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Structured Literacy for Multilingual Learners with Dr. Elsa Cardenas Hagan & Dr. Claude Goldenberg

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Structured Literacy for Multilingual Learners with Dr. Elsa Cardenas Hagan & Dr. Claude Goldenberg

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Structured Literacy for Multilingual Learners with Dr. Elsa Cardenas Hagan & Dr. Claude Goldenberg

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Explore resources and approaches designed to help educators create learning that is inclusive, strength-based, and rooted in collaboration — so every learner can thrive.Multilingual learners with disabilities are students who are developing more than one language and have an identified disability. This group includes students with a wide range of needs, from learning differences to sensory, physical or developmental disabilities. Some students may have Individualized Education Programs (IEPs) or 504 plans, while others may not require either. Their strengths, perspectives and goals vary, and recognizing these assets is key to creating meaningful learning opportunities.

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If you are interested scheduling a one-on-one virtual mentor call with Jess, please fill out the following form.

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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A bilingual site for educators and families of English language learners

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Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English.

Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences. There are variations within cultures, and regional and dialectal variances exist in all languages. Therefore, a single chart/page on cultural and/or linguistic features is not meant to provide a comprehensive overview. Clinical judgment, client/patient/student and caregiver input, and additional research are needed to ensure culturally responsive services.

How Can I Use This Information?

Speech-language pathologists can use this information to:

Identify sounds in a client's phonological system for languages other than English.

Determine phonemic influences of a client's native language on English.

Identify sounds from the client's first language that may not exist in English or identify sounds in English that do not exist in someone's native language.

Recognize that even if there are similar sounds across two languages, they may not be used the same way. For example, in some languages a sound may only be used at the ends of words and not as a word-initial sound.

Audiologists can use this information to:

Correlate the client's audiogram and the sounds of the client's language(s).

Recognize and respond to amplification needs.

Identify the effect of the individual's phonemic system on speech audiometry assessment.

Modify materials and procedures during speech audiometry assessment.

Phonemic Inventories and Cultural and Linguistic Information

ASHA has compiled resources on the phonemic systems for the following languages:

Amharic

Arabic

Bosnian

Burmese

Chinese

English

English Phonemic Inventory [PDF]
Dialect
Haitian Creole

Hindi/Urdu

Hmong

Japanese

Korean

Navajo

Pashto and Persian

Polish

Russian

Spanish

Somali

Somali (Portland State University)

Tagalog

Vietnamese

Refugee Profiles/Information
ASHA's policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
Websites with Phonemic Inventories

If you have any questions, please contact ASHA's Office of Multicultural Affairs at multicultural@asha.org.

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Phonemic Inventories and Cultural and Linguistic Information Across Languages

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A list of phonemic inventories across multiple languages

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What's Happening

Announcements on this page are generally from the Department of Education's Office of English Language Acquisition (OELA), or other relevant government agencies and offices, about concerns facing multilingual learner education.

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Home | NCELA - English Language Acquisition & Language Instruction Educational Programs

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Announcements on this page are generally from the Department of Education's Office of English Language Acquisition (OELA), or other relevant government agencies and offices, about concerns facing multilingual learner education.

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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Making Classrooms More Inclusive for Multilingual Learners

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The benefits of a bilingual brain - Mia Nacamulli

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The Reading Brain Across Languages - Elsa Cárdenas-Hagan, EdD

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The Reading Brain Across Languages - Elsa Cárdenas-Hagan, EdD

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The Reading Brain Across Languages - Elsa Cárdenas-Hagan, EdD

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Literacy Foundations for English Learners

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Literacy Foundations for English Learners

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About the Online Materials
About the Editor
About the Contributors.
Foreword  Sharon Vaughn
Preface
Acknowledgments

I   Introduction to English Learners, Language, and Literacy
1  Teaching Literacy Skills to English Learners
Elsa Cárdenas-Hagan

2   Language and Literacy Development
Elsa Cárdenas-Hagan

3   Components of Literacy Instruction for English Learners
Eric Tridas

II  The Components of Literacy and English Learners
4  Phonological Awareness Development Among English Learners
Virginia Lovelace-Gonzalez

5  Phonics Development Among English Learners
Kenneth Nieser and Elsa Cárdenas-Hagan

6   Reading Fluency Among English Learners
Coleen D. Carlson

7   Vocabulary Instruction Among English Learners
Sharolyn D. Pollard-Durodola

8   Reading Comprehension Among English Learners
Colleen K. Reutebuch

9   Spelling Development Among English Learners
Elsa Cárdenas-Hagan and Alessandra Rico

10   Writing Development Among English Learners
Linda O. Cavazos and Elsa Cárdenas-Hagan

Appendix  Using Technology to Adapt and Enhance Instruction for English Learners
Elaine Cheesman

Index

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english language learners; els; esl; esol; teaching reading to english learners; language and literacy for english learners; bilingual instruction; teaching bilingual children; knowledge and practice standards; national literacy panel; components of reading; big five essentials of reading; dual language learners; structured literacy; ida; elsa cardenas-hagan; elsa cardenas hagan

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Literacy Foundations for English Learners

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About the Online Materials About the Editor About the Contributors.

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Foundations for Teaching English Language Learners, Fourth Edition

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Foundations for Teaching English Language Learners, Fourth Edition

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English Learners With Significant Learning Difficulties

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English Learners With Significant Learning Difficulties

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or Disabilities: Recommendations for Practice

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Special Education Considerations for MLLs

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Special Education Considerations for MLLs

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Special Education Considerations for Multilingual Learners

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Multilingual learners in Grades K–12 are often overidentified or underidentified for special education. The third edition of this groundbreaking text offers a better way to meet the needs of multilingual learners: by creating a culturally and linguistically responsive multi-tiered system of support…

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Rooted Linguistics: Serving Teachers of Multilingual Learners

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Home page for teachers of English Learners/Multilingual Learners

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This is a website designed to support teachers of English Learners/Multilingual Learners.

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The purpose of the Dyslexia Handbook is to provide information and guidance for educational professionals, school leaders, families, guardians, and students themselves on the subject of dyslexia.