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Superintendent of Public Instruction Tom Horne has been steadfast in his effort to get Arizona schools to stop using the 50-50 dual language model. He says it not only violates state law, but is not as effective as full, Structured English Immersion. But, many people who have experience with 50-50 programs say it’s the best way to learn a language.The 50-50 model is one of four language models approved by the State Board of Education. It allows students to be taught for half the day in one language and half in another.
Ivannia Soto, Jose Flores, and Karla Palomino share their findings from the first year of their online teacher education program
Having grown up in a multilingual family, Melissa Cuba knows firsthand what school is like for students who have multifaceted identities and come from diverse cultural and linguistic backgrounds. As an assistant professor of special education at the University of Maine College of Education and Human Development, Cuba’s research focuses…
Early one summer, my parents moved our family into a 900-square-foot house in the central part of town that would become home for my siblings and me for the next 25 years. We didn’t have much, so it only took a few truckloads to get us from the old apartment building, only a few blocks from one of the area’s busiest US/Mexico border crossings, to our new palace. As a six-year-old boy, I was amazed I now had a yard and sidewalks that were safe for me to use to explore the rest of the block. My mother, her mother,
Spanish speakers in the U. S., among linguists and non-linguists, have been denigrated for the way they speak, says UC Berkeley sociolinguist Justin Davidson.
WASHINGTON – Today, U.S. Senator Martin Heinrich (D-N.M.), a member of the Senat
The U.S. Department of Education Invites Applications for NPD Competitive Grant By: Beatriz Ceja, Deputy Assistant Secretary, Office of English Language Acquisition (OELA) and Loredana Valtierra, Policy Advisor, Office of Planning, Evaluation and Policy Development (OPEPD) The need for bilingual and multilingual teachers is critical more than ever, as over five million of our public-schoolContinue Reading
Refugee children and asylum seekers go through a lot before they show up in American classrooms. This program gives educators tools to head off mental health struggles before they turn into a crisis.
A school principal offers best practices and practical advice for supporting literacy growth in any language.
California teachers visit Tijuana schools to understand challenges faced by immigrant students. Policies, personal narratives, and resilience shape their educational journey.
Legislation to require a 'science of reading' curriculum oversimplifies the process of learning to read. It would be particularly bad for English learners.
All educators are teachers of language—and engaging students in thinking about language, themselves, and society is an invaluable methodology that can confront dominant linguistic norms, center student identity, develop high-level cognitive tools, and reshape power in the classroom. Our young people lead complex lives, and they inhabit rich linguistic landscapes. They must navigate everyday language shifts in a variety of contexts, including home environments, the workplace, peer social settings, and the classroom. And they possess multifaceted and dynamic “languaging” skills, flexibly moving across codes, dialects, and digital and social literacies and drawing on these intercultural 21st-century modalities for different purposes.
During the past decade, interpreter and translator services have soared across public and public charter schools in the US. A primary reason for this dramatic increase is the “Dear Colleague” letter written by the US Department of Education Office of Civil Rights and the Department of Justice, Civil Rights Division (January 2015a). A first of its kind, the letter was sent to every school, district, and state education agency across the nation. It reinforced the laws and regulations about providing all parents and guardians, regardless of the languages they speak and understand, with equal and meaningful access to the same
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A new report found the state’s Latinx student population is steadily increasing but in schools where they are less likely to be around students from different backgrounds and less likely to have access to advanced courses and basic resources such as mental health professionals.
My decade-long involvement in shadowing projects across the country has taught me that the average percentage of time that multilingual learners (MLLs) are speaking is often 5–10%. This is in contrast to what researchers like Pauline Gibbons (2015) tell us—that MLLs should be spending at least 30% of their school day in academic talk. This deafening silence has also affected virtual classrooms, where our MLLs are typically invisible and all students may have few speaking opportunities. Additionally, five major lessons learned after ten years of shadowing include the following: • Shadowing is not a panacea—there must be a plan to
Exploring a different language may be difficult in the beginning, and our education system in schools around the United States can always use new ways
Dual language education (DLE) programs are uniquely positioned to be models of culturally and linguistically sustaining pedagogy that can shape instruction of multilingual language learners nationally. However, to achieve this goal, DLE programs must prioritize a culturally responsive framework. Here’s a short scenario to set the stage for the topic and briefly define culturally responsive teaching, sharing why it is a critical framework for multilingual learners in DLE programs. Scenario: A Spanish–English dual language immersion program in an urban elementary school uses a 50/50 model with Spanish and English integrated equally throughout the curriculum. The program strives for an equal
If you’re lucky enough to be able to teach your child several languages, don’t hesitate!
Several resources, toolkits, and practices exist to help respond to the needs of immigrant and migrant students.
An interview with Lucinda Lee Katz, the first grade teacher of the lead plaintiff in the Supreme Court case Lau vs. Nichols.
After the pandemic, English-language learners became a group most likely to be chronically absent from school. In Charlotte, N.C., the group ourBRIDGE for Kids has expanded its efforts from afterschool programs to direct outreach to parents and families to keep these students in school.
When Adriana Cervantes-González started school in California as a child, it was at a time when state policy was determined to get all English-learnin
Bilingual educators in Colorado find support and camaraderie amid influx of migrant students statewide.
Experts share how moving beyond phonics, utilizing oral language, and collaboration between EL and early literacy specialists is key.
Avant Assessment and Hawaii Department of Education collaborate
on 'Ōlelo Hawai'i language test.
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