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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