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Academic Language and English language learners

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John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen's d). In his ground-breaking study "Visible Learning" he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this 'hinge point', in order to find an answer to the question "What works best in education?"
Originally, Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. (The updated list also includes the classroom.) But Hattie did not only provide a list of the relative effects of different influences on student achievement. He also tells the story underlying the data. He found that the key to making a difference was making teaching and learning visible. He further explained this story in his book " Visible learning for teachers ".

John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). His research is now based on nearly 1200 meta-analyses - up from the 800 when Visible Learning came out in 2009. According to Hattie the story underlying the data has hardly changed over time even though some effect sizes were updated and we have some new entries at the top, at the middle, and at the end of the list.

Below you can find an updated version of our first, second and third visualization of effect sizes related to student achievement.
Order VL for Teachers!

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Hattie effect size list - 256 Influences Related To Achievement

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Hattie's updated effect size list of 256 influences across all areas related to student achievement.

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Teaching Bilinguals Even If You're Not One 

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Teaching Bilinguals Even If You're Not One 

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Teaching Bilinguals (Even If You're Not One): A CUNY-NYSIEB Webseries

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Join CUNY-NYSIEB Research Assistant, Sara Vogel on a journey across New York City and State to learn how teachers leverage their students' diverse language p...

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Three Ideas Teachers of English Learners Need to Know to Thrive

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Penny Ur - Teaching Vocabulary

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Penny Ur - 20 Teaching tips on vocabulary | #CambridgeDay2020

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As a classroom teacher, I was largely ignorant of, and definitely suspicious of, research. I believed that researchers could make their studies come out any way they wanted them to, and that a good teacher who reflected on her own teaching knew much more about how to be effective with her students than any researcher did. Later, as a university professor, I learned how important good research can be, and how difficult it is to do really good experimental research in a field such as education, where it is impossible to control all the variables.

For that reason, I was pleased in 1997 when Congress funded the National Reading Panel (NRP) to evaluate research about teaching children to read. The panel's charge was to review existing studies, choose those that were well designed and well implemented, and synthesize their findings. The results were published in 2000 (National Institute of Child Health and Human Development, 2000), and became the basis of the Reading First grant program included in the No Child Left Behind legislation of 2001. Although there was initially a good deal of controversy about the findings of the report, all U.S. elementary school teachers were soon very aware of the five "essential elements" of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension).

Teachers of English language learners (ELLs), however, were left to wonder if and how the findings of the NRP applied to their students. How do you teach phonemic awareness and phonics in English to students who can't yet hear and distinguish the sounds? How do you teach fluency to students whose control of the structures of the English language is still limited? How do you teach them grade-level vocabulary when their vocabulary knowledge starts so far behind that of their English-speaking peers? How do you teach reading comprehension in English when they don't yet comprehend the English language?

Now there appears to be help. In 2002, the U.S. Department of Education funded the National Literacy Panel on Language Minority and Youth to survey, select, and synthesize research on teaching language-minority students to read and write. Their report was published recently (August & Shanahan, 2006).

How much help will this report provide for teachers of ELLs? A preliminary review of the Executive Summary (August, 2006) and the section of the full report on "Educating Language Minority Students" reveals these four potentially important general recommendations:

Literacy in the native language is an advantage.

We already knew this (see, for example, Collier & Thomas, 1997), and it doesn't help teachers working in situations where literacy instruction in the native language is not possible.

Substantial coverage of the five essential elements of reading instruction helps.

However, this finding is based on only 14 studies that looked at instruction of the essential elements of reading with ELLs. Because of the small number of studies, this recommendation is based on the fact that there is nothing in these 14 studies that contradicts the findings of the numerous studies of native speakers that were reviewed by the National Reading Panel. Also because of the small number of studies, no specific practices could be advocated for teaching the essential elements of reading to ELLs.

Reading programs for ELLs should include intensive language development as well as instruction in literacy strategies and skills.

This recommendation is not based specifically on the research, because there were no studies that addressed the inclusion of intensive language development in reading instruction for ELLs. It is instead a hypothesis drawn from several other findings: (1) native speakers benefit more from instruction in the essential elements than do ELLs; (2) ELLs with greater language proficiency benefit more from instruction in the essential elements than do those with less proficiency; and (3) instruction in the essential elements with ELLs has a greater effect on decoding and fluency than on comprehension.

Instruction needs to be adjusted to meet the needs of ELLs.

The report, however, states that there is not enough research to be able to identify specifically how those adjustments should be made. I could find only seven specific suggestions that would be useful to teachers of reading classes that include ELLs:

Provide additional work on English phonemes that are not present in the students' native language.

If students are literate in their native language, focus on differences between that language and English, with less attention given to elements that will transfer.

Provide extra practice in reading words, sentences, and stories.

Use cognate words in the native language as synonyms when teaching vocabulary.

Identify and clarify difficult words and passages.

Consolidate knowledge of the text through the use of summaries.

Find appropriate ways to use the native language.

These seven findings do not constitute a reading program for ELLs. We obviously need much more research. However, given the fact that teachers cannot wait until research catches up with their needs in order to implement effective practices with their ELL students, I think it is important to look not only at the research that is available, but also at what experienced, reflective teachers of ELLs (and observers of those teachers) consider to be best practices. The rest of this article will discuss the implications of available research on instructional practices in the teaching of the five essential elements of reading to ELLs, based on the findings of the National Literacy Panel as much as possible, but also drawing on information from reliable sources such as The Knowledge Loom: Spotlight on Elementary Literacy (The Education Alliance at Brown University, n.d.), as well as my own experience.

Phonemic awareness

Phonemic awareness is difficult for ELLs because they may not yet have enough experience with English to be able to distinguish sounds that differ from those of their native language. There are three aspects of phonological awareness when learning to read in a second language that are important for teachers of ELLs to remember and incorporate into their instruction:

ELLs cannot develop phonological awareness in English until they are familiar with the sounds of English.

This means that before explicit instruction in phonological awareness begins, children should have extensive experiences with fun and appealing songs, poems, chants, and read-alouds that will allow them to hear and reproduce the sound patterns of English.

Once explicit instruction has begun, modifications must be made to allow for more practice with sounds that can potentially cause confusion.

These are sounds that either don't exist in the native language (most of the short vowel sounds of English don't exist in Spanish, for example), or sounds that are perceived as different in English but the same in the native language (such as /r/ and /l/ for speakers of Japanese, or /b/ and /v/ for speakers of Spanish). Because these differences vary from one language to another, teachers will have to become familiar with which sounds of English will need extra practice, depending on the language backgrounds of their students.

Once phonological awareness has developed in any language, it transfers to other languages that are learned.

Therefore, students who are literate in their native language will not need to develop this skill again in English; they will only need to become familiar with the sounds of English and to learn to discriminate sounds that are different between their native language and English.

Phonics

Phonics can be problematic because ELLs often have difficulty discriminating between similar sounds, and because the English language does not have a regular system of correspondence between letters and sounds. Here are some issues related to phonics instruction for ELLs, with discussion of their implications:

Systematic phonics instruction can be very effective in helping ELLs, even those at fairly low levels of language proficiency, learn to decode words.

However, this skill does not facilitate reading comprehension if students' oral language proficiency is not developed to the level of the texts they are expected to read. For this reason, reading instruction should be combined with intensive development of the oral language needed to understand the text.

The most effective reading programs for ELLs combine systematic phonics instruction with a print-rich environment that provides exposure to appealing reading materials in varied genres.

Skills practice that is embedded in meaningful texts helps ensure that decoding skills don't progress beyond students' ability to comprehend the text.

Many of the components of phonics instruction need to be modified to meet the particular needs of ELLs.

For example:

Before phonics instruction begins, students must have the phonemic awareness skills they need in order to perceive individual sounds in words. This is particularly important for sounds that are problematic because of the native language.

Teachers must be aware of whether a students' native language uses a non-Roman alphabet or is non-alphabetic. Even if ELLs have had no instruction in reading in the native language, environmental exposure to a different writing system can negatively affect the ease with which they learn to recognize the letters of the English alphabet.

ELLs must be able to hear and reproduce English sounds with a degree of accuracy commensurate with their pronunciation abilities, before they are taught to make associations between those sounds and particular letters.

It is helpful to explicitly point out different letter combinations that have the same sound, and provide extra practice with them. Multiple spellings of the same sound can be very confusing for ELLs, particularly if they have had some reading instruction in a language such as Spanish, which has almost completely regular sound-symbol correspondences.

Teachers must pay attention to the meanings of the words used to teach phonics skills. Teaching students to decode words they don't know only reinforces the idea that "reading" is pronouncing sounds out loud rather than creating meaning.

Automatic recognition of frequent words is very important for ELLs, whether the words follow phonics rules or not. Although ELLs may develop good decoding skills, their lack of total proficiency in the English language will always slow them down somewhat. Automatic recognition of words can help mitigate this difficulty.

Most ELLs will need additional time to master phonics. Given the need for extra practice to learn to hear and produce the sounds of English, to learn the meanings of the words used in phonics instruction, to learn the multiple combinations of letters that make the same sound, and to learn many more sight words than English speakers need, additional time for phonics instruction should be built into reading programs for ELLs.

Fluency

Fluency is difficult for ELLs because their lack of proficiency in English slows down their ability to decode words and hinders their ability to understand the meanings of the words and how the words combine to produce meaningful sentences and discourse. These suggestions will help teachers adapt fluency instruction for ELLs:

ELLs cannot achieve fluency in oral reading before they have achieved fluency in speaking.

Repeated readings of texts that contain unfamiliar vocabulary and sentence structures will not increase fluency. When working on developing fluency, be sure that students are reading texts that they are familiar with and can understand. Students' own language experience stories are a very good choice, as are read-alouds that students have heard several times and discussed.

ELLs' normal self-consciousness about accents and errors can affect their reading fluency, especially if they are asked to read aloud in front of the entire class.

This effect will be magnified if students are openly corrected or criticized. Fluency practice for ELLs can be facilitated by having them read along with the teacher, or by reading chorally with a group. If individual oral reading is necessary, provide an authentic purpose for the reading (such as a theatrical performance, or delivering information that the rest of the class needs), and let students practice first with a partner.

Decoding skills, fluency in oral reading, and reading comprehension interact in various ways.

The ability to decode words easily is obviously necessary for fluency, and it also facilitates comprehension by allowing the reader to pay more attention to meaning. Comprehension, in turn, facilitates fluency by making it easier to recognize new words. Effective instruction for ELLs integrates these three elements of reading (plus vocabulary learning) into the same lessons using the same text, as each element helps build and reinforce the others, producing a multiplier effect.

Vocabulary

Vocabulary is difficult for ELLs; even for quite proficient learners, the extent of their knowledge of vocabulary is only a fraction of what it is for native speakers of English, and the failure to understand even a few words of a text can have negative effects on comprehension. There are many things teachers can do to help ELLs improve their reading vocabulary, including the following:

ELLs need more vocabulary instruction than their native-speaking peers.

If a native-speaking child enters kindergarten knowing about 5,000 English words, and an ELL with no previous exposure to English enters the same class knowing no English words, it's obvious that the same instruction for each of them will not produce the same results. Everything a teacher of ELLs does should revolve around vocabulary acquisition-explaining, demonstrating, drawing, repeating, reading, writing, and playing with words throughout every aspect of instruction.

ELLs need instruction in different vocabulary words than their native-speaking peers.

ELLs lack many of the basic words that native speakers know, so just teaching the vocabulary words that are suggested in the reading materials you are using will not be sufficient. Here are some of the many types of words that need to be explicitly taught:

words that are crucial for understanding a text;

words that are encountered in a wide variety of contexts;

frequently used words that contain word parts (roots, prefixes, suffixes) that can help students analyze other unknown words;

words with multiple meanings, whether spelled differently (homophones such as to, two, and too) or spelled the same (such as a dining room table and a multiplication table);

figurative language and idiomatic expressions;

academic words that indicate relationships among other words (such as because, therefore, and since to indicate cause and effect).

ELLs need different vocabulary teaching techniques and strategies than their native-speaking peers.

Handing out a list of definitions or asking students to put the words into sentences won't help ELLs learn the meanings of the words. Here are some things to keep in mind:

ELLs who are literate in a language that has many words that are similar in meaning and form to English words should be taught to recognize these cognates and use them to create meaning.

The meanings of words are acquired through multiple opportunities to hear, say, read, and write the words in slightly different meaningful contexts. Teachers will have to create these contexts in the classroom, since incidental learning of vocabulary cannot be relied on for ELLs.

Explicit explanations of unknown words should include contextual support through real objects, pictures or drawings, gestures, examples, demonstrations, or experiments that accompany the verbal explanations.

The use of context clues to infer meaning is not always successful with ELLs because they may not understand the context well enough to infer an accurate meaning.

Having to explain what a word means to other students helps develop comprehension of the full meaning of the word.

Comprehension

Reading comprehension is more difficult for ELLs than for native speakers for various reasons. Three of the most important reasons are discussed here:

ELLs are more likely than native speakers to lack the background knowledge necessary for understanding texts.

ELLs' prior educational experiences may have been substandard or interrupted, so reading texts that assume certain prior knowledge becomes difficult. Even for students with good educational backgrounds, cultural differences and culturally based assumptions can result in a lack of background knowledge and thus loss of comprehension. Whatever the reasons for a lack of necessary background knowledge, before asking ELLs to read a particular text, teachers must identify information that is prerequisite for understanding the text, evaluate students' prior knowledge of these prerequisites, and fill any gaps that are found. The best kinds of activities for building background knowledge are those that get students involved in manipulating language and concepts, rather than just receiving information from the teacher. These include experiential activities such as science experiments, classification activities, role playing, previewing a reading and generating questions about it, and sharing predictions about the answers to those questions.

The language level of the text to be read, compared with ELLs' language proficiency, is a major factor in how much they will understand of the text.

Even advanced ELLs and those who have been redesignated as fluent in English will experience difficulty with unusual vocabulary, figurative language, very complex sentence structures, or unfamiliar styles and genres (just as many native speakers of English do). For this reason, the integration of intensive language development with reading instruction is highly recommended for ELLs at all levels of language proficiency.

Reading comprehension instruction for ELLs needs to be modified to address their needs.

Asking ELLs to read the same texts and do the same activities as everybody else will only result in frustration for teachers and failure for students. This is not a matter of "dumbing down" the curriculum or applying different standards. It is a matter of implementing the curriculum at a language level that makes it accessible to ELLs, while at the same time working to develop their oral language so they will be able to comprehend texts at higher levels. Here are some general principles for modifying reading instruction for ELLs:

Provide as much nonverbal support for reading comprehension as possible, including pictures, diagrams, real objects, gestures, acting, and graphic organizers. The support can be used both for helping students understand a reading passage and for assessment, so students can show what they have understood in ways that are not entirely dependent on verbal ability.

Explicitly teach comprehension strategies, such as reader-generated questions, summarizing, and monitoring comprehension. Remember, however, that teaching strategies is not enough; students must practice them with texts that are accessible at their level of language proficiency. If students don't experience successful application of the strategies, they won't even try to use them with other texts.

Plan interactive activities around reading and interpreting texts. Sharing ideas, comparing perspectives, and coming to agreement (or agreeing to disagree) are all ways that students use the language of the text in meaningful ways, and thus progress to higher levels of language proficiency and reading comprehension.

Conclusion

The original intention of this article was to provide specific suggestions for modifying reading programs to meet the needs of English language learners, based on the findings of the National Literacy Panel. Because of the paucity of appropriate research studies, however, the recommendations made in the NLP report are not extensive enough to help teachers build appropriate reading programs for ELLs. I therefore looked beyond the NLP findings and included theory and experience as well as research.

I hope that readers will take this synthesis of research, theory, and experience and integrate it into their ongoing examination of what they do in their classrooms, what happens as a result of what they do, and why it happens. Research can tell us which kinds of practices are effective in general, but ultimately only individual teachers can determine what is most effective for them and the particular group of students they are teaching at the moment.

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What Does Research Tell Us About Teaching Reading to English Language Learners?

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As a classroom teacher, I was largely ignorant of, and definitely suspicious of, research. I believed that researchers could make their studies come out any way they wanted them to, and that a good teacher who reflected on her own teaching knew much more about how to be effective with her students than any researcher did.

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Please fill out this survey to participate in this group. https://forms.gle/ZWcWDwSGu65m2Cc39

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Zaretta Hammond "Culturally Responsive Teaching" 

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Zaretta Hammond "Culturally Responsive Teaching" 

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Zaretta Hammond "Culturally Responsive Teaching" at the San Francisco Public Library

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From pg. 56 of Culturally Responsive Teaching & The Brain, Zaretta Hammond.

The first step in making the familiar strange is to take an inquiry stance toward the examination of your cultural identity. We usually ask teachers to investigate aspects of their cultural identity after they have encountered cultural conflict in the classroom, which is often too late (Delpit, 1995). In reality, if teachers want to be successful in their work with culturally diverse students, they must first accept and understand themselves as cultural beings (Marshall, 2002). This self-knowledge acts as a set of reference points that shape our mental models about teaching , learning, and dependent learners of color.

After reading this passage, please respond to one or more of the following questions:
How does this passage align with the thinking, philosophy, beliefs, that drive the way you come to the work?
How are we supposed to be culturally responsive if we don't know much about a culture?
To what extent do we need to explicitly acknowledge or address culture in a classroom discourse?
What aspects of our students' experiences are we blind to?
What are the ways that keep up stuck around issues of complicit bias?
How can we tell if we're being culturally responsive?
In what ways are we introducing counternarratives into our teaching practices?

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My interests in diversity, equity, and culturally responsive teaching stems from what I was missing as a secondary student and what I need now as an educator. I intend for this community to be an inclusive space to discuss and disagree with each other respectfully.  

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My interests in diversity, equity, and culturally responsive teaching stems from what I was missing as a secondary student and what I need now as an educator. I intend for this community to be an inclusive space to discuss and disagree with each other respectfully.  

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Taking the Distance Out of The Learning: A Conversation w/ Zaretta Hammond

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Taking the Distance Out of The Learning: A Conversation w/ Zaretta Hammond

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From the Back Cover:

The ESL/ELL Teacher's SURVIVAL GUIDE

The ESL/ELL Teacher's Survival Guide offers educators practical strategies for setting up an ESL-friendly classroom, motivating and interacting with students, communicating with parents of English learners, and navigating the challenges inherent in teaching ESL students.

The book's lessons are designed to connect with core standard and technology applications and include a wealth of research-based instructional techniques which have proven effective with English learners at all proficiency levels. The ESL/ELL Teacher's Survival Guide offers help for building a positive and effective learning environment in the classroom and includes the key elements of a curriculum for beginning and intermediate ELLs from daily instruction plans to a year-long schedule. The authors offer ideas for student reflection, appropriate homework assignments, targeted field trips, and assessing student performance. They also discuss handling difficult situations like error correction, multilevel classes, limited access to technology, classroom management, and more. The free online materials accompanying this book include interactive exercises, rubrics, test-prep strategies, and up-to-date information on Common Core standards for ELLs.

The ESL/ELL Teacher's Survival Guide offers thematic units complete with reproducible forms and worksheets, sample lesson plans, and student samples. This hands-on resource will give teachers at all levels the information they need to be effective ESL instructors.

"An engaging, practical, and highly accessible book... The authors share strategies that have been proven effective through research as well as their own practice. There is truly something valuable for any teacher, even those who have extensive experience with ESL classes."
PIA WONG, professor, Bilingual/Multicultural Education, California State University, Sacramento

"This is an invaluable resource for all new and experienced teachers who desire to see their language learning students thrive and achieve at high levels."
DANA DUSBIBER, classroom teacher with over 20 years of experience working with ELLs

About the Author:

LARRY FERLAZZO is the author of "Larry Ferlazzo's Websites of the Day" (http://larryferlazzo.edublogs.org), the popular blog for teachers of English Language Learners and one of the most popular education blogs for all teachers. He teaches English at Luther Burbank High School in Sacramento, California.

KATIE HULL SYPNIESKI teaches English at Luther Burbank High School in Sacramento, California, serves as a teaching consultant with the Area 3 Writing Project at University of California, Davis, and is a lead trainer for the WRITE Institute (Writing Reform Institute for Teaching Excellence).
"About this title" may belong to another edition of this title.

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9781118095676: The ESL / ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels - AbeBooks - Ferlazzo, Larry; Sypnieski, Katie Hull: 1118095677

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AbeBooks.com: The ESL / ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels (9781118095676) by Ferlazzo, Larry; Sypnieski, Katie Hull and a great selection of similar New, Used and Collectible Books available now at great prices.

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Creating a Culturally Responsive Classroom

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Creating a Culturally Responsive Classroom

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Creating a Culturally Responsive Classroom

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Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy

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Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy

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Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy

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Amazon.com: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy (9781338594898): Muhammad, Gholdy: Books

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Penny Ur - Getting Them To Speak in English

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Getting them to talk in English (when they don't want to) - Penny Ur

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Cultural Pedagogy: Educational Equality for Our Youth | Isael Torres | TEDxSaltLakeCity

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Cultural Pedagogy: Educational Equality for Our Youth | Isael Torres | TEDxSaltLakeCity

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Cultural Pedagogy: Educational Equality for Our Youth | Isael Torres | TEDxSaltLakeCity

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Read Aloud: A Text to Speech Voice Reader Chrome Extension

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Silent support cards - (Zwiers, 2016)

Argument & evidence Scale (Zwiers)

Fortify a Conversation chart (get an upgrade) (Zwiers)

Criteria Bar/Survey Grid  (Zwiers)

Math pair/ 2 people small task

Controversial prompt to get students’
attention. **

Response starters to require students’ to use higher language.

Estimating and explain what went wrong.

Peers explaining to others with less language.  Have the lower language levels repeat back in English.

Use sentence starters and vocab to get students to talk through math.

Using task cards to differentiate based on
Students’ language levels.

Fortify discussion in economics on minimum wage by referring to vocabulary on crossword puzzle.

Brainstorm aloud before sketching a project, discussing process and self-reflection in art.

30 sec. Impromptu speeches, organized by beginning, middle, end.

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Words per Minute for Goal Setting

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Your ability to read at higher speeds with good comprehension can dramatically affect your ability to succeed in school and in your career. Efficient reading leads to efficient learning. In today's information world there is no skill that is more important.

AceReader includes progress tracking and reading improvement activities to help you reach your reading goals. It also includes over 900 themed and leveled reading comprehension tests with longer stories, more questions and more choices. Learn more about AceReader at www.acereader.com.

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Free Speed Reading Test by the makers of AceReader (award winning speed reading software).

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This helps students with vocabulary. Type in the word you are learning to hear it pronounced in context in YouTube videos.

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When words sound different in isolation vs. in a sentence, look up the pronunciation first in a dictionary, then use https://youglish.com

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Have students add their constructed responses to evaluate level of writing.

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Text Analyser - Text Analysis Tool - UsingEnglish.com

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Generate text statistics and analyse the content of a text. Use our free text analysis tool to generate a range of statistics about a text and calculate its readability scores.

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Visual Thesaurus

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January 18th is celebrated as Thesaurus Day to honor the birthday of the author of the first thesaurus, Peter Mark Roget. Get into the spirit by reading our two-part interview with Roget biographer Joshua Kendall here and here. Also check out an ode to the thesaurus penned by Franklin P. Adams here and Johnny Carson's hilarious "Funeral for a Thesaurus Editor" sketch here.

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Thinkmap Visual Thesaurus - An online thesaurus and dictionary of over 145,000 words that you explore using an interactive map.

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An online thesaurus and dictionary of over 145,000 words that you explore using an interactive map. It's a tool for people who think visually. The most fun you've ever had with words. The Visual Thesaurus was built using Thinkmap, a data visualization technology.

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Digital literacy

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Consejos sobre medios y tecnología para tu familia | Common Sense Media

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Videos, artículos y consejos para que navegues el mundo digital con tu familia de manera segura, balanceada y responsable.

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Abolitionist Teaching and the Future of Our Schools

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ESL English Language Learning - Adult Literacy - Listening & Reading - Audiobooks - Stories

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ESL English - Adult Literacy - Listening, Reading, Audiobooks, Short Stories, Songs, PET exam

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ELA Tools Aligned to Common Core Standards

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ELA Tools Aligned to Common Core Standards

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Common Sense Media

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This foundational digital citizenship lesson challenges kids to pay attention to their feelings while using tech. With an engaging emoji game, students learn practical strategies for managing their feelings -- good, bad, and everything in between.

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How Technology Makes You Feel | Common Sense Education

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Why is it important to listen to your feelings when using technology? Check out How Technology Makes You Feel, a free digital citizenship lesson plan from Common Sense Education, to get your grade 1 students thinking critically and using technology responsibly to learn, create, and participate.

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Introduction

Why Have Quality-Plus Teaching Strategies?

The Quality-Plus Teaching Strategies, originally developed by Gwinnett County Public Schools educators in 2006, identify the evidence-based pedagogical strategies supported by the district for use in every classroom. Quality-Plus Teaching Strategies are strategies that lead to optimal student learning. These strategies are based on the study of effective teaching, or pedagogy. When these sound pedagogical strategies are used in the classroom, they will address the needs of the learner and, therefore, be the most efficient and effective path to learning.

By identifying a core of cross-subject, cross-grade level strategies that are proven to be effective, Gwinnett County Public Schools is assuring that all students have the very best opportunity to learn the Academic Knowledge and Skills in their courses of study. The Quality-Plus Teaching Strategies represent the priority instructional methods that Gwinnett teachers will use for students to learn the content, and this helps teachers know how to focus their instruction.

In order to use the strategies effectively, teachers need to become well versed in the practical application of each strategy. They need to know how to select among the strategies for what is most effective for the specific content they are teaching and the characteristics of the learners. And then, they need to know how to best implement the selected strategy(ies) to result in optimal student learning.

Why Refresh Now?

The Quality-Plus Teaching Strategies have been a part of how Gwinnett does teaching and learning for more than ten years. The original strategies were selected based on:

the evidence in research and practice for their high degree of effectiveness;

the effectiveness of the strategies across grade levels and subject areas;

use of strategies by schools that experience high levels of student achievement, especially those with the most challenging populations of students.

Although there is no question that the original strategies continue to be effective, district leadership recommended a review of current research - what has been compiled in the last ten years - to confirm the continued use of the strategies, and/or to update the selection of the strategies if the research supported it.

After a review of the current body of literature on effective, evidence-based pedagogy, the task force charged with the work determined that the original thirteen strategies continue to represent the best in pedagogical practice. However, the research pointed to some areas where the original strategies could be clarified and enhanced, and where teacher training and practice could be expanded.

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Introduction The Quality-Plus Teaching Strategies, originally developed by Gwinnett County Public Schools educators in 2006, identify the evidence-based pedagogical strategies supported by the district for use in every classroom. Quality-Plus Teaching Strategies are strategies that lead to optimal student learning. These strategies are based on the study of effective teaching, or pedagogy.

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Create and share assignments aligned to College and Career Readiness standards with LDC CoreTools

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Digital Literacy Lessons

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Digital Lessons & Curriculum - Applied Digital Skills

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The Applied Digital Skills curriculum consists of free of charge resources that are designed to build digital literacy in education and for jobs. Explore our lessons today.

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Chunking helps students approach challenging texts by breaking down content into manageable pieces.

English & Language Arts

History

Social Studies

Most teachers are willing to tackle the difficult topics, but we need the tools.

- Gabriela Calderon-Espinal, Bay Shore, NY

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Chunking helps students approach challenging texts by breaking down content into manageable pieces.

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Culturally Responsive Teaching & the Brain

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Well, Memorial Day is just around the corner and it's all over but the shouting. Testing is behind us. Finals will come and go and there'll still be a week or so of school left.

As culturally responsive teachers, I think we often miss the opportunity to use the last few weeks of school to strengthen our diverse students' self-concept as independent learners and affirm that they are smart and capable, even if they are not where they need to be.

Here's the brain science behind it. It's call primacy. The brain remembers the first and last parts of an event more vividly then what happens in the middle. What we do at the beginning and end colors how we feel for years to come because it imprints the brain and leaves a biochemical tracer tied to emotions and neural pathways.

So, just like we spent dedicated time at the beginning of school building learning partnerships, we should be using the last few weeks to reinforce important non-cognitive skills that can help students maintain a positive mindset and set them on the path of summer learning.

Use these last few weeks to build a set of fun, engaging activities around the four dimensions of academic mindset.

Here are five suggestions

Give kids time and tools to reflect on their learning.

The brain operates on the progress principle, the idea that we learn best when we have a chance to step back and document how much we have moved forward.

They can write, make scrapbooks, record a video piece, or create drawings. Prompt them to think about what they learned, how they learned, what was challenging, how they dealt with those challenges, what they feel proud of, how they changed.

You'll need to provide scaffolding and guidance for this activity for dependent learners who are can't always see their growth. Model the process and have them share their pieces as they develop them.

Arrange for one last conference with each student. This isn't about telling them what they need to work. It's not the time to talk about the student's weaknesses. Instead use it to help the student see her unique gifts, talents and superpowers. And if you are feeling brave, ask them to tell you what they believe are your gifts, talents, and superpowers.

Arrange for a book swap.
Make sure every child goes home with one or two books to read for the summer. They don't have to be new. Gently used it good enough. I know my own kids always had books they'd read and enjoyed but were done with. Start early collecting books. Have students and teachers bring in books to share. Make it fun - maybe students can create book trailers or hold a short book talk. No grades, just sharing.

Help them make an "Assign Myself" summer plan.

We hear a lot about summer learning loss. For many kids, summer is time when their structures and routines fall apart, the most predicable people in their lives - their teachers and classmates - are absent, and the boredom can be numbing. Help students make a summer learning plan. Do some exploration of topics and have students identify at least two things they'd like to learn about. Suggest some ways they can "assign themselves" tasks and activities to learn more - going to the library for books, finding and watching programs on the Discovery Channel, playing video games based around that topic. Also suggest one skill they might work on improving - writing by keeping a journal, reading by joining the library's summer reading program, multiplication times tables with an online games.

The goal is two-fold: keep their minds active and build their ability to be the leaders of their own learning.

Create a rite of passage.
Last but not least, create space and time in the final weeks for ritual. The brain thrives on ritual because the process brings together mind, body and spirit in ways that imprint us. Start with a time for students to share their reflection projects. Remember ritual involves symbol, sound, and movement, so have inspirational music, uplifting pictures, and poetry. Make it unique to who you all are as a community of learners.

The goal is to end the year with same level of enthusiasm and intention that you started it with in hopes that students remember their own power as learners.

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Five Tips for Using the End of School to Strengthen Academic Mindset - Culturally Responsive Teaching & the Brain

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Well, Memorial Day is just around the corner and it's all over but the shouting. Testing is behind us. Finals will come and go and there'll still be a week or so of school left.

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Translanguaging: A CUNY-NYSIEB Guide for Educators
This guide provides concrete strategies for experimenting with translanguaging in their classrooms. Click here to download a copy in PDF format.

El Translenguar: Una Guía de CUNY-NYSIEB Para Educadores - Versión Abreviada en Español
Esta guía es una traducción abreviada de la guía en inglés, "Translanguaging: A CUNY-NYSIEB Guide for Educators" y tiene estrategias concretas para experimentar con el translenguar en sus salones de clase.

Translanguaging in Curriculum and Instruction Guide
Translanguaging can be seamlessly integrated into units of study aligned to the Common Core State Standards (CCSS), enabling students to meet the rigorous standards to which they (and their teachers) are held. This guide adapts one unit of study from Expeditionary Learning, a CCSS-aligned curriculum adopted by New York State, as well as 8 new units of study with the same basic format. Download a copy here.

A Translanguaging Pedagogy For Writing: A CUNY-NYSIEB Guide for Educators
This guide extends an invitation to teachers of all grade levels, and across disciplines and programs to examine how you currently instruct writing, and to try out innovative tools and practices with your emergent bilinguals. We situate ourselves within a long trajectory of writing educators and scholars, as well as offer a novel "language as a resource" perspective on the teaching of writing based on the CUNY-NYSIEB principles.

Translanguaging in Latino/a Literature: A CUNY-NYSIEB Guide for Educators: This guide offers analysis of language use in 32 works of Latino/a literature that are appropriate for Grades PreK-12, analyzing 17 books for grades PreK-6 and 15 books for grades 7-12. The analysis of each book includes lexile level, themes, author biography and website, a list of supplemental resources, a summary of the book, and an analysis of the way that the author uses translanguaging, the flexible use of linguistic resources, in literature.

The Languages of New York State: A CUNY-NYSIEB Guide for Educators: Learn more about the languages your students speak! This guide provides information about the top ten languages other than English spoken by emergent bilinguals. Descriptions include a brief history of the language, a few details about the cultures of the people who speak the language, and their experiences in New York State. It also includes some basic structural features of the languages as well as cognates and basic phrases. Download a copy.

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Translanguaging: A CUNY-NYSIEB Guide for Educators This guide provides concrete strategies for experimenting with translanguaging in their classrooms. Click here to download a copy in PDF format. El Translenguar: Una Guía de CUNY-NYSIEB Para Educadores - Versión Abreviada en Español Esta guía es una traducción abreviada de la guía en inglés, "Translanguaging: A CUNY-NYSIEB Guide for Educators" y tiene estrategias concretas para experimentar con el translenguar en sus salones de clase.

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Ya lo escribió el novelista cubano Alejo Carpentier en su obra cumbre de hace 70 años, El reino de este mundo: en Latinoamérica, lo maravilloso está a la vuelta de cada esquina. En las ciudades, en la naturaleza y en la historia. En las culturas.

Ahora habría que hacer explícito algo que Carpentier dejó tácito para complementar su ilustración del continente: lo más maravilloso de esta región está en su gente y sus historias. Desde el río Grande hasta la Patagonia surgen relatos de antología que reflejan la tenacidad, el ingenio, la constancia y el talento del pueblo que es muchos pueblos.

Hoy, cuando termina la segunda década del segundo milenio, Latinoamérica cobra protagonismo.

La región no solo es la despensa global, con 23 por ciento de reservas de tierras cultivables y el mayor suministro de agua dulce del mundo, sino que es una fuente natural de talento.

En los otros cuatro continentes, así como en el vecino del norte, hay latinos brillando en todos los campos: feroces defensores de los océanos y la biodiversidad que recogen toneladas de basura marina al año y encuentran la forma de darle nueva utilidad; ingeniosos empresarios e innovadores que han creado cientos de proyectos de impacto global, convirtiendo a la región en una especie de cuna de unicornios corporativos.

Hay genios científicos que buscan respuesta a las preguntas del cuerpo humano y la naturaleza, yendo más allá de los límites del entendimiento; talentosos deportistas, escritores, actores, músicos y artistas que comparten espacios antes casi inaccesibles.

Este especial es un homenaje a todo un continente, a través de 100 de sus grandes exponentes. Es una lista con algunos latinoamericanos que han volado por el mundo y tienen alas para volar aún más lejos.

1. Anitta (Brasil/26 años/artista y emprendedora)

Por: Bel Pesce
Emprendedora brasileña, speaker y autora. Forbes la seleccionó como una de las "30 under 30" en 2013, y es la primera mujer de su país escogida por Cartier Women's Initiative.

Larissa de Macedo Machado, más conocida como Anitta, es miles de personas en una sola y, además, es fiel a cada una de ellas. Es cantante. Es emprendedora. Es observadora de tendencias. Es innovadora. Siempre elige audazmente algo nuevo para hacer, es libre y lo suficientemente valiente como para saber aprovechar cada oportunidad y nunca quedarse quieta...

Nacida en el barrio Honório Gurgel en Río de Janeiro, estudió Administración y tuvo la oportunidad de optar por una 'carrera tradicional'. Sin embargo, es tan especial que tal vez, solo ella entendería todo lo que quiere lograr. Así que se alejó de todas las convenciones y se encargó de diseñar su carrera musical. Se convirtió en su propia manager y creó estrategias brillantes: ha puesto cada una de sus canciones como número 1 en Brasil en los últimos años, y ahora quiere ser la primera en el mundo. Aprendió inglés y español, e hizo alianzas estratégicas con J Balvin, Alesso y Snoop Dogg, entre muchos otros. Actualmente, es la artista número 136 en la lista de los más escuchados en Spotify en el mundo.

Anitta es increíblemente joven para todo lo que ha logrado: tiene 26 años. Ha ganado varios premios desde 2013 y ha sido nominada a muchos otros, como el Grammy Latino. Creó Vai Anitta, su producción original de Netflix, que muestra su lado emprendedor, y ha encontrado un gran nicho: se convirtió en una artista que puede hablar con emprendedores, y ha compartido su mentalidad en muchos eventos en Brasil y en todo el mundo, incluso en Harvard. También tiene un programa de televisión para niños, Clube da Anittinha. Se toma en serio cada una de sus pasiones: le encantan los animales y trabaja con personas que llaman la atención en este tema, como Luisa Mell y Dean Schneider. Es generosa, también, abriendo puertas a las personas que la inspiran.

Sus facetas, sus proyectos y su forma de ver la vida la convierten en una de las personas más singulares que he visto. Para mí, además, encarna el empoderamiento femenino desde la libertad y la fidelidad a sus propios valores. Anitta nunca deja de sorprenderme, por eso estoy emocionada de ver qué hará en 2020.

2. Luis Gerardo León (Costa Rica/24 años/ingeniero)

Manejar, con movimientos de la mandíbula, comandos de una silla de ruedas. Esa, la solución que creó para tetrapléjicos desde el taller de mecánica de su padre.

3. Sebastián Grey (Colombia/32 años/diseñador de modas)

A los 14 tenía clara su vocación: el diseño. A los 32 ganó el competido reality de moda Project Runway. Sus claves, dice, trabajo duro, instinto y... "Never give up!".

4. Carlos Jordán (Bolivia/35 años/emprendedor)

Creó Ultracasas, plataforma inmobiliaria. Hoy es la startup boliviana con mayor inversión en la historia. Su inspiración: Marcos Galperin, CEO de MercadoLibre.

5. Artemisa Xakriabá (Brasil/19 años/activista indígena)

Hace parte de la comunidad Xakriabá. Su determinación la ha llevado a Nueva York y Washington a representar derechos indígenas y marchar por la Amazonía.

6. Adriana Convers (Colombia/32 años/bloggera de moda)

En su cuenta de Instagram fatpandora tiene 97,4 mil seguidores. Ícono de moda y estilo en tallas grandes, y de empoderamiento femenino. "Siempre tuve miedo de que, por mi peso, no pudiera ser relevante en el mundo de la moda. Logré romper esos demonios de los estereotipos con los nuevos canales. No soy una víctima; no es fácil ser gorda y menos en Latinoamérica, pero podemos enfrentar día a día la estigmatización. Nuestra labor es cambiar el chip". A los jóvenes, un mensaje: "Tu éxito está asegurado si tienes una causa noble".

7. Inty Grønneberg (Ecuador/35 años/ingeniero)

Uno de los creadores de Ichthion, dedicada a extraer plásticos en fuentes hídricas: " Cuando hablamos de sociedades 'en desarrollo', es la posibilidad de innovar ".

8. Sergio Gutiérrez Negrón (Puerto Rico/33 años/escritor)

Abogará siempre por el poder de la literatura. Según este autor, ganador de premios en Centroamérica y seleccionado en la lista de autores Bogotá39, "ya vendrán medios más efectivos para pensar el presente, pero la literatura no dejará de ser valiosa para aproximarse al mundo, a los otros y quizás a nosotros mismos ".

9. Adriana Daza Uhía (Colombia/24 años/directora de orquesta)

Como tributo a la música latina y a su cultura: así creó la London Latin American Philharmonic -55 músicos de todo el mundo- para difundir ritmos como la cumbia.

10. Sebastián Kanovich (Uruguay/29 años/emprendedor)

Su startup dLocal, que integra métodos de pago electrónicos, es un hito del emprendimiento uruguayo. Está en seis países y busca mercados emergentes.

11. Herbert Aceituno (El Salvador/34 años/pesista)

Ganó oro en los Juegos Parapanamericanos de Lima 2019 y el récord al levantar 182 kg. en el press de banca. Lo inspira el amor de su familia y su mensaje es contundente: los límites están en la mente.

12. SECH (Panamá/26 años/artista y productor musical)

Es uno de los referentes en la nueva generación de trapp y reggaeton, y acaba de estar nominado en los Grammy Latinos. Su inspiración ha venido de figuras como El General, Daddy Yankee y Drake, entre otros. Su mayor reto: tener que pasar tanto tiempo alejado de su familia. Su mensaje: "El mundo está súper preparado para el talento latino. ¡Sigamos rompiendo barreras!".

13. Marisol Annelisse Tórrez Daza (Bolivia/25 años/ingeniera ambiental)

Embajadora de Paz por la Comisión Europea en One Young World 2019 y creadora de Peque Innova, un programa de educación gratuita en ciencia y tecnología para niños bolivianos de escasos recursos. "Brindamos oportunidades para la educación de calidad, construyendo una sociedad más justa para los niños -asegura-. La educación es un puente para construir la paz ".

14. Sofia Viola (Argentina/30 años/cantante)

Influenciada por Violeta Parra, busca reflejar la potencia del folclore latino. "Escuchen al pueblo, caminen, viajen, jamás se frustren y confíen en el cosmos".

15. Vanessa Luna (Perú/27 años/activista)

La vida de inmigrante indocumentada en Estados Unidos la inspiró para crear ImmSchools, iniciativa por la educación de calidad para niños inmigrantes que ha beneficiado a 30 mil estudiantes. "Todos somos valiosos; cuidemos nuestra familia y busquemos generar algún impacto en la comunidad". Acaba de entrar a la
lista Time Next 100 de jóvenes influyentes.

16. Diego Zúñiga (Chile/32 años/escritor)

A los 22 publicó su primera novela y en 2017 entró a la lista de Bogotá39. A los nuevos escritores: "No dejen de ser curiosos; escriban, sean rigurosos. Sobre todo, lean".

17. Facundo Noya (Argentina/26 años/ingeniero biomédico

Creó Ebers, plantilla inteligente para prevenir y evitar amputación de extremidades en diabéticos. ¿Cómo? "Con la convicción de avanzar sin conformarte".

18. Juan Carlos Noguera (Guatemala/32 años/diseñador industrial)

Creó Voxel8, primera impresora multi-material 3D, y tiene claro que los latinos sabemos cómo hacer más con menos. "Hay que explotar nuestras fortalezas".

19. Cami (Chile/22 años/cantautora)

"Las etiquetas limitan tu creatividad", dice la nominada al Grammy Latino como mejor nuevo artista. Su inspiración son mujeres fuertes y la lucha por un país mejor.

20. Edgardo Osorio (Colombia/33 años/diseñador de accesorios)

Por: Nina García
Editora en jefe de la revista Elle y una de las expertas más influyentes en el campo de la moda mundial.

Edgardo Osorio es un mago residente en Florencia pero cuyas raíces se encuentran en las orillas del río Magdalena. Su biografía es fascinante: a los catorce años empezó a realizar pasantías en casas de moda establecidas en su Colombia natal y dos años más tarde cruzó el Océano Atlántico para estudiar en el London College of Fashion. Antes de terminar su carrera, un llamado de Salvatore Ferragamo le hizo cambiar Londres por Italia y a los 23 años (combinándolo con sus estudios en Polimoda) fue nombrado diseñador de zapatos para Roberto Cavalli.

Edgardo dispone del talento, la sensibilidad y un ojo comercial único que ha hecho que su marca de zapatos Aquazzura, que fundó en 2011, se haya convertido en uno de los nombres más codiciados del competitivo mundo de la moda. Edgardo, en sus diseños, sabe mezclar elegancia con la vitalidad de su querida Colombia que se traduce en zapatos elegantes, sexys y cómodos donde el color y los estampados nos recuerdan constantemente que la vida es demasiado corta para vestir de manera aburrida.

Marilyn Monroe dijo una vez que "si das a una mujer los zapatos adecuados ella podrá conquistar el mundo". Esta es la magia de Edgardo: sus zapatos nos allanan el camino para conquistar el mundo sin perder un gramo sofisticación.

21. Jennifer Parker (Argentina/23 años/artista y activista)

Lucha contra la discriminación racial y la inspiran sus ancestras, "que dejaron la sangre" para que hoy pueda tener una voz. "Me inspiran mis hermanas de lucha: me inspiran Angela Davis y Marielle Franco; mi madre y mi negritud. Me inspira la Jennifer Parker que en su infancia se aguantó tanto".

22. Ronal Acuña Jr. (Venezuela/22 años/beisbolista)

Fue el novato del año en la Liga Americana de Béisbol. El 2019 le dejó el Bate de plata por sus 41 cuadrangulares y el quinto lugar de los votos para Jugador Más Valioso de su liga.

23. José María Cabral (República Dominicana/31 años/cineasta)

Comenzó en la actuación y ya va en la dirección. Ha producido y dirigido 6 largometrajes y en 2019 estrenó El Proyeccionista, preseleccionada para el Óscar 2020.

24. José Luis Aparicio Ferrera (Cuba/25 años/cineasta)

Su corto El Secadero fue premiado en el Festival de Cine de Derechos Humanos de Panamá. Su meta: hacer cine cubano independiente de carácter universal.

25. Etiene Medeiros (Brasil/28 años/nadadora)

Es considerada una de las mejores nadadoras de Brasil en la historia. Ganó medalla de oro individual en el Campeonato del Mundo y en Juegos Panamericanos. Encuentra la inspiración en sus colegas: "La natación latinoamericana tiene mucho para crecer. Esperamos que todos continúen animándonos. Nosotros seguiremos con la misma motivación y el espíritu competitivo. No es fácil. Son muchos desafíos, pero sé que todos los nadadores de nuestro continente buscamos más".

26. Mateo Salvatto (Argentina/19 años/inventor)

Háblalo nació para ayudar a sus amigos sordos a comunicarse. Hoy su startup asiste a cerca de 75.000 personas en 54 países, gratis y sin conexión a Internet. ¿Cuál fue su mayor logro? "Conseguir que Háblalo no se trate de mí, sino de un movimiento por crear un mundo más inclusivo".

27. Lorenzo Ferro (Argentina/21 años/actor y cantante)

El 'Toto' es sensación en pantalla y en redes. Fue nominado en 2019 a mejor actor en los Premios Platino del Cine Iberoamericano por su rol en El Ángel.

28. Ishtar Rizzo (México/28 años/ecóloga e ingeniera ambiental)

"Con herramientas adecuadas, los latinos podemos hacer inventos extraordinarios", dice la creadora de LIZA, startup de educación sexual y de Lab-U, kit de detección de ITS.

29. Romina Bernardo (Argentina/33 años/cantautora y activista)

Chocolate Remix, su grupo de reguetón lesbofeminista, es para ella una herramienta de empoderamiento, así como de denuncia del machismo y la homofobia. Además, asegura que se está mostrando al mundo que "la cultura latina es rica y fuerte; es histórica sin dejar de ser de vanguardia en muchos aspectos".

30. Orlando Anaya (México/26 años/ambientalista)

Al mes, Kilómetro Uno, su proyecto de conservación y lucha contra las basuras del océano, limpia playas con 300 voluntarios y dicta talleres a casi 2.000 jóvenes.

31. Valery López (Colombia/29 años/fotógrafa)

Su misión es clara: "empoderar fotógrafos para que construyan sueños". Shoot My Travel conecta viajeros y fotógrafos profesionales en 500 ciudades.

32. Rainier Mallol (República Dominicana/28 años/investigador)

"En Latinoamérica nos falta: Fail fast and learn fast (falla rápido y aprende rápido)", asegura el creador de AIME, que predice, con inteligencia artificial, brotes de dengue, chincunguña o zika.

33. Bianka Rodríguez (El Salvador/26 años/activista)

Defensora de los Derechos Humanos de la población transgénero, cuenta que desde niña sufrió el maltrato físico y psicológico: "Duros castigos que buscaban 'curar mi desviación'". Como trans y activista, logró estar al frente de la Dirección Ejecutiva de Comcavis Trans, defendiendo y reivindicando derechos de la población trans con VIH. Hace parte del Grupo Asesor de Sociedad Civil de ONU Mujeres y de la Red Salvadoreña de Mujeres Defensoras de Derechos Humanos. Este año, su trabajo fue premiado por Acnur.

34. Mateo Kingman (Ecuador/28 años/músico)

Viviendo en la Amazonía ecuatoriana, encontró la inspiración para hablar a través de la música. Así nació Respira, un álbum que él mismo define como "un reflejo hiper realista de mi percepción de la naturaleza". Desde entonces trata mantener la claridad del camino que quiere trazar tanto musical como humanamente. A los futuros artistas les dice: "Encuentren su propia voz, su búsqueda individual y auténtica".

35. Arthur Goulart (Brasil/17 años/fotógrafo)

Los viajes con su papá: la génesis de su pasión por la fotografía. A su edad ya fue reconocido en el Young Award 2019 en el Wildlife Photo of the Year.

36. Paola Pinilla (Colombia/33 años/astrofísica)

En 2018 ganó el premio Sofja Kovalevskaja, entregado por la Fundación Humboldt, por sus trabajos sobre la formación de planetas alrededor de las estrellas jóvenes.

37. Matías Cilloniz (Perú/32 años/chef)

Afirma que su restaurante Mó Bistró "representa que la conciencia ambiental es cosa de todos los días". Admira a cocineros como Pedro Miguel Schiaffino, Narda Lepes, Alex Atala, Daniela Soto, quienes según su criterio, son responsables con la sostenibilidad social y cultura e involucran a los pequeños productores de su región.

38. César Costa (Brasil/28 años/chef)

"Para ser un buen cocinero, uno realmente bueno, necesitas ser un buen ser humano. Sé curioso, sé respetuoso, observa tu entorno, aprende y escucha mucho", dice el fundador del restaurante Corrutela, en Sao Paulo, que ganó un Bib Gourmand de Michelin y tres estrellas en la Asociación de Restaurantes Sostenibles en Londres.

39. Manu Buffara (Brasil/34 años/chef)

Su mentor e inspiración es el chef Alex Atala, porque llevó al mundo la cocina brasileña. Desde 2011 tiene Manu, elegido como uno de los Latin America's 50 Best Restaurants en 2019. ¿Por qué en su ciudad y no en Sao Paulo o Río?: "Yo elijo a Curitiba y Curitiba me elige". Para ella, los latinos somos el futuro de la comida.

40. Marsia Taha (Bolívia/31 años/chef)

Gustu -"sabor" en quechua- es el nombre de su restaurante, que comenzó como una escuela de gastronomía para personas de bajos recursos. Fundó el proyecto Sabores Silvestres, junto a la Wildlife Conservation Society y viaja por Bolivia en compañía de biólogos, etnobotánicos, agrónomos, para registrar productos locales.

41. Edwin Salcedo (Bolivia/25 años/inventor)

Creó BIORIS VR, software de gestión de imágenes médicas en 3D y 4D con una aplicación web y una de realidad virtual.

42. Cassia Moraes (Brasil/29 años/activista ambiental)

Su meta es crear una red de un millón de jóvenes para el 2030 luchando por cambiar mentalidades y hábitos en pro de ciudades con bajas emisiones de carbono. Junto a tres amigas ideó Youth Climate Leaders (YCL), proyecto con el que ganó el MIT Climate CoLab 2017. Para ella, debemos aprender de nuestros pueblos indígenas: "Ellos aportan un enfoque en el que somos parte de la naturaleza, no sus dueños". Invita a los jóvenes latinos a transformar día a día, porque ninguna acción es pequeña. "¡Empecemos con lo que podamos!".

43. Diego Olcese (Perú/29 años/emprendedor)

El camino entre su primer emprendimiento -importar ropa de China para venderla en el mercado peruano hace 15 años- y Crehana, su startup de cursos en disciplinas creativas que hoy cuenta con 1'000.000 estudiantes, 27.000 proyectos y 600 programas, ha servido de inspiración para los emprendedores peruanos.

44. Egan Bernal (Colombia/22 años/ciclista)

A pedalazos ha subido a la cumbre del ciclismo. Es el ganador más joven del Tour de Francia en 110 años y el único latinoamericano que lo ha conseguido. Además, en 2019 ganó la París-Niza, la Vuelta a Suiza y el Giro del Piemonte, cerrando el año en el cuarto lugar de la clasificación mundial de la Unión Ciclista Internacional.

45. Paula OS (Chile/29 años/cantante y productora)

Cuando pensaba en vivir de la música, se aterrorizaba con la idea de no poder lograrlo. Hoy asegura que el miedo a equivocarse es un monstruo absurdo: "Lo peor que puede pasar es que las cosas no resulten, que es en el lugar exacto donde estás ahora, dudando". Aprendió piano y producción, primero en academia y luego por su cuenta, y hoy es una de las figuras de la música electrónica experimental y el house progresivo latinoamericano. Tiene claro algo: "Hay que formar identidad; evolucionar sin perder tu huella".

46. Alfredo Morales (Venezuela/35 años/emprendedor)

Hace 10 años, partió de una pregunta casi generalizada: ¿Qué le pasó a la sociedad venezolana? Para evitar las respuestas obvias, usó el método cuantitativo y aplicó modelos de big data y machine learning en su investigación de doctorado, por lo que fue reconocido como uno de los pioneros innovadores menores de 35 de MIT en 2018.

47. Sebastián Arévalo (Colombia/26 años/politólogo y activista)

No tener un sueldo fijo es quizá uno de los retos más duros que enfrenta, pero haber creado la fundación Pasos Libres, para trabajar por la prevención de la trata de personas, vale cualquier sacrificio. Para él, su equipo de trabajo significa su mayor logro: se rodeó de personas que están dispuestas a dar todo para sacar la fundación adelante.

48. Carlos Armenta (México/30 años/editor literario)

Cuando el arte de la impresión artesanal parecía cercano a la extinción, vio una oportunidad. Es director editorial de Impronta Casa Editora, una de las pocas que aún usan la técnica de tipos móviles y linotipia, previa al siglo XX, para producir textos de arte, literatura y humanidades. Hacen tirajes cortos encuadernados a mano.

49. Clarissa Ríos Rojas (Perú/35 años/bióloga molecular)

Becada por la Fundación Eisenhower por buscar el uso de evidencia científica en la creación de política pública, UN Women Champion y Women of Excellence del WEF. Creó Ekpa'palek -"ayudar a caminar" en shiwilu, etnia de la Amazonía peruana- para asesorar estudiantes en español y quechua sobre el comienzo de su vida laboral. Una clave: cultivar la empatía.

50. María Camila Osorio (Colombia/17 años/tenista)

Por: Gabriela Sabatini
Única tenista argentina que ha ganado un US Open en categoría individual y medallista olímpica. Considerada la mejor tenista argentina de la historia.

Tuve la oportunidad de conocer personalmente a Camila en los Juegos Olímpicos de la juventud en Buenos Aires y me pareció realmente encantadora. En cuanto a su tenis, tiene una gran mentalidad: es luchadora y posee un juego potente. Su entusiasmo y muchas ganas son las herramientas que más importancia han tenido en su crecimiento como deportista. La muestra, su reciente triunfo Junior del US Open y su final en el Masters Junior de la ITF.

Es muy bueno para nuestro deporte en América Latina ver chicas como María Camila, o como Lourdes Carle, la jugadora argentina con quien compitió en la categoría dobles en los Olímpicos de la Juventud y quien también tiene grandes condiciones.

Espero que otras jugadoras, que apenas empiezan, puedan contagiarse e inspirarse al verlas a ellas. Es mi deseo que este talentoso grupo de tenistas sea la base para tener más chicas latinas jugando en alto nivel. María Camila ha demostrado que, con su gran triunfo en el US Open Junior y al ser la primera atleta, hombre o mujer, en ganar un título de Grand Slam en individuales para Colombia, puede liderar esta nueva etapa.

Todos los latinoamericanos nos ilusionamos con estos triunfos porque sabemos que para nuestros países es un deporte que implica mucho esfuerzo. Se nos hace más difícil poder viajar, ya que las distancias generalmente son muy largas, los costos más altos y, por ende, se está más tiempo alejado de familia y amigos. La diferencia, además, con los países europeos, es que allí hay mayor cantidad de torneos y están más cerca de sus hogares.

María Camila está dando pasos firmes y demostrando la gran jugadora que es. Sin embargo, es importante ser pacientes y respetar sus tiempos para que desarrolle todo su potencial. Ella tiene todas las condiciones para estar en la élite del tenis. En muy poco tiempo ha logrado mucho y, si sigue soñando, con perseverancia, trabajo y ganas de aprender, llegará lejos.

Le deseo mucho éxito en esta profesión hermosa. Camila: disfruta cada paso.

51. Lawrence Murata (Brasil/24 años/ingeniero)

Partiendo del problema cotidiano de la accidentalidad vehicular, creó la aplicación Nauto, que usa inteligencia artificial con datos recogidos por el automóvil y el smartphone para analizar los factores de la carretera y determinar riesgos. En 2018 fue uno de los innovadores latinos menores de 35 del MIT Technology Review en español gracias a su idea.

52. Ledania (Colombia/24 años/muralista)

Sus murales están en 20 países. Esta artista visual no se sentía cómoda con el espacio de las galerías y decidió que su obra sería de gran formato y en la urbe.

53. Julieth Lozano (Colombia/27 años/soprano)

Una de los 12 elegidos por audición para el National Opera Studio 2019. Cuenta que un concierto de Herencia de Timbiquí le llegó a los huesos: "La música hecha con corazón siempre será la mejor". Fue solista en el Royal Albert Hall, pero su mayor logro, dice, fue cumplir su sueño de ser Susanna en Las bodas de Fígaro, de Sir Thomas Allen.

54. Julio Mayora (Venezuela/23 años/pesista)

En dos años dejó claro en toda Latinoamérica que es uno de los grandes opcionados para traer el oro en halterofilia de Tokio 2020, en la categoría de menos de 73 kilogramos. Ganó en los Centroamericanos y del Caribe de Barranquilla y en el Panamericano de Santo Domingo en 2018, e impuso récord en los Panamericanos de Lima 2019.

55. JC Rock (Honduras/25 años/artista y activista

Su plataforma Warriors Zulu Nation busca que jóvenes hondureños cambien las pandillas por el arte y la música. Embajador de su país en One Young World 2018.

56. Laura Palmese (Honduras/28 años/activista medioambiental)

Una de las embajadoras de Honduras para One Young World 2019. Creó Waste to Opportunity, que promueve con capital semilla procesos innovadores de reciclaje.

57. Rodrygo Goes (Brasil/18 años/futbolista)

"Tenemos un niño buenísimo: se llama Rodrygo", le dijeron en 2013 los empresarios del Santos -la casa de Pelé- al reclutador del Real Madrid, Juni Calafat, según cuenta el periodista Jaime Rodríguez. Era un adolescente de 12 años, muy joven para ir al gigante español. En 2017 era la joya apetecida por los grandes de Europa. Hoy es una de la promesas más importantes del Real Madrid. Debutó con triplete contra el Galatasaray en Champions y fue uno de los 20 nominados al premio Golden Boy al mejor jugador sub-21 del diario Tuttosport.

58. María José Caro (Perú/34 años/escritora)

Cuentista y novelista, prefiere escribir en la madrugada, "antes de que empiece el día con sus distracciones, que entorpecen la creación". Ha publicado sus libros ¿Qué tengo de malo?, Perro de ojos negros y La primaria, en Latinoamérica y Europa. En 2017 fue seleccionada como una de las autoras menores de 39 más prometedoras del continente.

59. Lucía Garibaldi (Uruguay/33 años/directora de cine)

Es la primera uruguaya que gana por mejor dirección en el Festival de Sundance, por su película Los Tiburones. También destacó en San Sebastián y Bafici.

60. Arianna Salazar (Costa Rica/28 años/urbanista)

Visionaria MIT 2018 por crear BitSence: a través de sensores en las personas, desarrolla algoritmos para mejorar la planeación de ciudades en función de la gente.

61. Ana Luisa Beserra (Brasil/21 años/emprendedora social)

La sequía en su natal Salvador, Brasil, la motivó a crear en 2013 Aqualuz, una tecnología que desinfecta con energía solar el agua en los tanques recolectores de lluvia. En 2015 se inventó Agua Potable Segura para Todos (SDW), la startup para dinamizarla. Fue elegida en 2019 como UN Young Champion of Earth.

62. Bruno Rodríguez (Argentina/19 años/ambientalista)

Inspirado en Fridays for Future y Greta Thunberg, empezó con Jóvenes por el clima. Ha movilizado miles de personas en Buenos Aires contra el cambio climático. Este año dio en la ONU el discurso de apertura de la Primera Cumbre Mundial de Jóvenes por la Acción Climática, junto a Greta y Antonio Guterres. Afirma: "Unidos y organizados tendremos un mundo habitable".

63. Daniela Fernández (Ecuador/24/ambientalista)

A los 19 fundó Sustainable Oceans Alliance, hoy en 85 países. Es la red más grande de jóvenes trabajando por proteger y recuperar los océanos. También creó un sistema para incluir y dinamizar actividades con nuevas empresas oceánicas y ha recaudado 3 millones de dólares para su causa. Hizo parte de la lista Forbes 30 under 30.

64. Matías Viel (Argentina/27 años/emprendedor)

Asegura que el 70 por ciento de los cultivos dependen de la polinización de las abejas. BeeFlow, su emprendimiento, busca mejorar la calidad de los alimentos mejorando la actividad de las abejas en las granjas. Invita a tomar riesgos, "porque es la forma de generar emprendimientos en industrias que hoy no le hacen bien al planeta".

65. Barbarita Lara (Chile/32 años/inventora)

No poder comunicarse con su esposo en la noche del terremoto en Chile en el 2010 la impulsó a crear SIE (Sistema de Información de Emergencia). Usando alta frecuencia, permite la comunicación vía celular incluso sin redes móviles ni Internet. Fue seleccionada por MIT entre los innovadores menores de 35 años en 2017.

66. Alexánder López (Cuba/32 años/emprendedor ambiental)

Inspirado por el trabajo de su mamá con tecnologías de biogás, inventó un sistema de suministro que lleva el fluido a 5 kilómetros de distancia sin consumo de energía. Ha impactado 700 personas en comunidades. " Innovar, crear y creer que todo se puede hacer mejor " son las claves de su éxito.

67. Luisa Dörr (Brasil/31 años/fotógrafa)

Con la lente de su celular tomó fotos a Hillary Clinton, Ellen Degeneres, y Oprah para la portada de Time en la serie Firsts de 12 influencias femeninas.

68. Gloria Susana Esquivel (Colombia/34 años/escritora)

En su primera novela cuenta, desde el punto de vista de una niña de seis años, la violencia colombiana. Poeta, novelista, traductora y periodista nominada en 2019 al premio Eccles del Hay Festival como uno de los referentes literarios globales. Además de escritora, tiene un podcast feminista llamado Womansplaining.

69. Lunay (Puerto Rico/19 años/cantante)

A los 14 años, aprovechó las redes sociales para empezar a mostrar su talento. Ha grabado con varios de sus referentes -Daddy Yankee, Bad Bunny, Anuel AA y Ozuna- y hoy tiene 6,6 millones de seguidores en Instagram. Lamenta no poder dedicarle tanto tiempo a su familia, pero sabe que el éxito requiere sacrificio. Por eso, también invita a ignorar las críticas y confiar siempre en lo que se tiene.

70. Silvia Caballero (Perú/34 años/científica)

Gracias a su experimento con ratones de laboratorio en el Memorial Sloan-Kettering Cancer Center (Nueva York), descubrió que algunos de los organismos de nuestra red intestinal pueden impedir la proliferación de virus que atacan a pacientes en hospitales, o a los ancianos en geriátricos. Está en la lista Time Next 100 de jóvenes influyentes 2019.

71. César Bringas (México/29 años/escritor)

Su poemario Los cuerpos cautivos, con el que ganó el Premio Nacional de Poesía y Narrativa LGBTTTI, es la recopilación de los fragmentos de un ensayo sobre el sida, los crímenes por la diversidad sexual y las terapias de conversión que hizo en 1985. El epílogo es su carta de despedida para Agnes Torres, una activista transexual asesinada en Puebla.

72. Eric Dijkhuis (Paraguay/25 años/inventor)

En guaraní, la lengua natal de su país, Po quiere decir "mano". "Le llamamos Po Paraguay para quitarle el término 'prótesis' y llenarlo de otros significados", afirma este innovador MIT 2019. Su organización hace prótesis y herramientas impresas en 3D para que todas las personas que requieran una puedan acceder a ellas.

73. Pierpaolo Barbieri (Argentina/32 años/emprendedor)

Por: María Julia Bearzi.
Directora Ejecutiva de Endeavor Argentina, el capítulo para el país de la red de emprendimientos de alto impacto más importante del mundo.

Es argentino. Tiene 32 años y es historiador económico. Estudió en Harvard y trabajó en Estados Unidos asesorando fondos sobre dónde y cómo invertir, escribió para The New York Times, The Financial Times y The Wall Street Journal, pero hace dos años volvió a su país natal: "Decidí volver porque quería hacer algo propio en la economía real", se lo escuchó decir.

Y así nació Ualá, la compañía fintech que él mismo fundó en 2017, con el objetivo ampliar la inclusión financiera. Es que casi la mitad de nuestra población nunca tuvo acceso a los servicios financieros formales y por ende tampoco tiene acceso a realizar transacciones online y a créditos, entre otros beneficios. Ahí es donde Pierpaolo Barbieri vio una gran oportunidad. Y no solo él sino también el fondo del magnate George Soros y, este año, Tencent, la fintech más grande de China, apostó por esta startup que promete inclusión y educación financiera en Argentina. Por ahora, porque este es solo el comienzo de este emprendedor Endeavor que apunta a regionalizarse en los próximos años.

"Nosotros creemos que el futuro de los servicios financieros va por el celular", dice Pier, y por eso creó una experiencia integral para manejar las finanzas personales online. Incluye una tarjeta global prepaga que se ofrece al usuario de manera gratuita y que puede ser usada para transferir y recibir dinero, solicitar préstamos, realizar inversiones, pagar facturas, recargar celulares prepagos y hasta tarjetas de transporte. Todo esto, sin costos ocultos.

Hoy ya tienen más de un millón de tarjetas emitidas, en un país de 40 millones de habitantes.

Según sus propias palabras, Ualá no es un banco y su competencia es el efectivo: "No venimos a reemplazar a nadie, venimos a complementar el ecosistema existente para toda la gente que quiere una mejor experiencia financiera" dice Pier. Detrás de este joven hay un equipo de cerca de 160 personas: 75 por ciento son desarrolladores, ya que Ualá es una compañía 100 por ciento digital. A veces, es el mismo Pier el que responde las consultas de los usuarios en redes sociales. Así de involucrado está en su creación.

74. Maria Teresa Castillo (Perú/25 años/diseñadora)

Inspirada en el Realismo Mágico de Gabriel García Márquez, lanzó su obra Resonate, exhibida en el Museo de Brooklyn y premiada por Core77 Design Awards.

75. Luis Azmitia (Guatemala/35 años/médico cirujano)

Pionero MIT menor de 35 en 2018, descubrió cómo agilizar el diagnóstico sobre el tipo de cáncer para obtenerlo el mismo día de una biopsia de tumor cerebral.

76. Fernando Ávila (Chile/34 años/investigador médico)

Innovador menor de 35 de MIT. Creó EndoDrone, dispositivo para que los endoscopios detecten mejor lesiones pancreáticas y las extirpen.

77. Rodrigo Fuentes (Guatemala/35 años/escritor)

"Siempre me interesaron las diferentes formas de hablar en América Latina: los vaivenes del lenguaje, de las palabras, de los acentos". De ahí surgió Trucha panza arriba: la historia de Henrik, que se mueve por los diferentes mundos y lenguajes de Guatemala. Fue finalista del Premio Hispanoamericano de Cuento Gabriel García Márquez.

78. Antonella Sudasassi (Costa Rica/33 años/directora de cine)

Asegura que El despertar de las hormigas (2019), preseleccionada al Óscar y nominada al Goya, es el resultado de su terquedad. Su obra refleja sus reflexiones sobre la mujer y su rol en la sociedad. "Las exigencias hacia la mujer vienen, muchas veces, por costumbre y sin mala intención, de otras mujeres como nuestras abuelas, madres o tías".

79. Felipe Quezada (Chile/34 años/diseñador digital)

La recuperación después de un accidente en motocicleta le dio la idea de Kinemotion, plataforma de videojuegos para motivar pacientes en rehabilitación.

80. Liza Velarde (México/27 años/empresaria)

Junto a sus socios Alejandro Abarca y Juan Felipe Yee creó Delee. Encontraron un método de detección temprana y personalización de terapias contra el cáncer.

81. Carlos Vargas (Venezuela/26 años/activista y líder social)

Por: David Gereda.
Director de One Young World para América Latina, el foro de jóvenes líderes más importante del mundo.

Las ideas tienen poder. No solo dentro de sí, sino por lo que pueden representar para las sociedades: cambio, transformación, ilusión, esperanza, resiliencia. Su significado varía según el contexto, pero permanece, imborrable, su trascendencia. Lo veo todos los días cuando conozco las historias e iniciativas de jóvenes del mundo con los que he podido interactuar gracias a mi experiencia en One Young World, la cumbre de líderes que reúne, todos los años, a 2.000 gestores de cambio que debaten y actúan sobre desafíos apremiantes.

Uno de esos proyectos es 1001 Ideas para mi país, fundado por el activista venezolano Carlos Eduardo Vargas. Con 26 años, y en medio de la crisis económica, social y humanitaria de Venezuela, él y dos amigos apostaron por la esperanza.

Crearon una comunidad de innovación social enfocada en jóvenes, para habilitar espacios donde se conozcan y trabajen problemas de la sociedad.

1001 Ideas para mi país se divide en cuatro vertientes: conexión -realización de actividades de interés juvenil con contenido social-, experimentación -investigación y formación para jóvenes en desarrollo sostenible-, invención -aceleración y ejecución de emprendimientos e innovaciones sociales- y difusión -asesoría en innovación social corporativa-. Hoy, la organización despliega su labor desde Caracas, ha tocado a 10.000 jóvenes y ha contribuido con la formulación de cerca de 100 proyectos en el país, alineados con los Objetivos de Desarrollo Sostenible definidos por la Organización de Naciones Unidas (ONU).

Vargas, el joven líder, se ha trazado un nuevo objetivo al que ha llamado 22.22.22. Consiste en crear 22 comunidades de innovación social en 22 ciudades de la región para el año 2022. Es fiel muestra de que en medio de realidades difíciles es posible crear espacios para que los jóvenes se sientan representados y puedan convertirse en protagonistas de cambios. Y sé que hay miles de jóvenes líderes ideando e implementando proyectos para transformar nuestra realidad.

82. Louis Yupanqui (Argentina/20 años/activista no binarie)

Siente que la población indígena y afro es invisibilizada. Activista "negre afroargentine no binarie", busca el reconocimiento de derechos y la no discriminación.

83. Paola Villareal (México/34 años/activista

Creó Data for Justice, plataforma que determinó que cerca de 20.000 personas habían sido sometidas a condenas fraudulentas en los Estados Unidos.

84. Antonella Romero (Perú/28 años/emprendedora)

Esta innovadora MIT 2018 creó Ecotrash, una plataforma web que organiza la recolección del reciclaje, mejorando el medio ambiente y la inclusión laboral.

85. Paola Yañez Inofuentes (Bolivia/34 años/activista)

Coordinadora General de la Red de Mujeres Afrolatinoamericanas, Afrocaribeñas y de la Diáspora. Lucha contra el racismo y la discriminación en el continente.

86. Carlos Manuel Álvarez (Cuba/30 años/escritor y periodista)

No solo en su obra literaria refleja la vida cotidiana de Cuba, como en Los caídos. También en El estornudo, la revista digital independiente de la que es editor.

87. Nicole L'huillier (Chile/33 años/artista transdisciplinar)

Busca la intersección entre música, arte, arquitectura, ciencia y tecnología. Trabaja en el MIT Media Lab, entre otros, pensando al sonido como material de construcción.

88. Tabata Amaral (Brasil/25 años/líder política)

Esta diputada federal de São Paulo está en la lista 2019 de Time Next 100 de jóvenes influyentes. Lucha porque haya educación de calidad para cerrar las brechas de desigualdad. Proviene de una favela y conoce las problemáticas sociales que llevan a los jóvenes a dejar de educarse. Estudió Astrofísica y Gobierno en Harvard.

89. Claudia Romero (México/19 años/taekwondista)

Una joven inspiración que ya hace parte de la historia atlética de su país, al convertirse en la primera medallista paralímpica en taekwondo ajustado en los Juegos Parapanamericanos de Lima 2019, en la categoría menor de 49 kilogramos. Ya había logrado el subcampeonato mundial en 2017 en la misma disciplina.

90. Gabi López (México/24 años/golfista)

Nieta e hija de golfistas, es la latinoamericana mejor ubicada en el ranking LPGA global. Su mejor recuerdo fue ganar el Blue Bay 2018, torneo profesional del Tour, disputado en China. "Enfrenté a las golfistas número uno y dos del mundo de ese momento -Ariya Jutanugarn y Sung Hyun Park-. Necesité mucha calma y concentración".

91. Macarena Sánchez (Argentina/29 años/futbolista)

Un despido injustificado la llevó a liderar las banderas de la profesionalización en su país. Firmó el primer contrato de la historia del fútbol femenino argentino con San Lorenzo de Almagro, su club actual. El consejo que da a las nuevas generaciones: "Peleen por lo que les corresponde. Peleen por sus compañeros y compañeras".

92. Sara Vargas (Colombia/12 años/nadadora)

De niña veía a su hermana entrenar natación de alto rendimiento y quiso intentarlo. Cuando está en la piscina, dice, piensa cosas como: "Este tiempo lo voy a hacer por mi mamá". Ahí encuentra su inspiración. Así logró cuatro medallas de oro para Colombia en natación adaptada, en los Juegos Parapanamericanos de Lima 2019.

93. Mónica Baró Sánchez (Cuba/31 años/periodista)

Su mayor logro, asegura, es poder hacer periodismo independiente en Cuba. Este año ganó el premio Gabo a Mejor texto con La sangre nunca fue amarilla, sobre un caso de envenenamiento por plomo en un barrio de La Habana. Invita a ser fieles a los principios: "En mi país es ilegal lo que hago, pero yo siento que es lo correcto".

94. Lineisy Montero (República Dominicana/26 años/modelo)

Que una joven debute como modelo exclusiva de Prada, como lo hizo cuando tenía 22 años, ya es un logro. Hija de padre dominicano y madre haitiana, Montero ha desfilado para los mejores diseñadores del mundo, hecho anuncios para Chanel y Givenchy y ha tenido cerca de 20 editoriales en Vogue desde 2016. Otro motivo de orgullo latino.

95. Anderson Lima (Guatemala/26 años/activista ambiental)

Es uno de los embajadores de su país para One Young World. Su organización Casa Aak hace programas para la conservación de los huevos de tortuga marina.

96. José Fernando Gómez (Ecuador/32 años/arquitecto)

Su estudio Natura Futura busca "crear ciudades más humanas". Su mensaje: "Con tanta información, volvamos a lo básico, a lo artesanal, a la esencia de las cosas".

97. Florencia Montini (Argentina/34 años/científica)

Premio L'Oréal-Unesco por las Mujeres en la Ciencia 2018. Creó un material para perfeccionar el baipás coronario cuando no funciona el material biológico.

98. Jaime Rodríguez y Sebastián Pinzón (Colombia/31 y 28 años/chefs)

" Nuestro trabajo empezó hace tres años con Proyecto Caribe Lab. Jaime y yo recorrimos el Caribe colombiano conociendo su cultura gastronómica, biodiversidad y costumbres. Es la base de lo que hoy llamamos Nueva Cocina del Caribe Colombiano", cuenta Sebastián, uno de los chef de Celele, el restaurante ganador del premio Miele One To Watch 2019.

99. Saiph Savage (México/34 años/ingeniera)

De niña, cuenta, era tan mala en matemáticas que le dijeron que optara por el arte. Por eso, su mensaje es que no debemos encasillarnos. "Hay que practicar todos los días, cuando estamos convencidos de lo que queremos". Así logró repensar los bots -cuentas automatizadas en redes sociales- para generar acción colectiva a través de microtareas. Acabó de ganar 2,5 millones de dólares para implementar el modelo en zonas rurales.

100. Ophelia Pastrana (México/37 años/activista e influenciadora)

Por: Brigitte Baptiste.
Bióloga, rectora de la Universidad EAN en Bogotá y exdirectora del Instituto Humboldt.

La mayoría de mujeres transgénero que hoy tienen vida pública son renacidas tras lograr vencer la barrera que las contenía. Muy jóvenes, en ese sentido. Ophelia Pastrana representa la liberación explosiva del talento en una persona que, llena de estudios y títulos, se convirtió en un gurú (ahora exgurú) que reconoce que la comunicación inteligente es el centro de todo. La evolución en su máxima expresión.

Física, economista, es hoy también mexicana, aunque nació en Colombia. Alta de muchas maneras, más aún en sus tacones (que siempre deseo). Locuaz, intensa en su pasión por la tecnología y la exploración de sus significados sociales y su alcance en lo humano. Ya fue una de las 100 mujeres de la BBC el año pasado, e indudablemente es una de las personas con mayor influencia en las discusiones de ciencia y futuro en las redes, como se puede evidenciar en sus charlas TEDx, decenas de conferencias y, ahora, en especial, en su canal digital.

La Roja, como también se le conoce, hoy es rubia y de muchos colores más porque el sentido de la identidad está cambiando. Nada permanece, mucho menos lo que aparentamos, un juego gozoso, la propuesta artística más íntima y genuina. "Estoy peleada con el hecho de que los géneros sean obligatorios", le dijo hace unos meses a Bocas, donde también declaró ser su "propio negocio": una personalidad contundente e independiente que no desafía nada por accidente ni a la ligera y que con cada mensaje cala, apuntando a desarmar inequidades absurdas.

Una adalid queer de la democracia digital que no duda en denunciar la discriminación constante que las personas trans sufrimos en una cotidianidad que no acepta nuevos sentidos de libertad, la que seguro defiende cuando se trata de sus propios derechos, así estamos.

En este siglo de crisis climática, también crece la impaciencia social para acceder a un presente que se escurre en el abismo de la inequidad, pero donde casi nadie sabe qué significa vivir el presente, porque cambia a velocidades vertiginosas. Solo persiste el cambio, adaptación que no logramos alcanzar porque nuestra experiencia está naturalmente limitada por nuestros sentidos. Aunque esto tal vez no perdure: nuestros cuerpos ya escogen el género, su sexualidad, sus parentescos y en cualquier momento nos manifestaremos de maneras inimaginadas.

Espero que Ophelia me elija para una de sus primeras conversaciones cyborg, pues continuará siendo una fábrica de sorpresas. A lo mejor ya conoce el agüero de gusano más apropiado.

Aportaron ideas, perfiles, listados o fueron fuentes para esta selección: MIT Technology Review, One Young World, Banco Interamericano de Desarrollo, Hay Festival, Forbes, Time, Endeavor, 50 Best Latinoamérica, Juliana Duque Mahecha, Camilo Jiménez Santofimio, Humphrey Inzillo, Sara Malagón Llano, Nicolás Valencia, María Mercedes Acosta, Daniel Jiménez Quiroz.
Apoyo en investigación periodística: Ana Enciso Noguera, Sebastián Aldana Romero, Mónica Moya González.

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Avianca en Revista - Especial: 100 latinos que crean e inspiran un mejor futuro

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Ya lo escribió el novelista cubano Alejo Carpentier en su obra cumbre de hace 70 años, El reino de este mundo: en Latinoamérica, lo maravilloso está a la vuelta de cada esquina. En las ciudades, en la naturaleza y en la historia. En las culturas.

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WordAndPhrase has always been based on data from the Corpus of Contemporary American English (COCA).

But now it is integrated right into COCA itself.

All of the previous functionality from WordAndPhrase is still there, but much more has been added as well.

Compare the two versions

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WordAndPhrase has always been based on data from the Corpus of Contemporary American English (COCA). But now it is integrated right into COCA itself. All of the previous functionality from WordAndPhrase is still there, but much more has been added as well. Compare the two versions

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Corpus Tool

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Summary Creator

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Hyperdocs How To

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Why English Class is Silencing Students of Color

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Why English Class is Silencing Students of Color

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Why English Class is Silencing Students of Color | Jamila Lyiscott | TEDxTheBenjaminSchool

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Nic Stone and Evan Gutierrez Talk Culturally Responsive Teaching

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Nic Stone and Evan Gutierrez Talk Culturally Responsive Teaching

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Author Nic Stone Advances Discussion About Culturally Relevant Curriculum with ‘Dear Martin’

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Self translating Google sheet for academic vocabulary, just type in the English word and it automatically translates to Spanish 

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Self translating Google sheet for academic vocabulary, just type in the English word and it automatically translates to Spanish 

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English to Spanish self-translating Google Sheet 

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Culturally responsive schools from a school leadership perspective....

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Culturally responsive schools from a school leadership perspective....

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Projectable discourse cards:  technically these are for an elementary math curriculum but they may work with any grade, any content if you are trying to get students to integrate instructional conversations....?

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Projectable discourse cards:  technically these are for an elementary math curriculum but they may work with any grade, any content if you are trying to get students to integrate instructional conversations....?

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Have I done any of the following?
Mispronouncing the names of students, even after being corrected.

Setting lower or higher expectations of a student based on their race or ethnicity.

Using inappropriate humor about a specific group.

Asking a student to speak for or represent their entire group.

Not allowing all students to express their voice equally in classroom discussions.

Asking  questions such as “Where are you from?” or saying “You don’t look like…”

Getting defensive when corrected about any of the above.

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Copy of Student Handout: What is Culture

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​Educational Inclusion, is it possible? The myths, challenges and realities with Marie Delaney

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​Educational Inclusion, is it possible? The myths, challenges and realities with Marie Delaney

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Why does inclusion matter – morally? Professionally? Personally?

What does inclusion mean in your school and community? Who should be included? Who isn’t included?  Is it a process or a place? Thinking beyond students with special educational needs.

Access to education vs. engagement in education – what are the real barriers? Poverty? Privilege? Entitlement? Attitude? Resources? Training?

The gap between policy and practice – is inclusion the ‘cheap’ option? What can teachers, trainers and managers do? How do we avoid only paying lip-service to inclusion?

The need for self-awareness and self-reflection – recognizing our unconscious biases and limitations.

The power of language as a tool for inclusion and exclusion: the important role of language teachers and language hierarchies.

Moving from the teacher as the ‘expert’ to the teacher as a cooperative partner with the student and family.

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Visit Film-English.com

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Kieran Donaghy - Using Short Films and Other Media to Promote Values in Secondary ELT (Secondary)

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"Because I’m Latino, I can’t have money?" Kids on Race

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Microaggressions

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SNIPPET: Microaggressions in the Classroom

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The Power of Microaffirmations

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5 Questions to Ask Instead of Why Did You Do That

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5 Questions to Ask Instead of Why Did You Do That

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5 Questions to Ask Instead of Why Did You Do That

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Culturally Responsive Teaching

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Culturally Responsive Teaching in Mathematics

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Culturally Responsive Teaching in Mathematics

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Three Conditions English Learners Need to Thrive 

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• Uses the cultural characteristics, experiences, and perspectives of
ethnically diverse students as conduits for teaching them more
effectively.

• Assumes academic knowledge and skills become more
personally meaningful, have higher interest appeal, and are learned
more easily and thoroughly when they are situated within the lived
experiences and frames of reference of students (Gay, 2000)*.

• Presupposes that the academic achievement of ethnically diverse
students will improve when they are taught through their own cultural
and experiential filters (Au & Kawakami, 1994; Foster, 1995; Gay, 2000;
Hollins, 1996; Kleinfeld, 1975; LadsonBillings, 1994, 1995).

From:
Linan-Thompson, S., Lara-Martinez, J. A., & Cavazos, L. O. (2018).
Exploring the Intersection of Evidence-Based Practices and Culturally
and Linguistically Responsive Practices. Intervention in School and
Clinic, 1-8.

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GHS ESOL Playbook

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Full video

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Just, Equitable, Diverse and Inclusive resources for PreK-16 online teaching

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Just, Equitable, Diverse and Inclusive resources for PreK-16 online teaching

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LibGuides: JEDI Resources for Online PreK-12 Teaching During COVID and Beyond: Elementary

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Just, Equitable, Diverse and Inclusive resources for PreK-16 online teaching

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Transforming Our Public Schools: A Guide to Culturally Responsive-Sustaining Education created by the NYC Culturally Responsive Education Working Group and the Education Justice Research and Organizing Collaborative

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Transforming Our Public Schools: A Guide to Culturally Responsive-Sustaining Education created by the NYC Culturally Responsive Education Working Group and the Education Justice Research and Organizing Collaborative

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How to Develop Culturally Responsive Teaching for Distance Learning, by Amielle Major

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How to Develop Culturally Responsive Teaching for Distance Learning, by Amielle Major

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Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students' brain power, they will experience learning loss.

When it comes to distance learning, applying culturally responsive teaching requires "remixing" education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge.

"It's going to stretch us a little out of our own comfort zones, but it's worth it in the long run if we can get students to continue to do that thinking," said Hammond.

She advises three strategies to help students gain that independence:

1. Deepen background knowledge

Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have gaps in their background knowledge . "A lot of our students are compliant learners," she said. "They're having a hard time shifting right now [because] they're used to the worksheet, but that doesn't mean they're always processing information."

She advises teachers to help students connect new things they're learning to their brain's existing schema - also known as background knowledge - that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. "You cannot give another person background knowledge," she explained. "They have to acquire it, but as teachers we can help guide the process." This can be done by building upon student interest.

"Survey your students if you don't know what they like," said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn't matter if their interests are broad or narrow; it's important to learn what interests them so that you can use that information to:

Assign non-fiction books that build on student interests.

Create a "Netflix" playlist of documentaries, nature shows, historical events, etc.

Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students' interest.

With each of these activities, it's important to give the students direction so they know what to look out for. "You have to tell the brain what to pay attention to," Hammond explains. She suggested questions like, "What was your biggest surprise from this book/show?" or thinking routine sentences like "I Used to Think ___. But, now I think ____."

She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents.

2. Cultivate cognitive routines

Growing students' brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain.

"Be the personal trainer of their cognitive development," Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you're not in the classroom to reinforce that way of thinking.

One example is to ask students to connect the "unknown to the known" or across concepts by asking questions like, " What's the relationship or connection between these things?" or "How does this part fit into the whole? What are the parts of this whole?" These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual.

She said students should also be encouraged to sketchnote or doodle to actively process what they're learning as an alternative to note-taking. Sketchnoting can encourage people to make deeper connections to what they're hearing.

3. Build word wealth

Building a student's vocabulary is a key tool in equity strategies for schools. "Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness," said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language.

Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they're fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.

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How to Develop Culturally Responsive Teaching for Distance Learning | KQED

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Culturally responsive teaching is a powerful way to help students become independent learners, and it can be especially valuable during distance learning.

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Pygmalion Effect in the Classroom - PHILO-notes Whiteboard Edition

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The Power of Positive Expectations

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The Pygmalion Effect and the Power of Positive Expectations

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Public Domain Audiobooks

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LibriVox | free public domain audiobooks

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LibriVox is turning 18, and we've just got another year older better! In the last year, our volunteers have created over 1200 new audiobooks, so let's celebrate our anniversary with 10 of the latest gems from our catalog. The most exciting thing of last year was the addition of another language to our catalog: Indonesian.

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Intro to Collocations: What is a Collocation, How to Remember Collocations, 8 types of Collocations!

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Vocabulary Help

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When words sound different in isolation vs. in a sentence, look up the pronunciation first in a dictionary, then use https://youglish.com

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Learner’s Dictionary

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Find Definitions & Meanings of Words | Britannica Dictionary

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Clear and simple definitions in American English from Britannica's language experts. More usage examples than any other dictionary.

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Mathematically Speaking

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Toolsuite for visualizing and exploring passages of text.

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Literacy

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Literacy is a process by which one expands one's knowledge of reading and writing in order to develop one's thinking and learning for the purpose of understanding oneself and the world. This process is fundamental to achieving competence in every educational subject. Since literacy is a necessary foundation for educational achievement and it has not always been legal for black people to be literate in the Americas, an understanding of historical approaches to literacy education for black children can elucidate larger relationships between individuals, communities, and the world. In an effort to ensure children's success and ability to be self-determined in a largely literate society, approaches to literacy education have included multilingual, multicultural, and multimedia resources.

The institution of slavery and subsequent racialization that situated Africans in America in isolated speech communities contributed to the development of what is now termed African American English (AAE). Many scholars have noted the effects of slavery on literacy education; they have also noted the effects that isolation had on language acquisition and development (Baugh, 1999; Morgan, 2002; Rickford and Rickford, 2000; Smitherman, 2000). Just as efforts were made to categorize enslaved Africans as inferior to European settlers, similar campaigns were also made to stigmatize the language of African Americans. The outcome of these subjugation strategies contributes to negative language attitudes concerning AAE today. Negative language attitudes can be a barrier to literacy education because literacy draws upon the linguistic and cultural knowledge of language learners as they create and interpret texts. In response, various researchers have empirically countered trends to designate AAE (and the related inferences regarding the cognitive abilities of African Americans) as different and somehow deficient compared to a European-centered norm. Moreover, educators have combated such educational practices by incorporating culturally and linguistically relevant curricula.

Enslaved Africans developed strategies to acquire and maintain literacy. Despite legislation forbidding literacy, some enslaved Africans were nevertheless literate in various languages, such as Arabic, English, French, Spanish, and Portuguese. After Emancipation and the passing of amendments that secured citizenship rights, examples of literacy education in schools began to emerge. Efforts such as the use of spirituals and other cultural materials to facilitate multiple literacies of black youth are evident throughout the era of segregation (Yasin, 1999). As integration policies began to be enforced, the number of black schoolteachers declined, as did linguistically and culturally relevant literacy education. During the 1970s, with civil rights legislation and the advent of the Black Power movement, there were increased efforts to include alienated African-American learners from language study. Civil rights legislation, Title VI in particular, protected students against discrimination and also served as the basis for cases (e.g., Lau v. Nichols ) that protected the rights of other language minorities in the United States. Ensuring equitable education for African-American children did not end with legal and policy changes. The Black Power movement revolutionized societal values and perspectives regarding African culture, language, and history. Such attitude shifts were reflected in curricula that were intended to support African-American youth. Theories of how to best make curricula culturally and linguistically relevant flourished.

SESD Approaches to Literacy

One of the most noted programmatic changes in literacy education resulted in readers for Standard English as a Second Dialect (SESD). These programs approached the literacy of African-American children much like English as a Second Language (ESL) programs approach nonnative English speakers: They introduced standard English (SE) grammatical structures while attempting to respect students' home dialects/languages. SESD programs were launched in urban areas around the United States, such as Los Angeles, Chicago, Washington, D.C., and Detroit, as well as in rural areas where large numbers of African-American children were schooled (e.g., north and central Florida). Similar programs were initiated in urban areas throughout the Caribbean as well. According to Marcyliena Morgan, in Chicago and Florida, for example, the curriculum of SESD programs included (a) culturally relevant material such as "dialect stories and folk tales , (b) grammatical exercises that reviewed AAE exclusively, (c) grammatical exercises that tested General English (GE) exclusively, and (d) contrastive exercises that included both forms" (Morgan, 2002, p. 141). Morgan criticizes SESD programs for not adequately informing students' parents about the functions of dialect readers and how they are used to teach standard literacy. Such priming was necessary given the nation's history of stigmatizing African-American language varieties. This lack of collaboration with community constituents eventually led to the decline of the SESD, although numerous studies attested to their success. Morgan observes that "these readers were an innovation that actually contradicted everything that the communityand most Americansexpected to happen in a classroom. No one had been socialized around dialect readers and with the notion that a quality education included themespecially when integrated educational institutions had worked so hard to exclude black children culturally" (2002, p. 141).

Despite initial community rejection, programs that are philosophically similar to the SESD programs emerged. The unified school districts of Ann Arbor, Los Angeles, and Oakland are noted for implementing such literacy programs (e.g., the Language Development Program for African American Students in Los Angeles). Though these programs received negative and illinformed media coverage, they were praised by many professionals for being linguistically sound, and these programs are considered a legal right by various organizations ranging from the National Council of Teachers of English (NCTE) and the Linguistic Society of America (LSA) to the United Nations Educational, Scientific, and Cultural Organization (UNESCO). The social uproar that followed the Oakland Resolution, which is popularly referred to as the "Ebonics debate," is instructive for understanding pervasive stereotypes and prejudice regarding the languages and cultures of African Americans. It is also indicative of how negative language attitudes can continue to affect literacy strategies via the "miseducation" of the masses through the media. Experts have responded by educating both the public and policymakers about the utility of AAE for literacy education.

Marcyliena Morgan (2002) and John Rickford (2000) outline these histories in detail by explainingcase by casehow knowledge of AAE can positively and empirically increase the literacies of black children. However, because literacy involves knowledge of culture and language, multilingual, AAE-informed educational programs are not the only ones designed to facilitate literacy among black children. Recently, literacy efforts that include multicultural education, critical pedagogy, and even popular cultural approaches that use hip-hop have emerged.

Multicultural Education

Multicultural education is a process of school reform that ensures equitable education for all students by embracing diversity and affirming pluralism in pedagogical practice. Some scholars posit that critical pedagogy is an underlying philosophy of multicultural education, but various scholars define the concept differently (Bank and Banks, p. 48). Most agree that the goal of multicultural education is social change. James Banks and Cherry McGee Banks (2004, p. 20) describe the five dimensions of multicultural education as content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture and social structure.

Critical Pedagogy

Critical pedagogy was introduced by Paulo Freire and Donaldo Macedo (1987) in their seminal work regarding literacy as empowerment for oppressed peoples. Henry Giroux developed the concept of critical pedagogy into a field of literacy research that has important implications concerning the education of black children. Giroux writes that "pedagogy in the critical sense illuminates the relationship among knowledge, authority and power. [It is] about the knowledge and practices that teachers, cultural workers, and students might engage in together" (p. 30). This perspective corresponds to the goals of literacy education explained above. Teaching children to use reading and writing in an effort to expand how they make sense of their worlds entails criticism (assessing the strengths and weaknesses) of current knowledge production, authority, and power relations.

If Giroux is correct, then perhaps the future of literacy education lies in strategies that encompass aspects of youth culture, such as popular culture and hip-hop in particular, in order to further make literacy education appealing and relevant to youths' lived experiences. Indeed, teachers can design curricula utilizing hip-hop to facilitate youth-centered discussions about literacy (Morgan, 2001; Smitherman, 2000; Yasin, 1999). Educational scholars have noted this utility as they have researched teachers who guide students through identification of specific literary terms and grammatical concepts by studying hip-hop lyrics as texts or as bases for lessons on intertextuality (e.g., Ladson-Billings, pp. 8284; Mahiri, pp. 111117; Yasin, pp. 213217). The educators featured in these studies often use hip-hop as an exercise in "translation" and as a supplement to using AAE-informed literacy approaches in the classroom. Therefore, these contemporary strategies combine and build upon the approaches to literacy education highlighted above in the SESD programs, multicultural education and critical pedagogy.

Given the myriad approaches to literacy education for black children, one might hope that their implementation will eventually erase negative language attitudes that impede educational achievement and community success. Just as the enslaved Africans innovated in their efforts to ensure literacyeven when it was illegaleducators and other experts concerned with the literacy of black children will probably continue to innovate as they strive to improve community conditions and bridge educational achievement disparities.

See also Education in the United States; English, African-American

Bibliography

Banks, James, and Cherry A. McGee Banks, eds. Multicultural Education: Issues and Perspectives. Hoboken, N.J.: John Wiley, 2004.

Baugh, John. Out of the Mouths of Slaves: African American Language and Educational Malpractice. Austin: University of Texas Press, 1999.

Freire, Paulo, and Donaldo Macedo. Literacy: Reading the Word and the World. London: Bergin and Garvey, 1987.

Giroux, Henry. Disturbing Pleasures: Learning Popular Culture. New York: Routledge, 1994.

Ladson-Billings, Gloria. The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass, 1994.

Mahiri, Jabari. Shooting for Excellence: African American and Youth Culture in New Century Schools. New York: Teachers College Press, 1998.

Morgan, Marcyliena. "'Nuttin' but a G thang': Grammar and Language Ideology in Hip Hop Identity." In Sociocultural and Historical Contexts of African American English, edited by Sonja L. Lanehart. Philadelphia: John Benjamins North America, 2001.

Morgan, Marcyliena. Language, Discourse, and Power in African American Culture. Cambridge: Cambridge University Press, 2002.

Rickford, John R., and Russell J. Rickford. Spoken Soul: The Story of Black English. New York: Wiley, 2000.

Smitherman, Geneva. Talkin' That Talk: Language, Culture, and Education in African America. London: Routledge, 2000.

Yasin, Jon A. "Rap in the African-American Music Tradition: Cultural Assertion and Continuity." In Race and Ideology: Language, Symbolism, and Popular Culture, edited by Arthur K. Spears. Detroit: Wayne State University Press, 1999.

dawn-elissa t. i. fischer (2005)

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literacy education
literacy is a process by which one expands one's knowledge of reading and writing in order to develop one's thinking and learning for the purpose of understanding oneself and the world. this process is fundamental to achieving competence in every educational subject.

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Literacy Education Literacy is a process by which one expands one's knowledge of reading and writing in order to develop one's thinking and learning for the purpose of understanding oneself and the world. This process is fundamental to achieving competence in every educational subject.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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English Language Learner Instruction in Middle and High School

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Khan Academy Español

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SLIFE conference from Nov 2020, Making Content Comprehensible for students with limited or interrupted formal education

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SLIFE conference from Nov 2020, Making Content Comprehensible for students with limited or interrupted formal education

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Seidlitz Education Virtual SLIFE Conference

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These resources about the 2020 Election and subsequent events, including the insurrection at the U.S. Capitol, include educational resources you can use in the classroom and tips for discussion with English language learners (ELLs) and immigrants.
Special thanks to Larry Ferlazzo for maintaining great resource lists and archives on these topics.
Insurrection at the U.S. Capitol: Resources for Educators

We are compiling classroom resources about the events of January 6, 2021 at the U.S. Capitol as they become available.

Discussing political violence with ELLs, immigrants, and refugees

If you are discussing these events with ELLs and immigrant students, please keep in mind that these events will take a lot of time for students and educators alike to process. Students may also have questions about how the police response to the events at the Capitol compares to responses to racial justice protests. In addition, keep in mind the following:

These events may be particularly traumatic for students who have endured armed conflict, civil war, unrest, and violence in their home country. That violence may be the reason they came to America, and they may have many opinions and questions about current events. Students may also have personal questions and considerations about their own safety or that of their families for a variety of reasons.

Consider providing students a private space to share their thoughts, such as a digital journal.

Prepare for these discussions in collaboration with counselors and other mental health professionals.

Learn more about trauma-informed instruction for immigrant students.

See more in the following:
ELL/immigrant students and their families need to know that they are valued members of your class, school, and community.

Continue efforts to make them feel welcome.

If you aren't sure what that looks like in virtual settings, ask them what would make them feel more welcome, perhaps in private conversations or small focus groups.

Share those ideas with colleagues and administrators as you hear them.

ELLs may face additional bullying or harassment in coming weeks and months.

Communicate to your class that all students are valued members of the classroom and bullying or disrespectful speech, including against ELLs and immigrant students, will not be tolerated.

Share the importance of these message with other colleagues.

See helpful ideas in 8 Tips to Protect ELLs from Bullying in Your Classroom and School.

Students may have deep personal feelings about the outcomes of the 2020 election for a number of reasons.
Some of these reasons include the following:

ELL and immigrant students may have felt the impacts of changing immigration policies in recent years, directly or indirectly.

They may also have experienced bullying or harassment due to a number of factors, including their ethnicity, language, or religion.

Many immigrant families have also been particularly vulnerable during the COVID-19 pandemic and students may be shouldering heavy levels of responsibility at home.

Students may also be concerned about retribution against themselves based on the outcome of the election.

In your instruction:

Remember that some students may not wish to discuss these events right away.Students may need time, space, and privacy to process what is unfolding. And, like teachers, many students are exhausted. Finding positive things to focus on and letting students know that you are there to listen when they are ready is an important first step.

Proceed with utmost care and sensitivity. Look for ways to embed social-emotional support and learning across the curriculum. While some students may wish to engage in group discussion, others may feel uncomfortable drawing any attention to themselves or their family's situation.

Consider reaching out to administrators and mental health colleagues or partners to establish some more robust support for students who are under tremendous strain due to the pandemic and perhaps feeling high levels of anxiety.

Avoid making assumptions about any student's experience or political leanings.

Explain that the long process of counting votes after the election proceeded as normal and was expected, especially with the high number of mail-in ballots this year due to the pandemic.

See more in the following resources:
Students and families may have questions about what the election and current events might mean for them.

Speak with students and families directly to find out their concerns.

Acknowledge the difficulty of the uncertainty families have been experiencing.

Find out which local organizations have ties to your community.

Look for ways to provide ongoing updates of information in families' home languages. Building school-community partnerships have proven to be critical in addressing families' questions and concerns about the pandemic, immigration issues, and other key topics.

Don't lose sight of the strengths that ELL/immigrant students and families bring to their schools and our communities every day. The better you know your families, the more deeply you can tap into those strengths.

See more tips here:

See additional tips and resources for discussing the 2020 election with student below.

In addition to these resources, learn how other educators are managing this moment through your local networks or online networks.

Resource lists

Student opinion

About the U.S. Capitol

Responding to trauma

Resources for families

Talking about tough topics in the news

Resources in Spanish

Related resources

Media Literacy
Archived events Articles & blog posts
Classroom Resources: Election 2020

After the Election
Immigration stories and topics
Election Week: Waiting for Results

Preparing for the 2020 Election

Multimedia: 2020 Election & Civics Resources for Students

Resources for ELLs

Spanish-Language Election Information

Useful Resources from Prior Elections

Books & Authors

My America: Many Voices, Many Stories

These books celebrate a diverse range of American voices and experiences, including voting in an election, immigrating to this country, and the journey to becoming a U.S. citizen.

Featured Video: Janet Wong reads "Liberty"

Poet Janet Wong reads and discusses her poem "Liberty", which is featured in Poems to Learn by Heart.

Book and Activity Guides

More booklists

Reading Rockets offers the following great booklists about elections, government, and U.S. presidents:

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The 2020 Election and Beyond: Resources for ELLs

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These resources about the 2020 Election and subsequent events, including the insurrection at the U.S. Capitol, include educational resources you can use in the classroom and tips for discussion with English language learners (ELLs) and immigrants. Special thanks to Larry Ferlazzo for maintaining great resource lists and archives on these topics.

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Speaking practice:
1.Short Listening and Speaking Videos: Dialogues w/ worksheets. https://www.allthingstopics.com/basic-english-dialogs-2.html
2. https://eslspeaking.org/category/esl-games-kids/
3. Conversation questions on many topics (Select questions. These made for all ages so there are some "adult" questions.) http://iteslj.org/questions/
4. 101 Kid topics: https://myhealth.alberta.ca/speech-language-hearing/language/for-preschoolers/conversation-topics-kids
5. Intermediate Topics. https://www.learn-english-today.com/resources-for-teachers/conversation-topics-imed.html
6. Advanced topics: https://www.learn-english-today.com/resources-for-teachers/conversation-topics_advanced.html
7. Beg/Int/Adv: https://lemongrad.com/english-conversation-topics/
8. Dialogues for Beg/Int  for adults but easily could be used for HS. https://www.thoughtco.com/reading-comprehension-dialogues-1211992

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Discussion and Supporting Materials

Thought starters

1. What are academic conversations?

2. Why is it important to value oral language?

3. How can you engage students in academic conversations?

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Academic Conversations with ELLs: Series Overview

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Discover how to engage ELLs in academic conversations. Maria Santos and Jeff Zwiers provide an introduction to a video series on academic conversations. Jeff describes the importance of oral language while Maria introduces how OUSD has been focusing on academic conversations.

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Fostering Active Comprehension: Asking and Answering Questions

Shadia encourages her first-grade students to engage in authentic inquiry before reading a text. By asking questions about the topic, students' reading focus is linked to finding answers to their questions. Shadia's students stay engaged by working in pairs.
Submitted by Shadia Salem, a first grade Transitional Arabic Bilingual Teacher at Dorn Elementary in Hickory Hills, IL.
ENL (English as a New Language) High School Students: Encouraging Communication in a New Language

Mindy develops a grade-level, standards-based unit and provides her ninth graders with clear modeling and guided practice using game-type activities for Romeo and Juliet. Mindy also demonstrates working with colleagues to help raise awareness of scaffolding lessons so all learners can be engaged.
Submitted by Mindy Lewis-Hitch, the 9th grade English as a New Language Department Lead Teacher at Ben Davis 9th Grade Center in Wayne Township, IN.

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Learn from real classroom examplesWIDA sponsors video contests for educators of multilingual learners to showcase innovative instruction that promotes language development and content learning.Watch how teachers around the consortium create learning opportunities for students to develop language within academic contexts.

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For many students, ideas on the page come alive when they are spoken. Reading text aloud provides a way to help all students access the material and develops their skills as active listeners. Listening to proficient readers provides a model for fluent reading and can help students, especially ELL students, recognize how to pronounce unfamiliar words. By inviting students to read, this strategy encourages class participation and takes the focus off of the teacher as the only source of information.

1. Select a Text
Most texts are appropriate to read as a read-aloud. It can be challenging to hold some students' attention for texts longer than two pages, but an extremely engaging story can hold students' attention for quite a while. Use your knowledge of your students, coupled with the appeal of the text, to select a reading of appropriate length.

2. Read Aloud
When doing a read-aloud, it is best if all students have a copy of the text so that they can follow along, usually taking notes as they listen. The teacher or a volunteer can begin reading the text, reading a few lines or a whole paragraph. There are many ways to structure a read-aloud:

Students can read in the order in which they are sitting (like in the Wraparound strategy), continuing around the room until the text is finished. Sometimes teachers allow students to say "pass" if they prefer not to read.

Read-alouds can be structured "popcorn style." As soon as one student stops reading, another student can begin.

Teachers can assign students a section of the text to read. Often teachers give students the assignment the night before, so that they can practice reading for homework.

As the text is read, students can mark up their own text or take notes on a graphic organizer. Many teachers have students underline or highlight important words or phrases in the text and write questions in the margins of the page. Sometimes teachers give students questions that they should answer as they listen to the text being read.

3. Pause for Comments
Depending on the length of the reading, you may want to pause after each paragraph to check for understanding, clarify misconceptions, and ask students to make predictions.

4. Reread Sections
If there are particularly important parts of the material that you want to emphasize, you can have students reread these sections. Students often pick up on different ideas and words when they hear a text read more than once. Or, after the read-aloud, you can ask students to reread the text silently on their own.

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For many students, ideas on the page come alive when they are spoken. Reading text aloud provides a way to help all students access the material and develops their skills as active listeners. Listening to proficient readers provides a model for fluent reading and can help students, especially ELL students, recognize how to pronounce unfamiliar words.