• Complain

Lori Helman - Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals

Here you can read online Lori Helman - Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals full text of the book (entire story) in english for free. Download pdf and epub, get meaning, cover and reviews about this ebook. year: 2020, publisher: ASCD, genre: Home and family. Description of the work, (preface) as well as reviews are available. Best literature library LitArk.com created for fans of good reading and offers a wide selection of genres:

Romance novel Science fiction Adventure Detective Science History Home and family Prose Art Politics Computer Non-fiction Religion Business Children Humor

Choose a favorite category and find really read worthwhile books. Enjoy immersion in the world of imagination, feel the emotions of the characters or learn something new for yourself, make an fascinating discovery.

Lori Helman Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals
  • Book:
    Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals
  • Author:
  • Publisher:
    ASCD
  • Genre:
  • Year:
    2020
  • Rating:
    5 / 5
  • Favourites:
    Add to favourites
  • Your mark:
    • 100
    • 1
    • 2
    • 3
    • 4
    • 5

Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals: summary, description and annotation

We offer to read an annotation, description, summary or preface (depends on what the author of the book "Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals" wrote himself). If you haven't found the necessary information about the book — write in the comments, we will try to find it.

Within todays multilingual communities, a growing percentage of students are emergent bilinguals-bringing to school a home language other than English and thus poised to become bilingual as they acquire the new language. As a result, school leaders need to have essential background knowledge and a wealth of strategies at their fingertips to ensure that all students are prepared for college, career, and civic engagement.
In Learning in a New Language, author Lori Helman offers educational leaders a comprehensive and accessible guide to best practices for supporting students from culturally and linguistically diverse backgrounds in a school environment that embraces equity. Helman discusses:
Changing demographics that require educational leaders to enlarge and enhance their approaches
The importance of engaging families in forming a cohesive school community that contributes to student success
Fundamental approaches to creating equity for linguistically diverse students in the school change process
The role of language in academic learning and what makes learning in a new language unique
Evidence-based strategies for literacy and content-area classrooms
Practical tips for where to start in supporting emergent bilinguals in the classroom, and presents dozens of online resources for further exploration.
The responsibilities of educational leaders continue to expand as they work toward managing school sites and ensuring equity of student opportunity and achievement. Helman provides a one-stop resource for the foundational knowledge and practical guidance needed to strategically take on these responsibilities.

Lori Helman: author's other books


Who wrote Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals? Find out the surname, the name of the author of the book and a list of all author's works by series.

Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals — read online for free the complete book (whole text) full work

Below is the text of the book, divided by pages. System saving the place of the last page read, allows you to conveniently read the book "Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals" online for free, without having to search again every time where you left off. Put a bookmark, and you can go to the page where you finished reading at any time.

Light

Font size:

Reset

Interval:

Bookmark:

Make
Contents
Guide
Pages
Chapter 1 An Urgent Call to Action As - photo 1
Chapter 1 An Urgent Call to Action As - photo 2

Chapter 1


An Urgent Call to Action

....................

As an educational leader, you have many responsibilities entrusted to you by a range of stakeholdersthe families and communities you serve, your students, the school staff, your organization's board or governing body, policymakers, and the greater community. These responsibilities range from basic management and safety to ensuring that all of your students have opportunities to become well prepared for college, career, and civic engagement. As times change, the responsibilities of school leaders continue to increase, and more information and strategies are needed to cultivate the success of an increasingly diverse population of students. It is in this context that Learning in a New Language: A Schoolwide Approach to Support K8 Emergent Bilinguals has been written.

The book is designed to be a comprehensive and accessible resource for instructional leaders who work in multilingual communities with students who are acquiring English at school. The book brings together essential background information and evidence-based practical strategies into a one-stop reference for busy instructional leaders. The focus area of each chapter represents an aspect of educational reform that is often addressed in a full-length book. The purpose of this book, however, is to get to the heart of the topic quickly and present forthright solutions.

School leaders will vary in their background knowledge of the disciplinary content areas, the development of language and literacy, how to engage family members, cultural responsiveness, and schoolwide systems of support. This book is designed to provide foundational information in all these areas, with a focus on approaches that are effective for students learning in a new language and representing a variety of cultural communities. With the knowledge presented here, instructional leaders will be able to engage with educators and family members from a solid foundation of understanding. At the end of each chapter, online resources for further learning are shared to expand on the content.

This chapter serves as an introduction. To begin, it explores a few details about the cultural and linguistic diversity of students in K8 classrooms in the United States and why recent demographic shifts call upon educators to enlarge and enhance their educational approaches. Students from historically marginalized communitiesfor example, those who speak languages other than academic English, are immigrants, have fewer economic resources, are people of color, are differently abled, or represent gender diverse or sexual minority populationsface obstacles to receiving equitable treatment in schools and classrooms. For this reason, a vision for equity is the backbone connecting each chapter of the book and is introduced here in the first chapter. The chapter also provides information about the terminology used throughout the book and previews the content of each chapter.

Why This Book Is Needed

Approximately 10 percent of K8 public school students were identified as English language learners (ELLs) in the United States during the fall of 2015 (USDE/NCES, 2017). Greater percentages of ELL students attended school in California (21 percent), Texas (17 percent), and New Mexico (16 percent), and more students were likely to be in grades K2 (16 percent) than middle and high school (48 percent; McFarland et al., 2018). A greater percentage of ELL students (14 percent) lived in cities as compared to suburban areas (9 percent) and towns or rural communities (46 percent; McFarland et al., 2018). Dozens of languages are represented by multilingual students, but by far the language with the highest reported number of speakers in U.S. schools is Spanish (77 percent), with Arabic, Chinese, and Vietnamese being the next most frequent (McFarland et al., 2018). Each student who brings a language other than English to school deserves to be accepted wholeheartedly into a community of learners there and to receive instruction that builds on their linguistic resources so that they have the potential to excel.

Being bilingual is an achievement that is valued universally and has numerous positive effects on individuals lives. People who speakand potentially are literate inmore than one language gain cognitive flexibility; may have improved executive functioning; are able to maintain relationships with extended family members; better understand people from different geographical, cultural, and linguistic groups; and are prized in the job market (Bialystok, 2007; Rodrguez, Carrasquillo, & Lee, 2014). With these benefits in mind, it is clear that schooling should add to a student's linguistic repertoire, not take away from it. Tailored approaches are presented throughout this book for learning about students linguistic resources, using them to leverage learning in a new language, and working to sustain their bilingual capabilities. With a two-pronged strategy of valuing what students bring to school and using instructional methods that facilitate learning in a new language, students are both validated and provided with clear access to the curriculum.

The current reality in schools and classrooms does not usually reflect the best practices to support students from culturally and linguistically diverse backgrounds. Students are often viewed by what they lack rather than by what they possess. Family members who speak languages other than English are not frequently called upon to provide programmatic input or share what works with their children. For the most part, educators, who typically come from white and middle-class backgrounds, have not received enough preparation for teaching students who represent different races, social classes, and cultural and linguistic backgrounds. The result of these mismatches has been that students learning English at school are lagging behind in many metrics of educational success, including academic achievement, graduation rates, and career and college goals. The time is now to transform our schools into places that better serve students from traditionally marginalized communities. The plans laid out in this book present good starting points.

Focusing on Equity

Equity has been described as involving both fairness and inclusion. Equity is not the same as equality; students may need differing resources to achieve similar levels of success in their academic or social benchmarks (OECD, 2018). When a school's mission is equity, students who are not experiencing success are viewed as being underserved rather than possessing some form of deficit. Instructional leaders who promote educational equity seek to

  • Identify who is not experiencing success within the local context.
  • Collect related data to analyze and reflect on with school-and community-based stakeholders.
  • Focus human and material resources to address inequities on-site and in the community.
  • Move the equity vision to the forefront and lead the school community to set goals and action plans that result in social justice.
  • Work in collaboration with families and communities to gather information, problem solve, monitor progress, and learn from outcomes.
Terminology Used

A number of terms are used throughout this book to characterize students' linguistic backgrounds and resources. Some of them are interchangeable, but they each hold a perspective or underlying value judgment. The sections that follow highlight the nuances of each term and explain why a given term might be used in particular cases.

Next page
Light

Font size:

Reset

Interval:

Bookmark:

Make

Similar books «Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals»

Look at similar books to Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals. We have selected literature similar in name and meaning in the hope of providing readers with more options to find new, interesting, not yet read works.


Reviews about «Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals»

Discussion, reviews of the book Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals and just readers' own opinions. Leave your comments, write what you think about the work, its meaning or the main characters. Specify what exactly you liked and what you didn't like, and why you think so.