Education and Research Supports for English Learners (ELs) during COVID-19

LMU | CEEL

Education and Research Supports for English Learners (ELs) during COVID-19

Communication # 3: May 2020

Focus:  Integrated English Language Development

 

 CEEL is pleased to provide a third CEEL Communication focused on Education and Research Supports for ELs during COVID-19 featuring two components and our newly developed Equitable Distance Learning for English Learners Design Principles.

  • Voices from the Field - highlighting educators’ commendable and courageous efforts to serve English Learners in virtual and real-time spaces during these challenging times;
  • Resources and Research - addressing a variety of topics, including resources for ELs such as social and emotional learning, highlights of best practices during these times, instructional materials, and professional learning in virtual spaces.

Mayra Lavadenz – A Voice from the Field

Mayra Lavadenz has inspired and instructed students (K-5th grade) for over 20 years in the Montebello Unified School District. This year she teaches fifth grade at Bell Gardens Elementary School  where she engages in teaching and learning for 32 students and their families. Bell Gardens Elementary serves a predominantly Latino neighborhood and her class is comprised of 94% language learners – 10 English Learners (ELs) and 20 Redesignated Fluent English Proficient (RFEP) students.  As she transitions from “In Real Life” teaching to designing virtual learning she provides us with insights on prioritizing language and literacy learning for her students.  Mayra intentionally designs synchronous and asynchronous virtual learning experiences based on research-based practices for English Learners, with an explicit focus on Integrated English Language Development for STEAM (Science, Technology, Engineering, Arts, and Math). She challenges herself, and her students, to “stay current and creative” by bridging connections, maximizing engagement, and fostering transfer of research-based EL learning routines to home and virtual spaces.

To view the Voices from the Field interview with Mayra Lavadenz in full click here

Integrated English Language Development Resources and Research

This Communication focuses on Integrated English Language Development in virtual teaching and learning contexts.  We feature CEEL’s research-based Equitable Distance Learning for English Learners Design Principles. intended to help educators design instructional experiences for ELs during the unexpected challenges of the COVID-19 pandemic. We also provide curated resources to inform decision-making about virtual tools, strategies and resources to engage EL students in research-based learning, including consideration for support features and culturally responsive education.  The hope is that these resources will position  educators and educational systems to capitalize on the momentum of a historic time in the education of California’s 1.2 million English Learners concurrently with implementation of the CA English Learner Roadmap, the  increase in the number of students receiving the state Seal of Biliteracy, and the expansion of dual language programs.  The opportunity to collectively innovate responds to our moral and legal obligation to address educational equity for our most vulnerable students.

To access the Integrated English Language Development Resources and Research click here.

In each of our communications we will continue to highlight voices from the field and education and research resources as we walk this journey in partnership with our colleagues, fellow educators, advocates, and friends. 

If you would like to view or download this Communication in full, please click on the following: English Learner Support during COVID-19, Communication #3.

Contact us at ceel@lmu.edu with comments, additional resources, or to share your story.

To view previous Communications click below or visit the EL Supports COVID-19 Communication Series page.

  • Focus:  Social and Emotional Learning (SEL) for English Learner and Immigrant Students

    As a result of current events and the rapidly changing landscape that we find ourselves in today, the Center for Equity for English Learners’ thanks you for your unwavering support, your trust, and your belief in our mission to promote equity and excellence for English Learners (ELs).

    We face an unprecedented challenge, and now, more than ever before, we must look out for one another and provide support to those who may need it the most. CEEL continues to provide services, programs, resources, and professional development that promote equity and excellence for EL students.

    This communication is the first in a series focused on Education and Research Supports for ELs during COVID-19.  Each communication will feature:

    • Voices from the Field - highlighting educators’ commendable and courageous efforts to serve English Learners in virtual and real-time spaces during these challenging times;
    • Resources and Research - addressing a variety of topics, including resources for ELs such as social and emotional learning, highlights of best practices during these times, instructional materials, and professional learning in virtual spaces.

    To download Communication #1 in PDF format, click here.

     



  • Focus:  Social and Emotional Learning (SEL) for English Learner and Immigrant Students

    In this second of CEEL’s series of communications on Education and Research Supports for ELs during COVID-19 we feature two components: 

    • Voices from the Field - highlighting educators’ commendable and courageous efforts to serve English Learners in virtual and real-time spaces during these challenging times. 
    • Resources and Research - addressing a variety of topics, including resources for ELs such as social and emotional learning, highlights of best practices during these times, instructional materials, and professional learning in virtual spaces. 

    To download Communication #2 in PDF format, click here.