Resolutions
Policy Brief:聽English Language Learners
ELL students are a diverse group that offers challenges and opportunities to U.S. education and to English language arts teachers in particular. This 起点传媒Policy Research Brief addresses some common myths and provides research-based recommendations for effective ELL instruction.
Blog Posts
Member Valentina Gonzalez offers a number of recommendations to ensure a culturally responsive classroom and respecting each student’s unique culture.
The authors of a new strand of NCTE鈥檚 Principles in Practice Imprint, Teaching English Language Learners, explain why they (mostly) use the term English language learner in these books and then share a collaboratively-written glossary of commonly used terms.
Books
聽by Betsy Gilliland and Shannon Pella gives teachers the background and strategies to make their teaching and support equitable for ELLs. Examining how teachers can support learners鈥� reading, writing, and academic language development, and illustrated with examples of real teachers at work, the authors explain teaching for accountability, formative and summative assessment, and preparation for high-stakes testing, as well as provide suggestions for teaching, guiding questions for discussion, and resource recommendations.
Watch a 聽of Principles in Practice editor Cathy Fleischer talking with the authors about their book.
Read a , “So They May Learn and Thrive: Accountability for Equity.”
聽by聽Steven Alvarez directly addresses teachers who are learning about emergent bilingual students. The author offers ideas for approaching, engaging, and partnering with students鈥� communities to design culturally sustaining pedagogies that productively use the literacy abilities students bring to schools.
Watch a 聽of Principles in Practice editor Cathy Fleischer talking with Alvarez about his book.
Read a “Community Literacy Pedagogies: From a Translingual View.”
On-Demand Webinars
Explore ideas to engage and instruct students in reading, writing, and language/word study literacy workshops even when you don鈥檛 speak the language of the student.
K-12 English language arts teachers can expand their knowledge of the literacy practices of English language learning students when they engage with their students鈥� communities in meaningful ways.
Explore the difference between skilled readers and strategic readers and the role that the teacher must play in modeling and facilitating comprehension for students learning English and learning in English.