Many Languages, One Teacher: Supporting Language and Literacy Development for Preschool Dual Language Learners
Author(s): Elizabeth S. Magruder, Whitcomb W. Hayslip, Linda M. Espinosa, Carola Matera
Publication URL: http://www.jstor.org/stable/42731296
Category: Curriculum, Instruction & Assessment
Grade Level: Early Childhood
Keywords: Dual Language Learners, Early Literacy, Oral Proficiency
Summary:

This article presents a strategy for differentiating oral language proficiency in Pre-K classrooms whose EL students demonstrate varying levels of communicative ability in English. It outlines the Personalized Oral Language(s) Learning program, designed for the Los Angeles Unified School District, explaining each component and providing examples of how they can be implemented.

The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms
Author(s): Molly Weinburgh, Cecilia Silva, Kathy Horak Smith, Judy Groulx, Jenesta Nettles
Publication URL: https://www.researchgate.net/publication/263669619_The_Intersection_of_Inquiry-Based_Science_and_Language_Preparing_Teachers_for_ELL_Classrooms
Category: Curriculum, Instruction & Assessment, Professional Development
Grade Level: Early Elementary (Grades K-2), Upper Elementary (Grades 3-5)
Keywords: Academic Language, Content Area Instruction, Inquiry-Based Learning, Interdisciplinary, STEM Instruction, Science Instruction, Summer Programs
Summary:

This article reports on a study that explores a model for integrating science and language instruction for ELs, using an inquiry-based, 5R Instructional Model. It shows that, for the students in the study, growth in academic language was tied to conceptual understanding. As a result, the article recommends using similar strategies to prepare pre-service and in-service teachers to teach science to ELs.

Engaging Prekindergarten Dual Language Learners in Projects
Author(s): Meredith K. Jones, Pamela L. Shue
Publication URL: http://www.jstor.org/stable/42731299
Category: Curriculum, Instruction & Assessment
Grade Level: Early Childhood
Keywords: Collaborative Learning, Dual Language Learners, Family Involvement Strategies
Summary:

This article uses the example of a specific class project to explore how to use projects and themes to engage preschool ELs in hands-on discovery that fosters dual language learning. It provides questions and strategies for implementing similar projects, as well as suggestions for involving families in class projects.

Using Collaborative Strategic Reading with Refugee English Language Learners in an Academic Bridging Program
Author(s): Kent Lee
Publication URL: https://files.eric.ed.gov/fulltext/EJ1134414.pdf
Category: Curriculum, Instruction & Assessment
Grade Level: Adult and Continuing
Keywords: Academic Bridging Programs, Literacy, Newcomer Students, Reading Instruction, Refugees, Students with Limited or Interrupted Formal Education
Summary:

This article describes the use of a Collaborative Strategic Reading approach when helping young adult refugees achieve literacy in English. It outlines a structure for CSR instruction that can be readily adapted for classroom use, and examines the particular benefits of such an approach for students with high oral proficiency in conversational English but ongoing challenges with academic reading.

Facilitating Young English Language LearnersÍ Writing Skill Development
Author(s): Yanhui Pang
Publication URL: The NERA Journal (2017), Volume 52(1)
Category: Curriculum, Instruction & Assessment
Grade Level: Early Elementary (Grades K-2), Upper Elementary (Grades 3-5)
Keywords: Cultural Responsiveness, Literacy, Writing
Summary:

This article describes several writing activities that support the development of academic writing skills for ELs in grades K-5: book reviews, journal keeping, creative writing, and sharing. It includes images of studentsÍ writing samples and of visual prompts that can be used in instruction.

Equitable Written Assessments for English Language Learners: How Scaffolding Helps
Author(s): Marcelle A. Siegel, Deepika Menon, Somnath Sinha, Nattida Promyod, Cathy Wissehr, Kristy L. Halverson
Publication URL: DOI:10.1007/s10972-014-9392-1
Category: Curriculum, Instruction & Assessment
Grade Level: Middle School (6-8)
Keywords: Assessment, Content Area Instruction, STEM Instruction, Scaffolding, Science Instruction
Summary:

This article discusses the effectiveness of scaffolding methods in assessment of science content area knowledge for ELs. It provides specific examples of how images and charts, as well as changes in wording, can increase ELsÍ opportunities to express their content area knowledge accurately on written tests.

It’s Not in the Curriculum: Adult English Language Teachers and LGBQ Topics
Author(s): Christy M. Rhodes, James Coda
Publication URL: DOI:10.1177/1045159517712483
Category: Curriculum, Instruction & Assessment, School Culture and Climate
Grade Level: Adult and Continuing
Keywords: Adult Education, Cultural Responsiveness, LGBTQIA Students and Issues
Summary:

This article explores the challenges of addressing LGBQ topics in adult and continuing education with EL students. It compiles and analyzes discussions with teachers about how to introduce these topics in the classroom in culturally responsive ways, and how to facilitate productive and sensitive conversation when students initiate discussion of these topics. As LGBQ issues are frequently covered in the American media, and often represent a significant cultural shift for EL adults, the article recommends professional development approaches to give teachers clearer strategies for introducing and exploring them.

Assessing English Language Learners’ Content Knowledge in Middle School Classrooms
Author(s): _. Eleni Pappamihiel, Florin Mihai
Publication URL: http://www.jstor.org/stable/23024472
Category: Curriculum, Instruction & Assessment
Grade Level: Middle School (6-8)
Keywords: Assessment, Content Area Instruction
Summary:

This article provides guidance for middle school teachers who need to adapt assessments for EL students in order to accurately evaluate content area knowledge. It presents five key questions for teachers to consider when adapting assessments, and provides examples in the context of their underlying research.

Creating a Next-Generation System of K_12 English Learner Language Proficiency Assessments
Author(s): Maurice Cogan Hauck, Mikyung Kim Wolf, Robert Mislevy
Publication URL: http://onlinelibrary.wiley.com/doi/10.1002/ets2.12092/full
Category: Curriculum, Instruction & Assessment
Grade Level: All Grade Levels
Keywords: Assessment
Summary:

This article builds upon Educational Testing Service research to recommend reforms to English language proficiency assessment for ELs, and it provides a preview of what the future of EL assessment could look like. It specifically recommends a shift from discrete tests to a system of assessment that places language proficiency and content area knowledge in mutual context. It argues that digitally delivered assessments make it easier to record and compare within this kind of assessment system.

Response to Intervention in Reading for English Language Learners
Author(s): Sharon Vaughn, Alba Ortiz
Publication URL: http://www.rtinetwork.org/learn/diversity/englishlanguagelearners
Category: Comprehensive Planning, Curriculum, Instruction & Assessment
Grade Level: All Grade Levels
Keywords: Literacy Intervention, Response to Intervention, Special Education
Summary:

This article explores the use of RTI to support ELs with reading difficulties. It acknowledges the added difficulty of supporting students when their level of knowledge in their native language is unclear, and suggests ways to compensate for this in screening, intervention, instruction, and assessment.