- Subject index
“This book will be the catalyst for transforming instruction for English language learners.”
—Dalane E. Bouillion, Associate Superintendent
Sprint I.S.D., Houston, TX
“The author offers a wealth of ideas, strategies, suggestions, tips, and tools for implementation. There are logical and helpful conclusions on nearly every page!”
—Cathy A. Patterson, Teacher and Former Assistant Principal
Evergreen Elementary School, Diamond Bar, CA
How to give English language learners every opportunity for success
Are you faced with the challenge of making sure that English language learners succeed? This practical book shows how to shape a school culture conducive to high academic achievement for all students. An award-winning former principal and a professional development specialist provide the steps for developing teacher capacity, applying successful instructional practices, and advocating for ELLs. Written in straightforward language with quick reference charts, summaries, resources, and tools, the text provides:
Strategies for creating a culture of ELL advocacy and achievement; Case studies from school leaders who have created positive change for ELLs; Professional development tools that build teachers' knowledge of second language acquisition; Tips for strengthening home-school-community connections
Leading Academic Achievement for English Language Learners is an easy reference for faculty meetings, observations, and staff training sessions. The authors build a valuable bridge between relevant research and practical applications that will reap measurable results.
Chapter 3: Strengthening Knowledge of Second Language Acquisition
Strengthening Knowledge of Second Language Acquisition
The focus of this chapter is twofold: (1) building the principal's and faculty's knowledge base of second language acquisition and (2) illustrating what the implementation of that critical knowledge looks like in the classroom. This chapter provides a road map, showing the stops along this learning journey and the direction one must travel to arrive at success in meeting the needs of English language learners (ELLs) in a schoolwide effort.
Principals and teachers are realizing that traditional, segregated approaches to teaching English as a second language (ESL) simply aren't working. In traditional models, the ESL teacher held sole responsibility for helping students gain English language proficiency, while the content teacher held sole responsibility for teaching ...