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English Language Learners in Middle and High School
This free webcast is available online anytime.
It is made possible by AFT Teachers, a division of the American Federation of Teachers, as part of a Colorín Colorado partnership between AFT and Reading Rockets.
Featuring Dr. Deborah Short discussing effective instructional strategies for teaching English language learner students in middle and high school.
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Program description
This 45-minute webcast is a thorough introduction to the challenges facing teachers of English language learners in middle and high school. Dr. Short will discuss how to teach content to late-entry English language learners and how to ensure reading comprehension for success in all content areas.
Dr. Short will also review effective instructional strategies and introduce why "newcomer schools" are effective in preparing English language learners for the challenges of grade-level academic content.
Moderator
Delia Pompa is the moderator of this webcast. She is the Vice President of the Center for Community Educational Excellence, at the National Council of La Raza.
Presenter
Deborah Short is the Senior Research Associate for the the Language Education and Academic Development division of the Center for Applied Linguistics.
Recommended readings
The articles and books below were chosen by Reading Rockets to help you learn more about this issue.
Articles about instruction for middle and high school ELLs
- The SIOP Model of Sheltered Instruction, (Center for Applied Linguistics)
- Making Content Comprehensible for English Language Learners (225K PDF)*, by Deborah J. Short, Jana Echevarria, and MaryEllen Vogt (Compiled by the Bilingual and Compensatory Education Resource Team, Dearborn Public Schools, Michigan)
- A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement: Final Report Executive Summary, by Wayne P. Thomas and Virginia P. Collier (Center for Research on Education, Diversity, and Excellence)
- The Effects of Sheltered Instruction on the Achievement of Limited English Proficient Students, by Jana Echevarria (California State Univeristy, Long Beach) and Deborah J. Short (Center for Applied Linguistics)
- The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development, by Deborah J. Short and Jana Echevarria (Center for Research on Education, Diversity, and Excellence)
- Bilingual Books: Promoting Literacy and Biliteracy in the Second-Language and Mainstream Classroom, by Gisela Ernst-Slavit and Margaret Mulhern (Reading Online)
- Responding to the Demographic Challenge: An Internet Classroom for Teachers of Language-Minority Students, by Jill Kerper Mora (Reading Online)
- Resources About Secondary English Language Learners, (NCELA)
- Literacy for all Children in the Increasingly Diverse Schools of the United States, by Claude Goldenberg (California State University, Long Beach)
Books and additional articles by our presenter
The below links to Amazon.com and CAL-Store are provided for your convenience. A portion of your purchase, through these links, helps support the Reading Rockets project. Thank you!
- Making Content Comprehensible to English Learners: The SIOP Model, by Jane Echevarria, MaryEllen Vogt, and Deborah Short (Pearson/Allyn & Bacon)
- School Reform and Standards-based Education: How Do Teachers Help English Language Learners? (183K PDF)*, by Jane Echevarria, Deborah Short, and Kristen Powers (Center for Research on Education, Diveristy, and Excellence)
- Helping English Learners Succeed: The SIOP Model (Video), by J. Hudec and Deborah Short (Center for Applied Linguistics)
- The SIOP Model: Sheltered Instruction for Academic Achievement (Video), by J. Hudec and Deborah Short (Center for Applied Linguistics)
- What Principals Should Know About Sheltered Instruction for English Language Learners, by Deborah Short (NASSP Bulletin)
- The SIOP Model Digest Series, by Deborah Short and Shannon Fitzsimmons (Center for Applied Linguistics)
- Using The SIOP Model: Professional Development Manual for Sheltered Instruction, by Deborah Short, J. Hudec, and Jana Echevarria (Center for Applied Linguistics)
- A High Point: Success in Language, Literature, & Content, by Afredo Schifini, Deborah Short, and Josefina Tinajero (Hampton-Brown Co.)
- Creating Access: Language and Academic Programs for Secondary School Newcomerss, by Deborah Short and Beverly Boyson (Center for Applied Linguistics and Delta Systems Inc.)
- Secondary School Newcomer Programs in the United States, by Deborah Short and Beverly Boyson (Center for Research on Education, Diversity & Excellence)
Additional articles and books
- Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities, by Jana Echevarria and Anne Graves (Allyn & Bacon)
- So Much to Say: Adolescents, Bilingualism, and ESL in the Secondary School, by Christian Faltis and Paula Wolfe (Teachers College Press)
- Program Alternatives for English Language Learners (100K PDF)*, by F. Genesee (Center for Research on Education, Diversity & Excellence)
- Authentic Assessment for English Language Learners, by J. Michael O'Malley and Lorraine Valdez Pierce (Addison-Wesley)
- ESL standards for Pre-K-12 students (Teachers of English to Speakers of Other Languages, Inc.)
Discussion questions
- Review student demographic information for your school or school district. Does your ELL population reflect the trends described by Dr. Short? Specifically, what percentage of students is ELL this school year as compared to five years ago? What is the primary language spoken by ELLs at home?
- The term "English language learner" is a broad term. Describe the diverse population that falls into this category.
- Dr. Short described four challenges facing middle and high school teachers in terms of educating ELL students. Describe the ways your school is addressing those challenges. In addition, describe other challenges that you face as a faculty in educating your ELL students. Then, brainstorm some solutions to those challenges.
- Consider the objectives for one content area you teach, and consider the key language features for that content. In what ways are you already incorporating some aspects of the SIOP model? Share those strategies with your colleagues. What did you learn from watching the 6th grade social studies lesson that you could incorporate into your classroom?
- Describe the similarities and differences between the SIOP plan for teaching reading processes and what you know about effective strategy instruction for middle and high school students.
The Reading Rockets Professional Development Webcast Series is a production of WETA. The Reading Rockets project is funded by the U.S. Department of Education, Office of Special Education Programs.
This program was produced by WETA/Reading Rockets, which is solely responsible for its content. The views expressed in the program are those of the speakers and do not necessarily reflect the views of WETA/Reading Rockets, our funders, or our partners.
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Reading Rockets is a national multimedia project that offers research-based and best-practice information on teaching kids to read and helping those who struggle. It is an educational service of public television station WETA in Washington, D.C.
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