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: Ideas and resources teachers can use to help students understand, appreciate, and share their own stories about newcomers’ social, cultural, and economic contributions. • Professional reflection and discussion activity: Instructions and handouts for professional learning communities or staff meetings.
are taught by teachers who are not prepared to help them learn English (NCES, 1994). Furthermore, the percentage of Hispanic teachers is much lower than the percentage of Hispanic students. In 1993–94, 4 percent of teachers and 13 percent of students were Hispanic; in 1997–98, 3 percent of teachers and 9 percent of students were Hispanic
language reconstruction of the widely used Reading Recovery program. DLL is an intensive, one-to-one liter-acy intervention that helps struggling first-grade ELLs, while also drawing on Spanish-speaking students’ cultural and native language assets through the unique potential of bilingualism—an approach with cognitive, social–emo-
A committee of teachers, administrators, counselors, and bilingual staff reviews applications and tests students' Spanish and English listening and speaking skills using a locally developed performance assessment, and their reading and writing skills in both Spanish and English with the Language Assessment Scales.
Factors like exposure to Spanish versus English, preference for using Spanish versus English, and the language of formal reading instruction will affect a bilingual’s early literacy development. Measuring skills in only one language may make it appear that bilinguals are behind when in actuality, the assessment strategy has not captured the ...
Open educational resources (OER) are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits sharing, accessing, repurposing—including for commercial purposes—and collaborating with others.” (See OER Fact Sheet for more information.) Many OER ...
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