Resources

The Center strives to provide policymakers and practitioners compelling and actionable information that can lead to improvements in the field. Publications, briefs, professional learning activities, and webinars are just some of the resources we offer.

 
What Can Teachers Do

Supporting Adolescent English Learners in Distance Learning: What Can Teachers Do?

By Aída Walqui

 

This brief presents a clear blueprint for how educators can design engaging and generative instruction for English Learners in distance learning environments.

 

Acknowledging the challenges that prevent students from learning in traditional ways, Walqui emphasizes the importance of teaching students to engage in metacognition as a way of becoming autonomous learners, the need to devote synchronous learning time to interactions with teachers and peers, and flexibility in allowing students to interact through text, email, or phone conversations when synchronous learning is not possible. Ideas for interacting with engaging texts are provided.

 
What Can School and District Leaders Do

Supporting Adolescent English Learners in Distance Learning: What Can School and District Leaders Do?

By Haiwen Chu

 

Focused on the role of school and district leaders, this brief outlines actions that can support educators to develop collective expertise in distance learning environments.

 

Chu presents research-based features of effective professional development and suggests ways in which school and district leaders can translate them into effective practices in the distance learning environments educators work in during the COVID-19 pandemic.

 
Modules Overview

Developing Educator Expertise to Work with Adolescent English Learners

 

A series of recorded conversations between Aída Walqui and various researchers in the field of English Language Learner education form the basis of these modules. They are intended to be used in teacher education/preparation courses or in teacher professional learning sessions to develop participants’ expertise in working with adolescent English Learners.

 

Module 1 – Introduction to Key Constructs

By Aída Walqui

Module 1 focuses on the field of teaching and learning as a whole, professionalism, and the need to develop a knowledge base. These concepts are introduced and will be an integral part of the entire series. In subsequent modules, they will be applied through diverse lenses to the education of adolescent English Learners in the United States.

Module 2 – The Language We Use to Talk about English Learners and Our Work: A Focus on the Conversation with Guadalupe Valdés

By Aída Walqui

Module 2 raises educator awareness of our use of language, the terms we use to talk about learning and teaching, and the labels and phrases we use to talk about our students. Throughout the module, the premise is that our language is powerful in signaling our feelings and positions and as such, it carries powerful -intended or unintended- messages. The module, furthermore, elaborates on Guadalupe Valdés’s “curricularization of language” and other negative conceptualizations of our work with English Learners.

Conversation with Leading Scholars

Perspectives on English Language Learning: Aída Walqui in Conversation with Leading Scholars

 

In 2020, Aída Walqui led 12 conversations with renowned linguists and educators from around the world who have made significant contributions to the study of multilingualism.

 

Representing a wide variety of interests in the field, guest speakers shared their perspectives from American universities as well as research and development institutions from four different countries. These sessions raise important issues that are relevant in today's context for improving secondary education for English Learners.

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C200008 to WestEd. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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