New Values for English Language Development: California

The new California English Language Arts/English Language Development Framework is launching around the state this Spring, and I do tend to geek out on these sorts of things.

This twelve chapter document may shape up to be the superguide to the state (no pun intended) of ELD instruction.

As a place to start, here is my version of the Framework credos…

Valuing Language and Culture as Assets

Instruction builds upon and values their home cultures and primary languages.

Intellectual Richness

Students routinely engage in intellectually rich tasks and texts across the disciplines; high expectations for learning are established for all students.

Building Content Knowledge and Language Simultaneously

Instruction promotes content and language learning in tandem in all disciplines.

Attending to Specific Language Learning Needs
Specific, targeted language instruction builds into and from content learning.   Instruction is driven by English language proficiency levels and prior educational experiences in the primary language and English.

Integrating Domains of Communication 
The goal is full proficiency in each domain of English language proficiency: listening, speaking, reading, and writing.

Providing Appropriate Scaffolding 
Learners are intentionally supported to fully engage with intellectually challenging content using strategic scaffolding, tailored to student needs with the ultimate goal of student autonomy.

Evaluating Progress Appropriately 

Content knowledge and academic English development are evaluated with intentional, appropriate, and valid assessment tools that take into account English language proficiency levels and cultural backgrounds.   Instruction is monitored and adjusted via formative assessment.  Feedback is provided in a timely manner.

Sharing the Responsibility 

Learner’s positive educational experiences and academic success is a responsibility shared by all educators, the family, and the community.

Best Web Tools for English Learners: To Collect and Curate

photo credit: Manfred Heyde 

Creative Commons search
A convenient access to Web resources (image, video, music) that are under a CC license to freely reproduce. However, always verify that the work is actually under a CC license by following the link.

Quizlet
Make or use existing sets of flashcards. Convenient, no registration required.  A bit cluttered with ads, but huge, 8 million sets of flashcards currently.  On mobile for android or iOS.

Study Blue
Clean, minimalist, must register to use. Make flashcards, create traditional review sheets with the functionality of community notes and crowdsourced learning.  Individuals upload their own study tools or use other people’s studying materials. You can choose to view resources globally, or limit search results to your own school or specific class.  On mobile for android or iOS.

Pinterest
The queen of digital bulletin board-style curation. For students 13 and up.  Make, share and comment on collections.  On mobile for android or iOS.

Evernote
Powerful digital notebook. Capture, index and save information using any device. Students can take notes, capture favorite videos, save webpages, and collaborate on and present projects using Evernote. On mobile for android or iOS.

Padlet
Virtual post-it note board for text, images, videos. Save boards for export in a variety of formats, share, send, embed.  On mobile for android or iOS.

Diigo
All-in-one research tool. Highlight, organize and manage online content as they Highlight, bookmark, annotate, and share resources. The tool is great for collaborating and sharing ideas on a range of devices. On mobile for android or iOS.

Zaption
Create interactive lessons by embedding quizzes, comments, live discussions into YouTube or Vimeo videos. On mobile for iOS only.

Let's Cover My Preach First

"If adolescent English language learners are to possess the sustained engagement, fortitude and motivation necessary to fully access school curricula, then educators must develop instructional approaches and strategies that take advantage of any and all resources at their disposal."

As I wrote all this last month, I felt my preach about English language development becoming concrete, documented...becoming…hey…my mission statement. Seriously.  The problem is that as much as friends, neighbors and colleagues might tolerate our flashes of inspiration, they get very tired of our various personal manifestos.  However, I find I must keep writing.

I am a middle school teacher in rural northern California.  Our district org chart lists my teaching position as English Language Development(ELD)/Reading, but in reality, I'm a coach.  A life coach, a cheerleader who spends her days showing kids they can.  Our rural community of 5000 has established a reputation on the world map as a place where some of the world's finest wines are created.   My San Francisco-based architect cousin, fluent in five languages and working for a multi-national corporation, claims our town is the most cosmopolitan place on earth, but my English Language Learners (EL) students grow up wondering where they fit into a world curated by The Robb Report.

I have known most of my EL students since they were babies.  Their Moms, Dads, adult brothers and sisters work in the wine or service industries.  Year after year, as they see their more affluent classmates go off to promising futures assisted by their college educated parents, my students wonder how they can share in that.  Is the "The American Dream" just a story we tell to keep hope alive?  I have watched years of compensatory education initiatives attempt to level the playing field, with not much sustained result.

If this post ends up being my ELD manifesto, here it is: The ability to speak the language of instruction is not an indicator of a student's level of cognitive function.  Our students are now gifted with the ability to access any information, any daya or lore the human race has ever known.  They can reorganize anything imaginable and express it in new ways.

We are preparing every student for a future beyond our comprehension.