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.

The over 5 million ELLs in the U.S. live in every state. The Migration Policy Institute also states that one out of four children in California is an ELL student, and that California holds the highest number of ELL students out of any state, at 1.5 million. Other states with high ELL concentrations include Texas, New York, Arizona, Florida, and Illinois. States in the Midwest and Southeast have seen exponential growth in their ELL populations in the past ten years, including Indiana, South Carolina, Delaware, Ohio, Tennessee, Alabama, Virginia, North Carolina, Arkansas, Georgia, and Kentucky. While it has been and continues to be most common for ELLs to attend urban school systems, rural and suburban areas are serving more and more ELL students. According to Colorín Colorado, “Growth of immigrant populations can be tied to any number of factors. In the Midwest, for example, industries such as meat-processing plants have served as a catalyst for rapid increases in local communities.”

The ELL population growth trends are easily viewable in this Education Week Report, which shows a helpful map of where ELLs live with percentages for each state. It also shows that ELLs who speak Spanish as their native or home language make up 76.5 percent of the U.S. ELL population, with Arabic and Chinese next, both at 2.2 percent. It can take a student, on average, five to seven years to learn academic English. This rapidly growing ELL population calls for researched, creative, compassionate, and thorough responses from our nations’ educational curriculum and culture.

The Latino Family Literacy Project provides proven, cost-effective parent involvement programs and Webinar training for teachers to provide meaningful programs for English Learners.

The post Where are All the English Learners? 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.

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.

The Latino Family Literacy Project helps parents to establish a family reading routine, and to build strong Spanish and English skills.

An anti-bias preschool curriculum is one that seeks to acknowledge and challenge prejudices in education and works to remove them from the teaching and learning environment. Schools using an anti-bias curriculum are acknowledging that many Western societies, though growingly diverse, continue to function with inherent inequity and racial cultural bias, and that this naturally carries over into education, which is intrinsically a sociocultural institution. Louise Derman-Sparks and Julie Olsen Edwards, authors of Anti-bias Education for Young Children and Ourselves, write that “Inequity of resources in society, and the biases we use to justify that inequity, have an enormous impact on children’s lives. The dynamics of advantage and disadvantage, deeply rooted in our history, continue to shape the degree of access children have to education, medical care, security . . .”

Their work, at the forefront of anti-bias education, seeks to reduce cultural bias and misinformation in classrooms and to help children and the adults who work with them in schools to respect each other and to respect people in general.

Anti-bias education encourages educators to examine their own biases and cultural identities so that they may have strong self-awareness and also be aware of negative messages they may inadvertently be sending to students. This process allows teachers and other staff to model having a positive cultural self-image for students and encourages adults to begin to counteract their own biases in the classroom. Children can notice differences between people early on and will notice how adults treat others, so actively teaching them to respect all people is a powerful and important choice. One of the central ways that teachers put anti-bias curriculum to work in early childhood education settings is by exploring and honoring each person’s identity and fostering acceptance of diversity in the classroom and community.

Ellen Wolpert, long term preschool director and author of Redefining the Norm: Early Childhood Anti-Bias Strategies, shares this description of the anti-bias curriculum at work with young children:

“Children make comparisons among themselves, looking at the ways they are both similar and different. They learn that different is OK. This creates the foundation for respecting and valuing differences beyond their own families and communities.”

Children who share stereotypes and biases can be engaged in conversation about the bias and presented with visual and narrative examples that contradict the bias. The site, Teaching for Change, which focuses on social justice in education, shares a wealth of anti-bias articles with activity recommendations and professional development activities covering identity development, anti-bias curriculum, language development, and family resources.

The focus in an anti-bias program is on encouraging everyone in the educational community, young and old, to learn about and explore cultural identities and to get to know one another and the world around them with an open mind. Dr. Francis Aboud, who studied prejudice amongst youth, found that “after age 9, racial attitudes tend to stay constant unless the child experiences a life-changing event.” This trend underscores the importance of the implementation of preschool anti-bias curriculum and the promotion of tolerance.

Lectura Books is one of the leading publishers of multicultural and bilingual books, focusing on publishing for Parent Involvement with Latino parents and kids.

The post How an Anti-bias Curriculum Benefits the School Community appeared first on The Latino Family Literacy Project.

With an approximate ELL enrollment of 1,521,772 students in the state public school system in 2012-2013, California currently holds the largest percentage of ELL student enrollment in grades K-12 in the country at almost 25%. The state also accounts for one-third of the districts with the highest concentration of ELL students in the United States, the largest of these being the Los Angeles Unified School District (LAUSD) at 152,592 students.

83% of ELL students in California speak Spanish, with Chinese, Vietnamese, Tagalog, and Arabic making up the majority of the most common languages spoken after that.

State of California Informational Resources:

• California Department of Education: http://www.cde.ca.gov/
• ELL Support Page: http://www.cde.ca.gov/sp/el/
• English Language Development Standards: http://www.cde.ca.gov/sp/el/er/eldstandards.asp
• English Language Learner Document Templates and Forms: http://www.cde.ca.gov/ta/cr/elforms.asp
• Title III Information: http://www.cde.ca.gov/sp/el/t3/index.asp
• California Assessment of Student Performance and Progress (CAASPP) Testing & Accountability: http://www.cde.ca.gov/ta/tg/ca/

Educational Programs and Learning Resources:

• CATESOL – The largest organization representing ELL teachers and instructors in California and Nevada for grades K-12: http://www.catesol.org/home.aspx
• California Association of Bilingual Information – The leading advocacy group for quality bilingual education policies in the Calfornia: http://www.bilingualeducation.org/
• Californians Together – A statewide alliance of parents, teachers, administrators, and civil rights advocacy organizations promoting high quality bilingual education policies for ELLs in California: https://www.californianstogether.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 Webinar Program 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/

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 Resources for ELL and LCAP in California appeared first on The Latino Family Literacy Project.

Reading aloud also provides children with the ability to learn throughout the story. A child reading on his or her own may continue through the text without absorbing or comprehending what is on the page, which only serves to defeat the purpose. When the teacher reads aloud to the class, comments and explanations can be offered for difficult words or ideas right there on the spot. Through this method, the instructor may also encourage questions and group discussion about what has just been read aloud for a deeper understanding of the material.

Books are, in essence, a visual medium so employing additional visual aids either from the pages of the book itself or from outside resources can also foster a stronger, more effective learning experience. Using various media to dissect words, phrases, and concepts from the book, as it is being read aloud, makes for a more enjoyable way of gaining the knowledge that these students are seeking.

Lectura Books has exceptional bilingual children’s books that will encourage reading aloud. The bold illustrations feature many multicultural experiences that will engage the readers. The Latino Family Literacy Project is an award-winning curriculum for Parent Involvement and is published by Lectura Books. Teachers will learn a whole new framework for understanding how to work with Latino immigrant parents and will be provided with curriculum that is easy-to-follow and engaging to parents. Come join us for breakfast at a workshop, or join us right from your desktop on a live webinar workshop!

The post Reading Aloud to English Learners appeared first on The Latino Family Literacy Project.

Of course, we have to ask why? And the answer is actually quite simple.

It’s the personal experience factor. Political scientist Robert Shapiro believes that, “Americans form their opinions about their local schools through their own contact with the schools and what their children are saying. What they experience more personally, they tend to have more favorable views about.”

Stephanie Kafka from Gallup also notes that, “These things are largely perspective. People have good day-to-day experiences with the schools they know, and they have fewer day-to-day positive experiences with the schools they don’t know. It’s more likely that you’ve seen enough at the local level to make yourself feel good about what they’re doing.”

As Jill Berkowicz and Ann Myers opine in EdWeek, “the love expressed by Americans for their community schools is the educational sweet spot for community and parental involvement and investment on the local level. Within the school and district, successful leaders prioritize bringing consensus around the core values, and around the central issues, practices, and messages of the school. School leaders can begin the invitation to the community by reaching out to even the most reluctant parents of elementary school children.”

In other words, “the sweet spot” in parent involvement is being connected with the local neighborhood school. Here, at The Latino Family Literacy Project, the connection to local schools is front and center in setting up successful parent involvement programs. See what parents have to say about The Latino Family Literacy Project and see for yourself how this program creates personal connections with the parents and students and schools.

The post Americans Love Their Local Schools appeared first on The Latino Family Literacy Project.

For Latinos and other Hispanic immigrants, the concerns over incarceration, addiction, and economy are also exacerbated by another component that threatens the well-being of the family infrastructure – deportation. Immigration status has lead to a rise in the number of grandparents over the age of 55 who are left caring for their grandchildren due to their biological parents being sent out of the country. But these situations present the added potential obstacle of raising grandchildren without any tangible legal rights. Many grandparents are also undocumented, and they don’t attempt any sort of legal recourse toward custody because they are afraid it will put them in the cross-hairs of the federal government. So these relationships can be tenuous at best, putting at-risk children in more peril of being separated from their families in times of domestic crisis.

Family is the most important thing in our lives, especially to children who are too young to comprehend anything other than being with the people they love and with whom they’ve forged a bond. A stable home is the foundation for success in school. For children living with grandparents, they are already facing an uphill climb, not because their grandparents don’t love them, but because so many of these households have endured hardship to place the grandparents in these roles.

The Latino Family Literacy Project is not only a great program for parents but also for grandparents who are custodial parents.

The post Growing Family Trend: Grandparents Raising Children appeared first on The Latino Family Literacy Project.