English Language Learners (ELLs) are the fastest-growing student population in our country, and these students deserve to be supported throughout their learning process – especially when it comes to reading and writing. Learn how leveraging targeted and embedded scaffolds as part of a differentiated instruction approach can dramatically accelerate language and literacy gains for ELLs at every stage of English acquisition.
Do you have children in your program that struggle with oral language skills? Learn how to help improve the language and literacy skills of children at risk for reading challenges. Learn new ways to address key elements of reading success—oral language skills, vocabulary, phonological awareness, and alphabet knowledge.
In this webinar, Preetom Bhattacharya from the Huntington Beach City School District, CA, explored the value of language-learning programs during out-of-school time. Limited time and resources during the school day reduce access to language learning that develops skills students need to engage in a global society. Educators can develop or expand after-school programs to increase students’ access to language learning.
More and more teachers are encountering students new to the country in their classes. How do you address the varying needs of these English Language Learners? How do you help these students acquire the language they will need to understand the material…
As a group, students come to us with varied interests and abilities, a myriad of language and cultural backgrounds, and a mixture of learning styles. As individual learners, their language success increasingly depends on access to personalized language learning, and authentic and engaging lessons that will prepare them for their own 21st century global futures. Access to technology in a blended learning classroom increases student practice time, offers immediate and effective speech feedback, and gives teachers added opportunities to provide individualized attention to students…
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shared the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
Research has shown the benefits and importance of parental engagement in their children’s education. Yet, schools often face the challenge of finding meaningful ways to engage parents. With an emphasis on language development for English Language Learners, this webinar highlights Cincinnati Public Schools parental engagement program.
This lively webinar highlighted the numerous ways in which playful and developmentally appropriate songs and chants can naturally support young children’s development of essential language and literacy skills.
Move beyond one-to-one digital content to leverage existing resources to deepen classroom conversations, engage students in accountable talk, and develop language skills including vocabulary, speaking, and listening. In this research-driven webinar, Kevin Baird, Chairman at the nonprofit Center for College & Career Readiness, presented practical, pragmatic methods to use digital content in groups to drive deeper accountable conversations.
Many world language teachers may not have technology-rich classrooms, but the rapidly evolving education landscape requires that they infuse technology into today’s world language classroom to keep it current and relevant. In this webinar, Deb Cody shared how she integrates a flexible, online language-learning solution into a blended-learning environment that complements face-to-face instruction for 4,000 students at two middle schools and four high schools in her district.
Performance-based assessments and meaningful learning are essential components to the World Languages classroom. In this webinar, Gisele Vazquez Falls shared what blended learning means to the World Languages classroom and how to design a lesson that incorporates a variety of strategies to differentiate instruction.
“We are all English Language Learners.” Content area literacy remains one of the greatest struggles for non-native English speakers and for readers who struggle with language. In this research and activity-filled webinar, Kevin Baird, Chairman at the nonprofit Center for College & Career Readiness provided actionable, immediately usable approaches and activities to meet this growing challenge.
In this webinar, Isabel Monterrosa focused on instructional design elements for leveraging technology to build speaking confidence for English Language Learners (ELLs) inside and outside the classroom. Isabel covered three main instructional design elements: blended learning, development of reading and writing skills, and improved oral communication skills.
In this webinar, Russell Gaskell and Matthew Dean focused on the instructional design elements used to leverage technology for extended learning, skill development and additional practice outside of the classroom.
Twentieth-century assumptions about the world are rapidly becoming obsolete. Globalization, the digital revolution, mass migration, and the prospect of climate instability are triggering new concerns and demanding a new kind of graduate. At the dawn of the 21st century we are recasting our understanding of economics, communication, security, cultural identity, citizenship, and the environment.
Shifting demographics within our own borders and between nations are leading to an increased need for multilingual talent. Student success and readiness in a global economy will require the ability to communicate and function in a multicultural environment without borders. In order for today’s K-12 students to succeed tomorrow, they need language skills.
In this presentation, presenter Aline Germain-Rutherford, Ph.D., Chief Learning Officer of Middlebury Interactive Languages described online immersive learning environments for different languages developed by a team of second language acquisition experts, language teachers and online education professionals.
According to U.S. Census information, an estimated 25 million people in the United States do not speak English well or at all. For educators, engaging this population of non-English speakers requires a different set of services, including adult education programs. Unfortunately, such programs suffer when districts face resource constraints.
Diagnostic assessment is one of the most misunderstood and yet one of the most powerful tools in the arena of educational assessment, especially now with so much focus on differentiated and personalized instruction.
Despite increasing globalization and further interconnection of societies, many American students lack the tools to frame how world affairs—be they political, economic, scientific, etc.—affect their lives. Tomorrow’s leaders must have an understanding and respect for other cultures, be able to investigate the world beyond their backyard, and communicate and collaborate with diverse audiences. Language skills support all of these needs.
In this month’s edGlobal webinar on edWeb.net. presenters David Bong and Kyle Ennis discussed the importance of language assessment and new technologies to evaluate the learning of languages for students worldwide and in the workplace environment.
As our nation’s demographics—and student population—change and technologies continue to revolutionize how teachers teach and how students learn, innovative schools are exploring ways to transform their curriculum and prepare students with 21st Century skills.
World language acquisition is an important component of global competitiveness and competency for today’s students. The latter is necessary for students to thrive in an interconnected world in which college and career readiness increasingly demands cultural fluency and world language fluency.
In this webinar, presenter Dr. Lindsey Moses of Arizona State University shared her knowledge about aligning the Common Core State Standards with a reading and writing workshop instructional model in elementary settings. This base of knowledge could be utilized to better understand how to meet the academic and linguistic needs of English language learners within the reading/writing workshop model.