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Supporting older adolescent SLIFE who are pre-literate

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Supporting older adolescent SLIFE who are pre-literate

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Teaching Reading to Newcomers Using a Foundational Skills  Approach

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Teaching Reading to Newcomers Using a Foundational Skills  Approach

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On the Right Path: The State's Role in Newcomer Student Enrollment and Equity

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On the Right Path: The State's Role in Newcomer Student Enrollment and Equity

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Decontextualized Tasks and Academic Ways of Thinking: The Hidden Agenda of School

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Decontextualized Tasks and Academic Ways of Thinking: The Hidden Agenda of School

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Use-Now Strategies for Serving Newcomer Students 

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Use-Now Strategies for Serving Newcomer Students 

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Supporting SLIFE to Persist Through Graduation 

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Supporting SLIFE to Persist Through Graduation 

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Nigerian Girls’ Quiet Multilingual Practices Across School, Home, and Community Spaces

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Nigerian Girls’ Quiet Multilingual Practices Across School, Home, and Community Spaces

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Using Equitable Assessment Strategies to Inform Early Literacy Instruction for Adolescent SLIFE

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Using Equitable Assessment Strategies to Inform Early Literacy Instruction for Adolescent SLIFE

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Supporting Your Students with Interrupted Education

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Supporting Your Students with Interrupted Education

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Designing Culturally Inclusive Literacy Spaces

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Designing Culturally Inclusive Literacy Spaces

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From Team-Building Activities to Break-Out Sessions: How We Designed and Hosted Our First Multilingual Student Summit

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From Team-Building Activities to Break-Out Sessions: How We Designed and Hosted Our First Multilingual Student Summit

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Conversations about In/visible Identities through Read Alouds with Multiracial Children’s Picture Books

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Conversations about In/visible Identities through Read Alouds with Multiracial Children’s Picture Books

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After serving in linguistically diverse schools for over a decade, Carly Spina has scoured for the most effective and meaningful ways to support multilingual learners. The overwhelming answer has always been this: "Just add visuals!" When it comes to serving our multilingual learners, there are countless ways for us to strengthen our practice! This book will help us to reflect on ways to move beyond our current practices and really dive deep into ways to enhance instruction, create meaningful social-emotional learning experiences, empower families, partner with our community, and more. Let's reflect on our roles as change agents in our systems! It's time to flip lenses and disrupt the deficit narratives of those we serve. Ready? Let's move beyond for multilingual learners!

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Moving Beyond for Multilingual Learners: Innovative Supports for Linguistically Diverse Students

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Moving Beyond for Multilingual Learners: Innovative Supports for Linguistically Diverse Students [Spina, Carly] on Amazon.com. *FREE* shipping on qualifying offers. Moving Beyond for Multilingual Learners: Innovative Supports for Linguistically Diverse Students

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My heart is pounding and I didn't sleep a wink last night! FRIENDS! My book is now OUT in the world! I am so thankful for the love, support, and encouragement throughout this process. I'm so new to all of this and many days I felt like my head was spinning, but the book is now out and I'm so excited to bring this work to the world. After serving in EL, Bilingual, and Dual Language programming for over 15 years, I have become itchy around certain words and phrases. I grew tired of hearing that the multilingual students I served had "gaps" or were somehow "at-risk" because they were acquiring an additional language. I became angry after hearing the blanket statement of "just add visuals" to help students navigate language, culture, and content simultaneously. This is how my book came to be! I wanted to write a book that spoke to the heart of all educators and leaders serving multilingual students and families. We know that our role extends far beyond that of instructing a

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Moving Beyond for Multilingual Learners: The Blog

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My heart is pounding and I didn't sleep a wink last night! FRIENDS! My book is now OUT in the world! I am so thankful for the love, support, and encouragement throughout this process.

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Refugee and Indigenous SLIFE: What they share and how they differ

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Refugee and Indigenous SLIFE: What they share and how they differ

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Thank you for the framework and the ideas. This definitely supports the work that I've been doing with our Native American students here in MT.

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While you were teaching Spanish literacy, you said Orly was teaching English.... What was Orly teaching during the time the students were meeting with you for intervention?

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While I was doing 1:1 intervention, Orly was teaching regular content classes. She was the English teacher (as in English lit). It was only during our summer class where she got to do more intensive small-group and 1-1 instruction with student C. I would sometimes push into Orly's content class to support my 1-1 students.

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Good morning! I could not access the Guide using the link provided in email. Sorry but I am just now joining in TX. Do you have that Guide link available to share again here?

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Hi Sarah,

How were you able to focus so much on the students' native language? Did you have students in your program who had other native languages who were in this situation? If so, what did you do for them? (our newcomer program has students who speak Swahili, Haitian Creole, etc. who are also learning to read)

Thanks for sharing all you have learned! <3

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I am bilingual in Spanish and English, which was how I was able to do 1-1 native-language Spanish support. I studied French in college so was able to sometimes provide push-in support in French to our West African students, but not nearly at the level of my 1-1 Spanish interventions. Unfortunately, my native-language program was limited to my own abilities, which was Spanish. We did, however, of course have plenty of students at the school who spoke dozens of native languages.

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I am not sure if you mentioned this earlier, but I was wondering how many students you had in the class that you were able to work 1:1 with these students and in their native language. I also wonder how you would approach these students if you did not speak and have resources in their native language. Thank you

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Your intervention students wrote about difficult experiences. To support your 1:1 interventions, what support was available for emotions that emerged after writing?

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For trauma support following intense emotions or moments of "freeze" responses, I would accompany students to their guidance counselor, who was a LCSW. Our principal was also a LCSW. I would rely on them for additional support. Of course, in my opinion, it was never enough for what these students needed. I wish we could have gotten them regular therapy with specialized therapists with low client loads who could really work with them and focus on them.

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Would you be able to share a copy of your Spanish testing template? We are working on native language testing for newcomers.

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Can you provide a link to your resources? Thanks!

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Hello! Thanks for the question. Here's the link to my store:

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Bilingual Classroom Solutions for SIFE and EBs Teaching Resources | Teachers Pay Teachers

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Browse over 230 educational resources created by Bilingual Classroom Solutions for SIFE and EBs in the official Teachers Pay Teachers store.

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We are in a watch party. So, the link in the Zoom chat isn't accessible to us at the moment. Can you share the link to the presentation here?

Thanks!

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I'm amazed that your school had the time and resources to provide 1:1 native language intervention and support. My school does not have this. What recommendations do you have for schools where SIFE are in newcomer EL classes as well as a regular high school schedule? Our teachers are not bilingual in the students' L1s.

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Were the books an online resource?? Link?

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Info about the National Newcomer Network

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Info about the National Newcomer Network

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And sign up to join our mailing list: https://bit.ly/NNN-survey

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"When we founded Internationals Network, our mission was and is to ensure that every multilingual newcomer is welcomed into a high quality school that supports them academically, linguistically, culturally, and socially by building and sustaining a national network of high-quality schools and programs designed specifically to serve their needs. It is natural for us to become part of and help lead a broad national effort that aligns so closely with our mission, and we're thrilled to have such outstanding partners in this work. Alejandra and Xilonin are amazing young leaders, and we're excited to join them in fighting for bright futures for newcomer youth. "
-Claire Sylvan, founder and senior strategic advisor, Internationals Network for Public Schools and
Lara Evangelista, executive director, Internationals Network for Public Schools

"Being a part of the NNN is so beneficial because of the wealth of knowledge and expertise of all involved. We're able to collaborate on a shared objective for increasing advocacy for newcomer students across the United States. My hope is that our collaborative will be able to be a part of enhanced national support and resources. "
-Carlene Thomas, CEO and independent educational consultant, Carlene Thomas Consulting, LLC

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We created the National Newcomer Network (NNN) to bring together educators, researchers, and advocates from across the country who are invested in developing systemic solutions to address newcomer student inequity.

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Vazquez Baur_ Enrolling Newcomers_ UTA Presentation 11.16.23

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How do I convince teachers that they CAN teach multilingual learners with low language proficiency? At the high school level, it is so challenging to push the credits and place kids in classes that teachers aren't making accessible to them. As their Teacher of Record, I'm burning out quickly trying to pick up the pieces and re-teach content to help them feel supported. :(

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Do you have a link to the spanish assessments/reading/writing practice?

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Here are some select slides from my presentation. Please feel free to reach out any time. Stephanie Ledger