Laurie Posner

A School District Vision for Biliteracy – Podcast Episode 151 | Classnotes Podcast 151

Classnotes Podcast (April 21, 2015) While many bilingual education programs across the country are designed to build students’ fluency in English, some dual language programs provide opportunities for students to grow academically in two languages. But one school district has taken this to a whole new level by encouraging students across the district become bilingual, bicultural and biliterate. In this podcast episode, dual language coordinator Rosalva Silva describes how the Pharr-San Juan-Alamo school district is supporting students to meet biliteracy graduation requirements.

This is the second part of our conversation with Ms. Silva and her sister Rosario Lucero, a retired educator from the Raymondville school district, following IDRA’s inaugural IDRA José A. Cárdenas School Finance Fellows Program symposium. They discuss the support and resources needed for a high quality education for English language learners and what it means to students to have their first language so valued and respected. Ms. Silva and Ms. Lucero were interviewed by Laurie Posner, MPA, director of civic engagement at IDRA.

Show length: 14:41

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IDRA José A. Cárdenas School Finance Fellows Program symposium

Texas Underfunds ELL Education; Impacts Student Achievement 
New Research on Education of English Learners in Middle School & High School Released at IDRA José A. Cárdenas School Finance Fellow Program Symposium

Framework for Effective Instruction of Secondary English Language Learners

Bilingual Discussion Guide: Bilingual v. ESL – Los programas bilingϋes y de inglés como segundo idioma (Slideshare)

Education of English Language Learners in U.S. and Texas Schools – Where We Are, What We Have Learned and Where We Need to Go from Here – A 2009 Update

“Successful Bilingual Education Programs”
by María “Cuca” Robledo Montecel, Ph.D., and Josie Danini Cortez, M.A., IDRA Newsletter

Research Study Results: Good Schools and Classrooms for Children Learning English
Research by IDRA identified the 25 common characteristics of successful schools that contribute to high academic performance of students learning English.

Engagement Based Sheltered Instruction
A rich model of student engagement that helps educators understand students’ language proficiency levels and the language demands of content areas, texts and tests; develop student academic language in content areas; and plan, teach and observe for maximum cognitive engagement.

National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) 
Analyzes, synthesizes and disseminates information about language instruction educational programs for English language learners and related programs. NCELA is funded by the U.S. Department of Education.

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Show Notes

  • Rosario Silva and Rosario Lucero talk about the resources that are truly needed, both for students and teachers, so that schools can deliver high-quality education for English language learners at the middle school and high school levels.

  • Rosario explains what the research says about completely immersing students in English classes too soon, rather than first building their cognitive academic language proficiency (CALP) in their native language.

  • Rosario shares the perspective of students in elementary school who are being taught in their first language.

  • Rosario talks about the Pharr-San Juan-Alamo program that grants students a certificate seal of biliteracy when they graduate high school, and considers the changes that are needed in educational equity to give more students this opportunity.

  • Rosario shares highlights from recent banquet ceremonies recognizing and celebrating PSJA’s biliterate graduates.