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Articles: ELL

Paradise Valley USD in Arizona screens all ELL and former ELL students for gifted programs.

English language learners remain the least represented group in gifted programs—meaning districts do not sufficiently tap the talents of the growing number of immigrant students entering U.S. schools.

Students can use a free Khan Academy test prep program to better prepare for the redesigned SAT.

The redesigned SAT seeks to expand opportunities for all students to go to college—but its focus on reading comprehension may make the exam more difficult for English-language learners and low-income students.

Jarriza Velasquez, a sixth-grade English/language arts and English as a second language teacher at Alex Sanger Elementary School in Dallas ISD, oversees student work. Velasquez was hired from Puerto Rico as part of the district’s ongoing bilingual teacher recruiting efforts.

Districts facing rising English language learner populations and teacher shortages have turned to Puerto Rico for quality bilingual teachers who don’t need a visa to work on the U.S. mainland. Dallas ISD, for example, hired 350 teachers from Puerto Rico for 2015-16.

Maryland district uses Rosetta Stone language solutions to boost literacy proficiency among ELLs

More than 14.5 percent of the population of Maryland’s Prince George’s County Public Schools (PGCPS) is comprised of students categorized as Limited English Proficient.

Students attending an Internationals Network-supported school learn English language skills.

Despite fewer unaccompanied minors arriving from Central America, many U.S. K12 schools still struggle to adapt to the challenges of educating this diverse set of immigrant students.

During the 2014 fiscal year, the Department of Homeland Security reported that 57,496 unaccompanied minors arrived in the United States. In the first eight months of fiscal year 2015, the number dropped to fewer than 18,000.

Des Moines Public Schools Superintendent Thomas Ahart strives to bring equity, pride and higher achievement to a once-struggling district that is far more diverse than the rest of Iowa. A garden of multicolored poles students have installed outside one low-income school taunt would-be vandals and represents Ahart's belief in the transformative power of education.

Rosetta Stone

English-language learners now comprise more than five percent of Cincinnati’s school population—which has grown more than 500 percent in the past five years.

Superintendent Darwin Stiffler has raised achievement for migrant students in his Yuma, Arizona district.

Driven by a passion to create an environment where teachers and students can reach full potential, Superintendent Darwin Stiffler has implemented programs to support the migrant workers and military families whose children attend the Yuma Elementary School District in Arizona.

46 states provide additional funding dedicated to ELL education, says a March report from the Education Commission of the States. (Click to enlarge)

English language learners (ELLs) perform better academically and achieve greater language proficiency when they have high-quality English language instruction, according to a 2014 study in the American Educational Research Journal.

These extra programs require additional funding above the average per-student amount.

Using effective strategies to personalize the math learning experience is key to reaching all levels of learners, especially Spanish-speaking English Language Learners who vary in their English language abilities, math proficiency and personal circumstances. In this web seminar, originally broadcast on February 17, 2015, educators from an innovative school with an 85 percent Latino population in Milwaukee, Wisconsin, discussed the success they’ve had combining face-to-face instruction with online learning to drive math achievement for their ELL students.

For the 2007-08 school year, Deborah Cody, world language liaison for Pueblo City Schools in southern Colorado, was presented with a very good problem to solve.

“We set up new 30-station computer labs in our high schools and middle schools, and needed programs students could work on in them,” she says.

San Diego USD’s Language Academy dedicated its newly revitalized campus in July, complete with new environmentally-friendly classrooms and schoolwide air conditioning.

The Language Academy is a multicultural K8 school that offers bilingual immersion courses in English, Spanish and French. Students also gain knowledge of the history and culture of the language they study. At the ceremony, students led the Pledge of Allegiance in each language.

Donna Schulze, above, is a paraeducator at Phelps Luck School in the Howard County Public Schools in Maryland.

Paraeducators are no longer on the periphery of the classroom. Now a significant part of the learning process, they are facilitating one-on-one and small-group instruction among special needs students.

A California high school supported by the Internationals Network for Public Schools admits only English language learners.

Districts far from Central America are experiencing record surges in immigrant student enrollment this fall—and must find the funding to accommodate these students but also provide them with mental health and English language services. Since October, more than 57,500 unaccompanied minors from Central America have been detained at the Mexican border.

Since Lancaster School District (Calif.) is a K8 school system, Rebecca Cooksey, director of IT, knows that none of her students have optimal listening skills yet. “Students’ audio processing tracks are not fully developed until they are 15,” Cooksey says. And the 25 percent of Lancaster’s 14,000 students who are ELL face additional challenges in listening to and processing information presented orally by teachers. “It is important for ELL students to hear the way teachers pronounce words, and the nuances in their voice,” Cooksey says.

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