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Educating the Educators of Dual Language Learners:

Some Policy Considerations

Robert Linquanti Project Director & Sr. Researcher

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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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Mathematical Practices Involve Extensive Language Use

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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

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(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)

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WestEd.org (MET Project, 2012)

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Policy must help build professional capital and systemic accountability

Human, social, decisional capital Accountability for meaningful learning, resource

allocation, and professional capital

(Fullan & Hargreaves, 2015; Darling-Hammond et al., 2014)