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CHAPTER 3 PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE Discussion Cards Continued from previous page Most of the questions asked of newcomers about concepts or texts are factual and ask students to recall information. A parent volunteers in an 80-20 ratio second-grade Dual Language program with ELs and Spanish learners. The parent, who is Spanish/English bilingual, notices that the academic learning in Spanish is at a lower level than she expected. Her child is learning Spanish, and she is concerned that he will be behind his peers in other second-grade classes. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 3 • 23 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 3 RESOURCES Resource List Alanís, I., & Rodríguez, M. A. (2008). Sustaining a dual language immersion program: Features of success. Journal of Latinos and Education, 7(4), 305–319. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/15348430802143378 This article showcases an elementary school that has been successful in creating a two-way Dual Language program with factors such as “pedagogical equity, qualified bilingual teachers, active parent–home collaboration, and knowledgeable leadership.” Association of Latino Administrators and Superintendents. (2011, April 11). English language learners: Incorporating technology into the academic achievement strategy [White Paper]. Retrieved from http://alasedu.drupalgardens.com/sites/g/files/g1391221/f/201404/White%20Paper%20-%20English%20 Language%20Learners%20-%20Incorporating%20Technology.pdf This paper discusses technology and ELs’ academic achievement. August, D. & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum. Executive Summary retrieved from http://www.bilingualeducation.org/pdfs/PROP2272.pdf This report discusses the findings of a panel created “to identify, assess, and synthesize research on the education of language-minority children and youth with regard to literacy attainment and to produce a comprehensive report on this literature.” Boyle, A., August, D., Tabaku, L., Cole, S., & Simpson-Baird, A. (2015, December). Dual language education programs: Current state policies and practices. Washington, DC: American Institutes for Research. Retrieved from https://ncela.ed.gov/files/rcd/TO20_DualLanguageRpt_508.pdf This report presents an “analysis of relevant research and extant data related to Dual Language education policies and practices.” Boyson, B. A., Coltrane, B., & Short, D. J. (Eds.). (2002). Proceedings of the first National Conference for Educators of Newcomer Students. Washington, DC: Center for Applied Linguistics. Retrieved from http://crede.berkeley.edu/pdf/newcomer.pdf These proceedings provide information specific to the unique needs of newcomer students, including information from educators involved in teaching, program administration, research, and professional development for newcomer programs. Breiseth, L., (n.d.). Academic language and ELLs: What teachers need to know. Retrieved from Colorín Colorado website: http://www.colorincolorado.org/article/academic-language-and-ells-what-teachers-need-know This post gives an overview of academic language and provides classroom tips for teachers. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 3 • 24 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
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U.S. Department of Education NEWCOM
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Contents Introduction . . . . . . .
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Chapter 5: Establishing Partnership
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CHAPTER 1: Who Are Our Newcomers? A
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Terms Used to Describe Newcomers
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Cultural Contributions Immigrants b
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IMMIGRANT SPOTLIGHT Paola Moya, CEO
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CHAPTER 1 RESOURCES PROFESSIONAL RE
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CHAPTER 1 RESOURCES Resource List A
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CHAPTER 1 RESOURCES Jacoby, T. (200
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CHAPTER 1 RESOURCES U.S. Citizenshi
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Page 45 and 46: CHAPTER 2 CLASSROOM TOOL Connecting
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Page 55 and 56: CHAPTER 2 RESOURCES Plyler v. Doe,
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Schools should develop strategies t
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Processes and Strategies to Facilit
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Model and Support Parents’ Engage
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Stories From the Field: Four Blog P
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 PROFESSIONAL REFLECTION A
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CHAPTER 5 RESOURCES Bridging Refuge
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CHAPTER 5 RESOURCES Education Devel
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CHAPTER 5 RESOURCES Mapp, K. L., &
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CHAPTER 5 RESOURCES Short, D. J., &
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U.S. Department of Education
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