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The resources below are grouped and organized by content including, Literacy, Writing and Math Resources, Online Instruction Resources, English Language Learner Resources, and Strategies for Remote Learning. Literacy, Writing and Math. This resource collection provides practical tips for educators as they facilitate instruction remotely for ELA ...
The English Learner Tool Kit helps state and local education agencies help English Learners (ELs) by fulfilling these obligations. The Toolkit has 10 chapters (one for each section of the DCL), and contains an overview, sample tools, and resources. New Download the entire English Learner Tool Kit (PDF, 9MB)
In our IES-funded study, we plan to develop A2i Spanish measures that will be designed to (a) describe each bilingual’s unique literacy skill profile in terms of their Spanish language, comprehension, and decoding skills, and (b) monitor children’s Spanish language and reading growth within and across school years.
Provide an overview of the activity. Participants will use what they learned from their reading of Chapter 3 about high-quality instruction for newcomer ELs to sort the cards into two categories: (1) presence of a feature of high-quality instruction with newcomers or (2) presence of a misconception about the education of newcomers.
Teaching foreign language in classrooms. High school Spanish taught as a second language to a class of native English speakers at an American private school in Massachusetts. Language education may take place as a general school subject or in a specialized language school. There are many methods of teaching languages.
skills in an online setting. The results of the study provide insights into effective evaluation methods for measuring the progress of L2 Spanish learners in the area of interpersonal communication. Keywords: online language teaching, interpersonal communication, second language acquisition, language assessment, technology in education.
According to Kagan and Dillon (2008), HLLs entering Spanish language programs are often characterized as not having literacy skills developed beyond basic levels in their HL. However, they can develop them quickly. Other desirable outcomes are promoting the development of Spanish in three areas: grammatical competence, the