- Announcements
- Course Details
- Introductions Class
- Topic One: ELLs & the ESOL Field
- Topic Two: Court Cases
- Topic Three: Program Models
- Topic Four: Enrollment to Exit Cycle
- Programs for ELLs
- Topic Five: Federal Legislation
- Topic Six: Assessment/ Evaluation
- Topic Seven: Anti-Bilingual Movements
- Topic Eight: Research
- Final Assessment
- Questions for Karie
- Course Feedback
Topic Four
Tracking English Learners beginning with their enrollment in schools.
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Article 4a:
Read about federal requirements to provide Interpretation and Translation in the schools. This will reinforce some of what we learned about court cases, and preview some federal legislation.
Article 4b:
This article gives us an idea of the broad structural factors that may serve as barriers to education. http://colorlines.com/archives/2011/05/educationreform.html |
Example of an Identification process (enrollment and assessment).
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Salem-Keizer's Home Language Survey and Procedures:
http://www.salkeiz.k12.or.us/qam/home-language-survey They have the form translated into their six main languages. |
This Welcome Video from the New York City Schools is available in 9 languages (without subtitles). If you're interested, see www.vimeo.com and search for "English Language Learners Welcome".
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When ELLs exit the ELL program, they are "redesignated" as Fluent English Proficent or FEP. Some districts/states use the term "reclassified" as in this visual. Meanwhile more newcomers or current ELLs may enroll in the district. The enrollment/exit trajectory of this dynamic population may look something like this...
Issue: Migrant Education
Migrant students may - or may not - be learners of English. Whether English is their L1 or L2, this group of students face unique social and educational barriers.
This is an informative video about the history of Migrant Education.
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