearnerthrives #togetherwemove #makechanges

With English learners comprising 10.6% of public school students in 2021, this article discusses why policymakers must prioritize effective language services and instructional practices. #ELL #ELs #MLL #Education

Belief in destiny or mere coincidence? However you choose to interpret it, the truth remains: the encounter between Kinney Lau and his mother, and Ms. Lucinda Lee Katz (formerly Lucinda Wong) half a century ago has left an indelible mark on the landscape of bilingual education in the United States. In this insightful interview, we take a closer look at the beginnings of a case that transformed the educational trajectory of English learners. In the article below, you'll discover how this fateful meeting ignited a revolution in bilingual education, sparking a wave of research and reshaping perceptions. Additionally, you'll learn about paper-sons and gain insight into discriminatory policies that occurred in the US. Read the interview here: https://lnkd.in/dsC4AT_M Listen to the interview here: https://lnkd.in/dT7TPfgn #BilingualEducation #TransformativeEncounters #EducationalHistory #DestinyOrCoincidence