Students with English as a second language come with variety of needs from a variety of life circumstances and language backgrounds, so there will be no simple or uniform fix. Nor can we wait for overstretched specialist services and experts to provide what’s necessary. These learners will rely on their mainstream teachers above all else. This means every teacher has to become language aware. Catherine Doherty and Sally Zacharias, from the School of Education at the University of Glasgow, look at what schools can do to support teachers in today’s super-diverse classrooms.
Two Providence legislators have proposed a bill to add a position at the Rhode Island Department of Education to coordinate and promote the creation of more dual-language programs in public schools, which the sponsors say boost overall academic proficiency as well as language skills
A bill allowing students learning English to spend just two hours a day in language-development classes, rather than four, has been resurrected from its seeming death at the Arizona Capitol — after the sponsor promised to water it down. The bill was resurrected after the sponsor promised to water it down.
Before Hurricane Maria, the Hartford school system was dealing with budget cuts and a bottleneck of needs — then came the arrival of nearly 450 Puerto Rican students who survived the storm. A quarter of those new arrivals are in high school, and educators say they could use some extra help.
It starts with a character for Erin Entrada Kelly. One character begets another and a novel is born. The 2018 Newbery Medal winner doesn’t find her creative process particularly inspired. In fact, that initial protagonist tends to come to life in her car. "It's almost always when I'm driving," Kelly says. "I wish I could say I had a dream and it was some kind of magic, but it's not."
Whether they work in elementary schools or community-based centers, those who guide and lead preschool teachers often don't have much training in how to be leaders. And that includes developing a cultural understanding of the families who attend their programs and the neighborhoods in which they live. That's just one of the preliminary findings of a research project focusing on New York City's universal prekindergarten (UPK) program that will be presented next week at the American Educational Research Association conference in Manhattan.
Students are often attuned to current events and world affairs. Debating topics relevant to the news can be a high-interest way to engage English language learners in academic discourse that matters to them while building language skills. Structured debate also gives students opportunities to disagree politely without attacking individuals for their opinions -- a useful life skill.
A bill that would allow students learning English to spend two hours of their school day focusing solely on learning the language, rather than four hours, appears to be dead at the State Capitol. The bill has support from a diverse coalition of business and education groups, including the Arizona Chamber of Commerce and Industry, the Arizona Education Association, the Arizona Charter School Association and the Arizona School Board Association, which say the change would help improve the dismal outcome for Arizona's English-language learners. However, Arizona Senate President Steve Yarbrough has single-handedly stalled the bill. The Arizona Capitol Times reported Monday that Yarbrough said he will likely not allow HB 2435 to have a hearing in the Senate Rules Committee, which he chairs.
For the second year in a row, Ranferi Perez took home first place in W.M. Irvin Elementary School’s Spanish Spelling Bee. The school held its first Spanish Spelling Bee last year when English as a Second Language (ESL) teacher Emily Francis (recently featured on The Ellen Show) came across information online about the National Spanish Spelling Bee. She was inspired by the event and decided to give her students the opportunity to participate in their own bee.
A new working paper released by the National Bureau of Economic Research argues that the Deferred Action for Childhood Arrivals program had a "significant impact" on the educational and life decisions of undocumented immigrant youth, resulting in a 45 percent decrease in teen birth rates, a 15 percent increase in high school graduation rates and a 20 percent increase in college enrollment rates. The researchers found differential effects by gender, with most of the gains in college enrollment concentrated among women. For men alone, the effect of DACA on college enrollment was not statistically significant.