SUMMER INSTITUTES 2019

Required Preparation for

Teaching EAL in the Mainstream

Miami 20-24 June 2019

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ASSIGNMENT OVERVIEW

REVIEW

The revised 2017 TESOL Teacher Standards represent the following paradigm shifts from preparation practices of the past:

  • An emphasis on the teaching of academic language specific to disciplinary practices of all content areas by educators;

  • A greater move toward collaboration and co-teaching between EAL and content-area educators to ensure English learners’ access to grade-level standards and expectations;

  • The application of assessment principles to design analyze, and interpret multiple assessments for English learners in order to make informed decisions to promote English language and content learning, progress, and to facilitate collaboration and advocacy;

  • An increased expectation regarding the transitioning roles and responsibilities of EAL professionals in terms of their collaboration and leadership with colleagues, their advocacy for English learners and their families, and their engagement in self-reflection and continuous learning;

  • An awareness of how shifts in second language acquisition theory are reframing how we think about how we teach languages (i.e. these shifts include the realization that language acquisition is a non-linear, variable process and the move away from monolingualism as a norm to one of multilingualism); and

  • An expanded vision of literacy in today’s world to include multimodal and digital literacies as well as a multicultural critical literacy from multiple perspectives.

Select an area from the list above which you perceive as a growth opportunity for yourself as a teacher of English learners or for the EAL program at your school. Then read through the options below and select one which helps you to reflect on and prepare for these paradigm shifts.


OPTION I MATERIALS:

Locate an article related to an aforementioned shift from any of these common web sites addressing English learners: Academic Language and Literacy: http://www.jeffzwiers.org

  • Australian Council of TESOL Associations: http://www.tesol.org.au/RESOURCES/SCHOOL-EALD-RESOURCES

  • Association for Dual-Language Education: https://atdle.org/

  • British Council: http://teachingenglish.org.uk/

  • Canadian Association of Second Language Teachers: https://www.caslt.org/en/

  • Center for Applied Linguistics: www.cal.org/

  • Center on English Learning & Achievement: www.albany.edu/cela

  • ¡Colorín Colorado!: http://www.colorincolorado.org/

  • Education Technology and Mobile Learning: https://www.educatorstechnology.com/

  • E. L. Achieve: http://www.elachieve.org/blog.html

  • ESL Connect: www.eslconnect.com/links.html

  • International Literacy Association: www.literacyworldwide.org

  • National Association for Bilingual Education: http://www.nabe.org/

  • National Association for Language Development in the Curriculum (United Kingdom): http://www.naldic.org.uk/

  • National Clearinghouse for English Language Acquisition: www.ncela.ed.gov

  • New Zealand Council for Educational Research: https://www.nzcer.org.nz/

  • New Zealand: http://esolonline.tki.org.nz/

  • Teachers of English to Speakers of Other Languages (TESOL): www.tesol.org.

  • Understanding Language: Language Literacy and Learning www.ell.stanford.edu/

  • West Ed: www.wested.org/area_of_work/english-language-learners/

  • WIDA: https://wida.wisc.edu/


OPTION II MATERIALS:

Another option is to select a book or book chapter from these references:

  1. Fenner, D.S. & Synder,S. (2017). Unlocking English learners’ potential: Strategies for making content accessible, Corwin Press.

  2. Fenner, D.S. (2014). Advocating for English learners: A guide for educators, Corwin Press.

  3. Garcia, O., Ibarra Johnson, S., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning, Caslon Publishing.

  4. Genesee, F. & Hamayan, E. (2016). CLIL in Context: Practical Guidance for Educators, Cambridge University Press.

  5. Gibbons, P. (2015). (2nd Ed.). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom, Heinemann.

  6. Hamayan, E., Genessee, F. & Cloud. N. (2013). Dual language instruction from A-Z: Practical guidance for teachers and administrtors, Heinemann.

  7. Honigsfeld, A. & Dove, M. (2019). (2nd ED.). Collaborating for English learners: A foundational guide to integrated practices, Corwin Press.

  8. Klinger, J. & Eppolito, A. (2014). English language learners: Differentiating between language acquisition and learning disabilities, Council for Exceptional Children.

  9. Kumagai, Y., Lopez-Sanchez, A., & Wu, S. (Eds.). (2015). Multiliteracies in world language education, Routledge.

  10. Llinares, A., Morton, T. & Whitaker, R. (2012). The roles of language in CLIL, Cambridge University Press.

  11. May, S. (2014). The multilingual turn: Implications for SLA, TESOL, and bilingual education, Taylor & Francis.

  12. Murakski, W.W. & Lochner, W.W. (2018). Beyond co-teaching basics: A data-driven, no-fail model for continuous improvement, ASCD.

  13. Newton, J.M., Ferris, D.R., Goh, C.C.M., Grabe, W., Stoller, FL., & Vandergrift, L. (2018). Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, & Speaking, Routledge.

  14. Paris, D. & Alim, H.S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world, Teachers College Press.

  15. Parris. H., Estrada. L., & Honigsfeld, A. (2017). ELL frontiers: Using technology to enhance instruction for English learners, Corwin Press.

  16. Soltero, S. (2016). Dual language education: Program design and implementation, Heinemann.

  17. Stewart McCafferty, A. & Beaudry, J. S. (2018). Teaching strategies that create assessment-literate learners, Corwin Press.

  18. Terrell, R.D., Terrel, E.K., Lindsey, R.B., & Lindsey, D.B. (2018). Culturally proficient leadership: The journey begins within, Corwin Press.

  19. Westerberg, G. & Davison, L. (2016). An educator’s guide to dual-language instruction: Increasing achievement and global competence, K-12, Routledge.

  20. Zwiers, J. & Soto, I. (2016). Academic language mastery: Conversational discourse in context, Corwin Press.

    NOTE: The reading of a book can also be used towards completion of the optional assignment should you wish to get a head start on receiving course credit from SUNY.


TASK

Be prepared to summarize your choice for your preparation assignment using a ‘problem-solution’ framework whereby the information you share is to be directly related to at least one of the above six paradigm shifts associated with the teaching of English learners in international-school settings.  These will be shared in the afternoon reflection sessions with your colleagues.  The solutions must be practical, doable, and specific.

  • For example, perhaps you are interested in increased collaboration between EAL specialists and classroom teachers as ‘the problem.’ You could go to http://www.colorincolorado.org/ and conduct a search on the issue in order to identify solutions.

  • Another example might be your interest in teachers using technology with English learners for more personalized learning (‘the problem’). You could read the text by Parris. H., Estrada. L., & Honigsfeld, A. (2017). ELL frontiers: Using technology to enhance instruction for English learners, Corwin Press in order to find suggestions or solutions.


BRING

In class, each participant will design a lesson for a curriculum unit of instruction which will facilitate English learners’ language acquisition and development as well as their academic achievement. You should bring whatever materials might help you complete this task as follows: 

  • If you are a classroom teacher, bring one unit of instruction that you would be working on in the next academic year.

  • If you are an EAL teacher, be sure to bring either a content-based unit you might be working with next year or a unit from a grade level or subject area that you are assigned to work with;

  • If you are a world language teacher, be sure to bring a theme and not a topic (e.g.an example of a theme is Comparing Family Life while the topic would be Family Members); and

  • Learning outcomes/ standards and benchmarks (grade level expectations) for this unit.

Each participant is responsible for bringing a laptop and being ready to:

  • Access all course materials using appropriate adapters and wireless internet capability (see our ‘sample coursebook’ to become familiar with its features).

  • Download Adobe Acrobat Reader DC now in order to be able to access your materials properly.


PREPARE

Watch a short video to prepare for your course.


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We look forward to seeing you this summer!

Virginia Rojas & Graham Oakland