This great resource just came out this month (September 2013). The journal entitled “English Language Learners: Shifting to an Asset-Based Paradigm / Estudiantes del Idioma Inglés: Valorizando los Aportes Que Brindan” focuses on seeing the education of English language learners not as a problem, but an opportunity for innovation and valuing of biculturalism and bilingualism.
Three articles in particularly are worth reading:
1. Innovations in Educational Equity for English Language Learners
By Rosann Tung
Rather than view educating English language learners as a problem, the innovative practitioners, scholars, and policy analysts writing in this issue of VUE urge us to embrace and value ELLs as bicultural, bilingual leaders of the future.
2.Educación Bilingüe a Nivel de Escuela Secundaria / Dual-Language Education at the High School Level
By Dania Vazquez
A dual-language program at one high school aims to send the message: “We value all of who you are – both languages are equally important.”
Early Literacy, Family Engagement, and Cultural Competence: District Priorities in Clark County, Nevada
By Lucy Keaton
Engaged families and community members, along with culturally competent and data-savvy teachers and principals, are key goals in a district with a burgeoning English language learner population.
Feel free to share by forwarding the link http://vue.annenberginstitute.org/issues/37
Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for Understood.org and the National Center for Intensive Interventions.
Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.