Conclusion

panels (August & Shanahan, 2006, 2008; National Literacy Panel, 2000). Once the model was constructed, it was tested in classrooms by general education teachers of mathematics, science, social studies, and language arts. English learners in these experimental schools outperformed those in control schools in the Woodcock-Muñoz Vocabulary and Reading Batteries and district indicators such as state exams and graduation rates. The ExC-ELL model continues to be implemented by Margarita Calderón and Associates in hundreds of classrooms across the United States and shows exemplary results.

In addition to the English approach, a bilingual or dual-language model for elementary schools was also developed for English and Spanish instruction. This model was also tested using matched experimental and control schools. Its description and significant results in English and Spanish for the experimental group are found in the WWC (n.d.). The majority of English learners in BCIRC were able to exit from English learner status at third grade and the rest at fourth grade. Most important, those students saw their Spanish proficiency and appreciation of their home language grow at significant levels. Thus, all the instructional strategies in this book can be taught in two languages. In fact, using the same methodologies and routines makes it easier and safer for students to accelerate their learning.

All students in BCIRC and ExC-ELL of different language proficiencies in their first and second languages were able to develop listening, speaking, reading, and writing in both languages at higher levels when vocabulary, reading, and writing were learned through ample peer interaction in pairs, triads, and quads (Calderón, 2007b, 2012; Calderón, Hertz-Lazarowitz, & Slavin, 1998; Calderón & MinayaRowe, 2011). Working with peers gave students opportunities to put into practice SEL competencies and accelerate their language and literacy development, as you will see in this book.

Interaction is the key to learning for English learners. As illustrated in figure I.2 (page 11), vocabulary and language patterns are the key to meaningful quality interaction and information processing in any language (CASEL, 2021). As we will show in the upcoming chapters, SEL is at the center of all teaching and learning and leverages the home culture and language.

Vocabulary and discourse are the foundation for reading and writing. Both value and affirm the students’ use of languages for learning while they strive to become bilingual and biliterate.

Writing

Reading SEL

Vocabulary and Discourse

FIGURE I.2: Integration of vocabulary, reading, writing, and SEL.

How to Use This Book

The five broad, interrelated areas of competence CASEL (n.d.d) identifies— (1) self-awareness, (2) self-management, (3) social awareness, (4) relationship skills, and (5) responsible decision making—also apply to the relationship between educators and families. They offer potential solutions to the school priorities of academics, equity, mental health, civic learning, and college and career readiness. Across this book’s five chapters, we look at these priorities from a multilingual learner’s frame of reference.

Each chapter defines and focuses on applying one of the five competencies in the classroom for English learners. However, the competencies can be taught across all instructional events. Chapters begin with a vignette that tells about an English learner, defines the competency, and provides activities or practices teachers can use in the classroom to incorporate the competency. Each chapter also offers other practical information to support English learners, see their strengths and assets, teach how to work collaboratively, problem solve, and provide English learners opportunities to express their unique gifts. Throughout the chapters, you will see guidance for the design of a lesson and the instructional strategies to use, ways students can apply competencies, and the feedback that will anchor competencies.

The chapters break down as follows.

• Chapter 1, “Self-Awareness Applied to Vocabulary and

Discourse”: All students need academic vocabulary instruction to

master content areas and SEL competencies. This chapter introduces and provides directions for the seven-step method for preteaching vocabulary, as well as research on academic vocabulary, knowledge about how SEL can be part of vocabulary instruction, discourse about the impact of SEL on vocabulary, and tools for educators and families. • Chapter 2, “Self-Management Applied to Reading”: This chapter presents a systematic way to teach reading in the content areas.

We integrate decoding, comprehension, vocabulary learning, and discourse for English learners. We share a comprehensive approach and basic steps for teaching the five reading components recommended by the National Reading Panel and the National Literacy Panel for

Language Minority Children and Youth. • Chapter 3, “Social Awareness Applied to Discourse”: This chapter describes various cooperative learning activities that encourage discourse as well as self and teamwork reflection. English learners need opportunities to talk with other students. They need to be able to discuss what they are learning. Classrooms that provide cooperative learning and teamwork are safe places for students to talk. Engaging in discourse supports SEL in all content areas. • Chapter 4, “Responsible Decision Making Applied to Writing”:

SEL undergirds writing, which is both social and emotional. Writing in the primary language helps multilingual learners express their profound feelings and can be therapeutic. This chapter shows how writing based on a mentor text helps students become more proficient writers. We describe tools for editing and revising, and strategies for creative writing. • Chapter 5, “Relationship Skills Applied to School-Classroom

Communities”: Schools need to be intentional about building trust with students and families. Teachers need support as well. This chapter dives into establishing safe learning environments both in physical and virtual classrooms and provides ways schools can create opportunities to mend previous inequities.

We include a brief fact sheet in the introduction of every chapter called The Research On . . . . These fact sheets list foundational and current research about

the skills explored in the corresponding chapter and summarize the importance of applying the accompanying SEL competency to them.

Each chapter also features other recurring content sections.

• We explore SEL across all content areas in middle and high schools through a section applying the chapter’s respective SEL competency to all curriculum content areas. We also provide research and strategies for integrating the competency into lessons. • We adapt the strategies, research, and content in the chapter for elementary-grade students. • At the end of each chapter, in a feature called Questions From the Field, we address frequently asked questions about the chapter’s respective SEL competency and curriculum and supply actionable answers.

The shift schools are increasingly making after the events of the COVID-19 pandemic offers an opportunity for educators to discard ineffective past practices and instead implement those that work for multilingual learners and their peers. In particular, this book’s final chapter brings language, literacy, SEL, and core content together under the rubric of relationship skills and teacher learning communities. We include practices and protocols that will help plan effective professional learning, coaching, and follow-up support systems for accelerating English learners’ and multilingual learners’ academic growth and well-being.