# data[].attributes.body
> Promoting translanguage practices in the classroom can invite discussion, critical thinking, and reflection upon how different languages and their linguistic patterns might help shape perspective and personal or cultural values.

# data[].attributes.body
> Students as agents in the creation of translanguage portfolios doesn't just centre student experiences and interests in the course, but can also provide valuable insights for teachers and administrators in regards to what programming is successful. The portfolios are a valuable resource for student voice.

# data[].attributes.body
> Student perspectives and experiences, along with L1, are critical resources in building literacy in L2
> Reflecting upon perspective should be a natural extension of centring it in the learning process. Therefore, metacognitive exercises can organically culminate cycles of learning and language acquisition.
> Comparison, so fundamental to critical literacy, is not simply a process through which to acquire L2, but is a process which can help distinguish, identify, and analyze systems of power and influence and to critically respond to them (using all available linguistic resources).

# data[].attributes.body
> "is the use of records of a student's work over time and in a variety of modes to show the depth, breadth, and development of the student's abilities."
> "is the purposeful and systematic collection of student work that reflects accomplishment relative to specific instructional goals or objectives."
> "can be used as an approach for combining the information from both alternative and standardized assessments..."
> "has a key elements student reflection and self-monitoring"

# data[].attributes.body
Highlights from Implications:

> ELL students' "learnings should build on the educational and personal experiences they bring to school....In language learning, students should be encouraged to use their previous experiences with oral and written language to develop their second language and to promote their growth to literacy....Students bring to school cultural identities, knowledge, and experiences that should be awarded by instructional practices rather than replaced or forgotten as learning takes place..."

# data[].attributes.headline
What is the Ideal Environment for Language Acquisition?

# data[].attributes.subject
What is the Ideal Environment for Language Acquisition?

# data[].attributes.body
> "in which learners focus on tasks and activities of interest to them, and use language as a tool to get things done..."
> "in which learners' interests and needs serve as the basis for learning activities"

# data[].attributes.body
Highlights from Principles:
> "The student is an active party in acquiring language."
> "Language occurs when the environment is responsive to the student."
> "Environment should focus on meaning rather than on form."
> "Language learning occurs when there is interaction with the environment."
> "Language....is acquired through active, meaning-oriented use."

# data[].attributes.body
> This resource has really captured two aspects of portfolio use that show great promise in supporting ELLs - accessibility/inclusivity and the breadth of documented growth.

# data[].attributes.headline
Multiple Measures to Determine ELLs' Literacy Development (pp. 20-21; p. 71)

# data[].attributes.subject
Multiple Measures to Determine ELLs' Literacy Development (pp. 20-21; p. 71)

# data[].attributes.body
"...it is important to employ and examine the results from multiple assessments when drawing conclusions about the development of English literacy within this [adolescent ELL] population. Multiple measures might assess native language content knowledge and literacy skills, as well as English vocabulary and content knowledge. The formats might include portfolios..."

"The portfolios consistent of student-chosen course projects that highlight the students' careers at Hoover. Teachers explicitly remind students to store their best work throughout their time at Hoover and students participate in a portfolio seminar course in the semester prior to the senior exhibition in order to compile and present their best possible work. Students present the portfolios to community members and faculty in a formal event during the spring of their senior year. The portfolios are evaluate at the event and participation in the showcase is a graduation requirement. Seniors preparing for this important event take pride in the presentation of their cumulative work and look forward to sharing their academic accomplishments with faculty and community members."

# data[].attributes.body
This seems like an important consideration when approaching methods for supporting ELLs. Might this be a useful concept for helping support adult ELLs as well?

# data[].attributes.headline
Who Are Long Term English Language Learners? (p. 4)

# data[].attributes.subject
Who Are Long Term English Language Learners? (p. 4)

# data[].attributes.body
"'Being stuck' - academic struggles and lack of progress toward English proficiency - is the key to defining Long Term ELLs, not the number of years it takes them to become English proficient."

# data[].attributes.headline
Translanguaging in Curriculum and Instruction: A CUNY-NYSIEB Guide for Educators (p. 3)

# data[].attributes.subject
Translanguaging in Curriculum and Instruction: A CUNY-NYSIEB Guide for Educators (p. 3)

# data[].attributes.body
> Moving away from "the two solitudes" (Cummins, 2007).
> ..."international research has conclusively established that new language practices only emerge in interrelationship with old language practices..."
> "...the teacher is aware that the linguistic repertoire of the students goes beyond that of the language practices in the classroom, and that she taps into that repertoire flexibly and actively to educate.

"Translanguaging as pedagogy refers to any instance in which the students' home language practices are used to leverage learning. In some cases, the teacher plans those translanguaging spaces actively and supports them through teacher-led specific activities. In other cases, the teacher allows those translanguaging spaces to happen moment-to-moment, as she engages bilingual students in learning and students themselves make choices about their language use."

# data[].attributes.body
> A major consideration here will be whether students or teachers, or both, will build the portfolio

> How might this be understanding of a portfolio benefits secondary school ELLs of ages 14+? Specifically, how might an authentic embrace of "the linguistic and social realities" of the student acknowledge, affirm, and ultimately empower the student's growth in regards to both BICS and CALP, and specifically in the latter as it can be harnessed for the expression of critical literacy?

# data[].attributes.headline
How Portfolios Aid in ESL Student Assessment

# data[].attributes.subject
How Portfolios Aid in ESL Student Assessment

# data[].attributes.body
"While it is important for teachers of secondary ESL students to understand the theoretical and technical aspects of portfolio usage, it is equally important that they understand how portfolios enhance these students' assessments. The value of a portfolio is inherent in its link to authenticity....The use of portfolios in the assessment of ESL students is effective when the principle of authenticity fully embraces the linguistic and social realities of this student. A portfolio is authentic in that its contents go beyond the collection of traditional worksheets, graded assignments and end-of-unit tests to include a variety of items. These items are samples of a student's broad performance - what and how he or she reads, writes, communicates, and accomplishes tasks. Loyalty to the linguistic and social realities of ESL students means that the teacher collects portfolio samples that reflect work and experiences from the following contexts: (a) within the classroom and "real world" situations; (b) in the form of academic assignments and non-academic tasks; and (c) in English and/or the native language of the student. Further, to benefit ESL student assessment, sensitivity displayed in the collection of portfolio samples is accompanied by an honest judgement of the portfolio based on the broad performances that are displayed, regardless of context or language. Specifically, judgement is focused not just on the acquisition of skills and facts but on (1) modes of thinking expressed in any language or work strategy that aids in the completion of a task, however unconventional these may be, (2) on the diligence exhibited in all tasks, and (3) the degree of growth and improvement relevant to set objectives. The teacher who is sensitive to the ESL student knows that what's important in the end is that the student can figure out assignments, compare and contrast virtually anything, grasp underlying meanings and relationships, and make thoughtful, sound decisions."

# data[].attributes.attachment_link.readable_text
From our experience in the field, IDRA staff can tell you that secondary teachers are getting excited about portfolios as a promising assessment strategy; they are observing how elementary teachers are using them and wondering how they, too, can get into the action. But many implementation questions remain: What are portfolios? What are we collecting? What are we assessing? English as a Second Language (ESL) teachers in particular want to know how portfolios can help them "bring it all together" for their ESL students to create a more realistic profile of what these pupils know and can do. This article describes some possible "how to's" for implementing a portfolio system in the secondary ESL classroom and provides an in-depth discussion of how portfolios can be used as a viable and authentic form of ESL student assessment.

The Portfolio Assessment Concept

Portfolio use in secondary classrooms essentially involves collecting samples of students' work and experiences which reflect through the things they do and say the ways in which they think. Teachers that have paid attention to the process of learning as well as to the products of that learning evident in the portfolio collection can collaboratively assess the students' abilities, skills and knowledge to accurately evaluate, whether or not their teaching is preparing the students for the real world (Batzle, 1992; Tierney, Carter & DeSai, 1991; Valencia, 1990).

Portfolio Collection: The First Considerations

Secondary teachers should realize that portfolio collection and assessment in the secondary classroom, as in other educational levels, is driven by the purpose and organization of ESL instruction (Batzle, 1992; Valdez Pierce & O'Malley, 1992). Before launching a portfolio system, educators must answer the following questions:

What specifically are the objectives that teachers have for particular time periods (the six weeks, semester, year)?

Is the curriculum for ESL students focused on language development only? Or, does it include content skills and knowledge?

Who is responsible for teaching the ESL students, the ESL teacher only or the entire teaching staff?

In a typical ESL program where the school teaches ESL students both language and content and where all teachers are responsible for these students, the assessment should reflect what students can do in all of their classes and for the progress all teachers are responsible for assessing. If we consider that assessment is required for reporting on a six-week and semester, as well as an end-of-year basis, then collection and review of assessment data should occur at these intervals, too, and should be accumulated for end of year reporting.

Secondary ESL teachers should also understand that portfolio assessment is authentic in nature and is focused on student performance. Portfolio assessment is founded on the principle that learning occurs - and can thus be best observed - in the unending variety of settings in which students are actually performing. That is, what is collected should reflect what the students do, say, and think everywhere (Garcia & Montes, 1992; Goodman, Goodman & Hood, 1989). This requires that teachers stretch their imaginations to include activities other than reading and writing in all subject area classes where ESL students are found - language arts, math, science, social studies, home economics, etc. Even activities outside the classroom which teachers can't observe but to which students can relate should be part of this repertoire. If teachers can accept the need for flexibility and are well-grounded in the purpose and organization of ESL instruction in their schools, they can be successful in using portfolios to assess ESL students.

Models for Managing Portfolios in the Secondary School

In one model commonly observed in schools, each teacher maintains student portfolios to track the ESL student's achievement in his or her class. Assessment information is not shared or linked between teachers or classes. This model, however popular, is not the optimal application of portfolios as authentic assessment.

To be authentic, it is important that an assessment technique demonstrate student growth and achievement in a multi-dimensional manner. Therefore, a more viable model is one in which all teachers who teach ESL students contribute to the students' portfolios. This is managed in one of two ways: (a) the portfolio is centralized with one teacher and other teachers contribute by sending samples of student work to that teacher; or (b) each teacher simply keeps individual portfolios of students in their classrooms. In both situations, teachers meet periodically to report growth along common areas (e.g., growth in reading comprehension of math texts, science texts, literary texts, etc., or growth in problem-solving skills evident within math tasks, science experiments, literary analysis activities, etc.) This model of portfolio management is responsive to the concept of authentic assessment because it facilitates collection and review of student data from all sources, targeting all the teachers who work with each student.

Another model is similar to that employed within special education programs. In this model, either a teacher or special program director maintains the collection of data so that all information is centralized with this person. In this model, input relevant to student growth, placement, etc., is provided by all the school personnel who see the students. In addition, parents and outside specialists (such as medical practitioners and counselors) provide input. This "team" meets periodically to conference and make instructional decisions based on a variety of data - observation notes, test results, records of growth and accomplishments, recommendations and past instructional prescriptions. This portfolio model represents optimal assessment and is ideal for ESL students since it allows for maximum input from a broader number of individuals who know the student, both inside and outside the classroom.

Determining Portfolio Contents

Following the typical ESL program model described above, information collected should provide evidence of linguistic as well as cognitive skills, (e.g., information that shows levels of oral proficiency within both communicative and academic dimensions). Also included should be information that demonstrates acquisition of content area concepts and content area skills such as reading and writing skills specific to each subject. Equally important is information representative of the effort put into particular tasks and examples of how the student goes about performing those tasks (Tierney, et al., 1991). The sample items collected should reflect a variety of student work showing what pupils say, do and think. Samples may include written pieces, recorded (video or audio) pieces representing speaking and reading, sketches or drawings, and almost any other evidence of student achievement.

A very important part of the portfolio is what is called secondary evidence (Gottlieb, 1992). These are teachers anecdotal notes, checklists, interviews, etc., which document and summarize what the teachers understand about the students' ongoing growth, mastery and achievement. The publications referenced at the end of this article contain many more examples and guidance on the collection and management aspects of portfolios.

Using the Portfolio for Assessment and Evaluation

Any method of assessment must be guided by specific pre-determined performance standards, behaviors and instructional objectives (Goodman, Goodman & Hood, 1989; FairTest Examiner, 1990; Valdez Pierce & O'Malley, 1992). A common set of objectives around which teachers of ESL students can collectively assess relate to these areas: self-concept, motivation level, task performance level, oral competence, reading skills in the content areas, and writing skills in the content areas.

At one level, assessment involves ongoing, periodic reflection of growth by both teacher and student within each class and by all the teachers who interact with the students whose portfolios are being evaluated. In a portfolio assessment system, this assessment may involve a teacher's cursory review of the portfolio noting changes in specific areas across a specific time period that culminates in a short evaluation.

At another level, assessment involves a more formal examination of what students say, do, and think using locally developed rubrics, such as a checklist, which enumerate the dispositions (e.g., interest in reading), skills (e.g., cause and effect), and/or standards (e.g., substantially completes task assigned) in focus. Assessments are conducted to provide a basis for some final evaluation of the students. This evaluation may eventually be recorded as a grade, rating or mark of some kind for each dimension or subject assessed. Ideally, a mark is also assigned to other factors contributing to achievement, specifically, the effort, diligence and performance levels at which the student worked.

How Portfolios Aid in ESL Student Assessment

While it is important for teachers of secondary ESL students to understand the theoretical and technical aspects of portfolio usage, it is equally important that they understand how portfolios enhance these students' assessments. The value of a portfolio is inherent in its link to authenticity (Goodman, Goodman & Hood, 1989). The use of portfolios in the assessment of ESL students is effective when the principle of authenticity fully embraces the linguistic and social realities of this student. A portfolio is authentic in that its contents go beyond the collection of traditional worksheets, graded assignments and end-of-unit tests to include a variety of items. These items are samples of a student's broad performance - what and how he or she reads, writes, communicates and accomplishes tasks. Loyalty to the linguistic and social realities of ESL students means that the teacher collects portfolio samples that reflect work and experiences from the following contexts: (a) within the classroom and "real world" situations; (b) in the form of academic assignments and non-academic tasks; and (c) in English and/or the native language of the student. Further, to benefit ESL student assessment, sensitivity displayed in the collection of portfolio samples is accompanied by an honest judgement of the portfolio based on the broad performances that are displayed, regardless of context or language. Specifically, judgement is focused not just on the acquisition of skills and facts but on (1) modes of thinking expressed in any language or work strategy that aids in the completion of a task, however unconventional these may be, (2) on the diligence exhibited in all tasks, and (3) the degree of growth and improvement relevant to set objectives. The teacher who is sensitive to the ESL student knows that what's important in the end is that the student can figure out assignments, compare and contrast virtually anything, grasp underlying meanings and relationships, and make thoughtful, sound decisions.

The Importance of Portfolio Assessment for ESL Adolescents

Literature on the assessment of linguistically different students acknowledges that these students, in fact, know much and can perform many meaningful tasks (California State Department of Education, 1986; Sosa, 1993). It also concedes that traditional assessment practices typically do not permit teachers to look inside these pupils' worlds to observe the multitude of experiences and strategies possessed and actually used in students' everyday lives. Experts in authentic assessment assert that knowing what students do, both inside and outside the classroom can provide a clearer indicator of achievement (Goodman, Goodman & Hood, 1989).

But how exactly is it that ESL students can come to be so smart? If one were to track one such youth for a day, one could see that, in addition to the difficulties associated with the lack of English mastery and acceptance by mainstream society, the trials and tribulations of the adult world are also his or hers to handle. A good portion of a typical day may involve helping with younger children at home, working in a real job or jobs, interacting with innumerable adults, and coming face to face with the complexities and dangers of our urban society. Many of these adolescents, by choice or by chance, find themselves in situations which challenge and threaten their status, security, and even their lives.

These experiences bring strong desires not only for such things as money, jobs, and transportation, but also for a good education; they create a need for quick thinking and creativity to manage and solve daily crises. In these situations, students rapidly mature; they come to understand life. They can see connections and relationships between money, skills, success, and survival, and can act upon them. This kind of experience, undoubtedly, makes for a flexible mind and an independent spirit able to communicate, conceptualize, solve problems and make decisions in the real world. Only through authentic assessment is it possible to provide a clear picture of these student's abilities and skills.

Now, not all of the abilities and skills ESL students possess may be ready ammunition for the school's academic demands. There real-life skills may need refinement to be applied to new situations. Students' experiences may need to be extended so that they can become familiar with new environments and obtain practice in solving distinct problems and making decisions on new issues. This scenario, however, is one that calls, not for new learning (the idea of filling up an empty head), but for transferring ideas and concepts from one context or setting to another.

If, as educators, we acknowledge the reality that ESL students have a wealth of knowledge, we cannot callously accept these young men and women as mere statistics in studies that show them to be dismal failures in school. Currently, testing and test results are the sole sources for the indictment of ESL student as failures. In many schools, however, the validity of this practice is seriously being challenged (Batzle, 1992; Haney & Madaus, 1989). The conviction of testing and test invalidity seems almost general across educators in virtually every state. This is evident in the volumes of literature which document the breakdown and downfall of student achievement within the standardized system of measurement. Equally evident in this literature is the focus on portfolios as an alternative to standardized tests. ESL educators are particularly enthusiastic about this trend. They recognize authentic assessment as an opportunity to bridge serious information gaps and are hopeful that the specific practice of assessment through portfolios can indeed bring it all together for our ESL youth.
Resources
Batzle, J. (1992). Portfolio Assessment and Evaluation: Developing and Using Portfolios in the Classroom. Cypress, CA: Creative Teaching Press.

California State Department of Education. (1986). Beyond Language: Social and Cultural Factors in Schooling Language Minority Students. Los Angeles: Evaluation, Dissemination and Assessment Center (EDAC).

Garcia, Y. & Montes, F. (1992). "Authentic Assessment for Limited-English-Proficient Students." IDRA Newsletter, April, 9-11.

Goodman, K. S., Goodman, Y. M., & Hood, W. J. (Eds.). (1989). The Whole Language Evaluation Book. Portsmouth, NH: Heinemann.

Gottlieb, M. (1992). Contents of a Portfolio (training packet). Des Plaines, IL: Illinois Resource Center.

FairTest Examiner. (Winter 1990). "What is Authentic Evaluation?" FairTest Examiner, 8-9.

Haney, W., & Madaus, G. (1989). "Searching for Alternatives to Standardized tests: Whys, Whats and Whiters." Phi Delta Kappan, 70, 683-687.

Tierney, R.J., Carter, M. A., & Desai, L. E. (1991). Portfolio Assessment in the Reading and Writing Classroom. Norwood, MA: Christopher Gordon Publishers.

Sosa, Alicia Salinas. (1993). Thorough and Fair: Creating Routes to Success for Mexican-American Students. Charleston, WV: ERIC Clearinghouse on Rural Education & Small Schools.

Valdez Pierce, L. & O'Malley, J. (Spring 1992). Performance and Portfolio Assessment for Language Minority Students (Program Information Guide, Series 9). Washington, DC: National Clearinghouse for Bilingual Education.

Valencia, S. (January 1990). "A Portfolio Approach to Classroom Reading Assessment: The Whys, Whats and Hows." The Reading Teacher, 338-340.
Dr. Adela Solís is a Senior Education Associate in the IDRA Division of Professional Development. Comments and questions may be directed to her via e-mail at feedback@idra.org.
[©1993, IDRA. This article originally appeared in the November-December 1993 IDRA Newsletter by the Intercultural Development Research Association. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.]

# data[].attributes.attachment_link.title
Portfolios in Secondary ESL Classroom Assessment: Bringing it All Together - IDRA

# data[].attributes.attachment_link.description
From our experience in the field, IDRA staff can tell you that secondary teachers are getting excited about portfolios as a promising assessment strategy; they are observing how elementary teachers are using them and wondering how they, too, can get into the action. But many implementation questions remain: What are portfolios?

# data[].attributes.headline
Assessment Portfolios and English Language Learners: Frequently Asked Questions and a Case Study of the Brooklyn International High School (p. 7)

# data[].attributes.subject
Assessment Portfolios and English Language Learners: Frequently Asked Questions and a Case Study of the Brooklyn International High School (p. 7)

# data[].attributes.body
> "Assessment portfolio systems can be designed to assess knowledge gained or skills developed in any content area....[p]ortfolios provide a rich source of information because they can include documentation of a student's educational background; multiple examples of student work; and scores on norm-referenced or criterion-referenced tests....Moreover, entries in a portfolio are more likely to be representative of the effects of instruction than are commercially-developed, norm-referenced test scores. Portfolios, therefore, can be used by educators to determine how well an educational program works."

> "...an assessment portfolio system is one of the few assessment approaches that accommodate a wide range of learner abilities....The fact that portfolios can demonstrate growth is particularly important for English language learners. Because portfolios are designed to be inclusive and contain authentic descriptions of what students can do, even English language learners at the beginning levels of English proficiency can participate."

# data[].attributes.headline
Underlying Principles of L2 Acquisition...

# data[].attributes.subject
Underlying Principles of L2 Acquisition...

# data[].attributes.body
> Generalizations About Optimal Age for L2 Acquisition
> Ideal Environments for Language Acquisition
> Implications for Teachers in L2 Instruction/Acquisition
> Language Proficiency and Content Areas
> Portfolio Assessment

# data[].attributes.headline
The Sheltered Instruction Observation Protocol (SIOP) Model

# data[].attributes.subject
The Sheltered Instruction Observation Protocol (SIOP) Model

# data[].attributes.body
"The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.

The SIOP Model consists of eight interrelated components:

1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice/Application
7. Lesson Delivery
8. Review & Assessment

Using instructional strategies connected to each of these components, teachers are able to design and deliver lessons that address the academic and linguistic needs of English learners."

# data[].attributes.attachment_link.readable_text
What Is the SIOP Model?

The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.

The SIOP Model consists of eight interrelated components:

Lesson Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice/Application

Lesson Delivery

Review & Assessment

Using instructional strategies connected to each of these components, teachers are able to design and deliver lessons that address the academic and linguistic needs of English learners.

Who benefits from SIOP instruction?

As the number of English learners increases in schools across the United States, educators are seeking effective ways to help them succeed in K-12 ESL, content area, and bilingual classrooms. Research shows that when teachers fully implement the SIOP Model, English learners' academic performance improves. Learn about the SIOP Model research base.

In addition, teachers report that SIOP-based teaching benefits all students, not just those who are learning English as an additional language.

SIOP instruction also benefits students learning content through another language. CAL has conducted research on adapting the SIOP Model for use in two-way immersion (dual language) programs.

To learn more about working with CAL, email the CAL SIOP team.

Spotlight

CAL collaborates with schools, states, and districts to design and conduct SIOP professional development programs that meet their particular needs. Informed by CAL's ongoing research, our experienced SIOP team can provide a range of services, including SIOP workshops, coaching, site visits, and technical assistance.

Learn more about our services.

# data[].attributes.attachment_link.description
The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.

# data[].attributes.body
"Across the curriculum, look for ways in which students' prior knowledge and experience can be expressed and expanded."

# data[].attributes.body
"Provide encouragement for students to present their individual or group project work (e.g., a poster or PowerPoint presentation) in both English and their home languages.

# data[].attributes.body
"Encourage newcomer students to write in their first language and then work with more fluently bilingual students, older students, parents, bilingual teachers or community volunteers to translate their first language writing into English; publish these dual language stories on the school web page or in book form.

# data[].attributes.body
"Purchase dual language books and encourage students to bring these home to read with parents; provide opportunities for bilingual students to write in both their first and second languages in order to create their own dual language books.

# data[].attributes.headline
What Works? Research into Practice: Promoting Literacy in Multilingual Contexts (pp. 3-4)

# data[].attributes.subject
What Works? Research into Practice: Promoting Literacy in Multilingual Contexts (pp. 3-4)

# data[].attributes.body
"Link the curriculum to students' prior knowledge and encourage them to read and write extensively: The following strategies have proven effective in linking ELLs' new learning to their prior knowledge, and in promoting active literacy engagement:

# data[].attributes.body
How can the SIOP model help scaffold lessons and programs intended to build translanguage portfolios?

# data[].attributes.body
b. What are best practices for including translanguaging pedagogy in the classroom?

# data[].attributes.body
a. How might translanguage portfolios help teachers learn more about their students and appropriately adapt course materials, instructions, and goals?
b. Could this learning help transform teacher practice?

# data[].attributes.body
b. How might translanguage portfolios help to track student progress throughout a program and facilitate appropriate intervention?

# data[].attributes.headline
How might translanguage portfolios help to foster CALP (in critical literacy or otherwise)? 

# data[].attributes.subject
How might translanguage portfolios help to foster CALP (in critical literacy or otherwise)? 

# data[].attributes.body
This question has grown out of our learning about the role of whole-school approaches to English language learning, and how an ESL or English program might coordinate efforts to support student growth. I have a hunch that  a portfolio would also help with my goal of helping students to develop a sense of empowerment and agency through the collection of their work, because it would lend itself to synthesizing and reflecting upon knowledge, comparing growth and alternative perspectives, and to practice a metacognitive stance.

# data[].attributes.headline
How can translanguaging help to empower ELLs by fostering CALP in critical literacy? 

# data[].attributes.subject
How can translanguaging help to empower ELLs by fostering CALP in critical literacy? 

# data[].attributes.body
This question developed out of my initial inquiry around the risk of "the hidden curriculum" in English. I want to investigate how focusing on fostering CALP in critical literacy can help to empower students with a sense of agency and the ability to name and face forces that affect their lives.