We conduct professional and program development activities with federal, state, and local education agencies and schools to help improve services to:“The American Recovery and Reinvestment Act: Recommendations for Addressing the Needs of English Language Learners”
English Language Learning | Research Panel Report | Notable ResourcesExpert group urges attention to English-language learners in stimulus spending
For Immediate Release
March 20, 2009
Working Group on ELL Policy
CONTACT:
Kenji Hakuta, Lee L. Jacks Professor of Education
Stanford University
hakuta@stanford.edu
650.862.2891
Diane August, Center for Applied Linguistics
daugust@msn.com
301.229.5077
Jennifer O’Day, American Institutes for Research
joday@air.org
202.262.4987
The full version of the report can be downloaded at: http://www.stanford.edu/~hakuta/ARRA
Help Kit for ELL Coaches
Submitted by ESCORT Staff on Thu, 2008-02-07 10:49. English Language Learning | HelpKit | LiteracyThis HELP KIT will provide information, resources, and case studies on coaching in the English language learner (ELL) context that will be helpful to those who are facilitating professional learning for their colleagues. It will explore various formats of coaching (Collaborative Resource Management, Content Presentations, Focused Classroom Visits, Coplanning, Study Groups, Demonstration Lessons, Peer Coaching and Coteaching), and provide helpful guidelines for effectively implementing the strategies.
Literacy Coaching
Submitted by ESCORT Staff on Thu, 2007-12-06 17:43. Literacy
In recent years coaching has gained popularity as a preferred mode of professional learning for educators. This is in large part due to the Reading First Initiative of No Child Left Behind.
Effective Literacy and English Language Instruction for English Learners in the Elementary Grades
Submitted by ESCORT Staff on Tue, 2007-11-13 11:05. English Language Learning | LiteracyThis practice guide formulates evidence-based recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades based on the current body of studies for each area. The authors evaluated the effect sizes of interventions to measure their impact on programs and practices. The recommendations involve areas such as curriculum selection, sensible assessments for monitoring progress, and reasonable expectations for student achievement and growth, which would be helpful for curriculum directors at the time they make decisions about policy related to literacy instruction for ELLs in elementary grades.
