Promoting language and literacy skills for English Language Learners: Lessons learned from an intensive professional development program

2010 ◽  
Author(s):  
Jessica Mercer Young ◽  
Tina Durand ◽  
Celia Gomez
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Development Program ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Professional Development Program ◽  
Language And Literacy

scholarly journals Preparing Teacher Leaders for English Language Learners in Rural Settings

2019 ◽  
Vol 9 (1) ◽  
pp. 44-60 ◽  
Author(s):  
Maria R Coady ◽  
Mark Preston Lopez ◽  
Nidza Marichal ◽  
Deon Heffington
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
Online Survey ◽  
English Language ◽  
Teacher Leaders ◽  
Development Program ◽  
The United States ◽  
Professional Development Program ◽  
Rural School District

The number of English language learners (ELs) across the United States continues to grow, particularly in rural and new destination settings. However, educators remain un- and under-prepared for working with ELs nationally. This article provides findings from a study of one teacher leader professional development program in a rural school district that sought to prepare educators for ELs. We describe the professional development program and the rural context of the district. Findings from this study derive from an online survey of participants. Data reveal that rural educators seek to acquire skills and strategies that go beyond the classroom setting and that enable them to connect with EL families. They also believe that teacher leaders of ELs demonstrate compassion and build social-emotional support networks for themselves as professionals, as well as with EL families.

From MOOCs to MOOPILs

2017 ◽  
Vol 9 (1) ◽  
pp. 34-47 ◽  
Author(s):  
Beverly J. Irby ◽  
Kara L. Sutton-Jones ◽  
Rafael Lara-Alecio ◽  
Fuhui Tong
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
School Leaders ◽  
Individual Learning ◽  
Literacy Acquisition ◽  
Language And Literacy ◽  
Federally Funded ◽  
Massive Open Online

This article includes a discussion of the growing use of virtual professional development and learning for educators. Next the authors describe virtual professional development and learning within the context of a U.S. federally-funded Investing in Innovation (i3) grant, English Language and Literacy Acquisition-Validation (ELLA-V), and the need for a new understanding of such on an informal and individual basis. The proposed concept is a Massive Open Online Professional Informal Individual Learning (MOOPIL). Lastly, the authors provide an example of a MOOPIL from the ELLA-V grant which is called ELLA-Virsity—a collection of short professional development webinars for teachers and school leaders who work with English language learners.

scholarly journals Professional Development for Language Learning Advisors

2017 ◽  
pp. 268-273
Author(s):  
Saki Inoue
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Development Program ◽  
Development Programs ◽  
Structured Interviews ◽  
Ongoing Training

Advising in language learning (ALL) is an effective way to support English language learners. More and more universities offer an advising service in Japan. In order to improve quality of an advising service, ongoing training of language learning advisors is necessary. In this paper, which is a summary of a study, a series of professional development programs for language learning advisors are introduced. Eight advisors participated in the research which involved completing reflection reports about the training and participating in semi-structured interviews. The implications of the research are discussed which are to develop a more effective professional development program for advisors.

scholarly journals Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study

2009 ◽  
Vol 26 (2) ◽  
pp. 24 ◽  
Author(s):  
Hetty Roessingh ◽  
Susan Elgie
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Time Series Data ◽  
Series Data ◽  
Language And Literacy ◽  
Early Language ◽  
Language And Literacy Development

This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and vocabulary profiles generated from an oral storytelling task for 65 kindergarten-aged ELL and a comparison group of 25 native speakers of English (NS). The findings suggest that although reading and vocabulary are closely interrelated in the stages of early literacy development, over time ELL youngsters face the greatest learning challenges in the area of vocabulary development. Implications for the design of early literacy programs are offered

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