Communication Series: 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 # 5: June 15, 2020

Focus: Family-School Partnerships

 

CEEL is pleased to publish the fifth Communication focused on Education and Research Supports for ELs during COVID-19 based on our research-based Equitable Distance Learning for English Learners Design Principles (versión en español).


Voices from the Field - highlighting educator and parent leaders’ 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/DLLs such as social and emotional learning, highlights of best practices for distance learning, instructional materials, professional learning in virtual spaces, and family-school partnerships.

Voices from the Field– Luz León

Luz León is an outstanding Parent Leader at the Central Language Academy in the Ontario Montclair School District in Ontario, California. She is an active member of the school community with two boys; one is eight years old and her 14 year old is in high school. Both of her children have participated in the school’s Dual Immersion Program because Luz and her husband firmly believe that being bilingual is important in the lives of their children because it keeps them connected to their roots and extended family. Luz has participated in her children’s schools since her first child was four years old in preschool.

Luz is engaged in a partnership with her children's teachers to provide learning activities conducted at home in new ways. She understands that this assistance now has different formats, different modalities and must be directed to families with differing linguistic and educational backgrounds. Luz enjoys sharing her expertise and knowledge gained while participating in Project 2INSPIRE, the California Association for Bilingual Education Family Leadership Development Program as well as Parent Institute for Quality Education (PIQE) and Parent Expectations Support Achievement (PESA). Providing families the "tools" they need to participate fully in their children’s' education, she believes, ensures their success in assisting in the learning tasks planned by the teacher. Luz works with the school to create opportunities for parents to learn about their school and their role in the schooling process. Her leadership at the school gives families the needed confidence to participate alongside the teacher and enrich learning for students.

To view the extended version of Voices of the field click here (versión en español)

Family-School Partnerships Resources and Research

The teacher’s role in today’s reality is essential to engage families in a much deeper, more creative way. Teachers are working hard to find ways to engage families while using virtual learning experiences with their students. They are faced with providing learning experiences originally planned for classrooms, but now these experiences must happen outside of the classroom. With this new challenge it is essential to support and encourage families to assist them in working through classroom assignments. They also have to provide culturally responsive-sustaining practices and support structures for families as they partner with teachers in today’s virtual reality.

To access the Distance Learning for resources for ELs/DLLs: Family-School Partnerships click here (versión en español).

CEEL has also curated an extensive resource guide to support for ELs/DLLs' distance learning. To view the resource guide, please click on the following: Distance Learning Resources: Education and Research Supports for English Learners.

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: Family-School Partnerships (English) or La Colaboración Familia-Escuela (versión en español)

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.

     

     

  • 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.

    To download Communication #3 in PDF format, click English Learner Support during COVID-19, Communication #3.

  • Focus:  Developmentally Appropriate Distance Learning for Dual Language Learners in Transitional Kindergarten

    EEL is pleased to publish a fourth Communication focused on Education and Research Supports for ELs during COVID-19 based on our research-based Equitable Distance Learning for English Learners Design Principles.

    Voices from the Field 
    - highlighting educators’ commendable and courageous efforts to serve English Learners and Dual Language Learners in virtual and real-time spaces during these challenging times;

    Resources and Research -
    addressing a variety of topics, including resources for ELs/DLLs such as social and emotional learning, highlights of best practices for distance learning, instructional materials, and professional learning in virtual spaces.

    To download Communication #4 in PDF format, click here.