State of Florida Informational Resources:

• Florida Department of Education: http://www.fldoe.org/default.asp
• ELL Support Page: http://www.fldoe.org/aala/
• English Language Development Standards: https://www.wida.us/standards/eld.aspx
• Florida ELL Database Handbook: http://www.fldoe.org/core/fileparse.php/7587/urlt/0064430-1314-ell-databaseprogramhandbook.pdf
• Title III Information: http://www.ncela.us/t3sis/Florida.php
• Florida English Proficiency Assessment Standards: https://www.wida.us/assessment/ACCESS/

Educational Programs and Learning Resources:

• Central Florida TESOL – One of two Teachers of English to Speakers of Other Languages(TESOL) organizations in the state, dedicated to the advocacy and development of policies supporting equal opportunities for English Language Learners: http://www.centralfloridatesol.org/
• Sunshine State TESOL – The second advocacy group supporting educators in the development and implementation of language policy: http://sstesol.org/
• Florida Education Association – The Florida affiliate of the nationwide American Federation of Teachers which works to establish a standard for success and excellence for public schools throughout the state: https://feaweb.org/
• Family Phonics Workbooks: An English vocabulary program for parents and children learning English that uses a simple method to teach parents strong English vocabulary and proper pronunciation through the use of phonics: https://www.lecturabooks.com/family-phonics-workbooks/
• The Latino Family Literacy Project – A program that teaches parents how to read with their children, through developing routine reading habits that promote learning of English vocabulary together as a family outside the classroom. https://www.lecturabooks.com/parent-programs/
• The Latino Family Literacy Project Webinar Training: https://www.latinoliteracy.com/webinars/

If your school could benefit from ELL resources, Lectura Books offers award-winning bilingual books that can be used as a great teaching tool for English leaners.

If you liked this blog, visit out our Facebook and Twitter page. We frequently post updated and relevant information related to ELLs.

References

http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners

http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state

The post Helpful Resources for English Learners in Florida appeared first on The Latino Family Literacy Project.

State of Washington Informational Resources:

• State of Washington Office of the Superintendent: http://www.k12.wa.us/
• State of Washington Migrant and Bilingual Education Office: http://www.k12.wa.us/Migrantbilingual/default.aspx
• ELL Assessment and Testing: http://www.k12.wa.us/assessment/StateTesting/MSP.aspx
• Washington English Language Proficiency (ELP) Standards: http://www.k12.wa.us/MigrantBilingual/ELD.aspx
• Title III Information: http://www.ncela.us/t3sis/Washington.php

Educational Programs and Learning Resources:

• Washington State Parent Information Resource Center – This site provides parents with resources, training and education for families of at-risk children, and statewide information distribution: http://www.nationalpirc.org/directory/WA.html
• Transitional Bilingual Instructional Program (TBIP) – A component of Washington’s Basic Education Act, the TBIP is designed for developing language proficiency standards and resources for ELLs : http://www.k12.wa.us/MigrantBilingual/BilingualProgram.aspx
• Washington Association for the Education of Speakers of Other Languages (WAESOL) – State of Washington organization of educational professionals to promote and implement ESL instruction and research policies for ELLs in grades K-12 in the public school system: http://waesol.org/
• The Latino Family Literacy Project Professional Development Workshops: Both in-person and online workshops that comply with Title I and III Parent Involvement initiatives. Trains teachers and school staff to implement English proficiency programs for ELL families: https://www.lecturabooks.com/workshops/
• Family Phonics Workbooks: An English vocabulary program for parents and children learning English that uses a simple method to teach parents strong English vocabulary and proper pronunciation through the use of phonics: https://www.lecturabooks.com/family-phonics-workbooks/
• The House of Literacy Book Sets – Available in Pre-School and Elementary levels, these collections contain a set of six books each, designed to help parents of ELLs read to their children in Spanish while providing an outlet through which to practice and improve English vocabulary as well. These sets encourage parental involvement in the English Language education of their children: https://www.lecturabooks.com/product/house-of-literacy-preschool-collection/ or https://www.lecturabooks.com/product/house-literacy-elementary-collection/

If your school could benefit from an ELL program, Lectura Books offers award-winning bilingual books that can be used as a great teaching tool for English Leaners.

If you liked this blog, check out our Facebook and Twitter page to stay updated. We frequently post relevant information related to ELLs.

References

http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners

http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state

The post Links and Resources for English Language Learners in Washington appeared first on The Latino Family Literacy Project.

State of New York Informational Resources:

• New York State Education Department: http://www.nysed.gov/
• New York City Department of Education: http://schools.nyc.gov/default.htm
• ELL Support Page: http://www.p12.nysed.gov/biling/
• ELL Assessment and Testing: http://www.p12.nysed.gov/biling/bilinged/assessment.html
• ELL Regional Bilingual Education Resource Network Directory: http://www.p12.nysed.gov/biling/bilinged/betac.html
• Title III Information: http://www.p12.nysed.gov/biling/NEWTIII.html

Educational Programs and Learning Resources:

• EngageNY New York State Bilingual Common Core Initiative – This site explains all of the standards set forth by the NY State Education Department for ELL learning assessments as they relate to Common Core: https://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative
• ELL Family Resources: Handbooks available in nine different languages for ELLs and their parents to better navigate the New York Public School system and start planning for college: http://schools.nyc.gov/Academics/ELL/FamilyResources/hs+college+handbook.htm
• NYSTESOL – The coalition of New York education professionals and policymakers devoted to the effective development of school curriculum for ELLs of grades K-12 in public and private schools: http://www.nystesol.org/
• The Latino Family Literacy Project Webinar Training: https://www.latinoliteracy.com/webinars/
• Family Phonics Workbooks: An English vocabulary program for parents and children learning English that uses a simple method to teach parents strong English vocabulary and proper pronunciation through the use of phonics: https://www.lecturabooks.com/family-phonics-workbooks/
• The House of Literacy Book Sets – Available in Pre-School and Elementary levels, these collections contain a set of six books each, designed to help parents of ELLs read to their children in Spanish while providing an outlet through which to practice and improve English vocabulary as well. These sets encourage parental involvement in the English Language education of their children: https://www.lecturabooks.com/product/house-of-literacy-preschool-collection/ or https://www.lecturabooks.com/product/house-literacy-elementary-collection/

If your school could benefit from an ELL program, Lectura Books offers award-winning bilingual books that can be used as a great teaching tool for English Learners. If you’re interested in viewing a preview of some of the books offered by Lectura Books, visit their Youtube page.

References

http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners
http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state

The post Useful Support Resources for ELL Students in New York appeared first on The Latino Family Literacy Project.

Crawford has written in support of Krashen’s and Cummins’ theories, in that the exposure to a new language doesn’t lie within the repetition, but from the quality of the exposure, or input, that the learner is receiving. He advocates in support of immersion within that language for more successful acquisition.

But he also points out the shortcomings with policies such as No Child Left Behind in that the law doesn’t adequately address all of the challenges that second-language learners face with respect to setting goals for academic excellence that are too difficult to achieve because schools are ill-equipped to help these students reach the prescribed accomplishments. He feels that the mandates in place under the law are too “one size fits all”. While they may prove effective to native language students, they don’t take into account the difficulties second language learners face in not just understanding English, but succeeding with their studies in other topics and subjects. Crawford has argued that second language learners need particular assessments that are more in tune with their needs, but they are woefully under-served in this regard. They need unique instructional programs, alternative teaching models, comprehensive diagnosis and monitoring procedures in place to determine proper proficiency levels in a bid for greater accountability for their academic success. For these children, social and economic development could become greatly stunted and, as a result, they will fall behind in the American experience as adults.

Check out the video trailer for the popular elementary book, Letters Forever.

The post James Crawford’s Theory of Second Language Acquisition appeared first on The Latino Family Literacy Project.

State of Texas Informational Resources:

• The Texas Education Agency: http://tea.texas.gov/
• Texas English Language Learners Website: http://elltx.org/
• Texas English Language Proficiency Assessment System (TELPAS) Resource Information: http://tea.texas.gov/student.assessment/ell/telpas/
• Title III Information: http://www.ncela.us/t3sis/Texas.php

Educational Programs and Learning Resources:

• Texas Association for Bilingual Education – An organization of education professionals advocating for educational policies and bilingual and multicultural programs that encourage equal educational opportunity and academic excellence for Bilingual/ESL students: http://tabe.org/index.cfm
• Mi Escuelita Preschool – This program offers early education courses to children ages 2-5 from low-income households : http://www.itbe.org/
• TexTESOL – A multi-regional organization representing ELL teachers and instructors throughout the state of Texas and setting competency standards for ELLs in grades K-12: http://www.textesol.org/
• The Latino Family Literacy Project – A program that teaches parents how to read with their children, establish a reading routine, and promote learning of the English vocabulary together as a family. https://www.lecturabooks.com/parent-programs/
• The Latino Family Literacy Project 2016 Workshops (Illinois): https://www.latinoliteracy.com/workshops/schedule/
• Family Phonics Workbooks: An English vocabulary program for parents and children learning English that uses a simple method to teach parents strong English vocabulary and proper pronunciation through the use of phonics: https://www.lecturabooks.com/family-phonics-workbooks/
• Lectura Books – Publisher of award-winning English and Spanish language development books for children of all ages ranging from infants to teenagers, including 2014 Moonbeam Award winner for Best Children’s Book (Spanish), Boy Zorro and the Bully.

References

http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners

http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state

The post Support for Programs with English Learner Students in Texas appeared first on The Latino Family Literacy Project.

The following are some terms that you’ve no doubt heard before, but you may be unclear on the definitions that are associated with each of them. This primer should help to better delineate between the most commonly used acronyms and jargon that parents and teachers alike might find confusing.

ESL: English as a Second Language This acronym refers to students who live in an English-speaking country and are enrolled in English-language programs where they are taught how to read, write, and speak English. ESL may refer to K-12 students as well as adult learners, and ESL is often associated with special programs in which these students are enrolled to become more proficient with the language. Read more.

ELL: English Language Learner Similar to an ESL, often reserved for use with K-12 grade students, though it may easily describe anyone learning the language. The distinction between ESL and ELL is that the former commonly refers to the curriculum for instruction in which the latter is enrolled.

ESOL: English to Speakers of Other Languages An acronym that further delineates those students who are being taught the English language in an English-speaking country, yet may have prior knowledge of more than just one language. As a result, English may be the third or even fourth language they are learning.

LEP: Limited English Proficient This is a term used to define the level of ability with ESL and ELL students, and it can be applied either before or during their enrollment in an ESL program.

TESOL: Teaching English to Speakers of Other Languages This phrase refers to members of the teaching community who are accredited and qualified to teach English to non-English language speakers.

Standard English vs. Academic English The difference between the two forms of language describes the level of proficiency in ESL and ELL students. The first, standard (or social) English, refers to the skill of usage in everyday situations and casual settings. The second, academic English, is concerned with the level of skill required to succeed in the classroom and places a greater demand on the student to understand grammar and possess a strong vocabulary.

Pull-Out vs. Push-In ESL These are two methods of language instruction for ESL learners. “Pull-out” means that students are removed from their general education courses to receive language instruction from an ESL teacher, with the main drawback being that these students miss out on their lessons in class during this time. “Push-in” is the opposite, with an ESL instructor coming into the classroom to work with ELLs in the same fashion. This can take place while the general education teacher is giving a lesson, or it can take place after the lessons are completed.

If you are looking for bilingual resources for LCAP in California or any bilingual resources for parent engagement, Lectura Books might have what you are looking for!

The post Understanding Basic Terms and Definitions for English Learners appeared first on The Latino Family Literacy Project.

The program was more ongoing and gave the parents a lot of feedback on how to help their children.

Now that Parent Involvement is such a strong national focus, it is important to provide teachers with a whole new framework for Hispanic Parent Programs, if we want parents and kids to become life long readers.

Harris County Department of Education formed the Cooperative for After-School Enrichment, or CASE, in 1999 to mobilize the community to work together to ensure that every child in Harris County has access to an after-school program.

CASE develops and implements a variety of programs to serve students, families, schools and communities:

• 21st Century Community Learning Centers
• Partnership Project
• After-School Initiative
• CASE AmeriCorps
• ENRICH After-School

This testimonial video was filmed at Westwood Elementary school to demonstrate that Spanish-speaking parents benefit greatly from participating in The Latino Family Literacy Project at their child’s school site.

Harris County Office of Education, with CASE and 21st Century programs collaborated to provide Parent Involvement Programs at Spring Branch.

Parents may not have strong reading skills in their own background, but once they are taught the importance of reading, along with strategies for sharing books, and are provided with books that they love, parents are so excited to read with their children. A big part of our program outcomes is that parents are provided life-changing skills and training for becoming life long readers. That’s why bilingual books are so important in our literacy programs, because it’s one way to help Spanish speaking parents read with their children, while developing English together as a family.

Teachers who come to our workshops learn the difference between hosting a one-time workshop at their school for parents, versus an ongoing approach to family reading and literacy development. Another big reason for attending a workshop is to understand the parents in a whole new way. Teachers leave our workshops with a new framework for family reading with bilingual families.

The post A New Framework for Hispanic Parent Programs appeared first on The Latino Family Literacy Project.

The overwhelming research also concludes that the collaboration between parents and schools is the way to academic success for all students regardless of economic status or ethnic or racial background. One concept we found in our research is called “collective impact.” This occurs when all the stakeholders work together toward a common goal. It’s about building relationships with an emotional resonance that develops a bond between the school and parents to improve parent involvement. When parents trust that the school wants their involvement, a level of reciprocity between parents and teachers develops.

Parents know when a school is truly reaching out and building bridges of communication. The synthesis of the research on parent involvement stretches back decades and continues to build the case that there are certain core principles that make for successful parent involvement and family engagement practices.

Three essential elements in any successful parent involvement in education program include:

1) parents knowing that their involvement is critical to their children’s success in school;

2) parents believing that they can have a positive effect on their children’s education; and,

3) parents trusting that both the school and their children want them involved.

Getting to the place where parents are comfortable about engaging with the school and becoming involved doesn’t happen by accident. It is a process of guidance and support. It’s helping parents understand that the earlier they are involved in their children’s education, the better. It helps them understand that the most effective forms of parent involvement are those in which the parents learn to work directly with their children at home. It all starts with reading and moves on from there to other activities.

Here at The Latino Family Literacy Project, we work with teachers and staff to help them provide the guidance and support that parents need to be fully involved and engaged in their children’s education.

For more information on our programs, visit our website.

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Over the past few years, Illinois has experienced a surge in the number of English Learners enrolled in public schools. In an analysis of Illinois’ Latino Demographic by Rebecca Vonderlack-Navarro, a PhD Research and Policy Analyst for the Latino Policy Forum, the state has experienced a 25% increase of English Language Learners from 2004 to 2011, with a majority of English Learners being Spanish speakers – a trend that has stayed consistent for the past decade. In fact, Hispanic students comprise 80% of all English Learners in Illinois and Illinois’ class of 2020 is projected to become the first “majority-minority” group of graduates. However, there is a wide achievement gap between ELLs and non-ELLs and much has to do with the language barrier presented in school classrooms, especially when classes are primarily taught in English.

With such a disparity in academic success between ELL and non-ELL students, there is a need for equal instruction opportunities for ELLs particularly in the form of bilingual and second language programs. In a report conducted by the Illinois State Board of Education on Bilingual Programs and English Learners in Illinois, statistics showed that ELL students that reached satisfactory English proficiency levels through the enrollment of second language programs actually surpassed the scores of non-ELL students on the Illinois Standard Achievement Test for Reading (ISAT), thereby reducing the achievement gap.

Illinois has identified the need for such programs and as a member of WIDA (World- Class Instructional Design and Assessment) is “dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners”. The Illinois School Code provides guidance and stipulations in assessing English Learners as well as determining bilingual program options and placement. Moreover, state and federal funds are available to districts for funding ELL services through Title III. The English Learning Division, a department within the Illinois State Board of Education, can provide more information and assistance regarding the education of ELLs in Illinois.

As to the nature of the programs, the Illinois State Board of Education does not require a particular educational approach to the instruction of ELL students, stating that “a number of different language acquisition models are considered to be educationally sound and supported by scientifically-based research”, allowing districts to be flexible. A program like The Latino Family Literacy Project can help fulfill district needs for reaching out and educating English Learners. Our bilingual programs aim to increase English Language proficiency through the use of effective curriculum, culturally-relevant bilingual books, and parental involvement.

The post Illinois Has Surge in Spanish Speaking English Learners appeared first on The Latino Family Literacy Project.

Texas public schools have the intent of ensuring that all students become competent in speaking, reading, writing, and comprehending the English Language. However, almost a quarter of Texas’ student population are at a disadvantage when classes are provided only in English. According to the Snapshot of English Language Learners (ELLs) in Texas by the Texas Education Agency (from the Public Education Information Management System Report 2014-2015), English Learners represent 18% of total enrollment in Texas public schools.

In order to meet the educational needs of ELLs, Texas state policy addresses the need to establish bilingual and second language programs. It’s policy states that the “mastery of basic English language skills is a prerequisite for effective participation in the state’s educational program. Bilingual education and special language programs can meet the needs of those students and facilitate their integration into the regular school curriculum.” The policy further requires that the state provide guidance to Texas school districts in implementing a bilingual program and financial assistance so that they can meet the educational requirements of ELLs and the extra cost of these programs.

District Plans for English Learners

For a school district in Texas to establish a bilingual education and second language program, the district must follow provisions and guidelines set forth by the Texas Education Code. The Texas Education Code ensures that the goal of these programs is to enable ELLs to become competent in the English Language through the integrated used of second language methods. The Bilingual/ESL Unit, a Division of Curriculum for the Texas Education Agency, provides direction and leadership with the implementation of Bilingual and English as a Second Language (ESL) Programs for English language learners.

The Latino Family Literacy Project can help ELLs develop English vocabulary skills through the use of research-based curriculum. We offer staff development workshops that train teachers how to provide the program at their schools and work with english learners and parents of english learners, effectively. For more information on our programs, please visit us here.

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