“Traditionally educators have believed that it takes seven years for English learners to master the discourse, syntax, grammar, and other mechanics of English, and then, after that, they are ready to learn complex academic content,” says Aída Walqui, Director of WestEd’s Quality Teaching for English Learners initiative. But with expert support from their teachers, she adds, such a wait is not necessary. Learn more in this R&D Alert.
A new version of California State University’s Expository Reading and Writing Course helps high school students in 9th through 12th grade develop advanced proficiency in analytical reading, writing, and thinking. The new course includes integrated and designated ELD.
Join us to learn about the standards-aligned course curriculum, why its developers focused on ensuring cultural relevance, and lessons learned from teachers who have taught the course.
How can educators ensure that all English learners have ample opportunities to use oral language in the classroom? And how can teachers leverage classroom interactions to foster language development, content knowledge, and analytical thinking?
In this post, WestEd’s Aída Walqui and Margaret Heritage offer six strategies for promoting high-quality interactions and clarify common misconceptions about language learning.
QTEL Institutes prepare educators to design learning experiences that challenge and support English learners to engage in rigorous disciplinary work. Participants will learn to plan activities that simultaneously build students' content knowledge, language, and analytical practices. Offerings include elementary and secondary literacy, math, ESL, coaching, curriculum design, and site and district leadership.
Leading with Learning institutes help educators foster academic conversations, abundant writing, and interactive reading among students. Participants learn how to facilitate discussion about language in complex texts, provide scaffolding, and create culturally responsive learning environments. The new TK-1 institute supports teachers to teach foundational reading skills and engage children with complex texts and academic language.
How do educators know if an English learner student’s academic difficulties are related to language acquisition, a learning disability, or other factors?
This archived webinar illustrates how a deep understanding of the lives of English learners can help educators more accurately assess students’ language acquisition progress and inform decisions about when to seek additional supports.