Reading Rockets has a great article that summarizes how a school in Clark County, NV supports English learners. Researchers call what students do everyday to learn English and learn the academic standards we teach a Double Burden. The Double Burden of trying to understand what the teacher is teaching as they are dealing with new vocabulary, new syntatic structure, and oral comprehension. There are many teachers that implement effective teaching strategies, but often times teachers find it easier to not engage the English learner and just hope they get the material.
This articles provide a summary of what some teachers are doing to alleviate this and engage students to learn both interpersonal and academic skills more effectively and quicker.
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.