English Learners

ELLs at the Center: Rethinking High Stakes Testing

Author: Wilma Ortiz and Karen Sumaryono Summary: How do we nurture intellectual curiosity, prepare students for a global economy, and validate and celebrate students’ cultures, language diversity and multiple literacies in an era of accountability and high stakes testing? The authors offer suggestions for ways teacher leaders can be advocates...

Meeting the Needs of Racially and Linguistically Diverse Students through Courageous Conversations

Author: South Coast Writing Project Summary: Although conversations about race and diversity are not easy, they can allow teacher leaders to examine and interrogate their beliefs and practices to determine the direction of their teaching and of their writing project sites. Teachers at the UCLA Writing Project found their reading...

Narrative Writing and the Common Core State Standards, from Helping English Learners to Write

Authors: Carol Booth Olson, Robin C. Scarcella, Tina Matuchniak Summary: In this chapter from Helping English Learners to Write, the authors explain the critical role of narrative writing in helping English learners develop their English language skill and succeed in English Language Arts coursework in the secondary grades. Building upon...

Technology in the English Learner Classroom?

Author: Judith Rance-Roney Summary: How can new technologies foster the love of writing for students in the English learner classroom? How can our integration of technology narrow the digital divide? Sites or schools looking for specific ideas and strategies to frame a conference workshop or PD session might easily draw...

Voces del Corazón: Voices from the Heart

Author: Dolores S. Perez Summary: Family Literacy Nights were created by teacher-consultants from the Sabal Palms Writing Project who partnered with two middle schools to reach out to parents and families in low-income communities. The article tells their story through examples and parents’ and students’ words (Spanish and English). It...

Long-Term English Learners Writing Their Stories

Author: Lynn Jacobs Summary: Long-term English learners—those who typically have attended school for at least seven years—speak English well but are often considered below grade level. Because they assume many adult responsibilities in their out-of-school lives, including household duties and translating for family and others, they present opportunities for teachers...

How Language Minority Students Can Learn in the Content Areas: An Alternative to Silence

Author: Beth Winningham Summary: A teacher researcher who studied the experiences of five language-minority students over the course of a school year offers concrete suggestions for improving the learning experience of middle/high school students in general, and English learners in particular. This article could be examined as a model of...

Know ELLs: Support for Teachers of English Language Learners

Author: Great Valley Writing Project Summary: This Ning, a social website/blog developed and maintained by several teacher leaders from the Grand Valley Writing Project in Central California, focuses on issues related to teaching English Language Learners. Sites and teacher leaders looking to maintain momentum after the conclusion of an institute or...