English Learners

Overview

English Learners

Provide information, resources, and promising practices to the field on specific topics as they relate to successful English Learner support in after school

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Guide to Useful Apps for Learning ESL

In the current digital age, technology can be used to enhance learning experiences, especially for those learning English as a second language (ESL). Masters in English as a Second Language (mESL) has released a guide for ESL learners on useful mobile apps that can supplement learning English. This guide is divided into many different learning categories that will help ESL learners target their learning objectives. These categories include phonetics, vocabulary, and reading comprehension. 

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Putting Summer to Work: Summer Matters Report

The Summer Matters Campaign has released three reports that emphasize the positive impact that high-quality summer learning programs can have on students and teachers across six communities in California. Using data collected from previous summer programs and intensive research, the reports provide guidelines for facilitators on how to support students’ growth and further staff professional development.

Webinar

Free Webinar on Understanding and Meeting the Socio-Emotional Needs of English Learners

Free Webinar on Understanding and Meeting the Socio-Emotional Needs of English Learners

Access the webinar now!

Often when our English Learner students are not succeeding academically or in their language development, we turn to providing additional academic help or language development support. While these types of supports are critical, it is also important to address an English Learner’s socio-emotional needs, as they may be the root cause of students’ academic and language development issues.

Webinar

More than Just Talk: Everyday English Language Teaching
Free Webinar on Supporting English Language Learners

More than Just Talk: Everyday English Language Teaching

Explore activities and strategies to get English learners speaking, listening, reading, and writing in afterschool, from the Center for Afterschool and Expanded Learning’s newly expanded and revised publication, More than Just Talk: Everyday English Language Teaching. All participants will come away with tools and techniques after school programs can use to support English learners in subject-area classrooms– in ways that look and feel differently from the school day.

Presenter:

Jennifer Kobrin, Director, Center for Afterschool

Organization

Development Without Limits West

Development Without Limits West provides quality positive youth development professional development, curriculum development, and comprehensive technical assistance for youth and youth professionals. We hold specific expertise in addressing equity and diversity and working with English Learners.

Article

Teaching English Language Learners- What the Research Does- and Does Not- Say
By Claude Goldenberg

Should students who are learning English spend the school day
in classes where only English is spoken? Or should they be taught
reading and other academic skills and content in their native
language? Or should their classes be primarily in English, but
include some explanations or materials in their native language?
If their native language is to be used, how much native language
instruction should they receive and for what purposes? And aren’t
there other issues we need to consider, aside from language of

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Effectively Supporting English Learners

Effectively Supporting English Learners

This webinar will feature an overview of the quality elements in the California Afterschool Network Quality Self-Assessment Tool on Strategies to Support English Learner students. It will also feature presentations from Nora Zamora from the California Afterschool Resource Center (CASRC) and Cynthia Zarate who is a Co-chair of the Network’s EL Committee.

Publication

Research Brief: English Learners And Out-Of-School-Time Programs

Out-of-School-Time (OST) programs offer the ability to expand the school day and provide English learner (EL) students with more time in educational settings that help to address the dual learning challenges they face. Research shows that this additional time can make a difference if used effectively. To that end, this brief highlights research-supported ways in which OST programs might be particularly well suited to support EL students during that extra time.

Article

The Effect of After School Program Participation on English Language Acquisition

This Report, released in 2008 by Stanford’s John W. Gardener Center for Youth and Their Communities. The Study examines English learning in an after school setting among students whose primary language is not English. Focusing on a large after school provider and one school district in the San Francisco Bay Area, we examine the determinants of program participation among native and non-native English speakers and the effects of participation on English language development as measured by the California English Language Development Test (CELDT).

Article

English Learners in California: What the Number Say

This EdSource report describes the state’s English learners, their primary languages, what grades they are in, and where they live. The report also describes the process by which students are designated as English learners, the CELDT test used to measure English proficiency, and how they are reclassified as fluent English proficient (RFEP). It also discusses variations in English proficiency, differing reclassification rates from district to district, and how these students are meeting the state’s rigorous academic standards.

Article

A Race Against the Clock
The Value of Expanded Learning Time for English Language Learners

The Center for American Progress has issued The Race Against the Clock report to examine the role that time plays in the education and learning for English Language Learners (ELL). The report also discusses how increasing the learning time can be a key strategy to improve the educational outcomes for ELL students. Finally, districts and schools who offer before-, after-, or summer school learning programs are highlighted to provide examples of expanding learning opportunities and lessons learned.

Website resource

ESL Partyland

A resource page for teachers and students of English as a second language. The website contains teacher resources, lesson plans, and assessment tools as well as multiple resources for (adult) students of learning English as a second language.

Resource

Teachers of English to Students of Other Languages (TESOL)

TESOL’s mission is to develop and maintain professional expertise in English language teaching and learning for speakers of other languages worldwide. TESOL is a membership agency. Some information and resources are posted on their website for individuals who are non-members. TESOL’s website contains:

Resource

Center for Afterschool Education at Foundations, Inc

Works with afterschool organizations, school districts, municipalities, and thousands of educators across the country dedicated to making the out-of-school hours a dynamic time for learning and healthy development. Grounded in practice (fourteen years operating pre-K-12th grade programs), the Center provides publications, professional development, and technical assistance for building high quality programs and effective aftershool educators.

 

Organization

Alliance for a Better Community

ABC seeks to create outstanding educational opportunities for all students in L.A. so that they graduate prepared to succeed in college, their careers and in life. Prioritizing policies such as pre-school, afterschool, English learners, college preparatory curriculum, school-community partnerships, parent engagement, small learning communities, Multiple Pathways programs, and the current dropout crisis enables ABC to address the very roots of education reform.