Emmanuel Angeles, raises his hand to be called on while doing a worksheet in an English Language Learner summer school class at the Cordova Villa Elementary School in Rancho Cordova, Calif. (AP Photo/Rich Pedroncelli)
It calls for teachers in all subjects, not just English class, to learn how to teach their ELL students English language literacy. The idea is that math, English, social studies and science teachers will be providing students with not only subject area content but also with discipline-specific and academic English literacy lessons. The guide argues that doing this “deepens a student’s understanding of how language can be used for diverse purposes and in different ways.”
As for textbooks and other educational materials, the checklist outlines dozens of metrics districts should consider when buying textbooks, software and other curricula. While the considerations are comprehensive – Are the materials culturally sensitive? Do they come with materials for teacher development? – at its core the guide tells districts to ask companies for the evidence that the resources will provide English language learners with rigorous, grade-level appropriate materials.
While representatives from urban school districts across the country crafted the guide, California was well represented on the panel. Just abut half of the guide’s 29 contributors hailed from California districts.
