Teaching English Language Learners in Low-Incidence Settings by UnidosUS

Teaching English Language Learners in Low-Incidence Settings

The National Council of La Raza (NCLR)—the largest national Hispanic civil rights and advocacy organization in the United States—works to improve opportunities for Hispanic Americans. Through its network of nearly 300 affiliated community-‐based organizations (CBOs), NCLR reaches millions of Hispanics each year in 41 states, Puerto Rico, and the District of Columbia. To achieve its mission, NCLR conducts applied research, policy analysis, and advocacy, providing a Latino perspective in five key areas—assets/investments, civil rights/immigration, education, employment and economic status, and health. In addition, it provides capacity-‐building assistance to its Affiliates who work at the state and local level to advance opportunities for individuals and families. Founded in 1968, NCLR is a private, nonprofit, nonpartisan, tax-‐ exempt organization headquartered in Washington, DC. NCLR serves all Hispanic subgroups in all regions of the country and has operations in Atlanta, Chicago, Long Beach, Los Angeles, New York, Phoenix, Sacramento, San Antonio, and San Juan, Puerto Rico. dŚŝƐ ƉƵďůŝĐĂƟŽŶ ǁĂƐ ĨƵŶĚĞĚ ďǇ ƚŚĞ ŶŶŝĞ ͘ ĂƐĞǇ &ŽƵŶĚĂƟŽŶ͘ We thank them for their support. The opinions presented in this ƉƵďůŝĐĂƟŽŶ ĚŽ ŶŽƚ ŶĞĐĞƐƐĂƌŝůǇ ƌĞŇĞĐƚ ƚŚŽƐĞ ŽĨ ƚŚĞ &ŽƵŶĚĂƟŽŶ͘ Copyright ©2009 by the National Council of La Raza Raul Yzaguirre Building, 1126 16th Street, NW Washington, DC 20036 | (202) 785-‐1670 Printed in the United States of America. All rights reserved.

TEACHING ENGLISH LANGUAGE LEARNERS IN LOW-INCIDENCE SETTINGS

In the middle of the second semester, while teaching her fourth-‐grade class a lesson on congruent shapes, Mrs. Thomas received a new student, Yolanda. Yolanda had just arrived in the U.S. the previous ǁĞĞŬ ĨƌŽŵ 'ƵĂƚĞŵĂůĂ͘ DƌƐ͘ dŚŽŵĂƐ ŝŵŵĞĚŝĂƚĞůǇ ĨŽƵŶĚ zŽůĂŶĚĂ Ă ĚĞƐŬ ĂŶĚ ƚŚĞŶ ĐŽŶƟŶƵĞĚ ŽŶ ǁŝƚŚ ŚĞƌ ůĞƐƐŽŶ͘ ŌĞƌ ƌĞǀŝĞǁŝŶŐ zŽůĂŶĚĂ͛Ɛ ƌĞĐŽƌĚƐ ĂŶĚ ƐƉĞĂŬŝŶŐ ǁŝƚŚ zŽůĂŶĚĂ͕ DƌƐ͘ dŚŽŵĂƐ ƌĞĂůŝǌĞĚ ƚŚĂƚ ƐŚĞ ĨĂĐĞĚ Ă ǀĞƌǇ ŐƌĞĂƚ ĐŚĂůůĞŶŐĞ͘ zŽůĂŶĚĂ ŚĂĚ ŽŶůǇ Ă ǀĞƌǇ ďĂƐŝĐ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ŶŐůŝƐŚ͘ ^ŚĞ ĐŽƵůĚ ƌĞĂĚ Ăƚ Ă ĮƌƐƚͲŐƌĂĚĞ ůĞǀĞů͘ ^ŚĞ ĐŽƵůĚ ǁƌŝƚĞ ƐŝŵƉůĞ ƐĞŶƚĞŶĐĞƐ͕ ďƵƚ ǁŝƚŚ ŵĂŶǇ ĞƌƌŽƌƐ͘ ^ŚĞ ĐŽƵůĚ ĞǆƉƌĞƐƐ ƐŝŵƉůĞ ŝĚĞĂƐ ŽƌĂůůǇ ĂŶĚ ƵŶĚĞƌƐƚŽŽĚ ƐŽĐŝĂů ůĂŶŐƵĂŐĞ ŝŶ ŶŐůŝƐŚ͕ ďƵƚ ůŝƩůĞ ĞůƐĞ͘ ,Žǁ ǁĂƐ ƐŚĞ ŐŽŝŶŐ ƚŽ ĐŽŶƟŶƵĞ teaching her fourth graders, all students born and raised in the U.S., and teach Yolanda academic content ĂŶĚ ŶŐůŝƐŚ Ăůů Ăƚ ƚŚĞ ƐĂŵĞ ƟŵĞ͍ Many teachers face this same challenge. While it is not easy, there are several strategies that will ŚĞůƉ ƚĞĂĐŚĞƌƐ ĐƌĂŌ ůĞƐƐŽŶƐ ƚŚĂƚ ĐŚĂůůĞŶŐĞ ŶŐůŝƐŚͲƉƌŽĮĐŝĞŶƚ ƐƚƵĚĞŶƚƐ ĂŶĚ ƉƌŽǀŝĚĞ ƐƵƉƉŽƌƚ ĨŽƌ ƐƚƵĚĞŶƚƐ ůĞĂƌŶŝŶŐ ŶŐůŝƐŚ͘ ^ŽŵĞ ƐƚƌĂƚĞŐŝĞƐ ŝŶǀŽůǀĞ ĚŝīĞƌĞŶƟĂƟŶŐ ŝŶƐƚƌƵĐƟŽŶ ĨŽƌ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ; >>ƐͿ ďǇ ĂĚĂƉƟŶŐ ƚŚĞ ƚĞǆƚ͕ ƐĐĂīŽůĚŝŶŐ ǁƌŝƟŶŐ ĂƐƐŝŐŶŵĞŶƚƐ͕ ĂŶĚ ŵŽĚŝĨǇŝŶŐ ƚĞĂĐŚĞƌ ƚĂůŬ͘ KƚŚĞƌ ƐƚƌĂƚĞŐŝĞƐ͕ ƐƵĐŚ ĂƐ ďƵŝůĚŝŶŐ ŽŶ ƉƌŝŽƌ ŬŶŽǁůĞĚŐĞ͕ ƉƌŽǀŝĚŝŶŐ ŵŽƌĞ ŽƉƉŽƌƚƵŶŝƟĞƐ ĨŽƌ ŝŶƚĞƌĂĐƟŽŶ͕ ĂŶĚ ĐƌĞĂƟŶŐ Ă ŶŽŶƚŚƌĞĂƚĞŶŝŶŐ ĐůĂƐƐƌŽŽŵ ĞŶǀŝƌŽŶŵĞŶƚ͕ ŝŶǀŽůǀĞ ĐŚĂŶŐĞƐ ƚŽ ƚŚĞ ĐůĂƐƐƌŽŽŵ ƚŚĂƚ ďĞŶĞĮƚ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ĂŶĚ ŶŐůŝƐŚͲŽŶůǇ ƐƚƵĚĞŶƚƐ͘

Build On Prior Knowledge dŚŽƐĞ ǁŚŽ ƚĞĂĐŚ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŵĂǇ ŶĞĞĚ ƚŽ Įůů ŝŶ ŐĂƉƐ ŝŶ ƉƌŝŽƌ ŬŶŽǁůĞĚŐĞ ďĞĐĂƵƐĞ ƚŚĞ ƉƌŝŽƌ ĞǆƉĞƌŝĞŶĐĞƐ ŽĨ >>Ɛ ŵĂǇ ĚŝīĞƌ ŐƌĞĂƚůǇ ĨƌŽŵ ƚŚŽƐĞ ŽĨ ŶŐůŝƐŚͲŽŶůǇ ƐƚƵĚĞŶƚƐ͘ dĞĂĐŚĞƌƐ should strive to understand where gaps in prior knowledge might exist. For example, some ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŵĂǇ ŶŽƚ ŚĂǀĞ ŚĂĚ ƚŚĞ opportunity to visit a zoo or museum with their families. A teacher may need to use a picture ďŽŽŬ ĂďŽƵƚ ǀŝƐŝƟŶŐ Ă ǌŽŽ Žƌ ŵƵƐĞƵŵ͕ Ă ǀŝĚĞŽ͕ Žƌ Ă ĮĞůĚ ƚƌŝƉ ĞǆƉĞƌŝĞŶĐĞ ƚŽ ŚĞůƉ Įůů ŝŶ ƚŚŝƐ ŬŶŽǁůĞĚŐĞ gap. Using classroom experiences to help ďƌŽĂĚĞŶ ƐƚƵĚĞŶƚƐ͛ ŬŶŽǁůĞĚŐĞ ŽĨ Ă ƐƵďũĞĐƚ ƉƌŝŽƌ ƚŽ ďĞŐŝŶŶŝŶŐ ŝŶƐƚƌƵĐƟŽŶ ǁŝůů ŚĞůƉ ƐƚƵĚĞŶƚƐ ďĞƩĞƌ understand content-‐area knowledge.

ZĞƐĞĂƌĐŚ ƐŚŽǁƐ ƚŚĂƚ ƐƚƵĚĞŶƚƐ ƉĞƌĨŽƌŵ ďĞƩĞƌ when new learning is linked to previously acquired knowledge or concepts. When students make ĐŽŶŶĞĐƟŽŶƐ ďĞƚǁĞĞŶ ƐŽŵĞƚŚŝŶŐ ƚŚĂƚ ŝƐ ďĞŝŶŐ taught and something they already know, they are more likely to understand and remember the new facts.1 dĞĂĐŚĞƌƐ ĐĂŶ ƐƟŵƵůĂƚĞ >>Ɛ͛ ĞǆŝƐƟŶŐ ŬŶŽǁůĞĚŐĞ by: ͻ ƐŬŝŶŐ ƉƌĞǀŝĞǁŝŶŐ ƋƵĞƐƟŽŶƐ ͻ ZĞǀŝĞǁŝŶŐ ĂŶĚ ĐŽŶŶĞĐƟŶŐ ƚŽ ƉƌŝŽƌ ůĞƐƐŽŶƐ ͻ hƐŝŶŐ ŐƌĂƉŚŝĐ ŽƌŐĂŶŝǌĞƌƐ ƐƵĐŚ ĂƐ ƐĞŵĂŶƟĐ mapping and Venn diagrams ͻ >ŝŶŬŝŶŐ ůĞƐƐŽŶƐ ƚŽ ƐƚƵĚĞŶƚƐ͛ ĐƵůƚƵƌĞƐ ĂŶĚ homes

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

Modify Teacher Talk for English Language Learners

Making teacher talk understandable is one of ƚŚĞ ŬĞǇƐ ƚŽ ĞŶƐƵƌŝŶŐ ĨƵůů ƉĂƌƟĐŝƉĂƟŽŶ ŽĨ >>Ɛ ŝŶ the classroom. How teachers adapt their speech ĚĞƉĞŶĚƐ ŽŶ ƚŚĞ ƉƌŽĮĐŝĞŶĐǇ ůĞǀĞů ŽĨ ƚŚĞ ƐƚƵĚĞŶƚƐͶĂ ďĞŐŝŶŶĞƌ ǁŝůů ŶĞĞĚ ŵŽƌĞ ĂĚĂƉƚĂƟŽŶƐ ƚŚĂŶ ĂŶ intermediate student. Using simple sentence structures that are familiar ƚŽ ƐƚƵĚĞŶƚƐ͕ ƐůŽǁŝŶŐ ƚŚĞ ƌĂƚĞ ŽĨ ƐƉĞĞĐŚ͕ ƌĞƉĞĂƟŶŐ ĂŶĚ ƌĞƉŚƌĂƐŝŶŐ ŵĂŝŶ ŝĚĞĂƐ͕ ĂŶĚ ĐůĞĂƌ ĞŶƵŶĐŝĂƟŽŶ ǁŝůů ŚĞůƉ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ƵŶĚĞƌƐƚĂŶĚ͘ &Žƌ ŝŶƐƚĂŶĐĞ͕ ǁŚĞŶ ĞǆƉůĂŝŶŝŶŐ ƚŚĂƚ ĚŝīƵƐŝŽŶ ŝƐ the “movement of molecules from regions where they are more concentrated to regions where they ĂƌĞ ůĞƐƐ ĐŽŶĐĞŶƚƌĂƚĞĚ͕͟ ǇŽƵ ĐĂŶ ĂĚĚ͕ ͞ĚŝīƵƐŝŽŶ is when molecules move from one place where there are a lot of molecules to a place where there are few molecules.” Support classroom talk with visual cues such as diagrams, pictures, gestures,

ĚƌĂŵĂƟǌĂƟŽŶ͕ ƌĞĂů ŽďũĞĐƚƐ͕ ŵŽĚĞůŝŶŐ͕ ĂŶĚ ŽƚŚĞƌ visual aids that provide contextual clues and meaning. Teachers should also do comprehension checks ƚŚĂƚ ĂƌĞ ŶŽƚ ďĂƐĞĚ ŽŶ ƚŚĞ ƋƵĞƐƟŽŶ͕ ͞ Ž ǇŽƵ ƵŶĚĞƌƐƚĂŶĚ͍͟ &Žƌ ĞǆĂŵƉůĞ͕ ƚŽ ŝůůƵƐƚƌĂƚĞ ƚŚĞ ĐŽŶĐĞƉƚ ŽĨ ĚŝīƵƐŝŽŶ͕ Ă ƚĞĂĐŚĞƌ ĐŽƵůĚ ƐŚŽǁ ƚǁŽ ĚƌĂǁŝŶŐƐ͕ ŽŶĞ ƚŚĂƚ ŝƐ ĂŶ ĞǆĂŵƉůĞ ŽĨ ĚŝīƵƐŝŽŶ ĂŶĚ one that is not. Ask students to choose which ĚƌĂǁŝŶŐ ƐŚŽǁƐ ĚŝīƵƐŝŽŶ ĂŶĚ ŚĂǀĞ ƚŚĞ ƐƚƵĚĞŶƚƐ explain why. When explaining academic tasks, present the tasks step by step and provide visual ƐƵƉƉŽƌƚ ƐƵĐŚ ĂƐ Ă ĚĞŵŽŶƐƚƌĂƟŽŶ Žƌ ƉŝĐƚƵƌĞƐ ŽĨ what students are expected to do. It is also helpful ƚŽ ƉƌŽǀŝĚĞ ƐƚƵĚĞŶƚƐ ǁŝƚŚ ǁƌŝƩĞŶ ŝŶƐƚƌƵĐƟŽŶƐ ŝŶ ĂĚĚŝƟŽŶ ƚŽ ŽƌĂů ŝŶƐƚƌƵĐƟŽŶƐ͘ KƌĂů ƋƵĞƐƟŽŶƐ ĨŽƌ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͕ ĞƐƉĞĐŝĂůůǇ >>Ɛ Ăƚ ůŽǁĞƌ ůĞǀĞůƐ ŽĨ ůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐǇ͕ ƐŚŽƵůĚ ďĞ ĚĞǀĞůŽƉĞĚ ŝŶ ĂĚǀĂŶĐĞ ĂŶĚ ŝŶ ĐŽƌƌĞůĂƟŽŶ ǁŝƚŚ Ă ƐƚƵĚĞŶƚ͛Ɛ ŽƌĂů ƉƌŽĮĐŝĞŶĐǇ ůĞǀĞů ;ƐĞĞ dĂďůĞ ϭͿ͘

TABLE 1. PROFICIENCY LEVEL Newcomer

Beginner Intermediate Advanced

ORAL Q UESTIONS

EXAMPLES

ŽŵŵĂŶĚƐ͕ ƋƵĞƐƟŽŶƐ ƌĞƋƵŝƌŝŶŐ Ă physical response, yes/no, either/or

ͻ ^ŚŽǁ ŵĞ ĂŶ ĞƋƵĂů ƐŝŐŶ͘ ͻ /Ɛ ƚŚŝƐ Ă ŵŽƵŶƚĂŝŶ͍ ͻ /Ɛ ƐŚĞ ŚŽƚ Žƌ ĐŽůĚ͍

One-‐word responses, highly ĐŽŶƚĞǆƚƵĂůŝǌĞĚ ƋƵĞƐƟŽŶƐ

ͻ ,Žǁ ĚŝĚ ƚŚĞ ďŽǇ ĨĞĞů͍ ͻ dĞůů ŵĞ Ă ĐŽůŽƌ ǇŽƵ ƐĞĞ ŝŶ ƚŚĞ ƌĂŝŶďŽǁ͘

tŚĂƚͬŚŽǁ ƋƵĞƐƟŽŶƐ͕ ůŝƚĞƌĂů ƌĞƐƉŽŶƐĞƐ

ͻ tŚĂƚ ǁĂƐ ƚŚĞ ŵĂŝŶ ŝĚĞĂ ŽĨ ƚŚĞ ĂƌƟĐůĞ͍ ͻ ,Žǁ ĚŽĞƐ Ă ƉŽůŝĐĞ ŽĸĐĞƌ ŚĞůƉ ƵƐ͍

ŽŵƉůĞǆ ƉƌĞĚŝĐƟŽŶƐ͕ ƐƵŵŵĂƌŝĞƐ͕ comparisons

ͻ ,Žǁ ĚŽĞƐ ƚŚĞ ůĞŐŝƐůĂƟǀĞ ďƌĂŶĐŚ ŽĨ ŐŽǀĞƌŶŵĞŶƚ ĚŝīĞƌ ĨƌŽŵ ƚŚĞ ĞǆĞĐƵƟǀĞ ďƌĂŶĐŚ͍

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

/Ŷ ĂĚĚŝƟŽŶ ƚŽ ŵŽĚŝĨǇŝŶŐ ƋƵĞƐƟŽŶƐ ƐŽ ƚŚĂƚ >>Ɛ ĐĂŶ ƵŶĚĞƌƐƚĂŶĚ͕ ƚĞĂĐŚĞƌƐ ƐŚŽƵůĚ ƉƌŽǀŝĚĞ ƐƵĸĐŝĞŶƚ ǁĂŝƚ ƟŵĞ ĨŽƌ ƐƚƵĚĞŶƚ ƌĞƐƉŽŶƐĞƐ͘ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ learners need to process in two languages and ŽŌĞŶ ŶĞĞĚ ĞǆƚƌĂ ƟŵĞ ƚŽ ĨŽƌŵƵůĂƚĞ Ă ƌĞƐƉŽŶƐĞ͘ dĞĂĐŚĞƌƐ ĐĂŶ ƵƐĞ Ă ƟŵĞƌ Žƌ Ă ƌĂŝŶ ƐƟĐŬ ĂŌĞƌ ĂƐŬŝŶŐ Ă ƋƵĞƐƟŽŶ ƚŽ ŐŝǀĞ Ăůů ƐƚƵĚĞŶƚƐ ͞ƚŚŝŶŬ ƟŵĞ͟ ďĞĨŽƌĞ ƌĞƋƵĞƐƟŶŐ Ă ƌĞƐƉŽŶƐĞ͘ /Ŷ ŐĞŶĞƌĂů͕ ƐƚƵĚĞŶƚƐ ǁŝůů ŶĞĞĚ Ă ƐŚŽƌƚĞƌ ǁĂŝƚ ƟŵĞ ĨŽƌ ďĂƐŝĐ ĐŽŵƉƌĞŚĞŶƐŝŽŶ ƋƵĞƐƟŽŶƐ͕ ƉĞƌŚĂƉƐ ĮǀĞ ƚŽ ƚĞŶ ƐĞĐŽŶĚƐ͕ ǁŚŝůĞ Ă ůŽŶŐĞƌ ǁĂŝƚ ƟŵĞ ǁŝůů ďĞ ŶĞĞĚĞĚ ĨŽƌ ƋƵĞƐƟŽŶƐ ƚŚĂƚ require higher-‐order thinking skills.

on informal assessments. An informal assessment might consist of reading a passage aloud from a ƐƚŽƌǇ ŝŶ ƚŚĞ ŶĂƟǀĞ ůĂŶŐƵĂŐĞ Žƌ ĮŶĚŝŶŐ ǀŽĐĂďƵůĂƌǇ ǁŽƌĚƐ ŝŶ Ă ďŝůŝŶŐƵĂů ĚŝĐƟŽŶĂƌǇ ĂŶĚ ǁƌŝƟŶŐ sentences with the words in the home language. While informal assessments will not provide an accurate measure of language competence, they can provide useful insight. A teacher will be able to see how comfortable the child is reading in his Žƌ ŚĞƌ ĮƌƐƚ ůĂŶŐƵĂŐĞ͕ Žƌ ǁŚĞƚŚĞƌ ƚŚĞ ĐŚŝůĚ ŝƐ ĂďůĞ ƚŽ ƌĞĂĚ ŝŶ ŚŝƐ Žƌ ŚĞƌ ĮƌƐƚ ůĂŶŐƵĂŐĞ Ăƚ Ăůů͘ dŚŝƐ ƚǇƉĞ ŽĨ ŝŶĨŽƌŵĂƟŽŶ ǁŝůů ŚĞůƉ ƚĞĂĐŚĞƌƐ ĚĞĐŝĚĞ ŝĨ ďŝůŝŶŐƵĂů ĚŝĐƟŽŶĂƌŝĞƐ ĂŶĚ ĮƌƐƚͲůĂŶŐƵĂŐĞ ƚĞǆƚƐ ǁŝůů ďĞ ƵƐĞĨƵů supports.

Adapt the Text DĂŶǇ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ƐƚƌƵŐŐůĞ ƚŽ comprehend grade-‐level texts, and some >>Ɛ ŵĂǇ ĮŶĚ ŐƌĂĚĞͲůĞǀĞů ƚĞǆƚƐ ĐŽŵƉůĞƚĞůǇ incomprehensible. Teachers should try to ĮŶĚ ĂůƚĞƌŶĂƟǀĞ ƚĞǆƚƐ ƚŚĂƚ ĂƌĞ ǁƌŝƩĞŶ Ăƚ ƚŚĞ ĂƉƉƌŽƉƌŝĂƚĞ ůĞǀĞů ĨŽƌ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͘ ^ĞǀĞƌĂů ƉƵďůŝƐŚŝŶŐ ĐŽŵƉĂŶŝĞƐ ŽīĞƌ ĐŽŶƚĞŶƚͲĂƌĞĂ ƚĞǆƚƐ ĚĞƐŝŐŶĞĚ ĨŽƌ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ;ƐĞĞ ƉƉĞŶĚŝǆ Ϳ͘ ^ŽŵĞ >>Ɛ͕ ƉĂƌƟĐƵůĂƌůǇ ƚŚŽƐĞ ǁŝƚŚ ƐƚƌŽŶŐ ůŝƚĞƌĂĐǇ ƐŬŝůůƐ ŝŶ ďŽƚŚ ŶŐůŝƐŚ ĂŶĚ ƚŚĞŝƌ ĮƌƐƚ ůĂŶŐƵĂŐĞ͕ ďĞŶĞĮƚ ĨƌŽŵ ŚĂǀŝŶŐ ĂĐĐĞƐƐ ƚŽ ďŝůŝŶŐƵĂů ĚŝĐƟŽŶĂƌŝĞƐ ĂŶĚ ƚƌĂŶƐůĂƚĞĚ ŵĂƚĞƌŝĂůƐ͘ ,ŽǁĞǀĞƌ͕ ŵĂŶǇ >>Ɛ ĚŽ ŶŽƚ ŚĂǀĞ Ă ƐƚƌŽŶŐ ĂĐĂĚĞŵŝĐ ǀŽĐĂďƵůĂƌǇ ŝŶ ƚŚĞŝƌ ĮƌƐƚ ůĂŶŐƵĂŐĞ͘ /ƚ ŝƐ ĞƐƐĞŶƟĂů ƚŽ ĂƐƐĞƐƐ ĮƌƐƚͲůĂŶŐƵĂŐĞ ĐŽŵƉĞƚĞŶĐĞ ďĞĨŽƌĞ ƵƐŝŶŐ translated texts and materials as a support for language learners.

tŚĞŶ ůŝŶŐƵŝƐƟĐĂůůǇ ĂƉƉƌŽƉƌŝĂƚĞ ƚĞǆƚƐ ĂƌĞ ŶŽƚ available, there are a number of strategies teachers can use to adapt the text. When ĂĚĂƉƟŶŐ ƚŚĞ ƚĞǆƚ͕ ƚŚŝŶŬ ĂďŽƵƚ ǇŽƵƌ ŽďũĞĐƟǀĞƐ ĨŽƌ having the child read the text: % What are the concepts you want the child ƚŽ ƵŶĚĞƌƐƚĂŶĚ ĨƌŽŵ ƌĞĂĚŝŶŐ ƚŚĞ ƚĞǆƚ͍ % Is there a strategy you would like the child ƚŽ ƉƌĂĐƟĐĞ ǁŚŝůĞ ƌĞĂĚŝŶŐ͍ KŶĐĞ ƌĞĂĚŝŶŐ ŽďũĞĐƟǀĞƐ ĂƌĞ ĚĞĮŶĞĚ͕ ǇŽƵ ĐĂŶ ƉůĂŶ ŚŽǁ ƚŽ ƐƵƉƉŽƌƚ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŝŶ ŵĞĞƟŶŐ ƚŚĞ ƌĞĂĚŝŶŐ ŽďũĞĐƟǀĞƐ ĂƐ ƚŚĞǇ ŝŶƚĞƌĂĐƚ with the text. Here are various ways to adapt a ƚĞǆƚ ĨŽƌ >>Ɛ͗ hƐĞ WƌĞͲZĞĂĚŝŶŐ ĐƟǀŝƟĞƐ

Many districts use published tests to establish ĮƌƐƚͲ ůĂŶŐƵĂŐĞ ĐŽŵƉĞƚĞŶĐĞ͘ dŚĞ ^ƉĂŶŝƐŚ ƐƐĞƐƐŵĞŶƚ ŽĨ ĂƐŝĐ ĚƵĐĂƟŽŶ ;^ Ϳ͕ ƉƵďůŝƐŚĞĚ by CTB/McGraw-‐Hill, or the Aprenda 3, published by Harcourt Assessment, Inc., are widely used and provide a valid and reliable assessment of ƐƚƵĚĞŶƚƐ͛ ƐŬŝůůƐ ŝŶ ^ƉĂŶŝƐŚ͘ /Ŷ ƚŚĞ ĂďƐĞŶĐĞ ŽĨ formal language assessments, many teachers rely

% Take a “picture walk” through a book to ŝĚĞŶƟĨǇ ĂŶĚ ůĂďĞů ǁŚĂƚ ƐƚƵĚĞŶƚƐ ƐĞĞ % Highlight key vocabulary words % Introduce reading topics through visuals % ŽŶŶĞĐƚ ƚŽƉŝĐƐ ƚŽ ƐƚƵĚĞŶƚƐ͛ ůŝǀĞƐ % DĂŬĞ ƉƌĞĚŝĐƟŽŶƐ

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

hƐĞ /ŶƚĞƌĂĐƟǀĞ ǆƉĞƌŝĞŶĐĞƐ ƚŽ /ůůƵƐƚƌĂƚĞ dĞǆƚ

ƚŚĞ ŝŶĨŽƌŵĂů͕ ĐŽŶǀĞƌƐĂƟŽŶĂů ŶŐůŝƐŚ ƚŚĂƚ >>Ɛ ƵƐƵĂůůǇ ŵĂƐƚĞƌ ĮƌƐƚ͘ dŽ ŚĞůƉ >>Ɛ ŝŵƉƌŽǀĞ ƚŚĞŝƌ ǁƌŝƟŶŐ ƐŬŝůůƐ ĂŶĚ ĐŽŵƉůĞƚĞ ǁƌŝƩĞŶ ĂƐƐŝŐŶŵĞŶƚƐ͕ teachers should provide extra support, or ͞ƐĐĂīŽůĚƐ͕͟ ĨŽƌ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͘ 'ƌĂƉŚŝĐ ŽƌŐĂŶŝǌĞƌƐ ĐĂŶ ƉƌŽǀŝĚĞ ĞǆĐĞůůĞŶƚ ƐĐĂīŽůĚŝŶŐ ĨŽƌ ǁƌŝƩĞŶ ĂƐƐŝŐŶŵĞŶƚƐ͘ KƵƚůŝŶĞƐ͕ ĐŚĂƌƚƐ͕ sĞŶŶ diagrams, T-‐charts, and concept maps can help ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŽƌŐĂŶŝǌĞ ƚŚĞŝƌ ǁƌŝƟŶŐ while providing the vocabulary and language ƐƚƵĚĞŶƚƐ ŶĞĞĚ ĨŽƌ ǁƌŝƟŶŐ ŝŶ ŶŐůŝƐŚ͘ dĞĂĐŚĞƌƐ should also highlight vocabulary words and provide a model before students are asked to write.

% ŽŶĚƵĐƚ ŚĂŶĚƐͲŽŶ ĚĞŵŽŶƐƚƌĂƟŽŶƐ Žƌ ĂĐƟǀŝƟĞƐ ďĞĨŽƌĞ ƌĞĂĚŝŶŐ % During reading, use real objects, models, ƉŝĐƚƵƌĞƐ͕ ĂŶĚ ĚƌĂŵĂƟǌĂƟŽŶ ƚŽ ŝůůƵƐƚƌĂƚĞ main ideas % hƐĞ ŵŽĚĞůƐ ĂŶĚ ŚĂŶĚƐͲŽŶ ĂĐƟǀŝƟĞƐ ƚŽ clarify ideas % ƐŬ ƐƚƵĚĞŶƚƐ ƚŽ ĚƌĂŵĂƟǌĞ ƚŚĞ ƚĞǆƚ DŽĚŝĨǇ ƚŚĞ dĞǆƚ % Shorten the length of the text % Present the text in small “chunks”

ŶŽƚŚĞƌ ƐƚƌĂƚĞŐǇ ĨŽƌ ƐĐĂīŽůĚŝŶŐ ǁƌŝƩĞŶ assignments is to use sentence frames. For example, when asking students to describe a character in a story, the teacher could provide the following sentence frames:

% Organize the text with a graphic organizer % Outline the text % Highlight key sentences within the text

Cinderella is __________________.

ZĞǁƌŝƚĞ ƚŚĞ dĞǆƚ % Delete extraneous passages and ŝŶĨŽƌŵĂƟŽŶ

;ĂĚũĞĐƟǀĞͿ

She shows she is _________________

% Simplify the vocabulary % hƐĞ ĂĐƟǀĞ ǀŽŝĐĞ ĂŶĚ ƐŚŽƌƚ ƐŝŵƉůĞ sentences

;ĂĚũĞĐƟǀĞͿ when she __________________________.

% Add pictures, graphs, or visual displays

;ĂĐƟŽŶͿ

dĞĂĐŚĞƌƐ ŽĨ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŽŌĞŶ ƵƐĞ Ă ĐŽŵďŝŶĂƟŽŶ ŽĨ ƚŚĞƐĞ ƐƚƌĂƚĞŐŝĞƐ ƚŽ ŚĞůƉ >>Ɛ understand the content presented in grade-‐level texts.

The sentence frames will help students who do not ŚĂǀĞ ƐƵĸĐŝĞŶƚ ŬŶŽǁůĞĚŐĞ ŽĨ ŶŐůŝƐŚ ĨŽĐƵƐ ŽŶ ƚŚĞ ĂĚũĞĐƟǀĞƐ ĂŶĚ ǀĞƌďƐ ƚŚĞǇ ŬŶŽǁ ĂŶĚ ĚĞŵŽŶƐƚƌĂƚĞ ƚŚĞŝƌ ĐŽŶƚĞŶƚͲĂƌĞĂ ŬŶŽǁůĞĚŐĞ͘ ^ĐĂīŽůĚŝŶŐ ƉƌŽǀŝĚĞƐ ůŝŶŐƵŝƐƟĐ ƐƵƉƉŽƌƚ ĨŽƌ >>Ɛ ƚŽ ĐŽŵƉůĞƚĞ ƚŚĞ ƐĂŵĞ ĂƐƐŝŐŶŵĞŶƚƐ ĂƐ ƚŚĞŝƌ ŐĞŶĞƌĂů ĞĚƵĐĂƟŽŶ peers.

Scaffold Writing Assignments ĐĂĚĞŵŝĐ ǁƌŝƟŶŐ ƉŽƐĞƐ Ă ĐŚĂůůĞŶŐĞ ĨŽƌ ŵŽƐƚ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͘ dŚĞ ǀŽĐĂďƵůĂƌǇ ĂŶĚ ƐƚƌƵĐƚƵƌĞ ŽĨ ĂĐĂĚĞŵŝĐ ǁƌŝƟŶŐ ĚŝīĞƌƐ ŐƌĞĂƚůǇ ĨƌŽŵ

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

&ŝŶĂůůǇ͕ ǁŚĞŶ ǁŽƌŬŝŶŐ ǁŝƚŚ >>Ɛ͕ ĨŽĐƵƐ ŽŶ ŽŶĞ Žƌ ƚǁŽ ƐƉĞĐŝĮĐ ǁƌŝƟŶŐ ŽďũĞĐƟǀĞƐ ĨŽƌ ĞĂĐŚ ĂƐƐŝŐŶŵĞŶƚ͘ /ƚ ĐĂŶ ďĞ ƵƩĞƌůǇ ĚŝƐĐŽƵƌĂŐŝŶŐ ĨŽƌ ĂŶǇ ůĂŶŐƵĂŐĞ learner to turn in an assignment only to have it ƌĞƚƵƌŶĞĚ ĐŽǀĞƌĞĚ ŝŶ ƌĞĚ ŝŶŬ͘ /ŶƐƚĞĂĚ ŽĨ ĐŽƌƌĞĐƟŶŐ every error a student makes, only correct errors that impede understanding and errors that pertain ƚŽ ƚŚĞ ƚĂƌŐĞƚĞĚ ǁƌŝƟŶŐ ŽďũĞĐƟǀĞƐ͘

/ƚ ŝƐ ĂůƐŽ ŝŵƉŽƌƚĂŶƚ ƚŽ ĞŵďĞĚ ĐŽƌƌĞĐƟŽŶƐ ĂŶĚ ĨĞĞĚďĂĐŬ ďǇ ŵŽĚĞůŝŶŐ ĐŽƌƌĞĐƚ ƐƉĞĞĐŚ ƉĂƩĞƌŶƐ͘ &Žƌ ĞǆĂŵƉůĞ͕ ǁŚĞŶ Ă ďĞŐŝŶŶŝŶŐ >> ƐƚƵĚĞŶƚ ƐĂǇƐ͕ “Me like red,” provide a model of the correct ƐƉĞĞĐŚ ƉĂƩĞƌŶ ;ŝŶƐƚĞĂĚ ŽĨ ĚŝƌĞĐƚůǇ ĐŽƌƌĞĐƟŶŐ ƚŚĞ error) by saying, “I like red too.” Teachers may be tempted to ask students to “speak ŶŐůŝƐŚ ŽŶůǇ͘͟ ,ŽǁĞǀĞƌ͕ >>Ɛ ďĞŶĞĮƚ ĐŽŐŶŝƟǀĞůǇ ĂŶĚ academically from an environment that welcomes and supports their primary language.3

dŚƌŽƵŐŚ ƐĐĂīŽůĚŝŶŐ ĂŶĚ ŐƵŝĚĞĚ ƉƌĂĐƟĐĞ͕ ƚĞĂĐŚĞƌƐ ĐĂŶ ŚĞůƉ >>Ɛ ĞǆƉƌĞƐƐ ƚŚĞŝƌ ŝĚĞĂƐ ŝŶ ǁƌŝƟŶŐ ĂŶĚ ŝŵƉƌŽǀĞ ƚŚĞŝƌ ǁƌŝƟŶŐ ƐŬŝůůƐ ŝŶ ŶŐůŝƐŚ͘

Provide Opportunities for Interaction

Create a Safe Environment

>>Ɛ ďĞŶĞĮƚ ĨƌŽŵ ƚŚĞ ŽƉƉŽƌƚƵŶŝƚǇ ƚŽ ĞǆƉƌĞƐƐ their opinions and answers to both the teacher ĂŶĚ ŽƚŚĞƌ ƐƚƵĚĞŶƚƐ͘ dĞĂĐŚĞƌƐ ŽĨ >>Ɛ ƐŚŽƵůĚ help students elaborate their answers. Teachers can simply ask students to, “ Tell me more about ƚŚĂƚ͕͟ Žƌ ĂƐŬ͕ ͞tŚĂƚ ĚŽ ǇŽƵ ŵĞĂŶ ďǇ͙͍͘͟ ^ƚƵĚŝĞƐ ŚĂǀĞ ƐŚŽǁŶ ƚŚĂƚ >>Ɛ ŐƌŽǁ ǁŚĞŶ ƚĞĂĐŚĞƌƐ ĂƐƐŝƐƚ them “in moving from registers expressing their ĮƌƐƚŚĂŶĚ ĞǆƉĞƌŝĞŶĐĞ ŝŶ ŽƌĂů ůĂŶŐƵĂŐĞ ƚŽ ƚŚŽƐĞ ĞǆƉƌĞƐƐŝŶŐ ĂĐĂĚĞŵŝĐ ŬŶŽǁůĞĚŐĞ ŝŶ ǁƌŝƟŶŐ͘͟4 /Ŷ ƚŚĞ ĐůĂƐƐƌŽŽŵ͕ ƚŚŝƐ ĐŽŶƟŶƵƵŵ ŵŝŐŚƚ ďĞŐŝŶ with a student talking in a small group about an experiment on magnets, to telling the teacher ǁŚĂƚ ŚĞ ŚĂĚ ůĞĂƌŶĞĚ͕ ƚŽ ǁƌŝƟŶŐ ĂďŽƵƚ ŵĂŐŶĞƚƐ ŝŶ ŚŝƐ ũŽƵƌŶĂů͕ ĂŶĚ ĮŶĂůůǇ ƚŽ ǁƌŝƟŶŐ Ă ƐŚŽƌƚ report on magnets. Teachers guide students to use academic language during their oral ĞǆƉůĂŶĂƟŽŶƐ ŽĨ ƚŚĞŝƌ ůĞĂƌŶŝŶŐ͘ ƵƌŝŶŐ ŝŶƐƚƌƵĐƟŽŶĂů ĐŽŶǀĞƌƐĂƟŽŶƐ͕ ƚĞĂĐŚĞƌƐ ŵŽĚĞů ĂŶĚ ĨŽĐƵƐ ŽŶ ŬĞǇ ǀŽĐĂďƵůĂƌǇ ĂŶĚ ŐƌĂŵŵĂƟĐĂů ƐƚƌƵĐƚƵƌĞƐ͘ ŶŐůŝƐŚ language learners, not teachers, should restate their own words in more academic terms.5

Students learn best in environments that are nonthreatening.2 This is especially important in language learning, where students should be encouraged to try out new vocabulary and grammar and, in doing so, will likely make many ĞƌƌŽƌƐ Ăƚ ĮƌƐƚ͘ ^ƚƵĚĞŶƚƐ ŶĞĞĚ ƚŽ ĨĞĞů ĐŽŵĨŽƌƚĂďůĞ expressing themselves in their new language. To help create a safe environment for language learning, teachers should: %

hƐĞ ƉŽƐŝƟǀĞ ƌĞŝŶĨŽƌĐĞŵĞŶƚ

Use groups, pairs, and choral response

ĐŬŶŽǁůĞĚŐĞ ƌĞƐƉŽŶƐĞƐ ŝŶ ƐƚƵĚĞŶƚƐ͛ home language

Pair students with a common primary language so they can help each other

Allow students to discuss content in the home language

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ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ƐŚŽƵůĚ ŚĂǀĞ ƚŚĞ opportunity to work together on academic tasks ǁŝƚŚ ƚŚĞŝƌ ƉĞĞƌƐ ĂŶĚ ƵƐĞ ŶŐůŝƐŚ ƚŽ ĐŽŵŵƵŶŝĐĂƚĞ͘ DĞĂŶŝŶŐĨƵů ŝŶƚĞƌĂĐƟŽŶ ĨŽĐƵƐŝŶŐ ŽŶ ƚŚĞ ƉƌĂĐƟĐĞ ĂŶĚ ĂƉƉůŝĐĂƟŽŶ ŽĨ ĐŽŶƚĞŶƚͲĂƌĞĂ ŬŶŽǁůĞĚŐĞ ǁŝůů ŚĞůƉ >>Ɛ ĚĞǀĞůŽƉ ƚŚĞŝƌ ĐŽŵŵƵŶŝĐĂƟǀĞ ĂďŝůŝƚǇ ŝŶ ŶŐůŝƐŚ͘ ^ƵĐŚ ŝŶƚĞƌĂĐƟŽŶ ĐĂŶ ŝŶĐůƵĚĞ ƐƵƌǀĞǇƐ͕ ůĞƩĞƌ ǁƌŝƟŶŐ͕ ŝŶƚĞƌǀŝĞǁƐ͕ ĂŶĚ ƐŝŵƵůĂƟŽŶƐ͘ KŌĞŶ͕ ĐŽŽƉĞƌĂƟǀĞ ůĞĂƌŶŝŶŐ ŐƌŽƵƉƐ ĨƵůĮůů ƚŚŝƐ ƉƵƌƉŽƐĞ when students have the opportunity to ask and ĂŶƐǁĞƌ ƋƵĞƐƟŽŶƐ͕ ŐŝǀĞ ĂŶĚ ũƵƐƟĨǇ ŽƉŝŶŝŽŶƐ͕ ĂŶĚ clarify and develop ideas with their teams.6

dĞĂĐŚĞƌƐ ŽĨ ŶŐůŝƐŚ ƚŽ ^ƉĞĂŬĞƌƐ ŽĨ KƚŚĞƌ >ĂŶŐƵĂŐĞƐ͕ /ŶĐ͘ ;d ^K>Ϳ ƵƐĞƐ ĮǀĞ ůĞǀĞůƐ͗ >ĞǀĞů ϭ͗ ^ƚĂƌƟŶŐ ƚ >ĞǀĞů ϭ͕ ƐƚƵĚĞŶƚƐ ŝŶŝƟĂůůǇ ŚĂǀĞ limited or no understanding of ŶŐůŝƐŚ͘ dŚĞǇ ƌĂƌĞůǇ ƵƐĞ ŶŐůŝƐŚ ĨŽƌ ĐŽŵŵƵŶŝĐĂƟŽŶ͘ dŚĞǇ ƌĞƐƉŽŶĚ nonverbally to simple commands, ƐƚĂƚĞŵĞŶƚƐ͕ ĂŶĚ ƋƵĞƐƟŽŶƐ͘ As their oral comprehension increases, they begin to imitate ƚŚĞ ǀĞƌďĂůŝǌĂƟŽŶƐ ŽĨ ŽƚŚĞƌƐ ďǇ using single words or simple phrases, and they begin to use ŶŐůŝƐŚ ƐƉŽŶƚĂŶĞŽƵƐůǇ͘ ƚ ƚŚĞ earliest stage, these learners construct meaning from text ƉƌŝŵĂƌŝůǇ ƚŚƌŽƵŐŚ ŝůůƵƐƚƌĂƟŽŶƐ͕ graphs, maps, and tables.

English-Language Development /Ŷ ƐĐŚŽŽůƐ ǁŚĞƌĞ ƚŚĞƌĞ ĂƌĞ ǀĞƌǇ ĨĞǁ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͕ ŽŌĞŶ ƚŚĞ ĐůĂƐƐƌŽŽŵ ƚĞĂĐŚĞƌ ƐƉĞŶĚƐ ƚŚĞ ŵŽƐƚ ŝŶƐƚƌƵĐƟŽŶĂů ƟŵĞ ǁŝƚŚ ĂŶ ŶŐůŝƐŚ ůĞĂƌŶĞƌ ĂŶĚ ǁŝůů ďĞ ŝŶƐƚƌƵŵĞŶƚĂů ŝŶ ŐƵŝĚŝŶŐ Ă ƐƚƵĚĞŶƚ͛Ɛ ŶŐůŝƐŚͲůĂŶŐƵĂŐĞ ĚĞǀĞůŽƉŵĞŶƚ͘ dŽ ĞīĞĐƟǀĞůǇ ƐƵƉƉŽƌƚ ƚŚĞ ůĂŶŐƵĂŐĞ ĚĞǀĞůŽƉŵĞŶƚ ŽĨ >>Ɛ͕ ƚĞĂĐŚĞƌƐ ŶĞĞĚ ƚŽ ƵŶĚĞƌƐƚĂŶĚ ƚŚĞ ůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐǇ ůĞǀĞůƐ ŽĨ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͕ plan lessons with both content and language ŽďũĞĐƟǀĞƐ͕ ĂŶĚ ĞŶŐĂŐĞ ƐƚƵĚĞŶƚƐ ŝŶ ĂĐƟǀŝƟĞƐ ǁŚĞƌĞ ƚŚĞǇ ƉƌĂĐƟĐĞ ƚŚĞ ĨŽƵƌ ůĂŶŐƵĂŐĞ ĚŽŵĂŝŶƐ͗ ƌĞĂĚŝŶŐ͕ ǁƌŝƟŶŐ͕ ůŝƐƚĞŶŝŶŐ͕ ĂŶĚ ƐƉĞĂŬŝŶŐ͘

>ĞǀĞů Ϯ͗ ŵĞƌŐŝŶŐ At Level 2, students can understand phrases and short sentences. They can communicate ůŝŵŝƚĞĚ ŝŶĨŽƌŵĂƟŽŶ ŝŶ ƐŝŵƉůĞ͕ ĞǀĞƌǇĚĂǇ͕ ĂŶĚ ƌŽƵƟŶĞ ƐŝƚƵĂƟŽŶƐ ďǇ using memorized phrases, groups of words, and formulae. They can use select, simple structures ĐŽƌƌĞĐƚůǇ͕ ďƵƚ ƐƟůů ƐǇƐƚĞŵĂƟĐĂůůǇ produce basic errors. Students begin to use general academic vocabulary and familiar everyday ĞǆƉƌĞƐƐŝŽŶƐ͘ ƌƌŽƌƐ ŝŶ ǁƌŝƟŶŐ ƚŚĂƚ ŚŝŶĚĞƌ ĐŽŵŵƵŶŝĐĂƟŽŶ ĂƌĞ ŽŌĞŶ present.

<ŶŽǁůĞĚŐĞ ŽĨ ƐƚƵĚĞŶƚƐ͛ ůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐǇ ŝƐ ƚŚĞ ďĂƐŝƐ ĨŽƌ ƉůĂŶŶŝŶŐ ůĂŶŐƵĂŐĞ ĚĞǀĞůŽƉŵĞŶƚ ĂĐƟǀŝƟĞƐ that help students acquire the academic language needed to succeed in school. States and school ĚŝƐƚƌŝĐƚƐ ŚĂǀĞ ĚŝīĞƌŝŶŐ ĚĞĮŶŝƟŽŶƐ ĂŶĚ ůĂďĞůƐ ĨŽƌ ůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐǇ ůĞǀĞůƐ͖ ŚŽǁĞǀĞƌ͕ ƚŚĞƌĞ ŝƐ ŽŌĞŶ ŐĞŶĞƌĂů ĂŐƌĞĞŵĞŶƚ ĂƐ ƚŽ ƚŚĞ ƵŶĚĞƌůǇŝŶŐ ƐŬŝůůƐ ĂƐƐŽĐŝĂƚĞĚ ǁŝƚŚ ĞĂĐŚ ůĞǀĞů ŽĨ ƉƌŽĮĐŝĞŶĐǇ͘

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>ĞǀĞů ϯ͗ ĞǀĞůŽƉŝŶŐ At Level 3, students understand more complex speech, but may ƐƟůů ƌĞƋƵŝƌĞ ƐŽŵĞ ƌĞƉĞƟƟŽŶ͘ dŚĞǇ ƵƐĞ ŶŐůŝƐŚ ƐƉŽŶƚĂŶĞŽƵƐůǇ͕ ďƵƚ ŵĂǇ ŚĂǀĞ ĚŝĸĐƵůƚǇ ĞǆƉƌĞƐƐŝŶŐ all their thoughts due to a restricted vocabulary and a limited command of language structure. Students at this level speak in simple sentences that are comprehensible and appropriate, but frequently marked by ŐƌĂŵŵĂƟĐĂů ĞƌƌŽƌƐ͘ WƌŽĮĐŝĞŶĐǇ in reading may vary considerably. Students are most successful ĐŽŶƐƚƌƵĐƟŶŐ ŵĞĂŶŝŶŐ ĨƌŽŵ ƚĞǆƚƐ for which they have background knowledge upon which to build.

can read independently, but may have occasional comprehension problems, especially when processing grade-‐level ŝŶĨŽƌŵĂƟŽŶ͘ >ĞǀĞů ϱ͗ ƌŝĚŐŝŶŐ At Level 5, students can express ƚŚĞŵƐĞůǀĞƐ ŇƵĞŶƚůǇ ĂŶĚ spontaneously on a wide range of personal, general, academic, or social topics in a variety of contexts. They are poised to ĨƵŶĐƟŽŶ ŝŶ ĂŶ ĞŶǀŝƌŽŶŵĞŶƚ ǁŝƚŚ ŶŐůŝƐŚͲƐƉĞĂŬŝŶŐ ƉĞĞƌƐ ǁŝƚŚ minimal language support or guidance. Students have a good command of technical and academic vocabulary ĂƐ ǁĞůů ĂƐ ŽĨ ŝĚŝŽŵĂƟĐ ĞǆƉƌĞƐƐŝŽŶƐ and colloquialisms. They can ƉƌŽĚƵĐĞ ĐůĞĂƌ͕ ƐŵŽŽƚŚůǇ ŇŽǁŝŶŐ͕ ǁĞůůͲƐƚƌƵĐƚƵƌĞĚ ƚĞǆƚƐ ŽĨ ĚŝīĞƌŝŶŐ ůĞŶŐƚŚƐ ĂŶĚ ĚĞŐƌĞĞƐ ŽĨ ůŝŶŐƵŝƐƟĐ ĐŽŵƉůĞǆŝƚǇ͘ ƌƌŽƌƐ ĂƌĞ ŵŝŶŝŵĂů͕ ĚŝĸĐƵůƚ ƚŽ ƐƉŽƚ͕ ĂŶĚ ŐĞŶĞƌĂůůǇ corrected when they occur.7

>ĞǀĞů ϰ͗ ǆƉĂŶĚŝŶŐ ƚ >ĞǀĞů ϰ͕ ƐƚƵĚĞŶƚƐ͛ ůĂŶŐƵĂŐĞ skills are adequate for most day-‐ ƚŽͲĚĂǇ ĐŽŵŵƵŶŝĐĂƟŽŶ ŶĞĞĚƐ͘ dŚĞǇ ĐŽŵŵƵŶŝĐĂƚĞ ŝŶ ŶŐůŝƐŚ ŝŶ ŶĞǁ Žƌ ƵŶĨĂŵŝůŝĂƌ ƐĞƫŶŐƐ͕ ďƵƚ ŚĂǀĞ ŽĐĐĂƐŝŽŶĂů ĚŝĸĐƵůƚǇ ǁŝƚŚ complex structures and abstract academic concepts.

hŶĚĞƌƐƚĂŶĚŝŶŐ ƐƚƵĚĞŶƚƐ͛ ůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐǇ ůĞǀĞůƐ ŝƐ ĞƐƐĞŶƟĂů ƚŽ ƉůĂŶŶŝŶŐ ůĞƐƐŽŶƐ ƚŚĂƚ ŵĞĞƚ ƐƚƵĚĞŶƚƐ͛ ĂĐĂĚĞŵŝĐ ĂŶĚ ůĂŶŐƵĂŐĞͲĚĞǀĞůŽƉŵĞŶƚ ŶĞĞĚƐ͘ /Ŷ ŽƌĚĞƌ ƚŽ ŚĞůƉ ƐƚƵĚĞŶƚƐ ĂĐŚŝĞǀĞ ŶŐůŝƐŚͲ ůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐǇ ǁŚŝůĞ ƚŚĞǇ ĂƌĞ ĂĐƋƵŝƌŝŶŐ content-‐area knowledge, teachers should plan lessons with both content-‐area and language ŽďũĞĐƟǀĞƐ͘ dŚĞ ĐŽŶƚĞŶƚͲĂƌĞĂ ŽďũĞĐƟǀĞ ĚĞĮŶĞƐ the subject students will learn, while the language ŽďũĞĐƟǀĞ ĚĞƐĐƌŝďĞƐ ƚŚĞ ĂƌĞĂ ŽĨ ŶŐůŝƐŚͲůĂŶŐƵĂŐĞ development that the lesson addresses.

Students at this level may read ǁŝƚŚ ĐŽŶƐŝĚĞƌĂďůĞ ŇƵĞŶĐǇ ĂŶĚ ĂƌĞ ĂďůĞ ƚŽ ůŽĐĂƚĞ ĂŶĚ ŝĚĞŶƟĨǇ ƐƉĞĐŝĮĐ facts within a text. However, they may not understand texts in which the concepts are presented in a decontextualized manner, the sentence structure is complex, or the vocabulary is abstract or ŚĂƐ ŵƵůƟƉůĞ ŵĞĂŶŝŶŐƐ͘ dŚĞǇ

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>ĂŶŐƵĂŐĞ ĚĞǀĞůŽƉŵĞŶƚ ŽďũĞĐƟǀĞƐ ƐŚŽƵůĚ ďĞ ďĂƐĞĚ ŽŶ ƐƚƵĚĞŶƚƐ͛ ůĞǀĞůƐ ŽĨ ŶŐůŝƐŚͲůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐǇ͘ &Žƌ ĞǆĂŵƉůĞ͕ ĨŽƌ Ă ůĞƐƐŽŶ ŽŶ ĞƐƟŵĂƟŽŶ͕ ƚŚĞ ĐŽŶƚĞŶƚͲĂƌĞĂ ŽďũĞĐƟǀĞ ŵŝŐŚƚ ďĞ ƚŽ͗ WƌĂĐƟĐĞ ĞƐƟŵĂƟŶŐ ďǇ ƵƐŝŶŐ ƌŽƵŶĚŝŶŐ ĂŶĚ ŵĞŶƚĂů ĐŽŵƉƵƚĂƟŽŶƐ ƚŽ ĂƌƌŝǀĞ Ăƚ ĞƐƟŵĂƚĞƐ͘ dŚĞ ůĂŶŐƵĂŐĞ ŽďũĞĐƟǀĞ ŝŶ ƚŚĞ ĂƌĞĂ ŽĨ ǁƌŝƟŶŐ ĨŽƌ ůŽǁĞƌͲůĞǀĞů ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŵŝŐŚƚ ďĞ ƚŽ͗ WƌŽĚƵĐĞ ƉŚƌĂƐĞƐ ƌĞůĂƚĞĚ ƚŽ ĞƐƟŵĂƟŽŶ ĨƌŽŵ ǀŝƐƵĂůƐ ĂŶĚ word banks, using vocabulary such as “about,” ͞ĐůŽƐĞ ƚŽ͕͟ ĂŶĚ ͞ĂƌŽƵŶĚ͘͟ dŚĞ ůĂŶŐƵĂŐĞ ŽďũĞĐƟǀĞ ĨŽƌ ŚŝŐŚĞƌͲůĞǀĞů >>Ɛ ǁŽƵůĚ ďĞ ƚŽ͗ ĞƐĐƌŝďĞ Žƌ ĐŽŵƉĂƌĞ ĞƐƟŵĂƚĞĚ ƋƵĂŶƟƟĞƐ ĨƌŽŵ ǀŝƐƵĂůƐ ƵƐŝŶŐ compound sentences. Sources for developing ůĂŶŐƵĂŐĞ ŽďũĞĐƟǀĞƐ ĨŽƌ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŝŶĐůƵĚĞ ƐƚĂƚĞͲĂĚŽƉƚĞĚ ŶŐůŝƐŚͲůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐǇ ƐƚĂŶĚĂƌĚƐ ĂŶĚ d ^K>͛Ɛ WƌĞ<ʹϭϮ ŶŐůŝƐŚ >ĂŶŐƵĂŐĞ WƌŽĮĐŝĞŶĐǇ ^ƚĂŶĚĂƌĚƐ͘

ůĞǀĞů ƚŚĂƚ ŚĞ Žƌ ƐŚĞ ŝƐ ŵĞĞƟŶŐ Ăůů ŐƌĂĚĞͲůĞǀĞů ĞǆƉĞĐƚĂƟŽŶƐ͘ ŶĐŽƵƌĂŐĞ ĨĂŵŝůŝĞƐ ƚŽ ĂƐŬ ƋƵĞƐƟŽŶƐ ĂŶĚ ŵĂŬĞ ƐƵƌĞ ƚŚĞǇ ŬŶŽǁ ƚŚĞŝƌ ƋƵĞƐƟŽŶƐ ĂƌĞ ǁĞůĐŽŵĞĚ͘ KŌĞŶ͕ ŝŵŵŝŐƌĂŶƚ ƉĂƌĞŶƚƐ ǁŝůů ŶŽƚ ƋƵĞƐƟŽŶ ƚŚĞ ƐĐŚŽŽů ƐǇƐƚĞŵ ďĞĐĂƵƐĞ ƚŚĂƚ ŵĂǇ ŶŽƚ be the norm in their home country. Read and use the internet to learn about the culture of your students. Be sure to go beyond a focus on stereotypes or surface elements of ĐƵůƚƵƌĞ ƐƵĐŚ ĂƐ ĨĞƐƟǀĂůƐ͕ ĨŽŽĚ͕ ĂŶĚ ĂƌƟĨĂĐƚƐ͘ ZĞĂĚ ĂďŽƵƚ ǀĂůƵĞƐ͕ ďĞůŝĞĨƐ͕ ĂŶĚ ƚƌĂĚŝƟŽŶƐ͘ ZĞŵĞŵďĞƌ ƚŚĂƚ ŝĨ ƐŽŵĞŽŶĞ ƵƐĞĚ ŽŶůŝŶĞ ŝŶĨŽƌŵĂƟŽŶ ƚŽ ůĞĂƌŶ ĂďŽƵƚ ŵĞƌŝĐĂŶƐ͕ ƚŚĂƚ ǇŽƵ ŵŝŐŚƚ ŶŽƚ Įƚ ŶĞĂƚůǇ ŝŶƚŽ Ăůů ŽĨ ƚŚĞ ĚĞƐĐƌŝƉƟŽŶƐ ƚŚĞǇ ǁŽƵůĚ ĮŶĚ͘ dŚĞ ƐĂŵĞ holds true for your students and their families. /ŶƋƵŝƌĞ ĂďŽƵƚ ƐƚƵĚĞŶƚƐ͛ ŚŽŵĞ ĐƵůƚƵƌĞƐ ĂŶĚ ĂůůŽǁ ƚŚĞŵ ƚŽ ƐŚĂƌĞ ƚŚĞŝƌ ƚƌĂĚŝƟŽŶƐ ǁŝƚŚ ƚŚĞ ĐůĂƐƐ͘ Design the learning environment with culture ŝŶ ŵŝŶĚ͘ /ŶĐůƵĚĞ ƉŽƐƚĞƌƐ ŝŶ ŵƵůƟƉůĞ ůĂŶŐƵĂŐĞƐ͕ ƉŝĐƚƵƌĞƐ ŽĨ ƐƚƵĚĞŶƚƐ ĨƌŽŵ ŵĂŶǇ ĐƵůƚƵƌĞƐ͕ ĂƌƟĨĂĐƚƐ ĨƌŽŵ ĚŝīĞƌĞŶƚ ĐƵůƚƵƌĞƐ͕ ĂŶĚ ĐůĂƐƐƌŽŽŵ ŝƚĞŵƐ ůĂďĞůĞĚ ŝŶ ďŽƚŚ ŶŐůŝƐŚ ĂŶĚ ƚŚĞ ŚŽŵĞ ůĂŶŐƵĂŐĞ ŽĨ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͘

Cultural Considerations It just is not possible to know everything there is to know about every language and culture, but ǇŽƵ ĐĂŶ ƐƚĂƌƚ ǁŝƚŚ ǁŚĂƚ ǇŽƵ ĚŽ ŬŶŽǁͶ ŶŐůŝƐŚ͕ the culture in your region of the United States, ĂŶĚ ǇŽƵƌ ƐĐŚŽŽů ĐƵůƚƵƌĞ͘ ƌĂŝŶƐƚŽƌŵ ǁŝƚŚ ƐƚĂī ĂďŽƵƚ ǇŽƵƌ ƐĐŚŽŽů ǀĂůƵĞƐ ĂŶĚ ĞǆƉĞĐƚĂƟŽŶƐ͕ then think about how you can convey them to newcomers. For example, it might be helpful to create a booklet, pamphlet, DVD, or CD with key ŝŶĨŽƌŵĂƟŽŶ ŝŶ ƐŽŵĞ ŽĨ ƚŚĞ ůĂŶŐƵĂŐĞƐ ŽĨ ǇŽƵƌ surrounding area.

ŽŶ͛ƚ ƚĞůů ƉĂƌĞŶƚƐ ƚŽ ƐƉĞĂŬ ŽŶůǇ ŶŐůŝƐŚ ƚŽ ƚŚĞŝƌ children. Parents may heed this advice, but ŵŝŐŚƚ ŶŽƚ ŚĂǀĞ ƚŚĞ ůŝŶŐƵŝƐƟĐ ĂďŝůŝƚǇ ƚŽ ƉƌŽǀŝĚĞ ƚŚĞ ŐƵŝĚĂŶĐĞ͕ ĚŝƐĐŝƉůŝŶĞ͕ ĂŶĚ ĂīĞĐƟŽŶ ƚŚĞǇ ŶŽƌŵĂůůǇ would if using their home language. Instead, ƌĞĂƐƐƵƌĞ ƉĂƌĞŶƚƐ ƚŚĂƚ ƚŚĞŝƌ ĐŚŝůĚ ǁŝůů ůĞĂƌŶ ŶŐůŝƐŚ and that they can help most by reading aloud to their child in the language they know best and helping their child understand academic concepts. ZĞƐĞĂƌĐŚ ŽŶ ůŝƚĞƌĂĐǇ ƚƌĂŶƐĨĞƌ ƐŚŽǁƐ ƵƐ ƚŚĂƚ ĮƌƐƚͲ language knowledge transfers to the second language.8

ŽŶ͛ƚ ƚĂŬĞ ĨŽƌ ŐƌĂŶƚĞĚ ƚŚĂƚ ŬŶŽǁůĞĚŐĞ ĂďŽƵƚ school culture is shared by everyone. For example, in many countries, students do not exit a grade ůĞǀĞů ƵŶƟů ƚŚĞǇ ŚĂǀĞ ŵĂƐƚĞƌĞĚ ƚŚĞ ĐŽŶƚĞŶƚ ŽĨ ƚŚĂƚ ŐƌĂĚĞ ůĞǀĞů͕ ƐŽ ƌĞƉĞĂƟŶŐ Ă ŐƌĂĚĞ ĚŽĞƐ ŶŽƚ ŶĞĐĞƐƐĂƌŝůǇ ĐĂƌƌǇ ƚŚĞ ƐĂŵĞ ƐƟŐŵĂ ŝƚ ĚŽĞƐ ŚĞƌĞ͘ ůƐŽ͕ ƚŚĞ ƉĂƌĞŶƚ ŽĨ ĂŶ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌ may be under the impression that simply because the student has been promoted to the next grade

ŽŶ͛ƚ ƵƐĞ ƐƚƵĚĞŶƚƐ ĂƐ ƚƌĂŶƐůĂƚŽƌƐ ĨŽƌ ŽĸĐŝĂů ŵĞĞƟŶŐƐ͘ dŚŝƐ ĐƌĞĂƚĞƐ Ă ƌŽůĞ ƌĞǀĞƌƐĂů ŽĨ ƉĂƌĞŶƚ and child. Parents may encourage their child to

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

ƚĂŬĞ ŽŶ ƚŚŝƐ ƌŽůĞ ŝŶ ƐŝƚƵĂƟŽŶƐ ƚŚĂƚ ĂƌĞ ǀĞƌǇ ƐƚƌĞƐƐĨƵů ĨŽƌ ƚŚĞ ĐŚŝůĚ͘ tŚĞŶ ƉĂƌĞŶƚƐ ǁŚŽ ƐƉĞĂŬ ŽŶůǇ Ă ůŝƩůĞ ŶŐůŝƐŚ ŚĞĂƌ ƚŚĞŝƌ ĐŚŝůĚ ĐŽŶǀĞƌƐŝŶŐ ŝŶ ŶŐůŝƐŚ͕ ƚŚĞǇ ŵĂǇ ďĞůŝĞǀĞ ƚŚĞŝƌ ĐŚŝůĚ ŝƐ ĐŽŵƉůĞƚĞůǇ ƉƌŽĮĐŝĞŶƚ͘ dŚĞǇ ŵĂǇ ďĞ ƐĂƟƐĮĞĚ Ăƚ ƚŚĞŝƌ ĐŚŝůĚ͛Ɛ ƉƌŽŐƌĞƐƐ ŝŶ ŶŐůŝƐŚ͕ ŶŽƚ ƌĞĂůŝǌŝŶŐ ƚŚĂƚ ƚŚĞ ĐŚŝůĚ͛Ɛ ĂĐĂĚĞŵŝĐ ŶŐůŝƐŚ ŝƐ ŶŽƚ ǇĞƚ ƉƌŽĮĐŝĞŶƚ͘ /ƚ ŝƐ ŝŵƉŽƌƚĂŶƚ ƚŽ ŚĂǀĞ Ă ƉůĂŶ ĨŽƌ ƉƌŽĨĞƐƐŝŽŶĂů ƚƌĂŶƐůĂƟŽŶ ;ǁƌŝƩĞŶ ĐŽŵŵƵŶŝĐĂƟŽŶͿ ĂŶĚ ŝŶƚĞƌƉƌĞƚĂƟŽŶ ;ŽƌĂů ĐŽŵŵƵŶŝĐĂƟŽŶͿ͘

ŶĞĞĚ ƚŽ ŚĞĂƌ ƚŚĂƚ ƚŚĞŝƌ ƉĂƌƟĐŝƉĂƟŽŶ ŝƐ ǀĂůƵĞĚ͘ /ƚ is important to take extra steps to ensure that ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ĂŶĚ ƚŚĞŝƌ ĨĂŵŝůŝĞƐ ƉĂƌƟĐŝƉĂƚĞ ĨƵůůǇ ŝŶ ƐĐŚŽŽů ůŝĨĞ͘ Teachers will also need extra support, especially ƚŚŽƐĞ ǁŚŽ ŚĂǀĞ ŶŽƚ ǁŽƌŬĞĚ ǁŝƚŚ ŶŐůŝƐŚ language learners previously. Provide or fund ƚƌĂŝŶŝŶŐ ĨŽƌ ŝŶƐƚƌƵĐƟŽŶĂů ƐƚĂī ŽŶ ƚŽƉŝĐƐ ƌĞůĂƚĞĚ ƚŽ ƚĞĂĐŚŝŶŐ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͕ ƐƵĐŚ ĂƐ ƐĞĐŽŶĚͲůĂŶŐƵĂŐĞ ĂĐƋƵŝƐŝƟŽŶ͕ ůŝƚĞƌĂĐǇ ŝŶƐƚƌƵĐƟŽŶ ĨŽƌ >>Ɛ͕ ĂŶĚ ƐŚĞůƚĞƌĞĚ ĐŽŶƚĞŶƚͲĂƌĞĂ ŝŶƐƚƌƵĐƟŽŶ͘ ŶĐŽƵƌĂŐĞ ƚĞĂĐŚĞƌƐ ƚŽ ƉĂƌƟĐŝƉĂƚĞ ŝŶ ƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ ŽƉƉŽƌƚƵŶŝƟĞƐ ƌĞůĂƚĞĚ ƚŽ ƐĞƌǀŝŶŐ >>Ɛ͕ ƐƵĐŚ ĂƐ ĐŽŶĨĞƌĞŶĐĞƐ ĂŶĚ ƐĞŵŝŶĂƌƐ͘ /Ŷ ĂĚĚŝƟŽŶ͕ ƉƌŽǀŝĚĞ ƚƌĂŝŶŝŶŐ ĨŽƌ Ăůů ƐƚĂī ŝŶ ĐƌŽƐƐͲĐƵůƚƵƌĂů ƐĞŶƐŝƟǀŝƚǇ͘ KƌŐĂŶŝǌĂƟŽŶƐ ƐƵĐŚ ĂƐ ƚŚĞ ĞŶƚĞƌ ĨŽƌ ƉƉůŝĞĚ >ŝŶŐƵŝƐƟĐƐ ĂŶĚ d ^K> ŽīĞƌ ƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ ŽƉƉŽƌƚƵŶŝƟĞƐ ĨŽƌ ƚĞĂĐŚĞƌƐ ;ƐĞĞ Appendices B and C).

ŽŶƚĂĐƚ ǇŽƵƌ ƐƚĂƚĞ͛Ɛ ĞƉĂƌƚŵĞŶƚ ŽĨ ĚƵĐĂƟŽŶ ĂŶĚ ŽƚŚĞƌ ŶĞĂƌďǇ ƐĐŚŽŽůƐ ĂŶĚ ĚŝƐƚƌŝĐƚƐ ƚŽ ĮŶĚ ŽƵƚ what resources they have uncovered in working ǁŝƚŚ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ǁŚŽ ƐƉĞĂŬ ƚŚĞ languages of the students in your school. Find local community resources that know the culture and language and can partner with the school to ĚŝƐƐĞŵŝŶĂƚĞ ŝŵƉŽƌƚĂŶƚ ŝŶĨŽƌŵĂƟŽŶ ĂŶĚ ŚĞůƉ ƚŚĞ ƐĐŚŽŽů ůĞĂƌŶ ŵŽƌĞ ĂďŽƵƚ >> ƐƚƵĚĞŶƚƐ͘

What Principals Can Do

/ƚ ŝƐ ŝŵƉŽƌƚĂŶƚ ƚŽ ƉƌŽǀŝĚĞ ĂĚĚŝƟŽŶĂů ƌĞƐŽƵƌĐĞƐ ĨŽƌ ƚĞĂĐŚĞƌƐ ƐĞƌǀŝŶŐ >>Ɛ͘ &ƵŶĚƐ ĨŽƌ ĂĚĂƉƚĞĚ ƚĞǆƚƐ͕ ƉŝĐƚƵƌĞ ĚŝĐƟŽŶĂƌŝĞƐ͕ ĂŶĚ ƐƵƉƉůĞŵĞŶƚĂů ŵĂƚĞƌŝĂůƐ ǁŝůů ŚĞůƉ ƚĞĂĐŚĞƌƐ ďĞƩĞƌ ŵĞĞƚ ƚŚĞ ŶĞĞĚƐ ŽĨ ŶŐůŝƐŚ language learners. Access to a color copier or printer, extra ink cartridges, and an ample supply of cardstock and paper will help teachers create ƐƵƉƉůĞŵĞŶƚĂů ŵĂƚĞƌŝĂůƐ ĨŽƌ >>Ɛ͘ Ğ ƐƵƌĞ ƚŽ ĐŚĞĐŬ with teachers to be sure they have the materials ƚŚĞǇ ŶĞĞĚ ĨŽƌ ǁŽƌŬŝŶŐ ǁŝƚŚ >> ƐƚƵĚĞŶƚƐ͘

WƌŝŶĐŝƉĂůƐ ŝŶ ƐĐŚŽŽůƐ ǁŝƚŚ ůŽǁ ŶƵŵďĞƌƐ ŽĨ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ĐĂŶ ĂƐƐŝƐƚ ƐƚĂī ŝŶ ƐĞƌǀŝŶŐ >>Ɛ and their families in several important ways. One ŽĨ ƚŚĞ ĮƌƐƚ ŝƐ ƚŽ ŵĂŬĞ ƐƵƌĞ ƚŚĂƚ ůĂŶŐƵĂŐĞ ŝƐ ŶŽƚ a barrier in the school. Make sure important documents for families are translated into the home language and provide interpreters for ŵĞĞƟŶŐƐ ǁŝƚŚ ƉĂƌĞŶƚƐ͘ ŚĞĐŬ ƚŽ ďĞ ƐƵƌĞ ƚŚĂƚ >>Ɛ ĂŶĚ ƚŚĞŝƌ ĨĂŵŝůŝĞƐ ƉĂƌƟĐŝƉĂƚĞ ŝŶ ĞǆƚƌĂĐƵƌƌŝĐƵůĂƌ ĂĐƟǀŝƟĞƐ͘ /Ĩ ƚŚĞǇ ĚŽŶ͛ƚ͕ ĮŶĚ ŽƵƚ ǁŚǇ͘ &Žƌ ƐŽŵĞ ĨĂŵŝůŝĞƐ͕ ƟŵŝŶŐ ŝƐ Ă ƉƌŽďůĞŵ͘ WĂƌĞŶƚƐ ŵĂǇ ǁŽƌŬ evenings or weekends. Older children may be responsible for the care of younger children ĂŌĞƌ ƐĐŚŽŽů͘ dŚŝŶŬ ĂďŽƵƚ ŚŽǁ ŝŶĨŽƌŵĂƟŽŶ ŝƐ communicated to parents. Some parents may not ŬŶŽǁ ĂďŽƵƚ ĞǆƚƌĂĐƵƌƌŝĐƵůĂƌ ĂĐƟǀŝƟĞƐ ďĞĐĂƵƐĞ ƚŚĞǇ ĚŝĚ ŶŽƚ ƌĞĐĞŝǀĞ Žƌ ĐŽƵůĚ ŶŽƚ ƌĞĂĚ Ă ŇǇĞƌ͘ ůƐŽ͕ ŝŶ many countries, parents are not expected to be ĂĐƟǀĞůǇ ŝŶǀŽůǀĞĚ ŝŶ ƐĐŚŽŽů ĂĐƟǀŝƟĞƐ͘ WĂƌĞŶƚƐ ŵĂǇ

&ŝŶĂůůǇ͕ ŵĂŬĞ ƐƵƌĞ >>Ɛ ĂƌĞ ĐŽƌƌĞĐƚůǇ ŝĚĞŶƟĮĞĚ ƵƐŝŶŐ ǇŽƵƌ ƐƚĂƚĞ Žƌ ĚŝƐƚƌŝĐƚ͛Ɛ ŝĚĞŶƟĮĐĂƟŽŶ ƉƌŽĐĞƐƐ ĂŶĚ ƚŚĂƚ ƌĞƋƵŝƌĞĚ ŶŐůŝƐŚͲůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐǇ ƚĞƐƟŶŐ ŽĐĐƵƌƐ ĂŶŶƵĂůůǇ͘ ŽŶƐƵůƚ ǇŽƵƌ ƐƚĂƚĞ Žƌ ĚŝƐƚƌŝĐƚ ƚŽ ďĞ ƐƵƌĞ ƚŚĂƚ ǇŽƵ ĂƌĞ ĨƵůĮůůŝŶŐ ƉĂƌĞŶƚĂů ŶŽƟĮĐĂƟŽŶ ĂŶĚ ŽƚŚĞƌ ƌĞƋƵŝƌĞŵĞŶƚƐ ĐŽŶĐĞƌŶŝŶŐ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŽƵƚůŝŶĞĚ ŝŶ ƚŚĞ EŽ ŚŝůĚ >ĞŌ ĞŚŝŶĚ ůĞŐŝƐůĂƟŽŶ͘

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Conclusion When you think about a child entering a classroom in a new school, a classroom where every other ĐŚŝůĚ ƐƉĞĂŬƐ Ă ůĂŶŐƵĂŐĞ ĚŝīĞƌĞŶƚ ƚŚĂŶ ƚŚĞ ŽŶĞ ƚŚŝƐ child speaks at home, you can imagine the support that the child will need. As educators, we provide that support every day—by weaving strategies into our lessons to help the child learn academic ĐŽŶƚĞŶƚ͖ ďǇ ĨŽĐƵƐŝŶŐ ŽŶ ƚŚĞ ĂĐĂĚĞŵŝĐ ŶŐůŝƐŚ ƚŚĞ ĐŚŝůĚ ǁŝůů ŶĞĞĚ ƚŽ ďĞ ƐƵĐĐĞƐƐĨƵů͖ ĂŶĚ ďǇ ĐƌĞĂƟŶŐ Ă safe environment where the child, her family, and her culture are welcomed and valued. But also consider how much that child brings to our school and classrooms. We have the chance to have an inside view of another culture. We can learn new ways of thinking about what is happening in our world and gain insights about our own ĐƵůƚƵƌĞ ďǇ ďĞƩĞƌ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŚŽǁ ŽƚŚĞƌƐ ƐĞĞ ƵƐ͘ KƵƌ ŶŐůŝƐŚͲŽŶůǇ ĐŚŝůĚƌĞŶ ŚĂǀĞ ƚŚĞ ĐŚĂŶĐĞ ƚŽ ƵŶĚĞƌƐƚĂŶĚ ƚŚĂƚ ŽƵƌ ǁŽƌůĚ ŝƐ ŶŽƚ ŶŐůŝƐŚͲŽŶůǇ͘ tĞ Ăůů ŚĂǀĞ ƚŚĞ ŽƉƉŽƌƚƵŶŝƚǇ ƚŽ ůĞĂƌŶ ŚŽǁ ƚŽ ďĞƩĞƌ communicate with each other, with or without ŶŐůŝƐŚ͘ tŚĞŶ ĂŶ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌ ĞŶƚĞƌƐ our classroom, it is a chance for us to develop ŝŵƉƌŽǀĞĚ ĐŽŵŵƵŶŝĐĂƟŽŶ ĂŶĚ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ĨŽƌ all of our students and for ourselves.

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Endnotes ¹ Richard T. Vacca and Jo Anne L. Vacca, Content Area Reading: Literacy and Learning Across the Curriculum (Boston: Allyn and Bacon, 2005). ϸ ƌŝĐ :ĞŶƐĞŶ͕ Teaching with the Brain in Mind (Virginia: ƐƐŽĐŝĂƟŽŶ ĨŽƌ ^ƵƉĞƌǀŝƐŝŽŶ͕ ƵƌƌŝĐƵůƵŵ ĂŶĚ ĞǀĞůŽƉŵĞŶƚ͕ 1998). ³ Diane August and Kenji Hakuta, ĚƵĐĂƟŶŐ >ĂŶŐƵĂŐĞͲ Minority Children ;tĂƐŚŝŶŐƚŽŶ͕ ͗ EĂƟŽŶĂů ĐĂĚĞŵǇ WƌĞƐƐ͕ 1998). Ϻ WĂƵůŝŶĞ 'ŝďďŽŶƐ͕ ͞DĞĚŝĂƟŶŐ >ĂŶŐƵĂŐĞ >ĞĂƌŶŝŶŐ͗ dĞĂĐŚĞƌ /ŶƚĞƌĂĐƟŽŶƐ ǁŝƚŚ ^> ^ƚƵĚĞŶƚƐ ŝŶ Ă ŽŶƚĞŶƚͲ ĂƐĞĚ ůĂƐƐƌŽŽŵ͕͟ TESOL Quarterly sŽů͘ ϳϮ͕ /ƐƐ͘ Ϯ ;ϮϬϬϯͿ͗ Ϯϰϳ͵Ϯϳϯ͘ ϻ /ďŝĚ͘ ϼ :ĂŶĂ ĐŚĞǀĂƌƌŝĂ͕ ĞďŽƌĂŚ ^ŚŽƌƚ͕ ĂŶĚ DĂƌǇ ůůĞŶ sŽŐƚ͕ Making Content Comprehensible for English Learners: The SIOP Model ; ŽƐƚŽŶ͗ WĞĂƌƐŽŶ ĚƵĐĂƟŽŶͬ ůůǇŶ ĂŶĚ ĂĐŽŶ͕ 2008). Ͻ dĞĂĐŚĞƌƐ ŽĨ ŶŐůŝƐŚ ƚŽ ^ƉĞĂŬĞƌƐ ŽĨ KƚŚĞƌ >ĂŶŐƵĂŐĞƐ͕ /ŶĐ͘ ;d ^K>Ϳ͕ PreK͵ϭϮ ŶŐůŝƐŚ >ĂŶŐƵĂŐĞ WƌŽĮĐŝĞŶĐǇ ^ƚĂŶĚĂƌĚƐ ; ůĞǆĂŶĚƌŝĂ͕ s ͗ d ^K>͕ ϮϬϬϲͿ͘ Ͼ ZŝĐŚĂƌĚ >͘ Sparks et al., ͞ ĂƌůǇ &ŝƌƐƚ >ĂŶŐƵĂŐĞ ZĞĂĚŝŶŐ ĂŶĚ Spelling Skills Predict Later Second Language Reading and Spelling Skills,” :ŽƵƌŶĂů ŽĨ ĚƵĐĂƟŽŶĂů WƐǇĐŚŽůŽŐǇ Vol. 100, Iss. ϭ ;ϮϬϬϴͿ͗ ϭϲϮ͵ϭϳϰ͘

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Appendix A Sample Content-Based Texts Designed for English Language Learners ACCESS Building Literacy Through Learning 'ƌĞĂƚ ^ŽƵƌĐĞ ĚƵĐĂƟŽŶ 'ƌŽƵƉ tŝůŵŝŶŐƚŽŶ͕ DĂƐƐĂĐŚƵƐĞƩƐ www.greatsource.com America’s Story; World Geography and You; Wonders of Science Steck-‐Vaughn Company ƵƐƟŶ͕ dy www.steckvaughn.hmhco.com ConceptLinks DŝůůŵĂƌŬ ĚƵĐĂƟŽŶ Bethesda, MD ǁǁǁ͘ŵŝůůŵĂƌŬĞĚƵĐĂƟŽŶ͘ĐŽŵ English Explorers ĞŶĐŚŵĂƌŬ ĚƵĐĂƟŽŶ ŽŵƉĂŶǇ Pelham, NY ǁǁǁ͘ďĞŶĐŚŵĂƌŬĞĚƵĐĂƟŽŶ͘ĐŽŵ Pacemaker Series and AGS Globe Series WĞĂƌƐŽŶ ĚƵĐĂƟŽŶ͕ /ŶĐ͘ www.pearsonschool.com

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Appendix B Resources for Teachers and Families ŶŐůŝƐŚ >ĞĂƌŶĞƌƐ͕ >ĂŶŐƵĂŐĞ͕ ĂŶĚ >ŝƚĞƌĂĐǇ ŝŶ ƚŚĞ ĂƌůǇ zĞĂƌƐ (ELLLEY) >>> zͶĂ ĐŽůůĂďŽƌĂƟŽŶ ďĞƚǁĞĞŶ tĞƐƚ Ě ĂŶĚ ƚŚĞ ĂůŝĨŽƌŶŝĂ ĞƉĂƌƚŵĞŶƚ ŽĨ ĚƵĐĂƟŽŶ͕ ŚŝůĚ ĞǀĞůŽƉŵĞŶƚ ŝǀŝƐŝŽŶͶ ŝŶƚƌŽĚƵĐĞƐ ƚĞĂĐŚĞƌƐ ŽĨ ƉƌĞƐĐŚŽŽů ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ƚŽ ďĂƐŝĐ ĐŽŶĐĞƉƚƐ ƌĞůĂƚĞĚ ƚŽ ƐĞĐŽŶĚͲůĂŶŐƵĂŐĞ ĂĐƋƵŝƐŝƟŽŶ͕ ŚŽŵĞ ůŝƚĞƌĂĐǇ͕ ůĂŶŐƵĂŐĞ ƉƌĂĐƟĐĞƐ͕ ĂŶĚ ĞŵĞƌŐĞŶƚ ůŝƚĞƌĂĐǇ ƐŬŝůůƐ͘ www.wested.org/cs/we/view/pj/543

ĐƟǀŝƟĞƐ ĨŽƌ ^> ^ƚƵĚĞŶƚƐ WůĂǇ ŐĂŵĞƐ͕ ƚĂŬĞ ƋƵŝǌǌĞƐ͕ ƌĞĂĚ ŐƌĂŵŵĂƌ͕ ĂŶĚ ƉƌĂĐƟĐĞ vocabulary. ŚƩƉ͗ͬͬĂϰĞƐů͘ŽƌŐ ĞŶƚĞƌ ĨŽƌ DƵůƟůŝŶŐƵĂů DƵůƟĐƵůƚƵƌĂů ZĞƐĞĂƌĐŚ This website provides a comprehensive, annotated list of ďŝůŝŶŐƵĂůͬ ^>ͬŵƵůƟĐƵůƚƵƌĂů ĞĚƵĐĂƟŽŶ ƌĞƐŽƵƌĐĞƐ͘ ŚƩƉ͗ͬͬǁǁǁͲďĐĨ͘ƵƐĐ͘ĞĚƵͬΕĐŵŵƌͬ ZĞƐŽƵƌĐĞƐ͘Śƚŵů ŽŐŶĂƚĞƐ ĨŽƌ ^ƉĂŶŝƐŚ ĂŶĚ ŶŐůŝƐŚ Cognates are the related words that share roots and/or ŵĞĂŶŝŶŐƐ ĂĐƌŽƐƐ ƚǁŽ ůĂŶŐƵĂŐĞƐ͘ dŚĞŝƌ ƉĂƩĞƌŶƐ ŽĨ ƐŝŵŝůĂƌŝƚǇ can be especially useful to people learning a second language. ŚƩƉ͗ͬͬǁǁǁ͘ŐĞŽĐŝƟĞƐ͘ĐŽŵͬĂƚŚĞŶƐͬƚŚĞďĞƐͬϲϭϳϳͬǁƐͲĐŽŐŶĂƚĞƐ͘ html ͋ ŽůŽƌşŶ ŽůŽƌĂĚŽ͊ ĨĂŶƚĂƐƟĐ ďŝůŝŶŐƵĂů ƐŝƚĞ ĨŽƌ ĨĂŵŝůŝĞƐ ĂŶĚ ĞĚƵĐĂƚŽƌƐ ŽĨ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͕ ƚŚĞƌĞ ĂƌĞ ƌĞƐŽƵƌĐĞƐ ŝŶ ϭϭ ĚŝīĞƌĞŶƚ languages. ¡Colorín Colorado! is produced by Reading ZŽĐŬĞƚƐ͕ ĂŶ ĞĚƵĐĂƟŽŶĂů ƐĞƌǀŝĐĞ ŽĨ ƚŚĞ ůŽĐĂů W ^ ƐƚĂƟŽŶ ŝŶ tĂƐŚŝŶŐƚŽŶ͕ ;t d Ϳ͘ www.Colorincolorado.org ĂǀĞ͛Ɛ ^> ĂĨĠ dŚŝƐ ƐŝƚĞ ŽīĞƌƐ ĞĂƐǇͲƚŽͲƵƐĞ ĂĐƟǀŝƟĞƐ͕ ŝŶĐůƵĚŝŶŐ ŐĂŵĞƐ͕ ƋƵŝǌǌĞƐ͕ ƉƌŽŶƵŶĐŝĂƟŽŶ ƉƌĂĐƟĐĞ͕ ĂŶĚ ƐƚŽƌŝĞƐ͘ www.eslcafe.com

ƌ͘ :ŝůů <ĞƌƉĞƌ DŽƌĂ͛Ɛ ^ƉĂŶŝƐŚͬ ŶŐůŝƐŚ ŽŐŶĂƚĞƐ tĞďƐŝƚĞ This site provides resources for teachers of Spanish-‐speaking >>Ɛ͕ ǁŝƚŚ ƌƵůĞƐ ĨŽƌ ^ƉĂŶŝƐŚ ƌĞĂĚŝŶŐ͕ ǁƌŝƟŶŐ͕ ƐƉĞůůŝŶŐ͕ ĂŶĚ pedagogy. ŚƩƉ͗ͬͬĐŽĞ͘ƐĚƐƵ͘ĞĚƵͬƉĞŽƉůĞͬũŵŽƌĂͬŵŽƌĂŵŽĚƵůĞƐͬ ^Ɖ ŶŐ ŽŐŶĂƚĞƐ͘Śƚŵ

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Appendix C Research and Professional Development Resources

The following resource list is based on the work of the Illinois ƐƐŽĐŝĂƟŽŶ ĨŽƌ DƵůƟůŝŶŐƵĂůͬDƵůƟĐƵůƚƵƌĂů ĚƵĐĂƟŽŶ ;/ DD Ϳ—Ă ŶĂƟŽŶĂů ŽƌŐĂŶŝǌĂƟŽŶ ĞǆĐůƵƐŝǀĞůǇ ĐŽŶĐĞƌŶĞĚ ǁŝƚŚ ƚŚĞ ĞĚƵĐĂƟŽŶ ŽĨ ůĂŶŐƵĂŐĞͲŵŝŶŽƌŝƚǇ ƐƚƵĚĞŶƚƐ ŝŶ ŵĞƌŝĐĂŶ schools.

dĞĂĐŚĞƌƐ ŽĨ ŶŐůŝƐŚ ƚŽ ^ƉĞĂŬĞƌƐ ŽĨ KƚŚĞƌ >ĂŶŐƵĂŐĞƐ͕ /ŶĐ͘ ;d ^K>Ϳ d ^K>͛Ɛ ŵŝƐƐŝŽŶ ŝƐ ƚŽ ĚĞǀĞůŽƉ ĂŶĚ ŵĂŝŶƚĂŝŶ ƉƌŽĨĞƐƐŝŽŶĂů ĞǆƉĞƌƟƐĞ ŝŶ ŶŐůŝƐŚͲůĂŶŐƵĂŐĞ ƚĞĂĐŚŝŶŐ ĂŶĚ ůĞĂƌŶŝŶŐ ĨŽƌ speakers of other languages worldwide. www.tesol.org dĞĂĐŚŝŶŐ ŝǀĞƌƐĞ >ĞĂƌŶĞƌƐ ;d >Ϳ ƌŽǁŶ hŶŝǀĞƌƐŝƚǇ͛Ɛ d > ǁĞďƐŝƚĞ ƉƌŽǀŝĚĞƐ ƚĞĂĐŚŝŶŐ ĂŶĚ learning strategies that address culturally responsive teaching, ŵĂŝŶƐƚƌĞĂŵ ĐůĂƐƐƌŽŽŵƐ͕ ďŝůŝŶŐƵĂůͬ ^> ĐůĂƐƐƌŽŽŵƐ͕ ĂŶĚ ƐƉĞĐŝĂů ĞĚƵĐĂƟŽŶ͘ www.alliance.brown.edu/tdl

ĞŶƚĞƌ ĨŽƌ ƉƉůŝĞĚ >ŝŶŐƵŝƐƟĐƐ (CAL) > ŝƐ Ă ƉƌŝǀĂƚĞ͕ ŶŽŶƉƌŽĮƚ ŽƌŐĂŶŝǌĂƟŽŶ ǁŚŽƐĞ ŐƌŽƵƉ ŽĨ ƐĐŚŽůĂƌƐ ĂŶĚ ĞĚƵĐĂƚŽƌƐ ƵƐĞ ƚŚĞ ĮŶĚŝŶŐƐ ŽĨ ůŝŶŐƵŝƐƟĐƐ ĂŶĚ ƌĞůĂƚĞĚ ƐĐŝĞŶĐĞƐ ŝŶ ŝĚĞŶƟĨǇŝŶŐ ĂŶĚ ĂĚĚƌĞƐƐŝŶŐ ůĂŶŐƵĂŐĞͲ ƌĞůĂƚĞĚ ŝƐƐƵĞƐ͘ dŚŝƐ ŝƐ ĂŶ ŝŶĨŽƌŵĂƟǀĞ ƐŽƵƌĐĞ ĨŽƌ ƌĞůĂƚĞĚ ĞĚƵĐĂƟŽŶĂů ƌĞƐŽƵƌĐĞƐ͕ ŝŶĐůƵĚŝŶŐ ǀŝĚĞŽƐ͕ ĂƐƐĞƐƐŵĞŶƚ ƚŽŽůƐ͕ resource books, and professional development. www.cal.org ĞŶƚĞƌ ĨŽƌ ZĞƐĞĂƌĐŚ ŽĨ ĚƵĐĂƟŽŶ͕ ŝǀĞƌƐŝƚǇ͕ ĂŶĚ ǆĐĞůůĞŶĐĞ ; Z Ϳ Z ŝƐ ŽŶĞ ŽĨ ϭϮ ŶĂƟŽŶĂů ƌĞƐĞĂƌĐŚ ĂŶĚ ĚĞǀĞůŽƉŵĞŶƚ ĐĞŶƚĞƌƐ ĨƵŶĚĞĚ ďǇ ƚŚĞ h͘^͘ ĞƉĂƌƚŵĞŶƚ ŽĨ ĚƵĐĂƟŽŶ͘ Z ͛Ɛ ƌĞƐĞĂƌĐŚ ŝƐ ƚŽ ŝĚĞŶƟĨǇ ĂŶĚ ĚĞǀĞůŽƉ ĞīĞĐƟǀĞ ĞĚƵĐĂƟŽŶĂů ƉƌĂĐƟĐĞƐ ĨŽƌ ůŝŶŐƵŝƐƟĐ ĂŶĚ ĐƵůƚƵƌĂů ŵŝŶŽƌŝƚǇ ƐƚƵĚĞŶƚƐ͘ ŚƩƉ͗ͬͬĐƌĞĚĞ͘ďĞƌŬĞůĞǇ͘ĞĚƵ

ŽŵƉƌĞŚĞŶƐŝǀĞ ĞŶƚĞƌƐ WƌŽŐƌĂŵ The Comprehensive Centers Program consists of 21 centers located throughout the country. The U.S. Department of ĚƵĐĂƟŽŶ ĞƐƚĂďůŝƐŚĞĚ ƚŚĞ ƉƌŽŐƌĂŵ ƚŽ ƉƌŽǀŝĚĞ ƚĞĐŚŶŝĐĂů assistance to low-‐performing schools to help close the achievement gap. The program works primarily with states, ůŽĐĂů ĞĚƵĐĂƟŽŶ ĂŐĞŶĐŝĞƐ͕ ƚƌŝďĞƐ͕ ƐĐŚŽŽůƐ͕ ĂŶĚ ŽƚŚĞƌ ƌĞĐŝƉŝĞŶƚƐ ŽĨ ĨƵŶĚƐ ƵŶĚĞƌ ƚŚĞ EŽ ŚŝůĚ >ĞŌ ĞŚŝŶĚ Đƚ͘ www.ed.gov/programs/newccp/index.html

EĂƟŽŶĂů ůĞĂƌŝŶŐŚŽƵƐĞ ĨŽƌ ŶŐůŝƐŚ >ĂŶŐƵĂŐĞ ĐƋƵŝƐŝƟŽŶ (NCELA) ZĞƐĞĂƌĐŚĞƐ͕ ƐǇŶƚŚĞƐŝǌĞƐ͕ ĂŶĚ ĚŝƐƐĞŵŝŶĂƚĞƐ ŝŶĨŽƌŵĂƟŽŶ ĂďŽƵƚ ůĂŶŐƵĂŐĞ ŝŶƐƚƌƵĐƟŽŶ͕ ĞĚƵĐĂƟŽŶĂů ƉƌŽŐƌĂŵƐ ĨŽƌ ŶŐůŝƐŚ language learners, and related programs. www.ncela.gwu.edu

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Notes

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Notes

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