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If gumball got stuck in an elevator he would most likely do something stupid! First he would ask his brother Darwin to help him, then they would just bang on the door a cry. It also depends what mood they are in, if they are in a lazy mood they would just sit down and wait and complain. but if they are in a good mood they will actually TRY to get out but if not they will just sit there until someone gets them out.

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Policy requirements for ELLs- what does it mean to be academically proficient?

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Policy requirements for ELLs- what does it mean to be academically proficient?

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There is a strong relationship between academic language and academic content proficiency.

Who are ELLs?
- proficiency on state content assessments
-success in the classroom
- full participation in society.
Data shows that where ELLs start from make a difference. Each ELLs is different and unique.
- You may need more than 3-5 years to acquire academic language.
- Instruction must be intentional to meet their needs
- Push for greater accountability for ELLs.

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Academic Achievement for English Learners

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Academic Achievement for English Learners

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- The article focused on two questions: What does it mean to be English proficient? How long does it take English learners to reach the status?
-To be considered proficient ELLs must have the ability to be proficient in content area assessments.
-Oral language proficiency takes three to five years to develop and academic English proficiency can take four to seven years.
-Cook and Zhao in their research, showed that Els who begin at different proficiency levels attain proficiency at different rates.
-The article is a great tool for advocacy, and for ELLs when are in the bilingual program beyond three years.

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Research suggests that it takes 4-7 years to fully acquire academic language.

Factors such as the proficiency in L1 as well as level of proficiency upon arrival can influence the rate of acquisition.

English proficiency is determined by several factors including success on state assessments, success in classroom, and full participation in society.

Social and academic language differ significantly and students need to be exposed to authentic experiences involving academic language across content areas.

Proficiency can also be interpreted as the time when language becomes less related to academic proficiency.

We need to address linguistic, cultural, and academic needs of all students.

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1.  ELLs underachieving on state exams and there is a high dropout rate.
2.  Districts need to address ELL proficiency so that it includes both academic language and academic content proficiency.
3.  ELLs are not homogeneous and therefore different timelines for proficiency should be expected; 4 to 7 years..
4.  ESSA according to the article will have new guidelines for ELL growth expectation.
5. Districts are accountable for the learning of their ELLs.

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"Everyone tells us we need to teach this way, but no one has shown us how. This shows us how!"

~ teacher at NSTA conference in 2014

"For the first time in over 20 years of teaching, I'm confident that my students understand this. They don't need to memorize formulas or math jingles. They really understand the math."

~ a seventh grade Algebra teacher

"When I do my walk-arounds, I see 100% engagement in high-level math discussion. That's never happened before, and it's exciting."

~ principal in a participating school

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"Everyone tells us we need to teach this way, but no one has shown us how. This shows us how!" ~ teacher at NSTA conference in 2014 "For the first time in over 20 years of teaching, I'm confident that my students understand this. They don't need to memorize formulas or math jingles.

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Non-regulatory federal guidance on ELs and Title III

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Non-regulatory federal guidance on ELs and Title III

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https://www2.ed.gov/programs/titleiparta/equitable/finalguidance.pdf

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Subscribe using subscribe area

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http://www.colorincolorado.org/

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The role of standards in instruction WIDA understands that your instructional context is unique. For example, you might be teaching academic subjects with multilingual learners integrated into your classroom, or you might be collaborating as a content or language expert for your shared multilingual students.

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Resources Discussed at beginning of day 2.

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Resources Discussed at beginning of day 2.

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The Translanguaging Classroom: Leveraging Student Bilingualism for Learning shows teachers, administrators, professional development providers, and researchers how to use translanguaging to level the playing field for bilingual students in English-medium and bilingual classrooms. The term translanguaging can be understood in two different ways. From a sociolinguistic perspective, translanguaging can be understood as the dynamic language practices of bilinguals. From a pedagogical perspective, translanguaging can be understood as an instructional and assessment framework that teachers can use strategically and purposefully to:

1. Support bilingual students as they engage with and comprehend complex content and texts

2. Provide opportunities for bilingual students to develop linguistic practices for academic contexts

3. Make space for students' bilingualism and ways of understanding

4. Support bilingual students' socioemotional development and bilingual identities

García, Ibarra Johnson, and Seltzer illustrate their translanguaging pedagogy in action with examples from three very different contexts: a 5th-grade dual-language bilingual class taught by a bilingual teacher in New Mexico, an 11th-grade English-medium social studies class serving a predominantly Latino classroom taught by an English monolingual teacher in New York, and a 7th-grade ESL teacher working with students from a variety of linguistic and cultural backgrounds in California. Teachers learn to use translanguaging for instruction and assessment to meet and exceed content and language development standards in their classrooms.
Special Features

Learning objectives for every chapter

Vignettes to illustrate pedagogical strategies

Sample translanguaging unit designs for instruction and assessment in bilingual and English-medium contexts

Tools for teacher planning, implementation, and evaluation

End-of-chapter activities to help teachers apply what they learn to their own classrooms

Caslon now offers a book study guide with a purchase of 10 or more copies of this title (with meetings based on each book chapter). Click here to see a sample meeting from this guide. The guide supports teachers', coaches', and administrators' professional learning so that they can promote equity and excellence for the bilingual and English learners in their districts, schools, and classes. Professors can also use these guides to help students clearly articulate goals and objectives and design culminating projects that provide evidence of their learning.

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The Translanguaging Classroom | Caslon Publishing

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The Translanguaging Classroom: Leveraging Student Bilingualism for Learning shows teachers, administrators, professional development providers, and researchers how to use translanguaging to level the playing field for bilingual students in English-medium and bilingual classrooms. The term translanguaging can be understood in two different ways.

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Video to help understand what it feels like to be a Language Learner

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Video to help understand what it feels like to be a Language Learner

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The Importance of ELL Strategies - Immersion (Moises in Math Class)

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Manuel's writing sample

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My research interests center on educational issues related to Spanish speaking language minority students in U.S. public schools. Four major areas of my research interests include: (1) language and literacy acquisition of Spanish speaking students in bilingual programs; ( 2) sociolinguistic and sociocultural contexts of classrooms and schools with large numbers of Spanish speaking students, including research on teacher preparation to understand how it affects program implementation and impact on schools; (3) acquisition of literacy in Spanish including the reconstruction of English reading programs into Spanish.; and (4) the impact of high-stakes testing on students who are learning English as a second language.

Language and Literacy Acquisition of Spanish Speaking Students in Bilingual Programs

My interest in language and literacy acquisition focuses on how programs such as bilingual education affect the English language and literacy acquisition of Spanish speaking students. However, I am equally interested in ways that bilingual programs affect the maintenance and development of Spanish, as well as English, and signs of language shift and language loss. In this general area, I have published three articles in refereed journals and three book chapters. The articles appeared in The Hispanic Journal of Behavioral Sciences (1992, 1993), and Urban Education (1993). The book chapters appeared in A Compendium of Readings in Bilingual Education (1994), Literacy: A Redefinition (1994), and The Power of Two Languages: Literacy and Biliteracy for Spanish Speaking Children (1993). This work documents that, for children in bilingual programs, learning in Spanish does not retard or delay the acquisition of English.

My research in this area has also raised questions with regard to the wholesale carrying over of English language reading approaches into Spanish. The teaching of Spanish reading is dominated by English reading methodologies. I am currently studying this pervasive, largely unexamined practice by examining literacy instruction and assessment in bilingual programs. Results of this research have been published as book chapters in The Power of Two Languages(1999), and The Handbook for Literacy Assessment for Bilingual Learners (2001), and as two articles in refereed journals on the need to include Latino children's literature in elementary bilingual literacy programs ( Equity and Excellence in Education, 2003; Bilingual Research Journal, 2003).

Study of Sociolinguistic and Sociocultural Environments of Bilingual/ESL Schools

My research in this area has addressed sociolinguistic questions such as language use, distribution, and status in schools and classrooms where there are Spanish/English bilingual education programs. My published work in this area appears in Educational Policy (1999), Educational Considerations (1999), The Urban Review (1995), The Bilingual Research Journal (1994), The Journal of Educational Issues of Language Minority Students (1992), and Children of La Frontera: Binational Programs for Mexican Migrant and Immigrant Students (1996). Additional work in this area included an analysis of Colorado's Amendment 31, which would have outlawed bilingual education in public schools. This research was published in the Bilingual Research Journal in 2003.

In 1997 I began a five-year project, with Dr. Leonard Baca, funded by the U.S. Office of Education and Research Improvement (OERI) through the Center for Research, Diversity and Excellence in Education Center (CREDE) at the University of California, Santa Cruz. The study examined teacher preparation programs at six institutions of higher education to document how these universities are preparing teachers to be effective in teaching linguistically and culturally diverse students.

Study of the Acquisition of Literacy in Spanish

My research in this area focuses on the study of early literacy development for Spanish speaking children, in their native language, including an analysis of an early intervention reading program designed to help first grade students who are struggling readers. The Descubriendo La Lectura program is a conceptual reconstruction of the English reading program Reading Recovery. I began this study in 1988. Over the past eleven years, it has grown from one project in one state to involve eight states and 167 school districts. These projects are a collaboration with a national network of scholars and practitioners who are part of the Reading Recovery Council of North America.

This work has resulted in the publication of one book, five articles in refereed journals and two book chapters. The book, Instrumento de Observación de los Logros de la Lecto-escritura Inicial (1996) is now in its third printing. The articles appeared in, Education and Urban Society (1992), NABE Conference Proceedings (1992), Literacy, Teaching, and Learning (1994, 1994, 1998). The book chapters appeared in Research on Reading Recovery (1997), and Early Intervention and Early Literacy (1998).

The Impact of High Stakes Testing on Limited English Proficient Students

I have just finished a three year project with Drs. Leonard Baca, Janette Klingner and John Hoover that examines the impact that high stakes testing (Colorado Student Assessment Program, CSAP) has on limited English proficient students in Colorado. This project, funded by the U.S. Department of Education, Office of English Language Acquisition will look at outcomes related to the CSAP and limited English proficient (LEP) students and will also explore opportunities to learn for these LEP students. The technical report for this project will be complete in January 2005. Four monographs have been written and published from this work (by the Colorado Association for Bilingual Education, 2000, 2001, 2002, and 2003), and one refereed journal article has been published on this research ( Bilingual Research Journal, 2003).

Presentations

Escamilla, K. (2009, April). The Misunderestimation of Manuel: Issues in Reductionist Paradigms and Parallel Monolingual Frameworks in the Quest to Improve Policy and Practice for Bilingual Learners. Paper presented at the American Educational Research Association Annual Meeting, San Diego, CA.

Escamilla, K., & Hopewell, S. (2007, April). The Role of Code-Switching in the Written Expression of Early Elementary Simultaneous Bilinguals. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.

Escamilla, K., Hopewell, S., & Ruiz, O. (2007, April). Transitions to Biliteracy: Beyond Spanish and English. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.

Geisler, D., Escamilla, K., & Ruiz, O. (2007, April). Transitions to Biliteracy: Focus on Writing of Spanish/English Emerging Bilinguals. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.

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My research interests center on educational issues related to Spanish speaking language minority students in U.S. public schools.

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The page or document you were trying to reach has moved. Please use the menu navigation, search box or Resource Library to find it here. Note that the public WIDA website address changed to https://wida.wisc.edu on August 15, 2018. If you have bookmarked any pages or documents from the old website - www.wida.us - please update them.

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The page or document you were trying to reach has moved.

Please use the menu navigation, search box or Resource Library to find it here.

Note that the public WIDA website address changed to https://wida.wisc.edu on August 15, 2018. If you have bookmarked any pages or documents from the old website - www.wida.us - please update them.

We apologize for the inconvenience and thank you for your interest.

# data[].attributes.attachment_link.description
The page or document you were trying to reach has moved. Please use the menu navigation, search box or Resource Library to find it here. Note that the public WIDA website address changed to https://wida.wisc.edu on August 15, 2018. If you have bookmarked any pages or documents from the old website - www.wida.us - please update them.

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How to create a school language policy...

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How to create a school language policy...

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How to Create Language Policies at the Local Level

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This excerpt by Rebecca Freeman Field from English Language Learners at School: A Guide for Administrators, 2nd Edition ( Caslon, 2012) walks schools and districts through the process of establishing priorities, gathering input from important stakeholders (including families and community members), clarifying confusion in current policies, and establishing review procedures.

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Elevating School Leadership in ESSA Plans: A Guide for States