Experience a day in the life of an ELL
What if you could barely understand what your teacher was saying? ELL shadowing helps teachers experience the classroom from the student’s point of view. The author describes how to implement this easily accessible form of professional development, outlines specific strategies for adapting instruction to engage ELLs, and provides supporting videos on a companion website. Benefits include:
- Increased teacher sensitivity to ELLs’ school experiences
- A heightened sense of urgency to help ELLs learn academic language and content
- Improved classroom instruction that spreads throughout schools and districts
- More engaged students who are more likely to stay in school and reach their potential
|Edition description:||New Edition|
|Product dimensions:||8.50(w) x 11.00(h) x 0.40(d)|
About the Author
Ivannia Soto, Ph.D.
Dr. Ivannia Soto is Professor of Education at Whittier College, where she specializes in second language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English Language Development to a population made of up 99.9% Latinos, who either were or had been ELLs. Before becoming a professor, Dr. Soto also served LAUSD as a literacy coach and district office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Urban Education Conference. As a consultant, Soto has worked with Stanford University’s School Redesign Network (SRN), West Ed, and CABE, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Soto has authored and co-authored seven books, including The Literacy Gaps: Building Bridges for ELLs and SELs; ELL Shadowing as a Catalyst for Change, which was recognized by Education Trust-West as a promising practice for ELLs in 2018; From Spoken to Written Language with ELLs; and the Academic English Mastery four-book series. Together, the books tell a story of how to systemically close achievement gaps with ELLs by increasing their academic language production across content areas. Soto is Executive Director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English Learners (SELs) via linguistically and culturally responsive teaching practices.
Table of Contents
AcknowledgmentsAbout the AuthorIntroductionSection I: Purpose of Shadowing1. Creating a Sense of Urgency2. History and Context of Shadowing3. A Day in the Life of Josue, an English Language LearnerSection II: Research Base4. The Role of Academic Oral Language Development5. The Importance of Active ListeningSection III: Preparation for Shadowing6. Preparing for a Shadowing Training7. How to Use the Shadowing ProtocolSection IV: Debriefing the Shadowing Experience8. Analyzing and Reflecting on the Results of Shadowing9. Using the Results to Leverage ChangeSection V: Next Steps With ELL Shadowing10. Next Steps and Follow-up to ELL ShadowingAppendix A: ELL Shadowing ResourcesAppendix B: Academic Language Development ResourcesIndex