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Closing the Achievement Gap for Limited Formal Schooling and Long-Term English Language Learners
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TESOL’s Virtual Seminars Powered by Heinle, a part of Cengage Learning
TESOL gratefully acknowledges the support of Heinle, a part of Cengage Learning,
in providing the technology platform for TESOL’s virtual seminars through their
ELT Advantage program. For more information about TESOL’s e-learning initiative
with Heinle, see TESOL Online Education Programs.
More about this seminar from the presenter:
The presenters first describe three types of English language learners (ELLs). Then
they explain four research-based keys that lead to academic success for limited
formal schooling and long-term ELLs These keys include engaging students in challenging,
theme-based curriculum, drawing on students’ backgrounds and languages, organizing
collaborative activities and scaffolding instruction to build academic language,
and creating confident students who value school and value themselves as learners.
For each key, they share strategies, culturally relevant materials, and teacher
stories.
Learning Outcomes
Participants will learn
- to categorize ELLs into three different types
- to recognize the importance of developing theme-based curriculum for ELLs
- specific strategies for drawing on students' backgrounds, their cultures and languages
- ways to develop collaborative activities and scaffold instruction to build academic
language for ELLs
- the importance of helping ELLs value school and value themselves as learners
Target Audience
ESL teachers, mainstream teachers, and administrators working with ELLs in Grades
4–12.
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Presenter
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Dr. Yvonne Freeman is a professor of bilingual education and Dr. David Freeman
is a professor of reading and ESL at The University of Texas at Brownsville. Both
are interested in literacy education for ELLs. In addition to doing staff development
with school districts across the country, they present regularly at international,
national, and state conferences. The Freemans have published books, articles, and
book chapters jointly and separately on the topics of second language teaching,
biliteracy, bilingual education, linguistics, and second language acquisition. Their
newest books are Academic Language for English Language Learners and Struggling Readers;
English Language Learners: The Essential Guide; and a book they edited,
Diverse Learners in the Mainstream Classroom. Other books include the second
edition of Teaching Reading and Writing in Spanish and English in Bilingual and Dual
Language Classrooms and its Spanish translation, Dual Language Essentials for
Teachers and Administrators; Essential Linguistics: What You Need to Know to Teach
Reading, ESL, Spelling, Phonics, and Grammar; Closing the Achievement Gap: How to
Reach Limited Formal Schooling and Long-Term English Learners; the second
edition of Between Worlds: Access to Second Language Acquisition, which received
the Mildenberger Award from the Modern Language Association for outstanding research
in the field of foreign and second language teaching; Teaching Reading in Multilingual
Classrooms; and ESL/EFL Teaching: Principles for Success. The Freemans
are authors of On Our Way to English and Literacy by Design, and they have
recently authored STEEL (Strategic Teaching Essentials for English Learners),
a professional development program for teachers to support their teaching of ELLs.
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