Resources


Building Authentic Accountability into Dual Language Programs

This presentation from the keynote that Rebecca Freeman Field gave to NYSABE in the spring of 2009 on Building Authentic Accountability into Dual Language Programs. It revolves around Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers by Gottlieb and Nguyen, and shows educators how to use evidence of student performance (progress and proficiency) in two languages to drive instruction, guide program and professional development, inform policy, and strengthen advocacy.

Publication: Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers

Topic: Professional Development

Specialty:  

Object(s): presentation



CABE 2021 Caslon authors at our Virtual Exhibit

Caslon is proud to have so many authors represented at this year’s CABE 2021 Virtual Conference, Standing Together for Unity, Multiliteracy, and Equity, March 23 – 27, 2021. We are also happy to announce that several of these authors will be at the Caslon Virtual Exhibit between 2 and 3 pm each afternoon. This 1-minute video introduces these conversations with the authors. We will post recordings of these conversations after the conference.

Tuesday: Jim Cummins (keynote) and his co-author Raymond Isola (Transforming Sanchez School: Shared leadership, equity and evidence) talk with bilingual and general education leaders about the dynamic role of the principal in long-term educational change. Isola was engaged in this school transformation for thirteen years as principal of Sanchez School in San Francisco.

Wednesday: Rebecca Field invites your feedback on Caslon Learning, our new web-based professional learning system featuring The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer. Field will demonstrate the system, and invite questions and comments on its different features.

Thursday: Kathy Escamilla and Susan Hopewell, co-authors of Biliteracy from the Start answer your questions about biliteracy instruction and assessment.

Friday: Sandra Mercuri and Sandra Musanti as launch their new book La enseñanza en el aula bilingüe: Content, language, and biliteracy, which is written primarily in Spanish. Sandra and Sandra will talk with you about the strategic and purposeful use of Spanish and English for instructional and assessment purposes on two levels: in the elementary bilingual classroom, and to structure professional learning for bilingual teachers.

Publication: Caslon Community

Topic: Professional Development

Specialty:  



Caslon Learning featuring The Translanguaging Classroom

Caslon Learning—essentially a web-based interactive book study guide that provides teachers with opportunities to engage with each other around the big ideas of a Caslon publication, look critically and collaboratively at examples of classroom practice, and apply what they learn to their own classes. Key features for each chapter/meeting include 1) guiding questions, 2) key terms, 3) interactive activities, 4) reflection and action questions, and 5) progress monitoring. The system is teacher directed, embedded in practice, transformative by design, and it yields evidence of teacher learning. It can be used in K–12 and university settings.

This professional learning package (Caslon Learning featuring The Translanguaging Classroom) is available for FREE when districts purchase ten or more copies of this title, or when professors adopt this book for their courses.

Publication: The Translanguaging Classroom: Leveraging Student Bilingualism for Learning

Topic: Professional Development

Specialty:  



Ch.01 Key Considerations: Leadership and Professional Development

Educators can use the Key Considerations for Language Plan from Nemeth, Chapter 1 to focus on what is already happening in their school regarding leadership and professional development and young dual language learners, and to identify areas that they want to improve. Educators can then turn to expert responses in the book to answer their questions and guide their work.

Publication: Young Dual Language Learners

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): framework



Ch.01 Survey: Leadership and Professional Development

This survey for reflection and action is organized around guiding principles for leadership and professional development regarding ELLs articulated in the introduction to chapter 1 (Hamayan and Freeman Field, 2012). Educators can use this survey to review their leadership and professional development regarding ELLs, identify strengths and needs of their current approach, and propose action steps they can take to improve their leadership and professional development in this area. Educators can either download the survey or complete it online to easily share the results of their surveys with other educators in their school.

Publication: English Language Learners at School: A Guide for Administrators, 2nd edition

Topic: Professional Development

Specialty:  

Object(s): survey



Ch.01 Survey: Terrain and Landscape

Teachers, coaches, and administrators can use this tool from the end of Chapter 1 (Valdés et al) to survey the terrain and landscape surrounding CCSS and ELLs/emergent bilinguals at their school/district/organization. The survey asks educators to focus on a) perspectives on the CCSS, b) perspectives on change, c) labeling emergent bilinguals/ELLs, and d) how ELLs/EBs needs are currently addressed relative to CCSS.

After individuals complete their surveys, leadership teams are encouraged to discuss survey responses, and identify one to three issues that stand out as challenges in their context. Then team members are asked to identify one to three action steps they can take to address the challenges they identify. As questions arise, educators are encouraged to turn to expert responses in the chapter for guidance.

Publication: Common Core Bilingual and English Language Learners: A Resource for Educators

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): survey



Ch.02 Key Considerations: Identification and Planning

Educators can use the Key Considerations for Language Plan from Nemeth, Chapter 2 to focus on what is already happening in their school regarding identification of and planning for young dual language learners, and to identify areas that they want to improve. Educators can then turn to expert responses in the book to answer their questions and guide their work.

Publication: Young Dual Language Learners

Topic: Program Implementation and Evaluation

Specialty:  

Object(s): framework



Ch.02 Survey: Fundamental Language Issues

Teachers, coaches, and administrators can use this survey from the end of Chapter 2 (Valdés et al) to investigate fundamental language issues surrounding CCSS and ELLs/emergent bilinguals at their school/district/organization. The survey asks educators to focus on different educators' perspectives on language, language acquisition, and language variation in our context.

After individuals complete their surveys, leadership teams are encouraged to discuss survey responses, and identify one to three issues that stand out as challenges in their context. Then team members are asked to identify one to three action steps they can take to address the challenges they identify. As questions arise, educators are encouraged to turn to expert responses in the chapter for guidance.

Publication: Common Core Bilingual and English Language Learners: A Resource for Educators

Topic: Curriculum, Instruction, and Assessment

Specialty:  

Object(s): survey





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  • Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, third edition
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  • Biliteracy from the Start: Literacy Squared in Action
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