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-Summative vs. formative assessment
-norm-referenced and criterion-referenced
-reliability, validity, and bias
-Bias towards EBLs in assessment, pressure on EBLs to learn English in limited time-span
-EBLs are expected to learn to listen, read, speak, and write English at the same time they are expected to meet grade-level academic content standards
-Assessment for EBLS often tests their English language knowledge not their knowledge of content
-Instruction needs to be specially designed so that students can learn academic content as well as develop English proficiency
-Differentiate between content-area instruction for each learner, recognize differences

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-reading is the most important skill students develop in school, yet it's the main subject of a lot of heated debates
-lack of emphasis on reading for meaning and attention brought to the need for oral language development and balanced literacy instruction in meaningful contexts
-analysis of read aloud activities provided
-reading materials should be reflective of varying student cultures to facilitate higher levels of understanding
-parents can later help with translating content-area based needs
-Shared reading
-guided reading
-closer reading
-independent reading
-narrow reading

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-Connected many of the ideas we have already learned about
-Writing is a crucial skill for academic success and for effective communication
-Take into account students prior knowledge and past experiences when teaching writing so that instruction is effective.
-Importance of how reading and writing intertwine.
-The common core state standards for writing
-Modeled writing: when a teacher writes on the board (Etc.) and models the writing process for the students
-Shared writing: The teacher is still writing, but the students and teachers come up with write together, sharing the sentences
-Guided writing: includes a lesson, but the students are left on their own to write with some guidance from the teacher
-Interactive writing: when the students and teachers compose the text together, interacting with each other, but the students also write

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-CCSS standards in the areas of reading, speaking, writing, listening, assessment, and content area instruction.
-Strategies and methods given explaining how to assist ELLS in the classroom through these topics.
-Variation needed to keep kids attentive
-Connection between all the domains of English language-learning
-What activities can we implement to form better relationships between ELLs and other students?

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Speaking and Listening (Translanguaging Guide)

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Speaking and Listening (Translanguaging Guide)

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-Multilingual listening center: emergent bilinguals can listen to text in both English and native language
-Build EBLs background knowledge about a topic before, help develop fluency by allowing student to review material multiple times
-Translanguaging: Plan listening resources for units of study, find resources in home language, create home language recordings of texts, set up a routine for listening to texts in english, routine for homework, have steps written down for EBLS with visuals
-Multilingual word walls
-Cognate charts

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-Listeners (most frequently used) and readers must actively construct the meaning of any language (facial expressions, tone, gestures, topic knowledge, setting, etc.)
-Many challengers for emergent bilinguals: english speakers words blend together, occasional incomplete sentences, oral language is invisible, unwritten cultural norms, speaking more difficult than writing
-Little classroom time devoted to EBLs developing oral language
-CREDE (Center for Research on Education, Diversity, and Excellence Report (CREDE): very little research on CI, takes years for EBLs to develop oral proficiency
-National Literacy Panel Report Research: oral language skills strongly associated w reading comprehension, oral comprehension important for large amounts of text (vs. word level knowledge), EBLs need consistent ESL instruction, home language literacy skills and oral skills associated with reading comprehension skills
-National Academics Report Research: consistent with CREDE and NLP findings, instructional practices
-Theory when making decisions: holistic biliteracy program, silent period and wait time, teacher talk, correcting student speech errors, productive talk moves
-Assessing listening and speaking: talk with them and listen, tasks that require oral language use

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-The importance of technology in enhancing language
-Technological advancement have resulted in more frequent use of technology in the classroom, so teachers need to have knowledge on how to implement these things
-accessibility: access information in order to become consumers and producers of knowledge
-retrievability: easy to retrieve knowledge and redraw upon it
-interactivity: interactions among students, as well as interactions among a student and a particular online tool
creativity: technology provides a platform for creativity in various forms for student learning
-when assessing emergent bilinguals it is vital that the discrepancy between language knowledge and content is recognized
-ensure tests are valid and reliable
-general linguistic/language specific: ability of students to use any language features to accomplish language/content specific tasks; ability to only use standard features that correspond to language demands
-Performance based assessments
-criterion referenced assessments versus norm-referenced assessments; criterion: compared to specific knowledge body; norm: measured against other student's scores
-Language and education policy: no federal educational policies for emergent bilinguals before 1968
-mainstream classrooms: need practical ways to assess english-language learners, they can then evaluate the progress of students and plan for more effective literacy instruction
-assessment of ELLs: collect and document evidence to make informed decisions
-Learn about backgrounds and predictability logs

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Translanguaging~ Bilingualism as a resource 

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Translanguaging~ Bilingualism as a resource 

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-translanguaging: the language practices of bilingual people
-use of their resources to make meaning of their lives and their complex worlds; not to be confused with codeswitching
-bilingual students having multiple identities
-dynamic bilingualism: complex language practices and common underlying proficiency
-culturally relevant teaching
-teacher control less relevant
-Curriculum viewed through multicultural lens, comparison's to the cultures of the students
-multilingual learning environment (signs in different languages, greetings in other languages, different labels, etc.)
-Language portfolio: record and describe language learning and cultural experiences over time
-community study
-multilingual language objectives: consider language when determining what a student needs to be successful with certain learning objectives; use language objectives
-integrated instruction: find meaningful way to develop language and literacy abilities and content learning over time

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-What role does culture play in learning process?
-How can we learn about ELLs' cultural practices?
-How can we create an environment that values these practices?

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-Black English
-bleak outlook
-Question the validity of a group's native language
-Detract attention from taking appropriate steps to remedy those problems that have historically affected these students
-Group identity
-Techniques
- Discourse Styles
-Reactions to children speaking ebonics
-Reading

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Applying the framework (Bridging Cultures)

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Applying the framework (Bridging Cultures)

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-Identifying potential classroom conflicts
-Interdependence versus helpfulness
-Praise versus criticism
-Cognitive versus social development
-Oral expression versus respect for authority
-Parent's roles versus teacher's roles
-Personal property versus sharing

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Easy ways to avoid conflict and promote harmony

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Easy ways to avoid conflict and promote harmony

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-Making the classroom hospitable
-Engaging parents as resources
-Gauging how to support parent involvement
-Understanding parents' ways of participating in school decision-making

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-Cultural practices are conflicting with classroom practices
-Teachers are missing deeper understandings of their students' cultures
-(For example; speaking out and participating is viewed as a positive for the teacher, but a negative to a parent trying to instill humility in their child

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Flaws with collectivism and individualism

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Flaws with collectivism and individualism

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-Collectivism suppresses individual development
-Individualism can be viewed as "Alienation"
-We must find ways to bridge the cultural differences that are influencing learning

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-Children entertain themselves at home
-Self-success, individual motivation for personal gain
-Playing with toys is an independent activity

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-Children respect elders
-Things done for the good of the group
-Physically and psychologically closer to parents
-Toys are an opportunity for sharing
-Personal items are family property

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Contested Terrain and Policy and Politics

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Contested Terrain and Policy and Politics

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-*Debates are generally less about language and more about social/political conflict)
-Cultural pluralism: unity-in-diversity
-Example: The Amish still maintaining the use of German
-Efforts to restrict the use of other languages is viewed as bigotry
-2-way bilingual education is valued more than ever
-Heritage-language programs are designed to help regain native tongue
-Policy formation is flawed because of hasty decisions
-"One size fits all" decisions, ineffective
-With direct democracy, minority voices are drowned out, eliminating the need for compromise
-Advocacy yields policymaking*
-Delimit the ways we talk about language and language issues
-Language as a problem: complications are from diversity
-Language as a right: equal access as a minority
-Language as a resource: cultural capital
-Subtractive and Additive Bilingualism
-With language as a resource, there's empowerment and collaborative relations of power
-Group rights: not ethnic entitlement, but equal opportunity

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-No concrete language policies creates controversy
-Most notable American policy: executive order 13166 (vague so there's no compliance)
-Anglicization is higher than ever; nationalism served to discourage ethnic division which created language differences
-Belief systems come from social practice (folk linguistics, family legends, conventional wisdom, political principles, ethnic paranoia)
-Melting pot: assimilation, anglo-conformity, no mutual respect
-Salad bowl: blend together without losing individual flavors
-Ethnocentrism: one's own group as standard while judging others
-Individual bilingualism deemed good, while group bilingualism is bad
-We tolerate English speakers failure to learn other languages, but expect immigrants to know English fluently
- Language attitudes reflect social attitudes, linguistic assimilation is an "easy" solution to diversity