English Language Learners (ELL)
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Effectively meeting the needs of an increasingly diverse population of students presents challenges for educators across the United States, including the Texas and Southeast Comprehensive Center regions. To support ever more rigorous achievement expectations, educators need to provide flexible, accessible curricula that give students’ multiple pathways to success and secure opportunities for all children. |
This online module's primary goal is to expand educators’ knowledge of ELL linguistic accommodations, so that they will be better prepared to help students attain high levels of English proficiency and academic success. After completing this module, educators will be able to distinguish among the types of programs offered to serve ELLs in Texas; understand and describe the use of the Texas English Language Proficiency Standards (ELPS); explain what linguistic accommodations are and why they are needed during classroom instruction; and describe what parts of the ELPS address the need for linguistically accommodating instruction. |
The Trouble With Math Is English was presented by Como Molina at the Conference for the Advancement of Mathematics Teaching, San Antonio, TX, in July 2010. The presentation slides for The trouble with Math is English are available online in PDF format. Click here for a text transcript of the slides. |
This report describes how two school districts in Texas supported the achievement of English language learners (ELLs) beyond classroom instruction, through ancillary education enrichment opportunities with Title III funds. These particular districts were identified as those with some of the most successful ELL programs, as determined by improvement in student achievement. |
Based on a 2006 professional development session for math and ESL specialists, this online interactive document includes teaching strategies for ELLs at various levels, critical components to include when designing math lessons for ELLs, and a list of relevant resources. |
In March 2009, researchers and practitioners convened in Austin, Texas, for a research summit on linguistic accommodations in instruction and on assessments for English language learners (ELLs). This online publication describes the proceedings and outcomes of the summit. |
This report describes SEDL's 3-year evaluation study of the Texas A&M University System's online English as a second language (ESL)/bilingual professional development and LEP campus support services. |
This issue of eBulletin, published quarterly, focuses on strategies for helping English language learners (ELLs) develop academic English. |
SEDL conducted a 3-year evaluation study of the Texas A&M University System's online English as a second language (ESL)/bilingual professional development and LEP campus support services. The study used expert reviews to determine the quality and effectiveness of the professional development; surveys of teachers and administrators at grant-funded campuses to determine the extent to which teachers are implementing the ESL/bilingual teaching strategies; and site visits, focus groups, and interviews to determine the progress made in the development and completion of the deliverables. |
Don't Miss This Opportunity
English Language Learnersa professional development session led by Blanca Quiroz
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Beyond ELL: Addressing Language-Based Problems in Mathematics Instructiona professional development session led by Como Molina
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English Language Learners
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