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Educating the Educators of Dual Language Learners:
Some Policy Considerations
Robert Linquanti Project Director & Sr. Researcher
WestEd
FOSTERING SCHOOL SUCCESS FOR ENGLISH LEARNERS: TOWARD NEW DIRECTIONS IN POLICY, PRACTICE, AND RESEARCH
October 8, 2015 Irvine, CA
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Key Points The new standards change everything Theories of learning, the learner, SLA, and developing teacher expertise matter greatly ELs variously defined, heterogeneous, bring enormous assets & potential Focus on the learner (students & teachers) Policies will help or hinder teaching and learning for ELs
WestEd.org Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (NRC, 2012)
21st-century competencies
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Science & Engineering Practices Involve Extensive Language Use
1. Ask questions and define problems. 2. Develop and use models. 3. Plan and carry out investigations. 4. Analyze and interpret data. 5. Use math, computational thinking. 6. Construct explanations design solutions. 7. Engage in argument from evidence. 8. Obtain, evaluate, and communicate
information.
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6 Principles of Effective ELL Instruction (1 of 3)
Opportunities to Learn: Instruction… • provides ELLs with opportunities to engage in disciplinary
learning designed to build conceptual understandings, analytical practices, and language proficiency simultaneously.
• is rigorous, provides deliberate scaffolds, and is aligned to college- and career-ready academic content standards and corresponding English language proficiency standards.
(Heritage, Walqui, & Linquanti, 2015)
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Asset Orientation: Instruction… • leverages ELLs’ home language(s), cultural assets, and
prior knowledge.
• moves ELLs forward by valuing and leveraging their English proficiency level(s) and prior schooling experiences.
6 Principles of Effective ELL Instruction (2 of 3)
(Heritage, Walqui, & Linquanti, 2015)
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Developing Autonomy: Instruction… • fosters ELLs’ autonomy by equipping them with
strategies necessary to comprehend and use language in a variety of settings.
• employs formative assessment practices to gather evidence and guide productive next steps to support learning in conceptual understandings, analytical practices and language development simultaneously.
6 Principles of Effective ELL Instruction (3 of 3)
(Heritage, Walqui, & Linquanti, 2015)
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“How prepared do you personally feel to teach the Common Core state standards to the
following groups of students?”
Education Week national teacher poll, August 2014
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1. Professional learning standards & practices 2. Preparation, credentialing, and induction 3. Educator assessment literacy 4. Teacher & administrator evaluation systems
9
(Heritage, Walqui, & Linquanti, 2013, 2015 ; Santos, Darling-Hammond, & Cheuk, 2012)
How might policy support more effective teaching and learning for ELs?
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Figure 2.1 Circles of Implementation
California ELA/ELD Curriculum Framework (2014)
http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp
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Both Integrated and Designated ELD expected, imply
language use that builds into and from
content learning
CA ELA/ELD Curriculum Framework (2014)
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Leading Deep Conversations in
Collaborative Inquiry Groups
Tamara Holmlund Nelson, Angie Deuel, David Slavit, and Anne Kennedy
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An Assessment System Defined and Aligned by Purposes and Timeframes
Formative assessment process
Interim/Benchmark assessment Summative assessment
(CDE ELA/ELD Framework, 2014, Figure 8.4, adapted from Herman & Heritage, 2007)
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Assessment: A Process of Reasoning from Evidence To Inform Teaching and Learning
Dimension Assessment for learning
Assessment of learning
Method Formative Assessment process
Classroom Summative/ Interim/Benchmark
Assessment
Large-scale Summative Assessment
Purpose Assist immediate learning
Measure student achievement/progress
Evaluate educational programs
Focus Teaching & learning Measurement Accountability
Locus Individual student & Classroom learning
Grade level/ Department/ School School/district/state
Proximity to learning In the midst Middle-distance Distant
Timing During instruction After teaching-learning cycle Between units/ periodic End of year/course
Participants Teacher & Student (T-S / S-S / Self) Student Student
(CA ELA/ELD Framework, Figure 8.3, adapted from Linquanti, 2014)