SEDL merged with the American Institutes for Research (AIR) in 2015. This archived website contains the work of SEDL legacy projects and rich resources from the past 50 years.
The TXCC Comprehensive Centers Program Ended September 30, 2019
The 2012–2019 grant cycle for the U.S. Department of Education Comprehensive Centers Program ends on September 30, 2019. Please visit the Department’s Comprehensive Centers Program website to check for updates about the 2019–2024 cycle of centers: U.S. Department of Education Comprehensive Center Programs. For information about the centers AIR manages, please visit: AIR Regional Comprehensive Centers and Content Centers.
This section of the Texas Comprehensive Center Web site provides research-based knowledge and strategies to support the state’s capacity to assist districts and schools in the instruction of English language learners (ELLs).
Online Course on Linguistic Accommodations
Overview of Providing Linguistic Accommodations to English Language Learners During Instruction
English language learners (ELLs) have the challenge of learning English and rigorous academic content simultaneously. The Texas English Language Proficiency Standards (ELPS) require linguistic accommodations to be provided—in accordance with a student’s English language proficiency level—to make academic instruction comprehensible and accessible. Learning Sciences International, in collaboration with the Texas Education Agency, Center on Instruction, and the Texas Comprehensive Center, has developed an online module that can be accessed by Texas educators free of charge. Titled "Overview of Providing Linguistic Accommodations to English Language Learners During Instruction," this 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
- understand, in general terms, the size of the ELL population in Texas and in the U.S.,
- 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.
There will be a number of printed documents throughout the module that will help participants achieve the desired outcomes.
"Getting Started" contains information on how to register, log in, and access the module.
Making Consistent Decisions about Accommodations for English Language Learners: Research Summit Proceedings
In March, 2009, researchers and practitioners convened in Austin, Texas for a research summit on linguistic accommodations for ELLs. The purpose of the summit, Making Consistent Decisions about Accommodations for English Language Learners, was to learn from experts in the field, review findings from a series of practitioner focus groups held throughout Texas, and stimulate dialogue among researchers and practitioners regarding the assistance needed by educators in selecting and implementing linguistic accommodations for ELLs. The resulting online proceedings include an overview of the research summit; a summary of the focus group findings; the agenda for the summit, including information about the presenters and their presentations; a summary of topics for further exploration; and information about the partners who led the research summit. In addition, recommended resources are described.
Go to Making Consistent Decisions about Accommodations for English Language Learners: Research Summit Proceedings area >
What Can a Mathematics Teacher Do for the English Language Learner?
In fall of 2006, the Texas Comprehensive Center led a professional development session for mathematics and ESL specialists from the 20 Texas education service centers (ESCs). During the session, entitled Strategies for English Language Learners in Secondary Mathematics, practical ideas were collected and converted into an online interactive document. The strategies that were derived take into account a student’s English language proficiency level, in order to improve the students’ mathematics comprehension.
The documdivided into three sections:
- Levels of Student Language Proficiency
- Key Components of Successful Strategies for ELLs in Secondary Math
In the first section, teaching strategies are suggested for students at the levels of beginner, intermediate, advanced, and advanced high. Key Components of Successful Strategies for ELLs in Secondary Math provides detailed information and examples of critical components to include when designing math lessons for ELLs. These components include language objectives, interactive lessons, academic language, and assessment. The References section lists the most highly relevant resources related to ELL and mathematics.
Go to What Can a Mathematics Teacher Do for the English Language Learner? >
Strategies for English Language Learners in Secondary Mathematics
The objectives of the Strategies for English Language Learners in Secondary Mathematics event were to provide opportunities that promote collaboration and exchange of expertise between ESC Mathematics and ELL staff and to increase the capacity of ESC Mathematics and ELL staff to design and deliver high quality training on research-based mathematics instruction focusing on English Language Learners.
Strategies for English Language Learners in Secondary Mathematics: Developing Professional Developers
This event included Days 3 and 4 of the series for ESC professional development staff. The sessions were designed to deepen the collaboration among ESC mathematics and ELL staff and to continue to build their capacity to design and deliver high quality training for teachers on research-based mathematics instruction focusing on English language learners.
Strategies for English Language Learners in Secondary Science
The Texas Comprehensive Center held two 2-day sessions focused on the needs of ELLs in high school science. The objectives of the trainings were 1) to develop and promote professional learning communities among science and ELL specialists at the ESC, school, and state levels and 2) to identify research-based and promising practices that can be integrated into lessons for ELLs in high school science.
Activities for January 25-26, 2007 >
Activities for April 11-13, 2007 >
The Texas Comprehensive Center was housed at SEDL. Copyright ©2016 SEDL
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