ELL News Headlines

Ahmir Jolliff dashed out of his home in Perry Thursday morning, eager to see his friends on the first day back to school after winter break. It was vintage Ahmir — known as “Smiley” around his house — an 11-year-old whirlwind of cheerful activity. He kept a trunk of toys unlocked in the front yard so anyone could play with them, his mother said. He loved soccer, played the tuba and sang in choir. He had a habit of touching people on their shoulder and asking them how their day was.

When Osvaldo Garcia Barron started high school, he was often the only student of color in his advanced classes. He struggled to speak up and wondered if he had anything to contribute. The start of the pandemic interrupted his freshman year of high school. But instead of coming out of it feeling isolated, Garcia Barron came back to school determined. He followed his older sister Paola’s lead in participating in some leadership programs and continued taking advanced classes. When he still struggled to feel a sense of belonging, he realized he probably wasn’t the only one. Garcia Barron restarted the Boulder High School Latino Student Organization where he eventually became president. And he started getting involved in lots of other programs in his school, district, and city, including serving as a board member for the Boulder Valley School District Youth Equity Council and being a mentor in the school’s AVID program, which helps prepare students who are historically underrepresented in higher education for college.

Over 50 community college students in California currently serve as resource guides for peers in need of stable housing, food access and other basic needs.

Initial findings from a study of a closely watched Oakland Unified School District program that recruits parents and neighbors as tutors show intriguing potential for other lower-income school districts struggling to teach kids to read.

When your child is an English learner, it can be confusing and difficult to understand whether they are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. Here’s a quick guide to how schools classify students as English learners, what they have to provide for students to help them learn English, what criteria they take into account in reclassifying them as proficient in English, and why reclassification matters.

Beyond her trailblazing role as the first woman appointed to the U.S. Supreme Court, Justice Sandra Day O’Connor considered iCivics – a civics education nonprofit founded after she retired from the court – to be her “most important legacy.”

It’s always important to go back to the “why” we want students to talk about their learning. When students talk about what they’re learning, it helps them process, clarify, connect, and solidify. If students only read or listen to new content, the level of learning can only go so far. Let’s not forget the critical role that engagement plays in learning. If students aren’t engaged, then save your energy and do something more effective.

Migrant children in the U.S. are working some of the most dangerous jobs in the country and private auditors assigned to root out unlawful labor practices often overlook child labor. The most common job for migrant children is also one of the most hazardous, roofing and construction, despite laws prohibiting anyone under 18 from doing so.

Management over the state grants for improving instruction of English learners returned to the U.S. Department of Education’s office of English language acquisition, known as OELA, this week. The office of elementary and secondary education, or OESE, has overseen Title III grants for the last 15 years. The federal aid is intended for supplemental services in language and academic instruction of English learners.

What have we been conditioned to think an effective classroom looks like? For many, it’s a vision that includes tables of students sitting quietly, working diligently as the teacher walks around or pulls small groups. But when I reflect back on my own childhood and on what I’ve learned in my career as a paraprofessional, it’s clear that the most effective classrooms aren’t necessarily the ones that are most quiet or still, but the ones that prioritize relationships and community building.