ESOL. English for Speakers of Other Languages ESOL Forms Although the number of English Speakers of Other Languages enrolled in schools in Santa Rosa District is relatively small, that number changes frequently as new families move into the area. The terminology used to refer to these students is sometimes confusing; an ESOL student and an English Language Learner (ELL) are one and the same. Typically ESOL (English for Speakers of Other Languages) is used to refer to the programs, while English Language Learners (ELLs) is the term applied to the students. Twenty or more different languages are spoken by our English Language Learners including some of the following: Spanish, Vietnamese, Tagalog , Korean, German, Russian, Chinese, Arabic, Polish, Punjabi, Pohnpeians, Chuukese, Portuguese, Thai, and French. This web page has been specifically designed with useful links for teachers who have ELLs in their classrooms.
Home Up. The Best Music Websites For Learning English. Check out my New York Times post for English Language Learners focuses on using music for language development and includes a student interactive, video, and teaching ideas. I use music a lot in my teaching of English Language Learners. I thought people might find it helpful to see which sites I believe to be the best out there to help teach English — Beginning, Intermediate, and Advanced — through music.
My students have certainly found them helpful. Music is a familiar, fun, and engaging tool to use in learning a second language. This list includes sites that have music to listen to, activities for students to do, and ways for them to create their own. This is latest of my “The Best…” series, also known as Websites Of The Year. You might also be interested in an interview I did about using music in the ESL/EFL classroom. Lastly, you might find these other “The Best…” lists useful: Here are what I believe to be the best music websites for learning English: One is Lyrics Training.
Related. Casa Notes. Dave's ESL Cafe. Center for Applied Linguistics. Consent Decree - Court Order. WHEREAS, the parties of the above-entitled action have agreed upon a SETTLEMENT AGREEMENT embodying actions and policies to be undertaken regarding Plaintiff childrens' rights to equal education opportunities; and WHEREAS, in view of the shared understanding of principles the parties and the court have concluded that there is no further need to litigate the issue of liability and the parties have mutually agreed to the entry of the attached Settlement Agreement as a Consent Order in this case; and WHEREAS, neither party waives their claims nor defenses by entering this agreement as a settlement order, and Defendants' assent is not an admission that they have committed any violations of law, IT IS HEREBY ORDERED, ADJUDGED, AND DECREED, and parties do hereby consent as follows: (Signed) JAMES LAWRENCE KING Honorable Judge United States District Court August 14, 1990 1.
In U.S. v. (Signed) Peter Roos STEFAN ROSENZWEIG CAMILO PEREZ- BUTILLO PETER D. August 14, 1990 Date (Signed) Sydney H. A. 1.
English Language Learners. By Sharon Vaughn, Ph.D., H. E. Hartfelder/Southland Corp. Regents Chair, University of Texas and Alba Ortiz, Ph.D., University of Texas A considerable amount of evidence suggests that approaches involving early intervention, ongoing progress monitoring, and effective classroom instruction consistent with Response to Intervention (RTI) are associated with improved outcomes for the majority of students in early reading and math (e.g., Burns, Griffiths, Parson, Tilly, & VanDerHayden, 2007; Fletcher, Lyon, Fuchs, & Barnes, 2007; Haager, Klingner, & Vaughn, 2007; McCardle & Chhabra, 2004).
Considerably less information exists, however, about the effectiveness of these approaches with a growing population of students, English language learners (ELLs) at risk for reading problems. This article briefly highlights the knowledge base on reading and RTI for ELLs, and provides preliminary support for the use of practices related to RTI with this population. How Confident Are We About RTI With ELLs? Colorín Colorado: A bilingual site for families and educators of English language learners. Recommended Resources New from the NEA: All In! How to Advocate for English Language Learners How can educators and other stakeholders become more effective advocates for language-minority students? The National Education Association's new guide, All In!
How Educators Can Advocate for English Language Learners, offers strategies, resources, and step-by-step instructions for navigating the real-life issues educators encounter every day. The guide also features general educators and ELL educators who tell stories about the students who inspired them to act. New on Colorín Colorado! Unaccompanied Children in Schools: What You Need to Know The following tips from the American Federation of Teachers offer useful, basic information about unaccompanied children and what schools need to know to best meet their needs.
Books and Authors Start with a Book: Summer Reading Tips to Go Read, talk, and explore all summer long! Featured Book: Juna's Jar By Jane Bahk Illustrated by Felicia Hoshino. Making culture happen in the English language classroom. Making culture happen in the English language classroom Submitted by Barry Tomalin on 8 October, 2008 - 16:48 This is the second in a series of articles by our Guest Contributor Barry Tomalin.
In my first article for this intercultural forum I outlined why we needed to rethink the teaching of culture in ELT and put forward arguments for treating culture as a 5th language skill. This second article looks at teaching the cultural agenda in more detail and explores possible avenues of thinking in the following areas: Where does culture fit? What discipline does it belong to? Is there such a thing as a cultural curriculum or a cultural syllabus? These points should give us all plenty to think about and discuss. Where does culture fit? So we can say that cultural awareness is an interdisciplinary subject that draws on the resources of a variety of humanistic disciplines to profile the aptitudes and skills required to understand and work successfully in another culture.
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