Communication # 6: August, 2020
Focus: Designated English Language Development for English Learners at the Secondary Level
CEEL continues to provide Education and Research Supports for ELs during COVID-19. This is the sixth publication in our Communication series based on CEEL's research- based Equitable Distance Learning for English Learners Design Principles (versión en español).
Voices from the Field - highlighting educators' commendable and intense efforts to serve English Learners and Dual Language Learners in virtual learning spaces during these unprecedented times;
Resources and Research - curated resources focused on ELs/DLLs across a variety of topics such as social and emotional learning, highlights of best practices for distance learning, instructional materials, and professional learning in virtual spaces, and family-school partnerships.
A Voice from the Field – Charlene Fried
As a state and nationally recognized teacher, Charlene Fried has committed her forty-plus-year career as a bilingual/ELD educator to serving immigrant English Learner students at Sierra Vista High School in the Baldwin Park Unified School District. Ms. Fried teaches a variety of English Language Development (ELD) levels as well as general English Language Arts (ELA) for students who speak Spanish, Mandarin, Vietnamese and Tagalog. On March 13, 2020, the day that her district announced that classes were to be taught virtually, Charlene acted quickly to inquire and listen to how her students were feeling and their early experiences in confronting the pandemic. In her story, Charlene reflects on her and her students' journeys to begin a new academic year in a way that our society has never experienced before. She draws from her overall teaching approaches and the transition to distance learning as she plans for
To view the extended version of Voices of the field click here.
Designated English Language Development for English Learners at the Secondary Level: Resources and Research
Distance learning requirements necessitate that educational systems and educators align structural and instructional practices in order to equitably serve California's nearly 1.2 million English Learners. Approximately 355,888, or 31.4% are enrolled in the secondary grades, seven through twelve, and in the ungraded category. ELs in middle and high school are a diverse group and their distinct abilities and needs require teachers to support them linguistically, academically and socio-emotionally. While the vast majority have Spanish as their home language, 74 other language groups are represented, including indigenous languages. A significant proportion of adolescent ELs are Long Term English Learners (LTELs) and their needs are distinct from newcomer students. They have a broad range of experiences and schools must support them to be college and career ready. Secondary schools are complex sites for adolescent learners. However for adolescent English Learners, research points to key considerations: teacher-student relationships, bridging connections to learning across subject areas, high expectations, and supports for language and literacy learning.
To access the Distance Learning for resources for ELs/DLLs: Designated English Language Development for English Learners at the Secondary Level click here.
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: Designated English Language Development for English Learners at the Secondary Level.
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